Physical activity levels during physical education in Spanish children
| Autor: | Manuel Ávila-García, Greet Cardon, Víctor Segura-Jiménez, Pablo Tercedor, Francisco Javier Huertas-Delgado |
|---|---|
| Přispěvatelé: | Didáctica de la Educación Física, Plástica y Musical |
| Rok vydání: | 2021 |
| Předmět: |
Gerontology
medicine.medical_specialty media_common.quotation_subject Public health Teaching method Public Health Environmental and Occupational Health Physical activity physical activity 030229 sport sciences Physical activity level Physical education moderate-to-vigorous 03 medical and health sciences 0302 clinical medicine Promotion (rank) physical education Spain Intervention (counseling) medicine 030212 general & internal medicine Psychology Body mass index Children media_common |
| Zdroj: | Health Education Journal. February 2021 RODIN: Repositorio de Objetos de Docencia e Investigación de la Universidad de Cádiz Universidad de Cádiz RODIN. Repositorio de Objetos de Docencia e Investigación de la Universidad de Cádiz instname |
| Popis: | Introduction: Physical education (PE) can contribute to total daily physical activity (PA) among children. In consequence, the Spanish Ministry of Education, Culture and Sport has developed 16 teaching units focused on increasing PA levels during PE lessons, called Unidades Didacticas Activas (UDA; Active Teaching Units). Objectives: The goal of this study was to compare whether children participating in UDA lessons spent more time in moderate-to-vigorous physical activity (MVPA) than children participating in traditional lessons. Design: Quasi-experimental design. Methods: A total of 355 children (8-9 years old, 53.9% boys) from 7 schools in Granada participated in the study. Students were divided into two groups: a traditional PE group (n = 204) and a UDA group (n = 151). Time spent in MVPA was assessed using tri-axial accelerometers. Results: Time spent in MVPA was higher in the group engaged in the UDA lessons compared to the group that received traditional lessons (13.6 vs 15.2 minutes, p = .021, Standard Error = 0.27). The percentage of children who met international MVPA recommendations was similar for both groups (UDAs: 12.7% and traditional: 13.2%, p = .504). Conclusions: UDA lessons and their methodology favoured greater participation in MVPA compared to a traditional PE approach. It will be important to change PE methodology (including duration, frequency and focus) to achieve MVPA goals. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Spanish Ministry of Economy and Competitiveness [DEP2015-63988-R] and FJHD was supported by a grant from the Spanish Ministry of Education, Culture and Sport [CAST17/00072]. |
| Databáze: | OpenAIRE |
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