scholarly journals Interventions to Increase Moderate‐to‐Vigorous Physical Activity in Elementary School Physical Education Lessons: Systematic Review

2021 ◽  
Vol 91 (10) ◽  
pp. 836-845
Author(s):  
Lan S. Wong ◽  
Ann‐Marie Gibson ◽  
Abdulaziz Farooq ◽  
John J. Reilly
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Elementary School ◽  
Physical Education ◽  
Vigorous Physical Activity

A Systematic Review of Correlates of the Moderate-to-Vigorous Physical Activity of Students in Elementary School Physical Education

2021 ◽  
pp. 1-16
Author(s):  
Lijuan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Elementary School ◽  
Physical Education ◽  
Physical Environment ◽  
Methodological Quality ◽  
Vigorous Physical Activity ◽  
Team Games ◽  
Semiquantitative Method ◽  
Movement Activities

This study systematically summarize existing literature focusing on the correlates of students’ moderate-to-vigorous physical activity (MVPA) during elementary school physical education (PE). A systematic search was initiated to identify studies investigating the physical activity correlates in students during elementary PE. Two researchers independently screened the studies, assessed their methodological quality, and extracted relevant data. The correlates were synthesized and further assessed using the semiquantitative method. A total of 42 studies were included in the review. Out of 44 variables identified from these studies, 10 were consistently associated with MVPA. Gender (boys), PE activities (team games), PE context (fitness activities, game play, and skill practice), class location (outdoors)and perceived competence were consistently and positively associated with the MVPA of students in PE. Other variables, namely body mass index, larger class size, and PE activities (movement activities), were consistently and negatively related to MVPA. In conclusion, this study improves our understanding of the correlates of students’ physical activity from the demographic,biological, instructional, physical environment, social support, and psychological perspectives. These variables should be focused on when designing new or improving current interventions.

scholarly journals A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in elementary school physical education lessons

2016 ◽  
Vol 86 ◽  
pp. 34-54 ◽  
Author(s):  
Jenna L. Hollis ◽  
Amanda J. Williams ◽  
Rachel Sutherland ◽  
Elizabeth Campbell ◽  
Nicole Nathan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Elementary School ◽  
Physical Education ◽  
Meta Analysis ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Physical Activity Levels

A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons

2013 ◽  
Vol 56 (2) ◽  
pp. 152-161 ◽  
Author(s):  
Chris Lonsdale ◽  
Richard R. Rosenkranz ◽  
Louisa R. Peralta ◽  
Andrew Bennie ◽  
Paul Fahey ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Physical Education ◽  
Meta Analysis ◽  
Vigorous Physical Activity

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.

Children's Enjoyment, Perceived Competency, and Moderate-to-vigorous Physical Activity During High-Intensity Interval Training in Physical Education

2020 ◽  
Author(s):  
Katie Burford ◽  
Kathryn Gillespie ◽  
John Bartholomew ◽  
Esbelle Jowers
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
High Intensity ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
Interval Training ◽  
Perceived Competence ◽  
High Intensity Interval Training ◽  
High Intensity Interval

Abstract Background: Little is known about children’s experience with high-intensity interval training (HIIT) during elementary school. Perceptions of enjoyment, perceived competence, and motivation are likely to drive long-term adherence and are, therefore, critical to understanding how HIIT might be implemented in this setting. The purpose of this study was to describe children’s physical activity levels, enjoyment, and perceived competency of HIIT activities within a Self-Determination Theory (SDT) framework (autonomy) in elementary school physical education (PE) classes. Methods: Participants were 402 children from a single, diverse elementary school (49.4% female, 59.6% Non-Hispanic white). Student enjoyment and perceived competency were collected following teacher- (non-autonomous) and student- led (autonomous) conditions. A sub-set of 201 children wore accelerometers to measure percent of time in moderate-to-vigorous physical activity (MVPA). This mixed factorial design was assessed through a series of repeated measures ANOVAs. Results: While children reported generally positive enjoyment and perceived competence in both condition (rating over 4.0 on a 5-point scale), children significantly enjoyed (d = 0.44) and felt more competent (d = 0.12) during the autonomous HIIT condition compared to the nonautonomous HIIT condition. In contrast, the percent of time in MPVA (d=1.09) was significantly lower in the autonomous condition. Conclusions: These data illustrate a challenging trade-off with the design of HIIT trials. Increasing autonomy through the inclusion of student choice increased enjoyment and perceived competence of HIIT, which are likely to improve adherence, but lowered physical activity intensity, which is likely to reduce impact.

scholarly journals Correlates of Physical Activity of Students in Secondary School Physical Education: A Systematic Review of Literature

2019 ◽  
Vol 2019 ◽  
pp. 1-12 ◽  
Author(s):  
Yulan Zhou ◽  
Lijuan Wang
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Physical Education ◽  
Secondary School ◽  
Methodological Quality ◽  
Secondary School Students ◽  
Vigorous Physical Activity ◽  
School Students ◽  
High Quality ◽  
Prospective Longitudinal

Background and Objective. Several reviews have summarised studies on secondary school students’ moderate-to-vigorous physical activity (MVPA) in physical education (PE), but no systematic review with semiquantitative assessment has been conducted to specifically identify the correlates of their MVPA. This review aims to systematically summarise the existing literature, which investigated correlates of MVPA of secondary school students during their PE lessons. Methods. A systematic search using ERIC, SPORTDiscus, PubMed, PsycINFO, Academic Search Premier, and Web of Science was conducted to identify the correlates of the MVPA of secondary school students in PE. Studies were eligible if they were English published articles and examined the association with MVPA during secondary school PE lessons and cross-sectional and prospective longitudinal quantitative studies. Two reviewers independently examined the articles, assessed their methodological quality, and performed data extraction. The correlates of MVPA were synthesised and further assessed semiquantitatively. Results. Fifty-five studies were identified to correlate with secondary school students’ MVPA in PE lessons. Further analysis only included 43 studies (78.2%) that were of medium and high quality by methodological quality assessment. Out of 54 variables identified from these medium and high-quality studies, 11 were consistently associated with the MVPA. Sex (boys), ethnicity (White), class gender (boys-only), PE activities (team games), lesson location (outdoors), expectancy beliefs, subjective task values, and enjoyment were consistently and positively associated with MVPA. Other variables, namely, class gender (girls-only), PE activities (movement activities), and lesson context (knowledge), were consistently and negatively related to MVPA. Conclusions. Interventions focusing on the consistent variables are needed to build active lesson time in PE. This review also provides insights for future research.

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