Systematic Review of Physical Education-Based Physical Activity Interventions Among Elementary School Children

2018 ◽  
Vol 39 (3) ◽  
pp. 303-327 ◽  
Author(s):  
V. L. Errisuriz ◽  
N. M. Golaszewski ◽  
K. Born ◽  
J. B. Bartholomew
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Physical Activity Interventions

scholarly journals Developmental relations between motivation types and physical activity in elementary school children (1)

2019 ◽  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
Measurement Invariance ◽  
School Children ◽  
Elementary School Children ◽  
Growth Models ◽  
Developmental Trajectories ◽  
Autonomous Motivation ◽  
Multiple Group

Objectives: The objectives of this study were to observe the developmental trajectories of motivation types among young children from 8 to 12 years using a more comprehensive scale of physical education motivation. We also tested the relations between these trajectories and objective physical activity during this period. Design: Students in grades 5–7 (n=1202; 51.2% boys) were recruited from 17 elementary schools. Three cohorts completed the motivation questionnaire four times and objective physical activity was measured up to four times over a two years school period. Method: Measurement invariance of the scale was tested across cohorts and occasions. Multiple group multiple cohort growth models were estimated to determine motivation types trajectories. Regression models were then built to predict children’s slope of MVPA during this period. Results: We provided strong measurement invariance to a new and more comprehensive scale of PE motivation. Latent growth curve modeling indicated trajectories that decrease on average for all forms of motivations at this early age. Results also revealed some relations between motivation’s scores and objective physical activity trajectories, especially with autonomous motivation. Conclusions: Our study revealed the earliest decline of motivation towards physical education to have ever been highlighted in elementary school children. Relations between trajectory of intrinsic stimulation and PA behavior permitted us to highlight the possible role of autonomous motivation in minimizing the decline of children’s PA behavior during PE lesson.

Moderate to Vigorous Physical Activity During Physical Education, Recess, and Class Time Among Elementary School Children in Qatar

2020 ◽  
Vol 39 (1) ◽  
pp. 1-8
Author(s):  
Lena Zimmo ◽  
Fuad Almudahka ◽  
Izzeldin Ibrahim ◽  
Mohamed G. Al-kuwari ◽  
Abdulaziz Farooq
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Vigorous Physical Activity ◽  
Cross Sectional ◽  
Class Time ◽  
School Based ◽  
School Day

Purpose: Schools provide opportunities for children to accumulate recommended daily moderate to vigorous physical activity (MVPA). This study aimed to determine physical activity (PA) across the school day among elementary school children in Qatar. Methods: This cross-sectional study recruited 181 Grade 1 (5.8 ± 0.4 years) and Grade 4 (9.0 ± 0.5 years) children. Participants wore wrist-based accelerometers for 5 days to assess school-based PA. MVPA during physical education, recess, and class time were compared across sex, grade, and body mass index using general linear models. Results: Only 39.0% of this cohort met the recommended 30 min of MVPA during school hours. Fewer girls (23.2%) than boys (58.1%) achieved the school-based PA guidelines (p < .001). The children engaged in 19.0 ± 12.3%, 19.3 ± 8.6%, and 6.2 ± 3.4% of the designated physical education, recess, and class time in MVPA, respectively. Conclusion: Elementary school children in Qatar engage in inadequate MVPA during the school day, especially girls. Enhancing PA opportunities during physical education and recess is crucial.

Generalization From Physical Education to Recess During an Elementary Sport Education Season

2021 ◽  
pp. 1-10
Author(s):  
Shu Cheng ◽  
Rosalie Coolkens ◽  
Phillip Ward ◽  
Peter Iserbyt
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Vigorous Physical Activity ◽  
Third Grade ◽  
Voluntary Participation ◽  
Sport Education ◽  
Promising Strategy

Purpose: Our purpose was to investigate the effect of generalization of participation in parkour from physical education classes to organized parkour recess. Methods: A total of 143 (64 girls and 79 boys) third-grade elementary school children received a 12-lesson parkour sport education season in physical education. Voluntary participation in five organized parkour recess sessions was investigated. Moderate to vigorous physical activity (MVPA) data in physical education, organized parkour recess, and traditional recess were collected. Results: Girls participated significantly more in organized parkour recess compared with boys (53% vs. 35%, p = .034). Boys achieved significantly higher MVPA than girls in physical education (47% vs. 42%, p = .045), organized parkour recess (73% vs. 65%, p = .003), and traditional recess (56% vs. 36%, p < .001). Children generated on average 22% of MVPA through performing parkour-specific skills in organized parkour recess. Conclusion: Generalization of participation from physical education classes to organized recess programs is a promising strategy to increase children’s daily MVPA.

scholarly journals Effects of an eight-month exercise intervention programme on physical activity and decrease of anxiety in elementary school children

2018 ◽  
Vol 4 (111) ◽  
pp. 23-29
Author(s):  
Irina Klizienė ◽  
Laura Kimantienė ◽  
Ginas Čižauskas ◽  
Giedrė Marcinkevičiūtė ◽  
Viktorija Treigytė
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Exercise Intervention ◽  
Intervention Programme ◽  
Somatic Anxiety ◽  
Experimental Group ◽  
Children’S Physical Activity

Background. The World Health Organization recommends children to participate in sufficient PA by engaging in moderate-to-vigorous physical activity for at least 60 min daily per week. Schools are important settings for the promotion of children’s physical activity. Through commuting, breaks, and physical education lessons they provide regular opportunities for children to be active. Methods. The experimental group included 36 girls and 34 boys aged 6-7 years old. Their mean weight and height were 24.3 ± 0.9 kg and 1.25 ± 0.11 m for the girls, and 29.3 ± 0.6 kg and 1.33 ± 0.09 m for the boys. The control group included 35 girls and 33 boys aged 6–7 years old, attending the same school. Their mean weight and height were 22.3 ± 0.7 kg and 1.24 ± 0.1 m for the girls, and 28.4 ± 0.7 kg and 1.36 ± 0.07 m for the boys. The methodology of innovative physical education classes was based on the DIDSFA model (dynamic exercise, intense motor skill repetition, differentiation, physical activity distribution in the classroom). The evaluation of physical activity. Children’s Physical Activity Questionnaire (Corder et al., 2009) was used. It was also based on the Children’s Leisure Activities Study Survey (CLASS) questionnaire. The measurement of anxiety – the methodology of Reynolds and Richmond (1994). Results. The post-test of the experimental group boys (1320.24 MET, min/week) was to analyse average physical activity in comparison with the girls of the experimental group (840.60 MET, min/week). Statistically significant difference was found during the analysis of average MET per boy (1390.45 MET, in/week) in comparison with the girls (880.27 MET, min/week, p < .05). The results of the somatic anxiety in EG (5.54 ± 1.18 points) before the experiment and after it showed that after the intervention programme somatic anxiety in EG was 5.08 ± 1.09 points. This demonstrates lower levels of depression, seclusion, somatic complaints, aggression and delinquent behaviour (F = 4.895, p < .05, P = 0.550). Conclusion. It was established that properly construed and purposefully applied complex of the eight-month exercise intervention programme for elementary school children led to statistically significant changes in the dependent variables: increased physical activity and decreased anxiety for the experimental group.

scholarly journals Developmental relations between motivation types and physical activity in elementary school children (1)

2019 ◽  
Vol 67 (4) ◽  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
Measurement Invariance ◽  
School Children ◽  
Elementary School Children ◽  
Growth Models ◽  
Developmental Trajectories ◽  
Autonomous Motivation ◽  
Multiple Group

Objectives: The objectives of this study were to observe the developmental trajectories of motivation types among young children from 8 to 12 years using a more comprehensive scale of physical education motivation. We also tested the relations between these trajectories and objective physical activity during this period. Design: Students in grades 5–7 (n=1202; 51.2% boys) were recruited from 17 elementary schools. Three cohorts completed the motivation questionnaire four times and objective physical activity was measured up to four times over a two years school period. Method: Measurement invariance of the scale was tested across cohorts and occasions. Multiple group multiple cohort growth models were estimated to determine motivation types trajectories. Regression models were then built to predict children’s slope of MVPA during this period. Results: We provided strong measurement invariance to a new and more comprehensive scale of PE motivation. Latent growth curve modeling indicated trajectories that decrease on average for all forms of motivations at this early age. Results also revealed some relations between motivation’s scores and objective physical activity trajectories, especially with autonomous motivation. Conclusions: Our study revealed the earliest decline of motivation towards physical education to have ever been highlighted in elementary school children. Relations between trajectory of intrinsic stimulation and PA behavior permitted us to highlight the possible role of autonomous motivation in minimizing the decline of children’s PA behavior during PE lesson.

scholarly journals Validation of Interviewer-Assisted Recall for Measuring Minutes of Moderate to Vigorous Physical Activity in Elementary School Children, Grades 3 and 5

2016 ◽  
Vol 48 (2) ◽  
pp. 152-156.e1 ◽  
Author(s):  
Marsha Dowda ◽  
Russell R. Pate ◽  
Kerry L. McIver ◽  
Suzanne D. Baxter ◽  
Dawn K. Wilson ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Vigorous Physical Activity
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