Social Competence and Moderate to Vigorous Physical Activity of School-Aged Children through a Creative Physical Education Intervention

The study aim was to evaluate the effectiveness of a 2-year health-related physical education intervention in a pretest-posttest design. Sixteen elementary schools (764 pupils, mean age: 11.2 ± 0.7) participated in the study. Schools were randomly assigned to the intervention condition (n = 8) and the control condition (n = 8). Making use of direct observation data gathered according to SOFIT (System for Observing Fitness Instruction Time), the moderate-to-vigorous physical activity engagement during physical education classes was significantly higher in the intervention condition than in the control condition. Children’s moderate-to-vigorous physical activity engagement during physical education lessons increased with 14% in the intervention condition (from 42 to 56%). No significant effects were found on the accelerometer data. The health-related physical education intervention was found to be promising in promoting physical activity during physical education classes.

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Validation of Modified SOFIT+: Relating Physical Activity Promoting Practices in Physical Education to Moderate-to-vigorous Physical Activity in 5–6 Year Old Children

Measurement in Physical Education and Exercise Science ◽

10.1080/1091367x.2021.1901714 ◽

2021 ◽

pp. 1-13

Author(s):

Matteo Crotti ◽

James Rudd ◽

Glenn Weaver ◽

Simon Roberts ◽

Laura O’Callaghan ◽

...

Keyword(s):

Physical Activity ◽

Physical Education ◽

Vigorous Physical Activity

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Physical activity levels during adventure-physical education lessons

European Physical Education Review ◽

10.1177/1356336x12440365 ◽

2012 ◽

Vol 18 (2) ◽

pp. 245-257 ◽

Cited By ~ 4

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.

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Objectively measured physical activity levels in physical education classes and body mass index (Niveles de actividad física medida objetivamente en las clases de educación física y el índice de masa grasa)

Retos ◽

10.47197/retos.v0i31.53502 ◽

2016 ◽

pp. 271-274

Author(s):

Manuela Costa ◽

Tânia Oliveira ◽

Jorge Mota ◽

Maria Paula Santos ◽

José Carlos Ribeiro

Keyword(s):

Physical Activity ◽

Body Mass Index ◽

Public Schools ◽

Physical Education ◽

Body Mass ◽

Vigorous Physical Activity ◽

The Body ◽

Activity Levels ◽

Relative Contribution ◽

Objectively Measured

Objective: The objective of this study was twofold. First, analyze physical activity (PA) levels during physical education (PE) with different durations (45 and 90 minutes) according to student’s obesity status. Secondly, we examine the relative contribution of 45 and 90 minutes PE (45PE and 90PE) for the compliance of the daily PA recommendations according to the body mass index (BMI). Methods: Four public schools were analyzed. The sample comprised 472 youngsters (266 girls) aged between 10 and 18 years old. PA was assessed using an Actigraph accelerometer. The participants were categorized as non-overweight (NOW) and overweight/obese (OW) according to the sex-adjusted BMI. Results: The proportion of Moderate and Vigorous Physical Activity (MVPA) was lower than the 50% recommended by guidelines regardless the PE duration. Our data showed that only 26% of NOW and 13% of OW in the 45PE achieved the recommended levels while 17% of NOW and 11% of OW achieved the recommendation in 90PE. Overall, the 90PE had a higher absolute contribution for daily MVPA recommendations compliance than 45PE. Conclusion: During PE classes youngsters spent a reduced amount of time in MVPA, independently of their weight status.Resumen. Objetivo: Este estudio tiene un doble objetivo. En primero lugar, analizar los niveles de la actividad física durante la educación física con diferentes duraciones (45 y 90 minutos) de acuerdo con el estado de la obesidad de los alumnos. En segundo lugar, se analiza la contribución relativa de 45 y 90 minutos de la educación física para el cumplimiento de las recomendaciones diarias de actividad física según el índice de masa grasa. Métodos: cuatro escuelas públicas fueran analizadas. La muestra fue de 472 jóvenes (266 chicas) con edades entre los 10 y 18 años. La actividad física fue medida utilizando un acelerómetro Actigraph. Los participantes fueran clasificados como sin sobrepeso y con sobrepeso/obesidad de acuerdo con el índice de masa grasa ajustado al género. Resultados: La proporción de la actividad física moderada y vigorosa fue inferior al 50% recomendado por las recomendaciones independiente de la duración de la clase de educación física. Nuestros datos muestran que solo unos 26% de los niños sin sobrepeso y unos 13% de niñoss con sobrepeso/obesidad llegaron al los niveles recomendados en las clases de 45 min, mientras el 17% de los jóvenes sin sobrepeso y el 11% con sobrepeso/obesidad han logrado las recomendaciones en las clases de 90 min. En general, las clases de 90 min tienen una mayor contribución para cumplimiento de las recomendaciones diarias de actividad física moderada a vigorosa do que las clases de 45 min. Conclusión: Durante las clases de educación física los jóvenes tuvieran una cantidad reducida de tiempo en actividad física moderada a vigorosa, independiente de su estado de peso.

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Children’s segment specific moderate to vigorous physical activity through a school-initiated physical activity program

Baltic Journal of Health and Physical Activity ◽

10.29359/bjhpa.07.2.02 ◽

2015 ◽

Vol 7 (2) ◽

pp. 19-32

Author(s):

ARTO GRÅSTÉN

Keyword(s):

Physical Activity ◽

Physical Education ◽

Repeated Measures ◽

Vigorous Physical Activity ◽

After School ◽

Physical Activity Guidelines ◽

School Activities ◽

Before And After ◽

Before School ◽

Out Of School

Background: Since less than one-third of 13-year-olds in many Western countries meet the physical activity guidelines, there is a major need to promote physical activity. The aim of this study was to examine children’s segment specific moderate to vigorous physical activity (MVPA) through the school-initiated program. Material/Methods: The sample comprised 76 Finnish elementary school children. Accelerometers were used to investigate the patterns of segmented MVPA through 2012-2014. Repeated Measures Analysis was implemented to summarize variability between time and segments of MVPA. Results: The examination of children’s MVPA revealed that their total, weekend, and before-school activity were significant predictors for their subsequent activity. Children’s MVPA in physical education classes, before- and after-school, and during school breaks decreased through the program. Both girls and boys accumulated the majority of their weekly MVPA during weekdays and out-of-school. Conclusions: The program provedto be effective in order to sustain children’s total MVPA levels, although physical education, before- and after-school, and recess MVPA decreased through the program. Out-of-school activities seemed to be more important than in-school activities in relation to children’s total MVPA minutes, when they transfer to the higher grades. Attention should be paid to out-of-school, especially weekend, activities.

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The Patterns of Moderate to Vigorous Physical Activity and Physical Education Enjoyment Through a 2-Year School-Based Program

Journal of School Health ◽

10.1111/josh.12717 ◽

2019 ◽

Vol 89 (2) ◽

pp. 88-98 ◽

Cited By ~ 7

Author(s):

Arto Gråstén ◽

Sami Yli-Piipari

Keyword(s):

Physical Activity ◽

Physical Education ◽

Vigorous Physical Activity ◽

School Based

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Children’s Heart Rates during Physical Education Lessons: A Review

Pediatric Exercise Science ◽

10.1123/pes.8.3.215 ◽

1996 ◽

Vol 8 (3) ◽

pp. 215-233 ◽

Cited By ~ 39

Author(s):

Gareth Stratton

Keyword(s):

Physical Activity ◽

Heart Rate ◽

Physical Education ◽

Vigorous Physical Activity ◽

Moderate Physical Activity ◽

Physical Educators ◽

Vigorous Activity ◽

Education Curriculum ◽

Maximum Heart Rate ◽

Physically Active

Physical educators have purported to teach children to be physically active and to promote their fitness. To achieve these goals, children should regularly experience moderate-to-vigorous physical activity (MVPA) during physical education lessons. For the purposes of this review, moderate physical activity is that which elicits a heart rate of 50% of maximum heart rate reserve (MHRR), moderate-to-vigorous activity elicits 60% of MHRR, and vigorous activity elicits 75% of MHRR. Duration criteria were set at 50% of lesson time or 20 min. The majority of lessons described in previous reports failed to achieve these criteria, although problems were noted in method and analyses of data. Lessons with physical activity as a direct goal have been successful in increasing MVPA. A greater focus on physical activity is required in the planning and delivery of physical education lessons if the physical activity and fitness goals of the physical education curriculum are to be met.

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Physical Activity and Environmental Influences during Secondary School Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.28.1.21 ◽

2009 ◽

Vol 28 (1) ◽

pp. 21-37 ◽

Cited By ~ 28

Author(s):

Bik C. Chow ◽

Thomas L. McKenzie ◽

Lobo Louie

Keyword(s):

Physical Activity ◽

Physical Education ◽

Secondary School ◽

Secondary Schools ◽

Vigorous Physical Activity ◽

Regression Analyses ◽

Movement Skills ◽

Instruction Time ◽

Trained Observers ◽

The U.S

Physical activity engagement during physical education is important for many reasons, including developing physical fitness and movement skills and promoting health. Much more is known about physical activity in elementary than secondary schools. We examined physical activity and how it was influenced by instructor-related and environmental characteristics during 238 lessons taught by 65 physical education specialists in 30 randomly selected secondary schools in Hong Kong. Trained observers used SOFIT (System for Observing Fitness Instruction Time) in randomly selected grade 7–12 classes over a 6-month period. Results showed students engaged in moderate-to-vigorous physical activity (MVPA) about 35% of lesson time, a level similar to that found in U.S. elementary schools and short of the U.S. Healthy People 2010 objective of 50% engagement time. Multiple regression analyses found that six potentially modifiable variables contributed to 35% of the variability in lesson MVPA percent.

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