caspersen 1984 physical activity definition

CASPERSEN 1984 PHYSICAL ACTIVITY DEFINITION HOW TO

Adults often report physical activity for leisure or recreation but in youth this may be captured as simply “play” or unstructured activity.

The distinctions between physical activity and exercise are more relevant for adults, but participation in sports or structured activity programs or lessons by youth can be considered analogous to “exercise” because it is also structured and purposed. The term “exercise” is viewed as a subcategory of leisure-time physical activity that is more structured (e.g., steady state running) and performed with a well-defined purpose in mind (e.g., improving or maintaining physical fitness). Although categories can vary, four broad domains that effectively capture behaviors for both adults and youth include: (1) leisure-time physical activity (i.e., recreation, play), (2) work- or school-related physical activity, (3) home or domestic physical activity, and (4) transportation physical activity (commuting from place to place). Three other important distinctions with the definition are summarized below.įirst: In this new conception of physical activity, a better understanding of the context and settings where physical activity behavior occurs (e.g., home, work) as well as the purpose (e.g., recreation, occupation) is needed. The combination of frequency, duration, and intensity is often referred to as the dose or volume of physical activity and reflects the total amount of movement performed within a specific time period. Activities are also operationally characterized according to their frequency (i.e., number of movements per day), duration (i.e., recorded minutes of actual movement), intensity (i.e., associated effort to perform the movement), and type (i.e., nature of movement as being, for example, aerobic or bone-strengthening related activities). For youth, the movement captured in this behavioral definition can be categorized as either structured (i.e., repetitive, organized activity, often led by an adult and performed in physical education class) or unstructured (i.e., play, unsupervised, activity performed during recess or school breaks). This captures the volitional nature of physical activity and the various physiologic, psychosocial, and environmental factors that influence it. previously described physical activity as “Any bodily movement produced by skeletal muscles that result in caloric expenditure.” 15 This definition has been widely accepted but a more recent conception, developed through a consensus conference on physical activity research, 6,9 provides an operational definition to avoid subjectivity and facilitate assessment: 'behavior that involves human movement, resulting in physiological attributes including increased energy expenditure and improved physical fitness.'Ī critical element in the new definition is the labeling of physical activity as a behavior. Physical activity can be quantified and interpreted in a variety of ways.

CASPERSEN 1984 PHYSICAL ACTIVITY DEFINITION HOW TO

These sections provide the foundation for understanding how to assess behavior and movement and estimate energy expenditure in youth.

Emphasis is then placed on the unique challenges of assessing physical activity and sedentary behavior in youth, as that population is NCCOR’s focus. The fundamental definitions and distinctions related to both physical activity and sedentary behavior are described first, followed by summaries of physical activity and sedentary behavior recommendations. This section describes concepts that are important for understanding the remaining sections of the Guide. Key Concepts for Understanding Individual Physical Activity

Caspersen 1984 physical activity definition