scholarly journals Physical Activity Levels in Physical Education Lessons at Singapore Primary School

2021 ◽  
Vol 1 (2) ◽  
pp. 118-123
Author(s):  
Nur Syahida Binte Jamaluddin ◽  
Masato Kawabata
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Dominant Hand ◽  
Physical Activity Intensity ◽  
Activity Intensity ◽  
Physical Activity Levels

Physical education (PE) lessons are the appropriate occasions to promote physical activity for children. Although the moderate-to-vigorous physical activity (MVPA) levels during PE lessons were investigated in several countries, MVPA levels during PE lessons were never reported at Singapore primary schools. Therefore, the present study aimed to investigate physical activity intensity levels during PE lessons at a Singapore primary school. A total of 93 students (40 girls) voluntary participated in the study: 28 in Grade 1, 39 in Grade 4, and 26 in Grade 6. They were asked to wear an accelerometer on their non-dominant hand in two PE lessons to measure physical activity levels objectively. They also completed questionnaires on their experiences during the PE lessons. The average of the MVPA levels time (%) in the scheduled lesson time across the three grades was 46.98 ± 5.25%, but the average of the MVPA levels time (%) in the actual lesson time was 69.74 ± 7.31%. These results indicated that it would be possible to achieve the recommended MVPA time in PE lessons. The findings of this study would be useful for PE teachers to reflect whether their PE lessons are efficient to promote primary school student’s physical activity levels.

scholarly journals The Influence of Physical Education Lesson Context and Teacher Behaviour on Student Physical Activity in Mexico (La influencia del contexto de la clase de Educación física y de los comportamientos docentes en la actividad física de los alumnos en México)

Retos ◽  
2015 ◽  
pp. 160-164
Author(s):  
Hoda Gharib ◽  
Karla Galavíz ◽  
Rebecca E. Lee ◽  
Margarita Safdie ◽  
Lizbeth Tolentino ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Free Play ◽  
Activity Levels ◽  
Physical Activity Intensity ◽  
Game Play ◽  
Teacher Behaviour ◽  
Activity Intensity ◽  
Lesson Context

Abstract. Objective: To explore the influence of physical education (PE) lesson context and teacher behaviour on moderate-to-vigorous physical activity (MVPA) in Mexican children during PE class. Methods: Trained observers rated the physical activity intensity (lying down, sitting, standing, walking, vigorous movement) of 232 students from grades 3 to 5, PE lesson context (management, general knowledge, fitness knowledge, fitness, skill practice, game play, free play), and teacher behaviour (promoting fitness, demonstrating, instructing, observing, managing, other task) during PE class in 20 public elementary schools in Mexico City using the System for Observing Fitness Instruction Time (SOFIT). Regressions with backward elimination were conducted. Results: Class duration was on average 33.6 minutes (SD=7.9). Boys (M=14.8 min, SD=6.8) spent more time in MVPA than girls (M=12.6 min, SD=6.1; p<.01). For boys, a model including game play (b= 1.04, p<.001), skill practice (b=.54, p<.01), and fitness (b =.53, p<.05) explained 45% of the variance in MVPA (p<.05). For girls, a model including fitness (b= .49, p<.05), fitness knowledge (b= .19, p<.05), and other task (b=.35, p<.05) explained 38% of the variance in MVPA (p<.05). Conclusion: Strategies and policies aimed at improving child physical activity levels during PE class should endorse the effective instruction and execution of fitness, game play, skill practice and PE lesson contexts.Resumen. Objetivo: Explorar la influencia del contexto de las clases de educación física (EF) y el comportamiento del maestro en la actividad física moderada-vigorosa (AFMV) en niños mexicanos. Métodos: Usando el método Sistema de Observación del Tiempo de Instrucción de la condición Física (SOFIT). Observadores entrenados midieron la intensidad de la actividad física (acostado, sentado, de pie, caminando, movimiento vigoroso) de 232 estudiantes de 3ro a 5to grado, el contexto de la clase, (gestión, conocimiento general, conocimiento de la condición física, condición física, práctica de habilidades, juego, juego libre), y el comportamiento del maestro (promoción de la condición física, demostración, instrucción, observación, gestión, otra tarea) durante la clase de EF en 20 escuelas públicas de educación primaria de la ciudad de México mediante el SOFIT. Se llevaron a cabo regresiones múltiples. Resultados: La duración promedio de las clases observadas fue de 33,6 minutos (DE = 7,9). Los niños (M = 14,8 min, DE = 6,8) pasaron más tiempo en AFMV que las niñas (M = 12,6 min, DE = 6,1; p <0,01). En niños, el tiempo de clase dedicado al juego (β= 1.04, p <.001), la práctica de habilidades (β = .54, p <.01) y la condición física (β = .53, p <.05) explico el 45% de la varianza en AFMV (p <.05). En niñas, el tiempo de clase dedicado a la condición física (β= .49, p <.05), al conocimiento sobre la condición física (β= .19, p <.05), y otras tarea (β= .35, p <.05) explico  el 38% de la varianza en AFMV (p <.05).Para los niños, un modelo incluyendo el juego (b = 1,04, p <0,001), el desarrollo de habilidades prácticas (b = 0,54, p <0,01), y la condición física (b = 0,53, p <0,05) explicaron el 45% de la varianza en AFMV (p <0,05). Para las niñas, un modelo incluyendo la condición física (b = 0,49, p <0,05), el conocimiento de la condición física (b = 0,19, p <0,05), y otras tarea (b = 0,35, p <0,05) explican el 38% de la varianza en AFMV (p <0,05). Conclusión: Las estrategias y políticas encaminadas a la mejora de los niveles de actividad física de los niños durante la clase de EF deben suscribir la enseñanza efectiva y la promoción de la condición física, el juego, y el desarrollo de las habilidades prácticas.

Physical activity levels during adventure-physical education lessons

2012 ◽  
Vol 18 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Jeffrey Gehris ◽  
Elizabeth Myers ◽  
Robert Whitaker
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Physical Development ◽  
Activity Levels ◽  
Instruction Time ◽  
Physical Activity Levels ◽  
The Mean

Adventure-physical education has been proposed to promote adolescents’ physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students’ (ages 11–14 years) physical activity levels in co-educational classes during 43 adventure-physical education lessons at seven public schools. The mean percentage (±SD) of time spent in moderate-to-vigorous physical activity (MVPA) was 28.3% (±16.3%). The greatest percentage of lesson time was spent in two activities—high elements (24.1% ± 36.5%) and initiatives (22.3% ± 32.4%). When data were aggregated across all lessons, 40.0% of the time in high elements and 13.7% of the time in initiatives was spent in MVPA. Of all MVPA time, 31.5% occurred in high elements and another 12.6% in initiatives. Compared with traditional physical education lessons, less time is spent in MVPA during adventure lessons. Efforts to increase MVPA should target high elements and initiative activities.

scholarly journals Objectively assessed moderate-to-vigorous physical activity levels among primary school children in Norway: The Health Oriented Pedagogical Project (HOPP)

2018 ◽  
Vol 46 (21_suppl) ◽  
pp. 38-47 ◽  
Author(s):  
Wei Hai Deng ◽  
Per Morten Fredriksen
Keyword(s):  
Physical Activity ◽  
Linear Regression ◽  
Primary School ◽  
School Children ◽  
Vigorous Physical Activity ◽  
Age Groups ◽  
Participation Rate ◽  
Primary School Children ◽  
Activity Levels ◽  
Physical Activity Levels

Aims: The objective was to investigate moderate-to-vigorous physical activity levels (MVPA) of primary school children at baseline of the Health Oriented Pedagogical Project (HOPP), Norway. Methods: Data on 2123 children aged 6–12 years were included for analysis (75% participation rate). Average minutes per day in MVPA was objectively measured using accelerometry based on seven-day averages. The sample was analysed for age-, sex-, socioeconomic-, and season-related patterns. A linear regression investigated the moderating effect of these factors as well as body mass index and waist circumference. Results: Some 86.5% of the sample had at least 60 min/day MVPA, averaging 90.7 min/day. The main differences in daily averages were between age groups 6½–9 and 10–12 ( p < .05). Boys (95.8 min/day, 95% CI: 94.1–97.5) were more active than girls (85.6 min/day, 95% CI: 83.9–87.2) in all age groups ( p < .0001). MVPA was lower by 3.5 min ( p < .0001) per additional year of age in the linear regression (R2 = 0.176) and was reduced by 20 min less per day in MVPA in the winter months compared with the summer months ( p < .0001). Conclusions: Physical activity levels are already in decline from 6–7 years old and are likely to continue to decline into adolescence. Interventions must therefore focus on primary school children.

scholarly journals Application and Validation of Activity Monitors’ Epoch Lengths and Placement Sites for Physical Activity Assessment in Exergaming

2018 ◽  
Vol 7 (9) ◽  
pp. 268 ◽  
Author(s):  
Jungyun Hwang ◽  
Austin Fernandez ◽  
Amy Lu
Keyword(s):  
Physical Activity ◽  
Heart Rate ◽  
Intraclass Correlation ◽  
Activity Levels ◽  
Physical Activity Intensity ◽  
Activity Monitors ◽  
Epoch Length ◽  
Activity Intensity ◽  
Physical Activity Levels ◽  
Rate Sensor

We assessed the agreement of two ActiGraph activity monitors (wGT3X vs. GT9X) placed at the hip and the wrist and determined an appropriate epoch length for physical activity levels in an exergaming setting. Forty-seven young adults played a 30-min exergame while wearing wGT3X and GT9X on both hip and wrist placement sites and a heart rate sensor below the chest. Intraclass correlation coefficient indicated that intermonitor agreement in steps and activity counts was excellent on the hip and good on the wrist. Bland-Altman plots indicated good intermonitor agreement in the steps and activity counts on both placement sites but a significant intermonitor difference was detected in steps on the wrist. Time spent in sedentary and physical activity intensity levels varied across six epoch lengths and depended on the placement sites, whereas time spent from a 1-s epoch of the hip-worn monitors most accurately matched the relative exercise intensity by heart rate. Hip placement site was associated with better step-counting accuracy for both activity monitors and more valid estimation of physical activity levels. A 1-s epoch was the most appropriate epoch length to detect short bursts of intense physical activity and may be the best choice for data processing and analysis in exergaming studies examining intermittent physical activities.

Physical activity during school recess: A missed opportunity to be active?

2019 ◽  
Vol 78 (8) ◽  
pp. 988-999
Author(s):  
Pablo Tercedor ◽  
Víctor Segura-Jiménez ◽  
Manuel Ávila García ◽  
Francisco Javier Huertas-Delgado
Keyword(s):  
Physical Activity ◽  
Weight Status ◽  
Sedentary Time ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Activity Intensity ◽  
Physical Activity Levels ◽  
Physical Activity Recommendations ◽  
School Recess ◽  
Activity Recommendations

Objective:The goals of this study were to (1) describe physical activity levels during school recess in 8-year-old children, (2) analyse the percentage of children who achieved physical activity recommendation at recess, and (3) examine if recess physical activity levels varied by gender, weight status, and parental educational level.Methods:In all, 291 children (mean age ±  SD = 8.3 ± 0.3 years, 156 boys) from 7 schools of Granada (Spain) were recruited by convenience. To analyse sedentary time and physical activity levels during recess, children wore a tri-axial accelerometer attached to the wrist over five consecutive school days.Results:Sedentary time (29.6% vs 40%) and light physical activity (33.2% vs 35.5%) were lower in boys than in girls (all p < .001). Conversely, moderate physical activity (26.7% vs 20%), vigorous physical activity (10.5% vs 4.4%) and moderate-vigorous physical activity (37.2% vs 24.4%) were higher in boys than in girls (all p < .001). Only 12% of the children accomplished the moderate-vigorous physical activity recommendations during recess (21.2% boys vs 1.5% girls). Lower body mass index values were associated with higher vigorous physical activity intensity.Conclusions:Levels of moderate-vigorous physical activity during school recess are very low in children, being lower in girls than in boys, a very low percentage of children achieve moderate-vigorous physical activity recommendations during school recess, and girls and overweight/obese children show lower values in moderate-vigorous and vigorous physical activity.

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.

RESEARCH NOTE: Physical Activity Levels in Elementary-School Physical Education: A Comparison of Swimming and Nonswimming Classes

2004 ◽  
Vol 23 (3) ◽  
pp. 252-263 ◽  
Author(s):  
Greet Cardon ◽  
Stefanie Verstraete ◽  
Dirk De Clercq ◽  
Ilse De Bourdeaudhuij
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Physical Education Class ◽  
Instruction Time ◽  
Elementary Physical Education ◽  
Education Class ◽  
Physical Activity Levels ◽  
Preliminary Study

The main goal of the current study was to compare physical activity levels during swimming and nonswimming elementary physical education classes. We conducted a preliminary study and found that the System for Observing Fitness Instruction Time (SOFIT) could be used to register physical activity engagement levels in swimming classes. Thirty-nine classes, involving 8- to 12-year olds, participated in one swimming and one nonswimming physical education class. Classes were videotaped and physical activity levels for 234 students were quantified using SOFIT. Students engaged in more moderate-to-vigorous physical activity during swimming classes than during nonswimming classes. As a consequence, we advocate the inclusion of swimming lessons in physical education. Because the average engagement in moderate-to-vigorous physical activity was lower than the recommended 50% in 41% of swimming classes and in 77% of the nonswimming classes, however, comprehensive efforts are needed to increase physical activity levels during both types of elementary physical education classes.

scholarly journals Are neighbourhood characteristics associated with physical activity levels in schoolchildren?

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
Gulin Kaya ◽  
Pinar Ay ◽  
Seyhan Hidiroglu
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Public Health Problem ◽  
Traffic Density ◽  
Activity Levels ◽  
Cross Sectional ◽  
Sports Teams ◽  
Physical Activity Levels ◽  
Neighbourhood Characteristics

Abstract Background Moderate-vigorous physical activity (MVPA) is an essential determinant of health for children. However 82% of children aged 11-17 years in Turkey are physically inactive. The objective of this study was to determine the prevalence of physical inactivity (PI) and sociodemographic and neighbourhood characteristics associated with PI among children aged 9-13 years. Methods The population of this cross-sectional study was 5-7th grade students attending schools in a district of Istanbul. Two schools from urban and two from semi-urban localities were selected in order to capture different neighbourhood characteristics. Sample size was calculated as 344 assuming a difference of PI prevalence of 15% between neighbourhoods, an alpha error of 0.05, a power of 80%. Data were collected by child and parent questionnaires. PI was defined as &lt; 60 minutes MVPA per day within the previous week. Neighbourhood characteristics were evaluated as physical (walkability levels, structure of sidewalks, presence of yards/parks, traffic density) and social (characteristics of social networks, trust among neighbours). Factors associated with PI were analysed by logistic regression. Results A total of 334 students participated with a response rate 96%. The median age was 11 years and 52.9% were girls. The prevalence of PI was 79.3% (95%CI: 75.0-83.7%). Neighbourhood characteristics were not associated with PI (p &gt; 0.05). PI was associated with ownership of mobile phones (OR: 1.96, 95%CI: 1.01-3.78), not being a member of a sports team (OR: 2.83, 95%CI: 1.21-6.58) and having ≤1 day of physical education classes at school (OR: 2.10, 95%CI: 1.08-4.09). Conclusions The prevalence of PI is very high among schoolchildren. School-based interventions as motivating children to participate in sports teams and having physical education classes &gt;1 times per week could be achievable strategies to combat PI. There is a need to adapt objective methods for assessment of neighbourhood characteristics. Key messages PI is a prevalent public health problem among school children in urban and semi-urban environments. The effectiveness of increasing structured physical activity levels at schools by utilizing sports teams and physical education classes should be evaluated in future studies.

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 Comparison of moderate-to-vigorous physical activity levels between physical education, school recess and after-school time in secondary school students:

Kinesiology ◽  
2017 ◽  
Vol 49 (2) ◽  
pp. 242-251 ◽  
Author(s):  
Daniel Mayorga Vega ◽  
Jesús Viciana
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
After School ◽  
Activity Levels ◽  
School Students ◽  
School Time ◽  
Physical Activity Levels ◽  
Education School ◽  
School Recess

Regular physical activity is an important factor of health in youth. Unfortunately, in Chile 85% of adolescents do not achieve the 60 min daily recommendation of moderate-to-vigorous physical activity. Physical education, school recess and after-school time are considered crucial environments for adolescents to meet the recommended moderate-to-vigorous physical activity levels. This study compared the moderateto-vigorous physical activity levels between physical education, school recess and after-school time in Chilean secondary school students, and examined the influence of gender and weight status. A hundred and fifty-six Chilean secondary school students (finally 89 participants were included), aged 13-14 years, were monitored by objective measures of moderate-to-vigorous physical activity during physical education, school recess and after-school time. Results indicated statistically significant differences in moderate-to-vigorous physical activity between contexts (total minutes: After-school time&gt;physical education&gt;school recess; percentage: Physical education&gt;after-school time=school recess, p&lt;.001) as well as a gender-related influence (boys&gt;girls, p&lt;.05). Policy-makers are encouraged to increase the number of physical education classes and teachers to ensure that more physical education class time is spent in moderate-to-vigorous physical activity, especially among girls. The increase in students’ moderate-to-vigorous physical activity levels during school recess and after-school time should also be promoted.

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