Gender Differences in Physical Activity during Fifth-Grade Physical Education and Recess Periods

1997 ◽  
Vol 17 (1) ◽  
pp. 99-106 ◽  
Author(s):  
Julie A. Sarkin ◽  
Thomas L. McKenzie ◽  
James F. Sallis
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Physical Education ◽  
Fifth Grade ◽  
Activity Levels ◽  
Physically Active ◽  
Similar Activity ◽  
Physical Activity Levels ◽  
Health Related ◽  
Children’S Physical Activity

Boys are typically more physically active than girls, but schools have the potential to promote health-related physical activity for all children. This study investigated gender differences in children’s physical activity levels during physical education (PE) classes and unstructured recess periods. The activity levels of 91 fifth-grade children were assessed by accelerometer (Caltrac) on 3 days. Results indicated that children’s activity levels were low to moderately stable from day to day in both environments. Boys and girls had similar activity levels during PE, t(89) = 1.49, p = .140, but boys were significantly more active than girls during recess, t(89) = 3.27, p = .002. Girls were significantly more active during PE than they were at recess, t(51) = 2.08, p = .043. The results suggest that structured PE classes may provide similar amounts of physical activity for both genders.

Physical Activity in Preschool Children With the Transition to Outdoors

2013 ◽  
Vol 10 (2) ◽  
pp. 170-175 ◽  
Author(s):  
Russell R. Pate ◽  
Marsha Dowda ◽  
William H. Brown ◽  
Jonathan Mitchell ◽  
Cheryl Addy
Keyword(s):  
Physical Activity ◽  
Time Course ◽  
Outdoor Play ◽  
Activity Levels ◽  
Physically Active ◽  
Minute Period ◽  
Physical Activity Levels ◽  
Trained Observers ◽  
Children’S Physical Activity ◽  
Observation Period

Background:It is known that children are more physically active outdoors than indoors. However, few previous studies have observed the time course for physical activity as young children transition from indoor to outdoor activities.Methods:Participants were 3- to 5-year-old children enrolled in the Children’s Activity and Movement in Preschool Study (CHAMPS). Trained observers used the Observational System for Recording Physical Activity in Children-Preschool Version (OSRAC-P) to record children’s physical activity levels over 20 minutes in outdoor settings. The 20-minute outdoor observational period began immediately following the transition from indoors to outdoors.Results:Children’s activity levels were moderately high at the time of transition and declined over the 20-minute observation period. Different patterns, however, were observed for boys and girls. Overall, boys were more active than girls. Boys’ activity levels declined in a linear fashion over the 20-minute period, while girls’ activity levels increased slightly, decreased, and then increased slightly again.Conclusions:These data indicate that physical activity levels decline with increased duration of outdoor play. The frequency and duration of outdoor play should be investigated for the purpose of optimizing physical activity levels.

scholarly journals Gender and School-Level Differences in Students’ Moderate and Vigorous Physical Activity Levels When Taught Basketball Through the Tactical Games Model

2016 ◽  
Vol 35 (4) ◽  
pp. 349-357 ◽  
Author(s):  
Stephen Harvey ◽  
Megan L. Smith ◽  
Yang Song ◽  
David Robertson ◽  
Renee Brown ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
School Level ◽  
Fifth Grade ◽  
Elementary Level ◽  
Activity Levels ◽  
Cognitive Components ◽  
Physical Activity Levels ◽  
Tactical Games

The Tactical Games Model (TGM) prefaces the cognitive components of physical education (PE), which has implications for physical activity (PA) accumulation. PA recommendations suggest students reach 50% moderate-vigorous physical activity (MVPA). However, this criterion does not indicate the contribution from vigorous physical activity (VPA). Consequently, this study investigated: a) the effects of TGM delivery on MVPA/VPA and, b) gender/school level differences. Participants were 78 seventh and 96 fourth/fifth grade coeducational PE students from two different schools. Two teachers taught 24 (middle) and 30 (elementary) level one TGM basketball lessons. Students wore Actigraph GT3× triaxial accelerometers. Data were analyzed using four one-way ANOVAs. Middle school boys had significantly higher MVPA/VPA (34.04/22.37%) than girls (25.14/15.47%). Elementary school boys had significantly higher MVPA/VPA (29.73/18.33%) than girls (23.03/14.33%). While TGM lessons provide a context where students can accumulate VPA consistent with national PA recommendations, teachers need to modify lesson activities to enable equitable PA participation.

scholarly journals Improvements in Physical Activity Levels after the Implementation of an Active-Break-Model-Based Program in a Primary School

2020 ◽  
Vol 12 (9) ◽  
pp. 3592
Author(s):  
Julián A. Muñoz-Parreño ◽  
Noelia Belando-Pedreño ◽  
Gema Torres-Luque ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
Total Activity ◽  
Primary School Children ◽  
Fifth Grade ◽  
Activity Levels ◽  
Model Based ◽  
Physical Activity Levels ◽  
School Day

The aim of this study was to analyze changes in the physical activity levels in students after implementing an active break (AB)-model-based program during the school day. Forty-four fifth-grade primary school children (24 boys, 20 girls, with a mean age = 10.44 ± 0.45) participated in a 17 week program. After intervention, there was an increase in moderate and vigorous total activity during physical education lessons, non-physical education lessons, and recesses. Intervention programs to encourage physical activity and decrease sedentary time are recommended.

scholarly journals Children’s Perceived and Actual Physical Activity Levels within the Elementary School Setting

2021 ◽  
Vol 18 (7) ◽  
pp. 3485
Author(s):  
Kristy Howells ◽  
Tara Coppinger
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Repeated Measures ◽  
School Setting ◽  
Activity Levels ◽  
Whole School ◽  
Physical Activity Levels ◽  
School Day ◽  
Children’S Physical Activity ◽  
Three Factor

To date, little research has longitudinally examined young children’s physical activity (PA) during school hours, nor questioned children’s perceptions of their own PA behaviours. This study investigated 20 children’s actual physical activity levels (APA) and their perceived physical activity levels (PPA) (10 infants, mean age 6.6 years; 10 juniors, mean age 9.5 years). APA was evaluated using accelerometers across 36 whole school days (371 min per day); 18 days included Physical Education (PE) lessons and 18 did not. A repeated-measures three-factor ANOVA analysed: type of day; age phase; parts of the day and sex. PPA was collected by an interactive handset and an adapted version of the PA Questionnaire for Children (PAQ-C). Participants undertook 10 more minutes of moderate to vigorous PA (MVPA) on PE days (53 ± 19 min) compared to non-PE days (43 ± 15 min) (F = 92.32, p < 0.05) and only junior boys reached daily MVPA recommendations (60 ± 13 min) on PE days. Juniors over-estimated, and infants under-estimated, their APA levels. Educators need more support to teach and embed different PA intensities into the school day to enable children to better understand the health benefits associated with varying the intensity of their PA during school hours.

Promoting Elementary Physical Education: Results of a School-Based Evaluation Study

2009 ◽  
Vol 37 (3) ◽  
pp. 377-389 ◽  
Author(s):  
Trina Boyle-Holmes ◽  
Lisa Grost ◽  
Lisa Russell ◽  
B.A. Laris ◽  
Leah Robin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motor Skills ◽  
Motor Skill ◽  
Self Efficacy ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Activity Levels ◽  
Student Survey ◽  
Physical Activity Levels

Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan’s Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill—specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than standard PE curricula at improving motor skill performance (fourth- and fifth-grade cohorts) and at increasing self-reported motor skill-specific self-efficacy and physical activity (fourth-grade cohort).

Knowledge in Action: Fitness Lesson Segments That Teach Health-Related Fitness in Elementary Physical Education

2016 ◽  
Vol 35 (1) ◽  
pp. 16-26 ◽  
Author(s):  
Michael G. Hodges ◽  
Pamela Hodges Kulinna ◽  
Hans van der Mars ◽  
Chong Lee
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Linear Models ◽  
Vigorous Physical Activity ◽  
School Level ◽  
Activity Levels ◽  
Elementary Physical Education ◽  
Physical Activity Levels ◽  
Health Related ◽  
Health Related Fitness

The purpose of this study was to determine students’ health-related fitness knowledge (HRFK) and physical activity levels after the implementation of a series of fitness lessons segments called Knowledge in Action (KIA). KIA aims to teach health-related fitness knowledge (HRFK) during short episodes of the physical education lesson. Teacher participants from one district (N = 10) were randomly assigned into either the intervention or comparison group. Intervention teachers used the KIA fitness lessons during fifth grade students’ physical education classes. These teachers received training sessions, teaching materials, and YouTube videos that modeled the KIA fitness lessons. Intervention fidelity was assessed through observations and a fidelity checklist. Students’ physical activity levels were measured using accelerometers and HRFK was examined by PE Metrics 28-question pencil and paper test. General linear models (GLM) and Hierarchical linear models (HLM) were used to examine group differences. Intervention students had a 3.4 (20%) greater unit improvement in HRFK scores when compared with their comparison counterparts (p < .001), at the school level. Student activity levels of moderate-vigorous physical activity (MVPA) time were similar in both groups (p = .64). Teachers can use the KIA fitness lesson segments or similar strategies to effectively teach HRFK in elementary physical education classes.

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