Inequality in Physical Activity in Organized Group Settings for Children: A Cross-Sectional Study

Adult-led organized settings for children (eg, classrooms) provide opportunities for physical activity (PA). The structure of setting time may influence inequalities (ie, unequalness) in the distribution of PA. This study examined differences in PA inequality by setting and time-segment purpose in time-segmented organized group settings for children.

PA and setting meetings were assessed using accelerometer and video observation data from school, before-/after-school, and youth club groups (n = 30) for third- through sixth-grade children (n = 699) in 2 rural US communities. Meetings (n = 130) were time-segmented into smaller units (sessions; n = 835). Each session was assigned a purpose code (eg, PA). Accelerometer data were paired with the meetings and sessions, and the Gini coefficient quantified inequality in activity counts and moderate to vigorous PA minutes for each segment. Beta generalized estimating equations examined differences in PA inequality by setting and session purpose.

Activity count inequality was lowest (P < .05) during youth club meetings (Gini = 0.17, 95% CI, 0.14-0.20), and inequality in moderate to vigorous PA minutes was greatest (P < .01) during school (Gini = 0.34, 95% CI, 0.30-0.38). Organized PA sessions (Gini = 0.20, 95% CI, 0.17-0.23) had lower activity count inequality (P < .0001) than academic (Gini = 0.30, 95% CI, 0.27-0.34), enrichment (Gini = 0.31, 95% CI, 0.27-0.36), and nonactive recreation (Gini = 0.30, 95% CI, 0.25-0.34) sessions. Inequality in moderate to vigorous PA minutes was lower (P < .05) in organized PA (Gini = 0.26, 95% CI, 0.20-0.32) and free play (Gini = 0.28, 95% CI, 0.19-0.39) than other sessions.

PA inequality differed by setting time structure, with lower inequality during organized PA sessions. The Gini coefficient can illuminate PA inequalities in organized settings and may inform population PA improvement efforts in rural communities.