Moderate-to-Vigorous Physical Activity in Primary School Children: Inactive Lessons Are Dominated by Maths and English
| Autor: | Matthew Hobbs, Jim McKenna, Geir Kåre Resaland, Jade L. Morris, Margaret Anne Defeyter, Andy Daly-Smith |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Male
L900 L400 Health Toxicology and Mutagenesis education Physical activity L500 physical activity lcsh:Medicine North east Article academic lessons X900 03 medical and health sciences 0302 clinical medicine Humans 030212 general & internal medicine Child Exercise Morning Physical Education and Training Schools whole-school Multilevel model moderate-to-vigorous physical activity lcsh:R Public Health Environmental and Occupational Health 030229 sport sciences Sedentary behavior Individual level physically active learning England Whole school Sedentary Behavior human activities Demography |
| Zdroj: | International Journal of Environmental Research and Public Health, Vol 18, Iss 990, p 990 (2021) International Journal of Environmental Research and Public Health Volume 18 Issue 3 International Journal of Environmental Research and Public Health (IJERPH) |
| ISSN: | 1660-4601 |
| Popis: | Background: A large majority of primary school pupils fail to achieve 30-min of daily, in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency during academic lesson segments and the broader segmented school day. Methods: 122 children (42.6% boys 9.9 ± 0.3 years) from six primary schools in North East England, wore uniaxial accelerometers for eight consecutive days. Subject frequency was assessed by teacher diaries. Multilevel models (children nested within schools) examined significant predictors of MVPA across each school-day segment (lesson one, break, lesson two, lunch, lesson three). Results: Pupils averaged 18.33 ± 8.34 min of in-school MVPA, and 90.2% failed to achieve the in-school 30-min MVPA threshold. Across all school-day segments, MVPA accumulation was typically influenced at the individual level. Lessons one and two&mdash dominated by maths and English&mdash were less active than lesson three. Break and lunch were the most active segments. Conclusion: This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA. |
| Databáze: | OpenAIRE |
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