Socioeconomic and Racial/Ethnic Disparities in Physical Activity Environments in Georgia Elementary Schools

Abstract

Purpose:

This study aimed to characterize physical activity (PA) environments in Georgia public elementary schools and to identify socioeconomic status (SES) and racial/ethnic disparities in PA environments.

Design:

A school setting PA survey was launched in 2013 to 2014 as a cross-sectional online survey assessing PA environment factors, including facility access and school PA practices, staff PA opportunities, parental involvement in school PA, and out-of-school PA opportunities.

Setting:

All 1333 Georgia public elementary schools were recruited.

Participants:

A total of 1083 schools (81.2%) responded. Survey respondents included school administrators, physical education (PE) teachers, and grade-level chairs.

Measures:

Physical activity environment factors were assessed via an online questionnaire adapted from school PA surveys and articles.

Analysis:

The chi-square and Fisher exact analyses were conducted to examine the reporting of PA environment factors overall and by school SES, as measured by free/reduced lunch rate, and/or racial/ethnic composition.

Results:

Overall, many PA environment factors were widely prevalent (ie, gym [99%] or field [79%] access), although some factors such as some PA-related programs (ie, a structured walk/bike program [11%]) were less widely reported. Disparities in school PA environment factors were largely patterned by SES, though they varied for some factors by racial/ethnic composition and across SES within racial/ethnic composition categories. For example, lower SES schools were less likely to report access to blacktops and tracks ( p-value < .0001), and higher SES schools were less likely to report access to playgrounds ( p-value = .0076). Lower SES schools were also less likely to report “always/often” giving access to PE/PA equipment during recess ( p-value < .01). Lower SES and majority nonwhite schools were less likely to report having joint use agreements with community agencies ( p-value < .0001).

Conclusion:

This study highlights SES and racial/ethnic disparities in PA environments in Georgia public elementary schools.