American Journal of Innovative Research and Applied Sciences. ISSN 2429-5396 I www.american-jiras.com
97
| Mabassa David Sylvain
1
| Massamba Elvina Lys Surêche
1
| Itoua Okemba Jean
1
| Moulongo Jean Georges André
2
| Makosso-Vheiye Georges
3
| Massamba Cola Steven Ismael
2
| Mabiala Babela Jean Robert
4
| and | Massamba
Alphonse
5,
*
|
1.
Laboratory of Adapted Physical Activities and Rehabilitation | Higher Institute of Physical and Sports Education | Marien University NGOUABI |
Brazzaville | Congo |
2.
Sport Biosciences Laboratory | Higher Institute of Physical and Sports Education | Marien Ngouabi University | Brazzaville Congo |
3.
Physiopathology and Nutrition Diseases Laboratory | Faculty of Sciences and Technology | Marien Ngouabi University | Brazzaville | Congo |
4.
Department of Pediatrics | Department of Medicine | Faculty of Health Sciences | Marien Ngouabi University | Brazzaville | Congo |
5.
Biomechanics and Motion Analysis Laboratory | Higher Institute of Physical and Sports Education | Marien University Ngouabi | Brazzaville | Congo |
| Received 27 July 2018 | | Accepted 11 August 2018 | | Published 21 August 2018 | | ID Article | Massamba-ManuscriptRef.5-ajira010818 |
ABSTRACT
Context: No studies in sub-Saharan Black Africa notably in Congo have studied the energy expenditure associated with the
physical activity in school adolescent. Aim: This study aimed to evaluate the daily energy expenditure associated with the physical
activities of the adolescent schooled in Brazzaville-Congo. Method: the cross-sectional survey included 5520 middle school
students, aged 12 to 16 years old. Any healthy, non-smoker and non-alcoholic pupil, free of metabolic symptoms and pathologies,
of heart disease, which has participated in the physical education course and has lived in Brazzaville for at least one year, was
eligible and included in the study according to age. Daily energy expenditure (in kJ / kg / day) was calculated from three different
ways: scolar time, scolar leaves weather, leisure time, from the QAPACE questionnaire. Results: in the 190 days of schooling, ie
1330 hours (7 hours / week), an average of 1027 hours (77.2%) during the school year and 12.7 hours (76.2%) during the holiday
period corresponded to fixed activities and only 22.8% and 23.8% of the variability in physical activity during the periods
considered. During the school year, mean value of daily energy expenditure was 156.45 ± 32.74 kJ / kg / day for boys versus
142.14 ± 13.1kJ / kg / day for girls. During school holidays, it was around 187.59 ± 11.31 kJ / kg / day for boys 170.32 ± 9.24 kJ
/ kg / day for girls. In all cases, the differences observed between boys and girls were all significant, regardless of school periods
(p = 0.031), school holidays (p = 0.027) and leisure time (p = 0.023). Conclusion: We conclude that the average Daily Energy
Expenditure (DEE) is significantly higher during the period of school holidays than during the school period. In addition, we observe
that the average DEE begins to gradually drop from 14 years.
Keywords: Daily energy expenditure, Physical activities, School holidays, Leisure, Middle school
1. INTRODUCTION
Physical activity, in the broad sense, includes all movements in daily life and is not limited to sport. The practice of
regular and sustained physical activity is well known as an effective means of preventing and controlling a number of
chronic diseases (eg, overweight / obesity, metabolic syndrome, type 2 diabetes, depression) [1,2]. Strongly, the
generalization of sedentary habits and the decline in physical activity stretch to become the prerogative of school-
aged children, not only in post-industrial societies but also in emerging countries and even developing countries. The
United States Department of Health thus discusses physical inactivity as one of the major public health challenges of
the 21st century and addresses the struggle against physical inactivity and the promotion of physical activity one of its
priorities [3]. This public health objective is currently being promoted in several countries, particularly with regard to
children, with the aim of forging active behaviors likely to persist into adulthood [4,5]. In France, the fight against
physical inactivity and physical inactivity is now one of the 100 health objectives defined by the Public Health Act of
August 2004 (Law No. 2004-806, 2004). In addition, an ambitious and unprecedented program in the European Union
(EU) - the National Program for Health Nutrition (PNNS) launched in 2001 for the period 2001-2005 and then renewed
for the period 2006-2010 - has made room for the promotion of physical activity among the nine objectives it pursues
[6].
In Congo-Brazzaville, a country in Central Africa straddling Ecuador, the traditional approach to health care (which
focused on medical care) over the past decades has been modified in a new conceptual framework: maintaining
healthy individuals and their communities through healthy lifestyles. Moreover, according to the U.S. Department of
Health [4], the fundamental pillars of good health are physical exercise, balanced nutrition and healthy lifestyles. It is
currently well argued that well-conducted physical and sports activities are excellent preventive tools against the
ORIGINAL ARTICLE
ENERGY EXPENDITURE IN DAILY PHYSICAL ACTIVITIES
IN CONGOLESE MIDDLE SCHOOL CHILDREN
*Corresponding Author: | Massamba Alphonse | Author Copyright © 2018: | Mabassa David Sylvain |. All Rights Reserved. All articles published in American Journal
of Innovative Research and Applied Sciences are the property of Atlantic Center Research Sciences, and is protected by copyright laws CC-BY. See: http://creativecommons.org/licenses/by-nc/4.0/.
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98
development of coronary heart disease [5], depressions [4], and delayed mortality [7]. Conversely, habitual
persistence such as smoking, alcoholism and physical inactivity in adults is a risk factor in the development of certain
degenerative diseases. Concerning Congolese children, studies by Mabiala Babela et al in Brazzaville report a high
prevalence of alcohol consumption among adolescents [8], and on the other hand that of smoking [9]. Moreover,
energy intakes in food consumption are insufficient within households [10].
Similarly, the prevalence of obesity continues to increase from 1.9% in 1963 to 8.1% in 2003 [11]. This increase
appears to be related to the poor lifestyle and the increasing poverty of Congolese social groups, with Congo in 2011
ranked 136
th
in the world in human development with a human development index equal to 1.116 [12].
Children who are physically active stretch to have lower blood pressure levels and a more balanced blood lipid profile
than inactive children [13]. Physical activity allows sedentary and obese children to reduce their fat mass [14,15]. In
addition, the literature reports that the decrease in risk factors during childhood, through physical activity (PA) in
many chronic non-communicable diseases, may persist in adult life [4]. Physical activity and fitness are therefore
important to health. For example, the current physical activity guidelines for schoolchildren aged 5-16 years are to
encourage 60 minutes per day to several hours of physical activity or structured activity [16].
To our knowledge, there are currently no studies in sub-Saharan Black Africa, notably in Congo, on the energy
expenditure associated with the physical activity of the adolescent in school. In view of this observation, we have
proposed to carry out this research with the aim of resolving these preventive health problems. The aim is to quantify
the daily energy expenditure (DEE) of the Congolese middle schoolchildren aged 12 to 16 years old, through the
many physical activities practiced at school, at home, in the neighborhood and on the school-to-school route.
2. MATERIALS AND METHODS
2.1 Workgroup
This epidemiological, cross-sectional, descriptive and analytical study consisted on a survey carried out on a sample of
the population of adolescents in school in the city of Brazzaville. The study was conducted from 15 November 2016 to
15 June 2017. The study was carried out in different communes and districts, chosen in advance taking into account
their geographical situation (peripheral zone, entirely urban area) and density of their population. Five out of the nine
(9) municipalities in the agglomeration of Brazzaville were selected.
2.2 Sampling
Sampling was calculated on the basis of a population limited to 56 middle school (private and public) in these
municipalities of Brazzaville. The population represented 616,477 pupils from the socio-economic strata of these
municipalities that make up the city and data statistics of the various sectorial inspections of secondary education.
Figure 1 summarizes the process of selecting schools in accordance with recognized recommendations for conducting
epidemiological studies.
Figure 1: The figure presents the middle school selection chart.
Any healthy, non-smoker and non-alcoholic pupil, free of metabolic symptoms and pathologies, of heart disease,
which has participated in the physical education course and has lived in Brazzaville for at least one year, was eligible
and included in the study according to age (12 to 16 years). The oral consent of the children and written parents, the
written agreements of the chief inspectors of the school district and the Ethics Committee of the Medical Society of
Inclusion criteria:
Middle school approved by the State;
Full-cycle middle school;
Middle school with a workforce >500;
Completed physical education courses;
Existence of reliable sports facilities.
Number of middle school
surveyed: N = 214
56 selected middle school
Random draw at 1/3 by rounding
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n=
Congo, compliance with the recommendations of Helsinki II constituted a prerequisite. In total, the selected
population of pupils aged 12-16 years was 9307. However, the presentation of a hematological pathology during the
investigation and a pregnancy state of the girls constituted a criterion of exclusion.
In each middle school, a 1: 3 draw was made at the grade level to retain the grades per grade (6th, 5th, 4th, and
3rd). At the end of this process, the population was reduced to 6135 pupils. The sample size was calculated from the
formula [17]:
Nb
2
σ
2
(1)
(N-1) e
2
+b
2
σ
2
Where,
N: is the total population of students between 12 and 16 years of age,
E: is the estimation error,
b: is the 95% probability threshold value,
σ : is the standard deviation.
In our case, we have: N = 6135; e = 2.43; b = 196; σ = 91.97.
Replacing these values in the previous equation gives the following sample size: n = 5520. The distribution of
subjects of both sexes according to age is reported in Table 1. This study, which received the approval of the Ethics
Committee of the General Delegation of Scientific and Technical Research, Medical Committee, met the criteria of
Helsinki II.
Table 1: The table presents the number and percentage of subjects by age.
Age
(years)
Total
sample studied
Boys sub-sample
sample
(n=%)
Girls
sub-sample
n=(%)
12
1002 (18.2)
510 (50.9)
492 (49.1)
13
1290 (23.4)
672 (52.1)
618(47.9)
14
1056 (19.1)
510 (48.3)
517 (51.7)
15
1104 (20.0)
576 (52.2)
528 (4.8)
16
1068 19.3)
486 (49.9)
582 (50.1)
Total
5520 (100)
2754 (49.9)
2766 (50.1)
Their anthropometric characteristics are shown in Table 2.
Table 2: the table presents the anthropometric characteristics of subjects.
Variables
Boys
(n=2754)
Girls
(n=2766)
P
Age (years)
Weight (kg)
Height (cm)
BMI (kg/m
2
)
PBM (%)
LBM (kg)
14.1±1.3
50.3±6.5
157.5±3.8
20.4±0.4
16.2±3.7
42.2±3.1
13.8±1.1
48.1±5.3
155.0±4.5
20.0±0.3
20.5±4.1
38.2±1.7
0.082
0.074
0.079
0.101
0.038
0.032
BMI: body mass index; TPMG: Tolal % of mass grass; LBM: Lean body mass.
2.3 Variables studied
They were summarized:
1- To the dependent variable: the average Daily Energy Expenditure (DEE) in kJ / kg / day over the study
period.
2- To the independent variables: 1) the chronological age of the pupil between 12 and 16 years of age; 2) the
student's gender: male or female; (3) the socio-economic level of the parents or guardians.
The classification of socio-economic level (SEL) was based on the 6 strata officially determined by the National Center
for Statistics and Economic Studies of Congo (2016) [18]. By combining them, three levels have been created:
3- SEL 1: strata 1 and 2
4- SEL 2: strata 3 and 4
5- SEL 3: strata 5 and 6
The anthropometric variables were body weight (P) in kg, height (T) in cm, body mass index in kg / m
2
(BMI = P /
T
2
), and the lean mass (Mm, in kg). The body weight (or body mass) of students was determined, subjects wearing
light clothing, on a calibrated scale (Seca Digital Floor Scale-Model 7700, precision: 100g by default). The size was
measured using a measuring rod with an accuracy of 0.1 cm, with the head in the Frankfürt position and the soil
taken to the vertex. To calculate lean mass, the Tolal % of mass grass (TPMG) was first calculated from the Slaughter
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TDEE =
and al., (1988) [19], adapted to children. For these purposes, the mean of two measurements of tricipital skinfolds
(TRI) and subscapular (SS) skinfolds was performed using a Harpenden type adipometer. Thus, the PCTG was
evaluated by the formula:
TPMG (%) = 1.33 (TRI + SS) -0.013 (TRI + SS)
2
-2.5 (2)
Where,
TPMG: Tolal % of mass grass;
TRI: Tricipital Skinfolds,
SS: Subscapular Skinfolds,
If the sum of the two skinfolds is greater than 35 mm, the following equations have been applied:
For boys: TPMG (in %) = 0.783 (TRI + SS) + 1.6 (3)
For girls: TPMG (in %) = 0.546 (TRI + SS) + 9.7. (4)
The lean body mass (Mm) was then estimated from the relationship:
Mm (kg) = P - [(P x TPMG)] / 100 (5)
Where,
P: weight,
The quantification of physical activity in children was first recorded in the day using the QAPACE (Questionnaire de
l’Activité Physique chez les Enfants Colombiens) questionnaire by Barbosa and al., (2007) [20]. This questionnaire
consists of 18 questions divided into 13 categories of daily physical activity, covering the study period (Table 3).
The mean DEE was then calculated from the student's physical activity (PA) collection by type of activity, duration
(hours), frequency (number of times / week), and reported energy equations such as 'they appear in the compendium
of Ainswork and al., (2000) [21] and according to the formula [21]:
f
ps
(i) x d
ps
(i) x 280 + f
Pc
(i) x d
pc
180
Where,
TDEE: total daily energy expenditure,
f
ps
: frequency of physical activity during school time,
d
ps
(i): average duration of physical activity during the school year,
The sum covers all possible activities i (i varying from 1 to 13). For each activity i (i = 1 to 13), f (i) corresponds to its
daily frequency, d (i) to its average duration and m (i) to its intensity as a function of the compendium, pc at the time
of the holiday (or vacation).
Table 3: the table presents the categories of physical activity with their corresponding elements in the
QAPACE.
Category
Questions
Description
1
1
Sleep
2
2, 3
Washing, dressing and undressing
3
4, 5, 6
Meal
4
7, 8
Transportation (on foot, by car, motorcycle, bicycle, school
transport)
5
9, 10
Class (sitting in class, class work at home, etc.)
6
11
Physical Education
7
12
Other activities at school: artistic, agropastoral and sports
8
13
Excluding school activities: diverse sports and leisure activities
(agropastoral and office work, watching television, video games,
listening to music, reading, leisure sports activities, etc.)
9
14
Religious activities
10
15
As item 8, but during school holidays
11
16
Artistic or agropastoral activities not associated with the school
12
17
Sports competition and training
13
18
Activities at home: sweeping, wiping, cleaning, washing, laundry,
ironing, cooking, babysitting, etc.
(5)
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Concerning data processing and analysis, the central trend indices of the descriptive statistics were calculated. The
parameters of interest concerned were the total daily energy expenditure (expressed in kJ / kg / day) for school and
holiday periods respectively, then overall and anthropometric data (chronological age, weight, height). Quantitative
values are presented as an arithmetic mean ± standard deviation. To facilitate calculations and conversion of the
physical activities identified by the quantified energy expenditure questionnaire from the compendium, Visual Fox Pro
6.0 software was required, in which the QAPACE database was integrated.
Energy expenditure was calculated from three different ways: scolar time (180 days according to the official docket of
ministry of the education), scolar leaves weather (Christmas and Passover, it is 25 days), leisure time.
A subject of which daily energy expenditure (expressed in kJ / kg / day) was located to over 50
th
percentile is defined
as physically active according to study of Barboza and al.
In same, the inactive children were divided to higher
inactive (energy expenditure lower than percentile 25) and moderate inactive (with energy expenditure comprise
between percentile 25 and percentile 50).
Student's t-test allowed us to compare two arithmetic means of independent samples. According to more than 2
means, an analysis of variance (ANOVA) with one way and several factors was used through the F test. When
significance was obtained for ANOVA, the most significant level was determined from the Dunn-Bonferroni post-hoc
test.
The dependent variables (to be explained) studied were: height, weight, leisure time expressed in hours per day, DEE
(kJ / kg / day) [during the school period (DEE-SP) (DEE-LT) and school holiday periods (DEE-HP), as well as the
average energy expenditure over the period studied (DEE-PS). Independent (explanatory) variables were: gender
(boy vs. girl), age and socio-economic status SEL.
2.4 Statistical Analysis
Statistical analyzes were carried out with the SPSS
TM
software, version 23.0 (IBM), in the Laboratory of Numerical
Analysis and Applied Computer Science (LANIA) of the Faculty of Sciences and Technology, Marien NGOUABI
University. Statistical significance of all tests was accepted as p<0.05.
3. RESULTS
3.1 Physical activity inventories and variability of daily energy expenditure
The average durations of the main physical activities identified are shown in table 4 in which categories 1-3, 9, 11-13
correspond to fairly stable activities throughout the study period, whereas categories 4-7 and 8 correspond to stable
activities only during the school period. In the 190 days of schooling, ie 1330 hours (7 hours / week), an average of
1027 hours (77.2%) during the school year and 12.7 hours (76.2%) during the holiday period corresponded to fixed
activities and only 22.8% and 23.8% of the variability in physical activity during the periods considered. The time
spent in front of television varied between 3 hours and 4 hours during the school days, and bordered 5 hours in
period of school holidays.
Table 4: the table presents different categories of physical activity for one week depending on the period.
Category
Questions
Description
School period
(hours / week)
Period of school holidays
(hours / week)
1
1
Sleep
7.4
6.8
2
2, 3
Toilet, clothing and undress
1.8
2.1
3
4, 5, 6
Meal
2.6
3.0
4
7, 8
Transport (on foot, by car, moped)
4.2
6.3
5
9, 10
Class (sitting in class, class work at
home, etc.)
42.7
Unspecified
6
11
Physical education
2.0
Unspecified
7
12
Other activities at school (running,
traditional games for girls, mini
football)
1.5
Unspecified
8
13
Watching television, video games,
listening to music, reading,
recreational sports activities, etc.
24.3
47.1
9
14
Religious activities
1.5
1.5
10
15
As item 8, but during holidays
32.4
35.7
11
16
Agropastoral and socio-economic
activities not associated with school
6.3
16.3
12
17
Sports competition
Unspecified
10.4
13
18
Activities at home: sweeping,
wiping, cleaning, washing, laundry,
1.7
3.9
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ironing, cooking, babysitting, etc.
3.2 Global data
During the school year, mean TDEE was 156.45 ± 32.74 kJ / kg / day for boys versus 142.14 ± 13.1kJ / kg / day for
girls. During school holidays, it was around 187.59 ± 11.31 kJ / kg / day for boys 170.32 ± 9.24 kJ / kg / day for
girls. On the other hand, the total energy expenditure related to leisure reached 60.12 ± 15.22 kJ / kg / day for boys
against 48.04 ± 08.16 kJ / kg / day, for a leisure time of 7.17 ± 15.22 kJ / kg / day respectively. h / day for boys and
4.98 h / day for girls. In all cases, the differences observed between boys and girls were all significant, regardless of
school periods (p = 0.031), school holidays (p = 0.027) and leisure time (p = 0.023) (table 5).
Table 5: the table presents the average daily energy expenditure (in kJ / kg / day) of subjects by gender.
Variables
Boys
(n=2754)
Girls
(n=2766)
P
DEE-SP
DEE-SH
DEE-LP
156.45±32.74
187.50±11.31
60.12±15.22
142.14±13,20
170.32±9.24
48.04±8.16
0.031
0.027
0.023
TDEE mean
134.69±19.76
120.43±10.20
0.028
DEE-SP: daily energy expenditure during the school period; DEE-SH: daily energy expenditure during school holidays; DEE:-
LP: daily energy expenditure during leisure periods.
The weighted values of DEE for school and cumulated leave periods were 161.98 ± 16.25 kJ / kg / day for boys
versus 142.16 ± 10.13 kJ / kg / day for girls. On the other hand, the calculation of the DEE, both in absolute and
relative values, revealed significant differences in favor of boys, after adjusting for total weight and lean mass.
Compared to the "age" effect (Figure 1), the DEE in kJ / kg / day during the school years did not differ significantly in
favor of boys until the age of 14, particularly at 16 years old (p<0,001).
Figure 1: The figure presents the evolution of total daily energy expenditure (in kJ /
kg / day) by age.
In addition, the values of the DEE in kJ / kg / day, reported at the socioeconomic level and at the gender level (Figure
2), were significantly higher among the boys in the first group (SEL 5-6: highest level), and second group (SEL 3-4)
[respectively: p=0.036 and p=0.043] compared to girls in the same group.
0
50
100
150
200
250
300
12 13 14 15 16
Garçons Filles
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Figure 2: The figure presents the evolution of the daily energy
expenditure by socio-economic level.
Finally, the daily energy expenditure (DEE) study in relation to lean mass and age reveals that there was a higher
energy expenditure (75th percentile, 90th percentile, 97th percentile) in boys over 14 years of age compared to girls,
especially at 16 years old. These boys who lived in the outlying districts of Brazzaville, practiced during the leisure
time the agropastoral work (market gardening in particular). In addition, from disadvantaged social strata they carried
out small trades such as rock stones in the quarries located along the Congo River, the filling of sand transport trucks.
Moreover, they constituted mainly the group of physically very active students.
4. DISCUSSION
The aim of this study was to identify the daily physical activities carried out by schoolchildren in Brazzaville (Congo)
and to evaluate the total energy expenditure during school periods, school holidays and during leisure time during the
period study. The main results obtained show that mean DEE was 156.45 ± 32.74 kJ / kg / day for boys versus
142.14 ± 13.1kJ / kg / day for girls. During school holidays, it was around 187.59 ± 11.31 kJ / kg / day for boys
170.32 ± 9.24 kJ / kg / day for girls. On the other hand, the total energy expenditure related to leisure reached 60.12
± 15.22 kJ / kg / day for boys against 48.04 ± 08.16 kJ / kg / day, for a leisure time of 7.17 h / day for boys and
4.98 h / day for girls. Physically active children were found in middle school located in outlying neighborhoods. Their
energy expenditure was higher, between the 75th percentile and the 97th percentile. This observation parallels that of
Verschuul and Kemper (1985), conducted on 12.5 to 17.5 year olds in which DEE in boys since 12 - 13 years is 9.1
MM / day to reach 12.2 MJ / day at 17.5 years, knowing that 4.184 kJ/hour = 1kcal/kg/hour [22]. Moreover,
according to the approach of the state of activity and sedentarity by Harrel et al., (2005), a young person considers
himself "active" when in his free time he devotes to rigorous physical activity 3 hours or more per week [23].
Similarly, the Canadian Fitness and Lifestyle Institute (CBCRI) classify a subject as vigorously "active" when he or she
spends at least 8 kcal/kg/hour (33.5 kJ/hour) [24].
The low energy expenditure of the subjects studied is mainly found in children whose parents have a monthly income
classifying them in high socio-economic levels (SEL 5-6). In fact, the daily consumption of food among the latter is
characterized by poor eating habits resulting in overconsumption of dairy products and red meat. In the latter case,
Bauchart et al., (2010) in a study investigating the effects on meat lipids and fatty acids of extruded linseed (high in
n-3 polyunsaturated fatty acids) alone or with extruded rapeseed (high in n-6 and n-3 and 18: 1n-9 polyunsaturated
fatty acids) in association or not with antioxidants in dairy cows, report that increased uptake of polyunsaturated fatty
acids-3 by cattle with flax diet would stimulate lipoperoxidation in his entire body, altering the health of meats for the
consumer [25]. In view of the absence of a food quality control agency in our country and of meat processing
industries, it is reasonable to assume that there are certain risks of lipoperoxidation of imported meat consumed by
the consumer Congolese people.
Added to this is a high consumption of lipids (source of saturated fatty acids). However, excessive consumption of
lipids, especially saturated fatty acids, has a negative impact on the health of the growing child, particularly by
promoting the development of obesity. This fact was noted by Mabiala et al., (2004) in a previous study, authors who
noted in four decades an increase of over 6, 2% in the prevalence of obesity in schools in Brazzaville [11]. Moreover,
Massiera et al., (2003) advocate limiting daily consumption of lipids (visible and hidden fats) to 30-35% of total
energy intake, reducing the intake of saturated fatty acids and rebalancing fatty acid intake to polyunsaturated n-6
and n-3 [26].
These caloric contributions, associated with a high prevalence of sitting activities (watching television, high
attendance of cybercafés, weakness of sports practice, transport by vehicle, etc.), contributes to exceed contributions
for children in this age range (3500 kcal / day). Moreover, these children attend in most cases private schools whose
monthly school fees exceed 50$ US. But current data show an ever-increasing poverty of households, characterized
0
50
100
150
200
1--2 1--2 3--4 3--4 5--6 5--6
n% DEE
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by more than 5 months of unpaid wages in most state and parastatal structures. Already in 2006, Mbemba et al.,
(2006) found in the Congolese schoolboy low daily energy intake, value 1948.9 ± 448kcal [27]. These absolute
intakes, all ages, were distributed as follows: 15.4% for breakfast; 26.6% for lunch; 42.5% for dinner; 15.5% for
nibbling. Students from disadvantaged backgrounds (SEL between 1 and 3) are characterized by the lack of taste, the
lack of breakfast in 13.1% of children and lunch in 10.7% of them.
In the QAPACE study, mean DEE (all ages) was 170.41 ± 39.92 kJ / kg / day for boys in Chile and 165.64 ± 34.26kJ /
kg / day for girls. These values are lower than ours: 134.69 ± 19.76 kJ / kg / day for Congolese boys versus 120.43 ±
10.20 kJ / kg / day for our daughters. These differences are attributable to the quality of food and socio-economic
development.
Statistically, energy expenditure among our daughters showed significant differences except for the under-14 age
group where boys had a significantly higher average energy expenditure (p = 0.027) than girls. Graphically, there
were significant differences from those of boys. These results coincide with those of Verschur (1985)
in which the
change in the average energy expenditure of girls and boys aged 14 to 17 follows approximately the same pattern as
that observed in our study, with the difference to that in our population the expenditure of energy exceeds that of
girls from the age of 14 [22].
As for the DEE, compared to the lean mass of the subjects, it expresses significant differences (p <0.05) only for the
ages of 15 and 16, and those in favor of the boys. These findings are consistent with the Amsterdam Growth Study in
adolescents from Van Mechelmen et al., in 1995 who report that after the age of [11], energy expenditure begins to
decline [28]. These results are indicative of the gradual abandonment of physical activity by girls. It is known that
25% of girls between the ages of 14 and 19 will be active in adulthood compared to only 2% of inactive subjects
during youth [24].
Consequently, among the girls studied, the level of physical activity would undoubtedly be likely to
favor the development of chronic pathologies in adulthood. Indeed, the relationship between the amount of physical
activity (the "dose") and its consequences on health is a major aspect of the discussion of the effects of physical
activity on health.
Other studies [29]
evaluating DEE physical activity by age from childhood to adolescence to analyze differences
between children and adolescents have shown that post-puberty (14-16) induces biological changes while respecting
sexual development as described by Tanner (1962) [30]. In short, the benefits of physical activity under health are
well argued, especially in situations as diverse as heart disease and mental health.
Nevertheless, limitations can be observed in our study at the physical activity level of children. Indeed, it would be
relevant to use other measuring tools of the DEE such as indirect calorimetry, the use of pedometers or
accelerometers. However, the expensive cost of these devices and their implementation have helped to limit the
reliable and adequate approach of the adopted method.
5. CONCLUSION
Our study, which corresponds to an analytical epidemiological survey, from the QAPACE questionnaire, shows the DEE
is significantly higher during the period of school holidays than during the school period. In addition, we observe that
the average daily energy expenditure begins to gradually drop from 14 years. However, in relation to lean mass, the
DEE (kJ / kg lean / day) continues to increase in boys up to the age of 16 unlike girls. Despite the limitations
observed, the data obtained is a source that can be used and available for a powerful multifactorial statistical
treatment that optimally analyzes the influence of the factors that may influence the daily energy expenditure of our
school subjects.
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Abbreviations liste:
QAPACE: Questionnaire de l’Activité Physique chez les Enfants Colombiens,
DEE: Daily Energy Expenditure,
EU: European Union,
PA: Physical activity,
BMI: Body Mass Index,
LBM: Lean Body Mass,
SEL: Socio-Economic Level,
P: Body Weight,
T: Height,
TRI: Tricipital Skinfolds,
SS: Subscapular Skinfolds,
TPMG: Tolal % of Mass Grass,
Mm: Lean Body Mass,
TDEE: Total Daily Energy Expenditure,
f
ps
: Frequency of Physical Activity During School Time,
d
ps
(i): Average Duration of Physical Activity During The School Year,
ANOVA: Analysis of Variance,
DEE-SP: Daily Energy Expenditure during the school period,
DEE-HP: Daily Energy Expenditure School Holiday Periods,
DEE-PS: Daily Energy Expenditure over the period studied,
LANIA: Laboratory of Numerical Analysis and Applied Computer Science,
DEE-LP: Daily Energy Expenditure During Leisure Periods,
CBCRI: Canadian Fitness And Lifestyle Institute.
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106
Annex:
Questionnaire used to assess physical activity in children and adolescents (QAPACE):
School period
Period of holidays
Leisure time
1. How many hours do you sleep each day?
- Less than 6 hours
- 6-7 hours
- 8 hours and more
2. How long do you have to wash or wash
(morning, evening)?
- 10 minutes
- 30 minutes
- 45 minutes
- 1 hour
- 2 hours
3. How long do you put to undress?
- 5 minutes
- 10 minutes
How long do you have to get dressed?
- 5 minutes
- 10 minutes
4. How long do you eat at breakfast?
- Less than 15 minutes
- 15 to 30 minutes
- More than 30 minutes
5. How long do you have lunch?
- Less than 15 minutes
- 15-30 minutes
- More than 30 minutes
6. How long do you put in the evening meal?
- Less than 15 minutes
- 15-30 minutes
- More than 30 minutes
7. During school time, I'm traveling
- walk
- by car
- by bike
- on a motorcycle
8. During leisure, I make my travels
- walk
- by car
- by bike
- on a motorcycle
9. In class, I sit
- Very often Yes No
- Mandatory Yes No
10. In class I am standing
- On the board Yes No
- At break Yes No
11. In high school, I participate in EPS
Yes No
I practice physical activity with an intensity:
- Light weight
- Moderate
- Average
- Intense
12. In secondary school, the other activities
practiced are:
- Artistic
- Agro-pastoral
- Sports
Their duration is:
- 30 minutes
- 45 minutes
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107
And the frequency of:
- once a week
- 2 times / week
13. I practice recreational activities outside of
school?
Yes No
Which ones?
The weekly frequency of these activities is
- once a week
- 2 times / week
- 3 times / week
- ≥ 4 times / week
The duration of the activity is:
- 30 minutes
- 1 hour
- 2 hours
During my free time, I watch television:
- often
- Very often
I play video games:
- often
- Very often
I am listening to music:
- often
- Very often
14. Outside of school I participate in religious
activities:
Yes No
The duration of these activities is:
- 1 hour
- 2 hours
The frequency is:
- once a week
- 2 times / week
- 3 times / week
- More than 3 times / week
15. During school time I travel
- Walk
- By car
- By bike
- A motorcycle
16. Outside of the middle school, do I practice
non-school-related personal arts activities?
Yes No
The weekly frequency is:
- once a week
- 2 times / week
- 3 weeks / week
- More than 3 times / week
Outside the middle school, I practice agropastoral
activities,
Yes No
which ones?
The weekly frequency is:
- once a week
- 2 times / week
- 3 weeks / week
- More than 3 times / week
17. During leisure, I practice competitive sport.
Yes No
Which?
The weekly frequency is:
- once a week
- 2 times / week
- 3 times / week
- More than 3 times / week
The duration of a session is:
- 1 hour
- 2 hours
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108
18. At home, I work on:
- Sweeping the house and / or the court
- Wiping
- Cleaning
- Washing
- Cleaning
- Ironing
- Cooking
- Babysitting
If there are others, which ones? ..................
Cite this article: Mabassa David Sylvain, Massamba Elvina Lys Surêche , Itoua Okemba Jean, Moulongo Jean Georges
André, Makosso-Vheiye Georges, Massamba Cola Steven Ismael, Mabiala Babela Jean Robert, and Massamba Alphonse.
ENERGY EXPENDITURE IN DAILY PHYSICAL ACTIVITIES IN CONGOLESE COLLEGIANS. Am. J. Innov. Res. Appl. Sci. 2018; 7(2): 97-
108.
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