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.

School-Based High-Intensity Interval Training Programs for Promoting Physical Activity and Fitness in Adolescents: A Systematic Review

2021 ◽  
pp. 1-13
Author(s):  
André Filipe Paulino da Silva Bento ◽  
Luis Carrasco Páez ◽  
Armando Manuel de Mendonça Raimundo
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Effect Size ◽  
High Intensity ◽  
Interval Training ◽  
High Intensity Interval Training ◽  
Moderate Effect Size ◽  
Moderate Effect ◽  
High Intensity Interval

Purpose: This review aimed to evaluate the utility of high-intensity interval training (HIIT) programs integrated into physical education classes. Method: Searches of electronic databases from January 2008 to March 2020. Inclusion criteria: Applied to adolescents aged 10–19 years; applied in school settings; reported results on physical fitness, physical activity (PA), and motivation; at least for 4 weeks; and randomized controlled trials. Studies with adolescents with physical or intellectual limitations were excluded, as well as other interventions parallel to HIIT. Results: Fourteen studies were included. All works present significant improvements in physical fitness and PA. Improvements in body composition recorded, at most, a moderate effect size. HIIT is presented as a powerful stimulus on cardiorespiratory fitness. Improvements in PA registered, a least, a moderate effect size. Conclusions: HIIT in the school context has great potential in improving physical fitness and PA in adolescents. HIIT efficiency (about 10 min) reflects the wide applicability that these protocols can have in physical education classes and great adaptation to the facilities.

scholarly journals The benefits and physiological changes of high intensity interval training

2019 ◽  
Vol 38 (3) ◽  
pp. 209
Author(s):  
Dewi Irawati Soeria Santoso ◽  
Hafizh Ahmad Boenyamin
Keyword(s):  
Physical Activity ◽  
High Intensity ◽  
Vigorous Physical Activity ◽  
Cardiac Contractility ◽  
Interval Training ◽  
Capillary Density ◽  
High Intensity Interval Training ◽  
Fat Loss ◽  
High Intensity Interval ◽  
Mitochondrial Adaptation

Physical inactivity have been linked with many major non-communicable diseases and as many as 27.5% of adults globally are considered inactive. Physical activity has been proven to be beneficial in the prevention of many chronic diseases and may reduce the risk of premature death. High intensity interval training (HIIT) has been gaining popularity as a time-efficient alternative for regular exercise training. Current studies show that HIIT is more efficient in improving cardiorespiratory fitness, increasing insulin sensitivity and reducing blood pressure than moderate intensity continuous training (MICT). The advantage of HIIT in fat loss compared to MICT is still unclear, but HIIT might be more efficient in the obese population. The effect of HIIT on increasing aerobic fitness could be caused by increase in stroke volume due to the increase in cardiac contractility, capillary density and mitochondrial adaptation. Fat loss during HIIT could be caused by increased fat oxidation and elevated hormones that drive lipolysis and reduce appetite. While vigorous physical activity may transiently increase the risk of cardiac events. The effect of HIIT on increasing aerobic fitness could be caused by increase in stroke volume due to the increase in cardiac contractility, increased of capillary density and mitochondrial adaptation. While fat loss during HIIT could be caused by an increased fat oxidation, elevated hormones that drives lipolysis and reduces appetite. While vigorous physical activity may transiently increase the risk of cardiac event. High intensity interval training is generally safe even in the elderly population and in people with coronary heart disease.

High-Intensity Interval Training-Based Fitness Education in Middle School Physical Education: A Limited-Efficacy Study

2020 ◽  
pp. 1-11
Author(s):  
Senlin Chen ◽  
Yang Liu ◽  
Jared Androzzi ◽  
Baofu Wang ◽  
Xiangli Gu
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Physical Education ◽  
High Intensity ◽  
Interval Training ◽  
Implementation Fidelity ◽  
High Intensity Interval Training ◽  
Fitness Education ◽  
Limited Efficacy ◽  
High Intensity Interval

Purpose: The purpose of this study was to evaluate the limited efficacy of a high-intensity interval training (HIIT)-based fitness education unit in middle school physical education (PE). Method: The study took place in six PE classes at one middle school located in the southern United States. The authors conveniently assigned the classes to treatment (n = 3 classes; 113 students) or control (n = 3 classes; 119 students) groups. Two trained PE specialists implemented the HIIT lessons two to three times per week for 8 weeks. The authors collected mixed methods data at the student, class, and teacher levels for the evaluation. Results: The focus group teacher interview with the teachers, field observations, and accelerometer-determined in-class physical activity data revealed sound implementation fidelity. The HIIT-based fitness education condition also showed greater improvement in physical activity and fitness knowledge and attenuated decline in curl-up scores compared with the control. Conclusion: The findings support the limited efficacy of implementing HIIT for fitness education in middle school PE programs.

High-Intensity Interval Training and Health Optimizing Physical Education: Achieving Health and Educative Outcomes in Secondary Physical Education—A Pilot Nonrandomized Comparison Trial

2020 ◽  
pp. 1-13
Author(s):  
Dean Dudley ◽  
Nathan Weaver ◽  
John Cairney
Keyword(s):  
Physical Education ◽  
High Intensity ◽  
Repeated Measures ◽  
Opportunity To Learn ◽  
Interval Training ◽  
Self Report ◽  
High Intensity Interval Training ◽  
Health Indices ◽  
High Intensity Interval ◽  
Student Motivations

Although high-intensity interval training (HIIT) is perceived to be an efficient way to meet health outcomes in physical education (PE), the effect of HIIT on the learning environment of students is unknown. Purpose: This study compared two PE interventions lasting 8 weeks and assessed the potential efficacy of embedding HIIT into a PE program to meet concurrent health and educative outcomes. Methods: Participants (N = 166; mean age = 12.91 years) were assigned to one of two study conditions according to intact groupings: HIIT program (n = 84) and dynamic PE (DPE) program (n = 82). Assessments occurred at baseline and postintervention. A repeated-measures analysis of variance was used to test the intervention effects in each group. Results: Postintervention analysis demonstrated increases in health indices of both groups and comparing the effect size of each intervention revealed no difference. Systematic direct observation revealed effects for the provision of terminal feedback within the HIIT intervention (g = 1.03) when compared with the DPE intervention. A self-report questionnaire revealed changes in motivation toward PE among students allocated to the HIIT group were trivial, whereas students exposed to the DPE program displayed increased levels of motivation toward their PE experience. Conclusions: This study demonstrates that HIIT may elicit positive changes in PE settings by creating a “time potential” leading to an increased opportunity to learn without negating health gains. The DPE program proved to be move favorable in terms of student motivations to learn during PE.

48-Hour Effects of Monitored Cooperative High-Intensity Interval Training on Adolescent Cognitive Functioning

2019 ◽  
Vol 126 (2) ◽  
pp. 202-222 ◽  
Author(s):  
Alberto Mezcua-Hidalgo ◽  
Alberto Ruiz-Ariza ◽  
Sara Suárez-Manzano ◽  
Emilio J. Martínez-López
Keyword(s):  
Physical Activity ◽  
Cognitive Functioning ◽  
High Intensity ◽  
Vigorous Physical Activity ◽  
Interval Training ◽  
Control Group ◽  
High Intensity Interval Training ◽  
School Day ◽  
Cognitive Benefits ◽  
High Intensity Interval

Physical activity has been positively related to better cognitive performance though the effects of varied exercise type and intensity and the duration of cognitive benefits are unclear. This study analyzed the effect of 16 minutes of monitored cooperative high-intensity interval training (monitored C-HIIT) at the start of the school day, on various cognitive variables over the next 24–48 hours. We randomly assigned 158 participants either to a control group ( n = 81) that engaged only in static stretching or to an experimental group ( n = 77) that performed monitored C-HIIT. We assessed cognitive functioning before the exercise, immediately afterward, and for five follow-up time points over the next two days (i.e., at 2, 3, 4, 24, and 48 hours). We analyzed age, sex, body mass index, and moderate-to-vigorous physical activity as potential confounder variables. Adolescents in the monitored C-HIIT group increased selective attention by 17.39% during the next hour ( p = .015) and increased concentration by 20.31% and 15.26% during the first ( p = .022) and second ( p = .059) subsequent hours, respectively. This positive short-term benefit of monitored C-HIIT during immediate subsequent hours is an important finding with implications for the school curricula and schedule.

scholarly journals Effects of Two-Week High-Intensity Interval Training on Cognition in Adolescents – A Randomized Controlled Pilot Study

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Mari Stenman ◽  
Arto J. Pesola ◽  
Arto Laukkanen ◽  
Eero A. Haapala
Keyword(s):  
Reaction Time ◽  
High Intensity ◽  
Repeated Measures ◽  
Visual Memory ◽  
Interval Training ◽  
Control Group ◽  
High Intensity Interval Training ◽  
High Intensity Interval ◽  
Electronic Messaging ◽  
Larger Sample

AbstractWe investigated the effects of a two-week high-intensity interval training (HIT) on cognition in adolescents.The participants were recruited from local high schools with an electronic messaging system. The HIT group participated in 4 high-intensity interval running sessions and 2 circuit training sessions. The control group (CG) continued their usual habits. Reaction time, choose reaction time, working memory, visual memory, and learning were assessed by computerized CogState test battery. The intervention effect was investigated with repeated measures ANOVA and the effect size by Morris dppc2.The total of 25 participants aged 17–20 years participated in the baseline measurements and were randomized into the intervention (The study on HIT produced mixed effects on cognition in adolescents. Studies with a longer intervention period and larger sample sizes are warranted to further explore HIT effects on cognition.

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