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.

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.

scholarly journals Children’s Physical Activity Levels Following Participation in a Classroom-Based Physical Activity Curriculum

Children ◽  
2019 ◽  
Vol 6 (6) ◽  
pp. 76 ◽  
Author(s):  
Tan Leng Goh ◽  
Chee Hoi Leong ◽  
Timothy A Brusseau ◽  
James Hannon
Keyword(s):  
Physical Activity ◽  
Female Students ◽  
Male Students ◽  
Activity Levels ◽  
Healthy Weight ◽  
Post Intervention ◽  
Curriculum Intervention ◽  
Physical Activity Levels ◽  
School Day ◽  
Children’S Physical Activity

A classroom-based physical activity curriculum offers an opportunity for students to be active during the school day to combat declining physical activity levels among this population. The effects of classroom-based physical activity curriculum on children of different weight categories is relatively unknown. Therefore, the purpose of this study was to examine the differences in physical activity levels between male and female students, and between students of different weight categories following participation in a classroom-based physical activity curriculum intervention. A total of 210 3rd to 5th grade (age = 9.1 ± 0.1) students from one U.S. elementary school participated in a 4-week intervention. Students’ physical activity levels were measured using pedometers, quantified by step counts pre- and post-intervention. Results from the study indicated that students’ physical activity levels increased after participation in the intervention; male students’ physical activity levels were higher than female students. Additionally, there was an increase in physical activity levels regardless of weight categories, with students of healthy weight exhibiting the most increase following participation in the intervention. In view of the improvement of children’s physical activity levels following their participation in a classroom-based physical activity curriculum, it is recommended that training and resources be provided for teachers to easily implement the curriculum during the school day.

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.

Chapter 7 Effects of a Classroom-Based Physical Activity Program on Children’s Physical Activity Levels

2014 ◽  
Vol 33 (4) ◽  
pp. 558-572 ◽  
Author(s):  
Tan Leng Goh ◽  
James Hannon ◽  
Collin Andrew Webster ◽  
Leslie William Podlog ◽  
Timothy Brusseau ◽  
...  
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Physical Inactivity ◽  
Activity Levels ◽  
Repeated Measures Anova ◽  
Activity Program ◽  
School Day ◽  
Vigorous Intensity ◽  
American Children ◽  
Children’S Physical Activity

High levels of physical inactivity are evident among many American children. To address this problem, providing physical activity (PA) during the school day within the CSPAP framework, is one strategy to increase children’s PA. Thus, the purpose of this study was to examine the effects of a classroom-based PA program on children’s PA. Two hundred and ten students from one school participated in TAKE 10! for 12 weeks. All students wore pedometers and a sample of 64 students wore accelerometers for 4 days during week 1 (baseline), week 8 (midintervention), and week 12 (end-intervention). Data were analyzed using repeated-measures ANOVA. The results showed that students’ daily in-school step counts increased by 672 steps from baseline to midintervention (P < .001). Students’ moderate-to-vigorous intensity PA (MVPA) increased by approximately 2 minutes from baseline to end-intervention (P < .01). In conclusion, participating in TAKE 10! helps children strive toward the goal of recommended daily MVPA.

Stakeholders’ Perceptions of Implementation of a Comprehensive School Physical Activity Program: A Review

2020 ◽  
Vol 9 (2) ◽  
pp. 159-169
Author(s):  
Shannon C. Mulhearn ◽  
Pamela Hodges Kulinna ◽  
Collin Webster
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
School Setting ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Physical Education Teacher Education ◽  
Whole School ◽  
Activity Program ◽  
School Day ◽  
K 12

The Comprehensive School Physical Activity Program (CSPAP) is a whole-school model for increasing opportunities throughout the school day for access to physical activity (PA). Opportunities for PA during the school day are an important part of the field of kinesiology and critical to individuals’ developing patterns of lifetime PA. Guided by Guskey’s theory of teacher change, this scoping literature review summarizes findings from 29 studies that collected data concerning the perceptions of stakeholders in a CSPAP. Teachers’ lifelong learning process is the focus, including K-12 classroom and physical education teachers and students, as well as current preservice classroom and physical education teacher education students and education faculty at teacher-preparation institutions. Positive perceptions of CSPAP programs were reported by all stakeholder groups. Although studies often include barriers to implementation, the stakeholders generally shared strategies to overcoming these and focused on benefits to the school setting that the researchers explained in their discussions.

The Effects of the BAILAMOSTM Dance Program on Physical Activity Levels and Cognition of Older Latino Adults: A Pilot Study

2021 ◽  
pp. 089826432110209
Author(s):  
Guilherme M. Balbim ◽  
Susan Aguiñaga ◽  
Olusola A. Ajilore ◽  
Eduardo E. Bustamante ◽  
Kirk I. Erickson ◽  
...  
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Health Education ◽  
Repeated Measures ◽  
Activity Levels ◽  
Cognitive Health ◽  
Physical Activity Levels ◽  
Global Cognition ◽  
Latino Adults ◽  
And Performance

Objective: To investigate the effects of the BAILAMOSTM dance program on physical activity (PA), cardiorespiratory, and cognitive health. Methods: A parallel, two-armed pilot study was conducted with 57 older Latinos randomized to the BAILAMOSTM dance program ( n = 28) or health education (HE) ( n = 29). We conducted two- and three-way repeated-measures ANOVAs. Results: BAILAMOSTM participants increased participation in leisure moderate-to-vigorous PA (LMVPA) ( F[1,53] = 3.17, p = .048, η2 G = .01) and performance in global cognition relative to HE participants ( F[1,52] = 4.19, p = .045, η2 G = .01). Attendance moderated increases in moderate PA, MVPA, LMVPA, and total PA ( p < .05). Participants of both groups with ≥75% attendance increased participation in PA. Among participants with <75% attendance, BAILAMOSTM participants increased PA relative to HE. Discussion: BAILAMOSTM positively impacted self-reported PA and global cognition in older Latinos. Even smaller doses of dance appear to impact self-reported PA levels.

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.

Sign in / Sign up

Export Citation Format

Share Document