unveiling the global matrix

Mark Tremblay, Ph.D., D.Litt. (hons), FACSM, CSEP-CEPDirector, Healthy Active Living and Obesity Research GroupChildren’s Hospital of Eastern Ontario Research Institute

Chief Scientific Officer, Active Healthy Kids CanadaProfessor, Department of Pediatrics, University of Ottawa

Unveiling the “Global Matrix”:A comparison of childhood physical activity across 15 countries

Active Healthy Kids Canada Report Card

Objectives

•Describe, explain and unveil the Global Matrix•Acknowledge and integrate country leaders into the presentation

•Provide a foundation for the rest of the Summit with international comparison evidence to stimulate new ideas and partnerships

The Report Card serves as...

• A public awareness mechanism and call to action through a nationwide media advocacy strategy

• An accountability index for all Canadians

• A surveillance synthesis mechanism

• An advocacy tool for physical activity leaders and organizations

• A policy driver

• A process for identifying research and surveillance needs

• A challenge to other countries and jurisdictions to implement similar processes to allow comparisons and facilitate improvements

Common indicators determined• Five behaviours

– Overall physical activity– Organized sport participation– Active play– Active transportation– Sedentary behaviours

• Four settings and sources of influence– Family and peers– School– Community and the built environment– Government strategies and investments

Grade Interpretation

A We are succeeding with a large majority of children and youth (≥ 80%).

B We are succeeding with well over half of children and youth (60-79%).

C We are succeeding with about half of children and youth (40-59%).

D We are succeeding with less than half but some children and youth (20-39%).

F We are succeeding with very few children and youth (< 20%).

Grading Framework

Common benchmarks used to guide grade assignmentsExpert groups established in each country to assign grades

Limitations vs Opportunities

• Common benchmarks were established although countries were limited by the availability of data

• The best available evidence, often from multiple sources, were used by expert work groups to assign grades

• Despite variation in country data sources it is believed that the grades across all indicators are comparable and informative of global variation in important factors related to PA among children and youth.

• The focus was on the possibilities of learning from one another and work of addressing the limitations going forward

Global Matrix

Who is leading and who is lagging?

Overall Physical Activity

Organized Sport Participation

Active PlayActive

TransportationSedentary

BehavioursFamily and

PeersSchool

Community and the Built

Environment

Government Strategies and Investments

“Perhaps the most notable finding from the global matrix is the substantial variation in the grades assigned to the nine indicators

of PA. This is encouraging for at least three reasons. First, it demonstrates that at least some countries are succeeding in each of the important indicators examined in the global matrix. Second,

such international variation consolidated in this fashion presents an opportunity for cross-fertilization of ideas for improving the grades. Third, the global matrix provides a framework for research aimed

at understanding the differences between and within different nations.”

Tremblay et al. JPAH, 2014

• Benchmark: % of children and youth who meet physical activity guidelines

• All countries graded this indicator

• Grades ranged from F to B

video: overall physical activity

Active PlayActive

TransportationSedentary Behaviour

Family and Peers

SchoolCommunity. &

Built Environment

Government Strat. &

Investments

Scotland F

United States D-

Ireland D-

Canada D-

Australia D-

South Africa D

Finland D

Ghana D

Colombia D

England D+

Nigeria C

Kenya C

Mexico C+

New Zealand B

Mozambique B

• Benchmark: % of children and youth who participate in organized sport and/or physical activity programs

• 13 of 15 countries graded this indicator

Video: Organized Sport Participation

Active PlayActive

Family and Peers

SchoolCommunity. &

Built Environment

Government Strat. &

Investments

Scotland INC

Nigeria INC

Mozambique F

Mexico D

Colombia D

United States C-

Ireland C-

England C-

South Africa C

Kenya C

Ghana C

Finland C

Canada C+

Australia B-

New Zealand B

Scotland F

United States D-

Ireland D-

Canada D-

Australia D-

South Africa D

Finland D

Ghana D

Colombia D

England D+

Nigeria C

Kenya C

Mexico C+

New Zealand B

Mozambique B

Active Play

• Benchmark: % of children and youth who engage in unstructured/unorganized active play for several hours a day

• Grades ranged from D to B

Video: Active Play

Active PlayActive

Family and Peers

SchoolCommunity. &

Built Environment

Government Strat. &

Investments

Scotland INC

United States INC

Nigeria INC

South Africa INC

Mozambique FScotland INC

Mexico D

Mexico INC

Colombia D

Ireland INC

United States C-Ghana INC

Ireland C-

England INC

England C-

Colombia INC

South Africa C

Canada INC

Kenya C

Australia INC

Ghana C

Finland D

Finland C

Nigeria C-

Canada C+

Mozambique C

Australia B-

Kenya C

New Zealand B New Zealand B

Scotland F

United States D-

Ireland D-

Canada D-

Australia D-

South Africa D

Finland D

Ghana D

Colombia D

England D+

Nigeria C

Kenya C

Mexico C+

New Zealand B

Mozambique B

Active Transportation

• Benchmark: % of children and youth who use active transportation to get to and from places (school, park, mall, friend’s place)

Video: Active Transportation

Active PlayActive

Family and Peers

SchoolCommunity. &

Built Environment

Government Strat. &

Investments

Scotland INC

United States INC

Colombia INC

Nigeria INC

South Africa INC

United States F

Ireland D

Mexico D

Mexico INC

Ghana D

Colombia D

Ireland INC

Canada D

Australia D

Ireland C-

England INC

New Zealand C-

England C-

Colombia INC

South Africa C

Canada INC

Scotland C

Kenya C

Australia INC

England C

Ghana C

Finland D

Mexico B-

Finland C

Nigeria C-

Nigeria B

Canada C+

Mozambique C Mozambique B

Australia B-

Kenya C

Kenya B

New Zealand B New Zealand BFinland B

Scotland F

United States D-

Ireland D-

Canada D-

Australia D-

South Africa D

Finland D

Ghana D

Colombia D

England D+

Nigeria C

Kenya C

Mexico C+

New Zealand B

Mozambique B

Sedentary Behaviours

• Benchmark: % of children and youth who meet sedentary behavior or screen-time guidelines

Insert video clip(s)Video: Sedentary Behaviour

Active PlayActive

Family and Peers

SchoolCommunity. &

Built Environment

Government Strat. &

Investments

Scotland INC

United States INC

Colombia INC

Mozambique INC

Nigeria INC

South Africa INC

United States FEngland INC

Ireland D

South Africa F

Mexico D

Mexico INC

Ghana D

Scotland F

Colombia D

Ireland INC

Canada D

Nigeria F

Australia D

Canada F

Ireland C-

England INC

New Zealand C-Australia D-

England C-

Colombia INC

South Africa C

United States D

South Africa C

Canada INC

Scotland C

Mexico D

Kenya C

Australia INC

England C

Finland D

Ghana C

Finland D

Mexico B-

Colombia D

Finland C

Nigeria C-

Nigeria B

Ireland C-

Canada C+

Mozambique C Mozambique B New Zealand C

Australia B-

Kenya C

Kenya B

Ghana B

Scotland F

United States D-

Ireland D-

Canada D-

Australia D-

South Africa D

Finland D

Ghana D

Colombia D

England D+

Nigeria C

Kenya C

Mexico C+

New Zealand B

Mozambique B

Family & Peers

• Benchmarks:– % of parents who facilitate physical activity and sport opportunities for their children – % of parents who meet the physical activity guidelines for adults– % of parents who are physically active with their kids– % of children and youth with friends and peers who encourage and support them to be

physically active– % of children and youth who encourage and support their friends and peers to be

physically active

• 6 of 15 countries graded this indicator• Grades ranged from D- to C

Video: Family and Peers

Active PlayActive

Family and Peers

SchoolCommunity. &

Built Environment

Government Strat. &

Investments

Scotland INC

United States INC

Colombia INC

Mozambique INCUnited States INC

Nigeria INC

South Africa INC

Ireland D

South Africa F

Nigeria INC

Mexico D

Mexico INC

Ghana D

Scotland F

Mozambique INC

Colombia D

Ireland INC

Canada D

Nigeria F

Mexico INC

Australia D

Canada F

Ireland INC

Ireland C-

England INC

Ghana INC

England C-

Colombia INC

South Africa C

United States DEngland INC

South Africa C

Canada INC

Scotland C

Mexico D

Colombia INC

Kenya C

Australia INC

England C

Finland D

Scotland D-

Ghana C

Finland D

Mexico B-

Colombia D

New Zealand C

Finland C

Nigeria C-

Nigeria B

Ireland C-

Kenya C

Canada C+

Mozambique C Mozambique B New Zealand CFinland C

Australia B-

Kenya C

Kenya B

Canada C

Ghana B

Australia C

Scotland F

United States D-

Ireland D-

Canada D-

Australia D-

South Africa D

Finland D

Ghana D

Colombia D

England D+

Nigeria C

Kenya C

Mexico C+

New Zealand B

Mozambique B

• Benchmarks:– % of schools with active school policies– % of schools where the majority (≥ 80%) are taught by a PE specialist– % of schools where the majority (≥ 80%) are offered at least 150 minutes of PE per week– % of schools that offer physical activity opportunities (excluding PE) to the majority (≥ 80%)

of their students– % of parents with children and youth who have access to physical activity opportunities at

school in addition to PE– % of schools with students who have regular access to facilities and equipment that support

physical activity

• 13 of 15 countries graded this indicator• Grades ranged from F to A-

School

Video: School

Active PlayActive

Family and Peers

SchoolCommunity. &

Built Environment

Government Strat. &

Investments

Scotland INC

United States INC

Colombia INC

Scotland INC

Nigeria INC

South Africa INC

Nigeria INC

Ireland D

South Africa F

Nigeria INC

Colombia F

Mexico D

Mexico INC

Ghana D

Scotland F

Mozambique INCSouth Africa D

Colombia D

Ireland INC

Canada D

Nigeria F

Mexico INC

Mexico D

Australia D

Canada F

Ireland INC

Ghana D

Ireland C-

England INC

Ghana INC

United States C-

England C-

Colombia INC

South Africa C

Ireland C-

South Africa C

Canada INC

Scotland C

Mexico D

Colombia INC

Mozambique C

Kenya C

Australia INC

England C

Finland D

Scotland D-

Kenya C

Ghana C

Finland D

Mexico B-

Colombia D

New Zealand CCanada C+

Finland C

Nigeria C-

Nigeria B

Ireland C-

Kenya C

New Zealand B-

Canada C+

Australia B-

Kenya C

Kenya B

Canada C

Finland B

Ghana B

Australia C

England A-

Scotland F

United States D-

Ireland D-

Canada D-

Australia D-

South Africa D

Finland D

Ghana D

Colombia D

England D+

Nigeria C

Kenya C

Mexico C+

New Zealand B

Mozambique B

Community & the Built Environment

• Benchmarks:– % of children or parents who perceive their community is doing a good job at promoting physical

activity – % of communities that report they have policies promoting PA– % of communities that report infrastructure geared toward promoting PA– % of children or parents with facilities, programs, parks and playgrounds available to them in their

community– % of children living in a safe neighborhood where they can be active– % of children or parents reporting well-maintained facilities, parks/playgrounds in their community

that are safe– % of children and youth who report being outdoors for several hours a day

• 12 of 15 countries graded this indicator• Grades ranged from F to A-

Video: Community and the Built Environment

Active PlayActive

Family and Peers

SchoolCommunity. &

Built Environment

Government Strat. &

Investments

Scotland INC

United States INC

Colombia INC

Scotland INC

Nigeria INC

South Africa INC

Nigeria INC

Kenya INC

Ireland D

South Africa F

Nigeria INC

Colombia F

Colombia INC

Mexico D

Mexico INC

Ghana D

Scotland F

Mozambique F

Colombia D

Ireland INC

Canada D

Nigeria F

Mexico INC

Mexico D

Mexico F

Australia D

Canada F

Ireland INC

Ghana D

South Africa D

Ireland C-

England INC

Ghana INC

United States C-Ghana D

England C-

Colombia INC

South Africa C

Ireland C-

New Zealand C

South Africa C

Canada INC

Scotland C

Mexico D

Colombia INC

Mozambique C United States B-

Kenya C

Australia INC

England C

Finland D

Scotland D-

Kenya C

Scotland B

Ghana C

Finland D

Mexico B-

Colombia D

Ireland B

Finland C

Nigeria C-

Nigeria B

Ireland C-

Kenya C

New Zealand B-Finland B

Canada C+

Australia B-

England B

Australia B-

Kenya C

Kenya B

Canada C

Finland B

Canada B+

Ghana B

Australia C

England A-

Australia A-

Scotland F

United States D-

Ireland D-

Canada D-

Australia D-

South Africa D

Finland D

Ghana D

Colombia D

England D+

Nigeria C

Kenya C

Mexico C+

New Zealand B

Mozambique B

Government Strategies & Investments

• Benchmarks:– Evidence of leadership and commitment in providing physical activity opportunities for all

children and youth– Allocated funds and resources for the implementation of physical activity promotion

strategies and initiatives for all children and youth– Demonstrated progress through the key stages of public policy making (i.e., policy

agenda, policy formation, policy implementation, policy evaluation and decisions about the future)

• 10 of 15 countries graded this indicator• Grades ranged from D to B

Video: Government

Strategies and

Investments

Active PlayActive

Family and Peers

SchoolCommunity. &

Built Environment

Government Strat. &

Investments

Scotland INC

United States INC

Colombia INC

Scotland INC

Nigeria INC

South Africa INC

Nigeria INC

Kenya INC

United States INC

Ireland D

South Africa F

Nigeria INC

Colombia F

Colombia INC

New Zealand INC

Mexico D

Mexico INC

Ghana D

Scotland F

Mozambique FIreland INC

Colombia D

Ireland INC

Canada D

Nigeria F

Mexico INC

Mexico D

Mexico F

England INC

Australia D

Canada F

Ireland INC

Ghana D

South Africa D

Ghana D

Ireland C-

England INC

Ghana INC

Mozambique C

England C-

Colombia INC

South Africa C

Ireland C-

New Zealand CMexico C

South Africa C

Canada INC

Scotland C

Mexico D

Colombia INC

Mozambique C United States B-Kenya C

Kenya C

Australia INC

England C

Finland D

Scotland D-

Kenya C

Scotland B

Canada C

Ghana C

Finland D

Mexico B-

Colombia D

Ireland B

Australia C+

Finland C

Nigeria C-

Nigeria B

Ireland C-

Kenya C

South Africa B

Canada C+

Australia B-

England B

Scotland B

Australia B-

Kenya C

Kenya B

Canada C

Finland B

Canada B+

Finland B

Ghana B

Australia C

England A-

Australia A-

Colombia B

Scotland F

United States D-

Ireland D-

Canada D-

Australia D-

South Africa D

Finland D

Ghana D

Colombia D

England D+

Nigeria C

Kenya C

Mexico C+

New Zealand B

Mozambique B

Active PlayActive

Family and Peers

SchoolCommunity. &

Built Environment

Government Strat. &

Investments

Scotland INC

United States INC

Colombia INC

Scotland INC

Nigeria INC

South Africa INC

Nigeria INC

Kenya INC

United States INC

Ireland D

South Africa F

Nigeria INC

Colombia F

Colombia INC

New Zealand INC

Mexico D

Mexico INC

Ghana D

Scotland F

Mozambique FIreland INC

Colombia D

Ireland INC

Canada D

Nigeria F

Mexico INC

Mexico D

Mexico F

England INC

Australia D

Canada F

Ireland INC

Ghana D

South Africa D

Ghana D

Ireland C-

England INC

Ghana INC

Mozambique C

England C-

Colombia INC

South Africa C

Ireland C-

New Zealand CMexico C

South Africa C

Canada INC

Scotland C

Mexico D

Colombia INC

Mozambique C United States B-Kenya C

Kenya C

Australia INC

England C

Finland D

Scotland D-

Kenya C

Scotland B

Canada C

Ghana C

Finland D

Mexico B-

Colombia D

Ireland B

Australia C+

Finland C

Nigeria C-

Nigeria B

Ireland C-

Kenya C

South Africa B

Canada C+

Australia B-

England B

Scotland B

Australia B-

Kenya C

Kenya B

Canada C

Finland B

Canada B+

Finland B

Ghana B

Australia C

England A-

Australia A-

Colombia B

Scotland F

United States D-

Ireland D-

Canada D-

Australia D-

South Africa D

Finland D

Ghana D

Colombia D

England D+

Nigeria C

Kenya C

Mexico C+

New Zealand B

Mozambique B

Global Findings

• Wide global variation exists for most indicators, allowing potential for global learning transference

• Most countries are BOTH leading and lagging in some indicators

• In developed countries it seems we have built it but they are not coming

• when children are given the opportunity/freedom, they like to move

• a mix of physical activity opportunities are need to reach desired levels: sport, play, chores, active transportation

Disparities and inequities

• In all countries disparities and inequities exist for physical activity opportunities, but the direction of the gradient in some cases varies by country (e.g. urban vs rural and SES)

• Around the world boys are more active than girls• Very little evidence is available on physical activity

levels of children with a disability• We need to both raise the and level the bar for PA

Research and surveillance gaps

• Global matrix is a start but many areas of the world not represented - we need to expand this process

• More global comparative research is needed on PA and SB correlates and determinants

• Better (especially more representative) and standardized measures of all indicators are required

• Data on young children (toddlers and preschoolers) needed

• Research on play and light activity particularly needed

Recommendations for improving the grade

• Expand international collaborations, cross-fertilizations and capacity building

• developing countries should learn from developed countries and vice versa

• The Global Matrix should be exploited to provoke greater policy efforts aimed at improving the grade

• The Global Matrix findings should be used to challenge, assist and inform future strategies and solutions

Supplemental Issue of theJournal of Physical Activity and Health

Country Report Cards

The global comparisons remind us of the importance of habitual physical activity, pervasive throughout the day – not simply planned and structured doses of movement. Physical activity is not an item to

check off your list of things to do – it is a way of life – this is the message I glean from the global comparisons. Together, with our domestic stakeholders and our global partners, we have new and

compelling evidence that can guide innovative and novel solutions to power the movement to get kids moving – and inform our work to

improve the grades in the years ahead.

Conclusion

unveiling the global matrix

nigeria c kenya c mexico

active play benchmark

physical activity benchmark

physical activity leaders

physical activity guidelines

healthy active living

global matrix

australia b new zealand

Health & Medicine

unveiling-mitochondria 2.0

unveiling fme 2018

unveiling connectmbas

unveiling the contribution of building’s embodied energy...

global fits of the ckm matrix

unveiling the gospel

global competences in education - matrix

mom2mom glassroots unveiling

canalys global cybersecurity leadership matrix 2020

unveiling the crucifixion

yhteenveto lasten ja nuorten liikunnasta ja · 2019. 5....

iridium global ptt - ground control · ni matrix iridium...

unveiling models - uchile.cl

hybrid global matrix/local interaction simulation approach

unveiling the pole structure of s-matrix using deep learning

unveiling fme 2016

global matrix. a conceptual and organisational framework for...

unveiling our dharma

payforit 4 unveiling

unveiling fme cloud