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A child's opportunity for physical activity and the safety of engaging in activity are influenced by built environment (BE) elements. This study examined the relationship of neighbourhood type and socio-economic status (SES) with activity using a sampling frame that purposely located schools in varying neighbourhoods to ensure that there was variability in BE characteristics and SES.Participants (1,027 Grade 5 & 6 students, Toronto, ON) were drawn from 16 schools that varied by neighbourhood type (pre-1946 "old/urban BE" with grid-based street layout versus post-1946 "new/inner-suburban BE" with looping street layout) and socio-economic status (low and high SES). Physical activity was recorded by accelerometry for seven days. Only children living within 1.6 km of school were included in the analyses (n=713; boys=339, girls=374). Generalized linear mixed models examined sex-specific differences in physical activity across four geographic stratifications: old BE, low-SES (OL); old BE, high-SES (OH); new BE, low-SES (NL); and new BE, high-SES (NH).Children who attended schools in more affluent neighbourhoods (urban and inner-suburban) had more positive physical activity profiles. Across school days, boys were more active in inner-suburban neighbourhoods whereas urban and inner-suburban girls' activity levels were similar. On the weekend, the influence of the neighbourhood environment was stronger, especially for girls and also for boys with respect to total activity and the accumulation of moderate-to-vigorous physical activity.These findings focus attention on the need to consider the broader social and temporal contexts of specific geographic locations when planning and implementing built environment interventions to increase physical activity among children.

Physical activity patterns of children in Toronto: the relative role of neighbourhood type and socio-economic status.