Conference Agenda

Purpose of the study

Low levels of physical activity (PA) are associated with an increased risk of cardiovascular disease, type 2 diabetes, and all-cause mortality. In Finland, insufficient PA is estimated to generate societal costs of approximately €3–7.5 billion annually. Among youth, PA and physical functioning are influenced by sociodemographic factors such as age, gender, socioeconomic status, and ethnic background, which shape health behaviors across the life course. Despite growing evidence on these inequalities, little is known about the cumulative influence of multiple sociodemographic inequalities on individuals’ physical activity. The aim of this study is to examine sociodemographic inequalities in device-measured PA among Finnish youth.

Methods

The study uses data from the Finnish School-aged Physical Activity Study (FSPA/LIITU) 2024, including students in grades 5, 7, and 9 (approximately 11–15 years, N ≈ 2000). Structural equation modelling (SEM) and the Multilevel Analysis of Individual Heterogeneity and Discriminatory Accuracy (MAIHDA) will be applied to examine how sociodemographic factors intersect in shaping PA and physical functioning.

Results

The results are expected to provide new insights into sociodemographic differences in PA and physical functioning among Finnish youth and to highlight population groups at higher risk of low PA and reduced physical functioning. The data analysis will be conducted in April 2026.

Conclusion

The findings will contribute to evidence-based decision-making and support the development of targeted policies and interventions aimed at promoting equitable opportunities for physical activity among youth. The study is funded by the Ministry of Education and Culture.

Purpose: To map the design, delivery, and implementation/equity reporting of physical activity (PA) interventions aimed at improving executive function of 2–7–year–old children.

Methods: A scoping review was conducted following PRISMA-ScR. Records were screened, and data charted at study and intervention-arm level. Findings were synthesised descriptively using visual mapping. Protocol registered on OSF.

Results: A total of 24,908 records were identified, of which 63 studies were included (149 total arms; 93 PA specific). Studies were globally spread (China 20/63), with over half of studies reporting predominantly low-to-middle socioeconomic status samples (17/32, 53% of those reporting). PA interventions were most commonly play-based (n=34, 37%) and motor skill training (n=30, 32%). Intervention delivery formats often used structured protocols and multi-phase programmes (n=49, 53%). Inhibitory control and working memory were most frequently assessed executive functions (n=70, 47%). However, statistically significant improvements were observed in only 65/306 EF-related outcome entries (21%). Outcomes were specific to intervention type: play-based interventions more often showed benefits across multiple executive function outcomes, whereas motor skill training mainly improved global executive function/attention, and dance/rhythmic movement mainly improved inhibitory control/working memory. In most instances, key intervention details were under–reported: MVPA status (73/93, 79%), difficulty-design (71/93, 76%), and SES (31/63, 49%).

Conclusions: Play-based interventions appeared to demonstrate the broadest potential benefit across executive function outcomes, but the overall evidence base remains mixed. These findings provide limited guidance for adaptation in resource-limited contexts, because key information on intervention intensity, difficulty-design, socioeconomic context, and equity-related analyses was often insufficiently reported.

Support/Funding Source: None

Few children reach the recommended levels of at least 60 minutes daily physical activity. To counter this trend, active school transportation (AST) has been suggested as a promising strategy, since AST can contribute to roughly half of the recommendation. Parents play a key role in the decision-making process concerning their children’s mode of transport to school. Previous research has shown that a form of social approval (i.e., injunctive and descriptive norm) seems to be involved in the decision-making process. This study advances the understanding of norms by including a form of social pressure that is the motivation to comply and identification with the referent. The aim of this study was first to describe parents’ normative beliefs and second, to explore how these beliefs were associated with parents’ intentions of letting their child walk or cycle to school.

In this cross-sectional study, 333 parents of children in academic school years four to six participated by responding to a survey.

Beliefs related to social approval, that is, the descriptive and injunctive norm, were reported as moderate to high among parents. In contrast, beliefs related to social pressure, motivation to comply and identification with the referent, were low, as were the composite measures of approval and pressure. In the final multivariable model, one form of social approval, the descriptive norm, was significantly associated with intention.

In efforts to increase levels of AST, health promotive initiatives should emphasize social approval by making others’ behaviors visible, rather than focusing on parents conforming to social pressure.