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Table 1 Participant descriptive characteristics and differences by sex

From: Adherence to 24-Hour Movement Guidelines for the Early Years and associations with social-cognitive development among Australian preschool children

Ìý

Total Sample (nÌý=Ìý248)

Boys (nÌý=Ìý141)

Girls (nÌý=Ìý107)

p

Age (M, SD)

4.2Ìý±Ìý0.6

4.4Ìý±Ìý0.7

4.0Ìý±Ìý0.6

<0.001

SES (IRSAD) (M, SD)

1020Ìý±Ìý61

1025Ìý±Ìý62

1013Ìý±Ìý58

0.13

Vocabulary score (M, SD)

27.2Ìý±Ìý6.5

27.6Ìý±Ìý6.5

26.6Ìý±Ìý6.5

0.23

Movement behaviours

 Physical activity – TPA (min/d) (M, SD)

373.3Ìý±Ìý71.3#

376.7Ìý±Ìý70.5

368.8Ìý±Ìý72.3

0.39

 Physical activity – MVPA (min/d) (M, SD)

102.5Ìý±Ìý33.9#

108.9Ìý±Ìý36.0

94.1Ìý±Ìý29.0

<0.001

 Screen time (min/d) (M, SD)

139.8Ìý±Ìý83.4

144.3Ìý±Ìý86.0

134.0Ìý±Ìý79.8

0.34

 Sleep (hrs/d) (M, SD)

10.5Ìý±Ìý1.0

10.5Ìý±Ìý1.0

10.5Ìý±Ìý1.0

0.81

Social Cognition

 TEC* (M, SD)

9.56Ìý±Ìý2.87

9.78Ìý±Ìý2.84

9.25Ìý±Ìý2.89

0.17

 ToM (M, SD)

2.30Ìý±Ìý1.08

2.33Ìý±Ìý1.06

2.23Ìý±Ìý1.08

0.56

  1. IRSAD Index of relative socio-economic advantage and disadvantage, M mean, MVPA moderate- to vigorous-intensity physical activity, SD standard deviation, SES socio-economic status, TEC Test of Emotion Comprehension, ToM Theory of Mind, TPA total physical activity
  2. *nÌý=Ìý243; boysÌý=Ìý139, girlsÌý=Ìý104. #Out of 740.6Ìý±Ìý120.9Ìýmin/day of valid wear time