A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in elementary school physical education lessons

Development and validation of the Global Adolescent and Child Physical Activity Questionnaire (GAC-PAQ) in 14 countries: study protocol

INTRODUCTION

Global surveillance of physical activity (PA) of children and adolescents with questionnaires is limited by the use of instruments developed in high-income countries (HICs) lacking sociocultural adaptation, especially in low- and middle-income countries (LMICs); under-representation of some PA domains; and omission of active play, an important source of PA. Addressing these limitations would help improve international comparisons, and facilitate the cross-fertilisation of ideas to promote PA. We aim to develop and assess the reliability and validity of the app-based Global Adolescent and Child Physical Activity Questionnaire (GAC-PAQ) among 8-17 years old in 14 LMICs and HICs representing all continents; and generate the 'first available data' on active play in most participating countries.

METHODS AND ANALYSIS

Our study involves eight stages: (1) systematic review of psychometric properties of existing PA questionnaires for children and adolescents; (2) development of the GAC-PAQ (first version); (3) content validity assessment with global experts; (4) cognitive interviews with children/adolescents and parents in all 14 countries; (5) development of a revised GAC-PAQ; (6) development and adaptation of the questionnaire app (application); (7) pilot-test of the app-based GAC-PAQ; and, (8) main study with a stratified, sex-balanced and urban/rural-balanced sample of 500 children/adolescents and one of their parents/guardians per country. Participants will complete the GAC-PAQ twice to assess 1-week test-retest reliability and wear an ActiGraph wGT3X-BT accelerometer for 9 days to test concurrent validity. To assess convergent validity, subsamples (50 adolescents/country) will simultaneously complete the PA module from existing international surveys.

ETHICS AND DISSEMINATION

Approvals from research ethics boards and relevant organisations will be obtained in all participating countries. We anticipate that the GAC-PAQ will facilitate global surveillance of PA in children/adolescents. Our project includes a robust knowledge translation strategy sensitive to social determinants of health to inform inclusive surveillance and PA interventions globally.

Physical Activity Levels and Body Mass Index in Sport Education. Is There a Difference?

Purpose: The goals of this study were: (1) to assess students' physical activity levels in a sport education season according to the phases of the model, adjusted for body mass index; (2) to uncover the contribution of the phases of the model to the World Health Organization recommendations; (3) to understand its impact in students with overweight/obesity. Methods: A total of 42 primary education students with a mean age of 10.68 ± 0.69 years, enrolled in one year 5 (10-11 years) and one year 6 (11-12 years). Physical Education lessons of the same school agreed to participate. Students in both groups experienced a 14-lesson learning unit in team handball through the sport education. Each participant wore an ActiGraph GT3X accelerometer to measure physical activity levels, counts/minute and steps counted. Cole and Lobstein cutoff points were used to determine groups based on body mass index (thin, normal-weight, overweight/obese). Results: The results showed that the overweight/obese group achieved scores for moderate to vigorous physical activity and sedentary time that were not significantly different from the normal-weight group. According to the phases, the preseason was the most active and contributed most to the World Health Organization recommendations in all groups. Conclusions: Sport education could be considered an appropriate pedagogical framework to help overweight/obese children achieve moderate-to-vigorous physical activity and sedentary scores similar to their normal-weight classmates. Key elements of sport education include performing roles, learning work routines, and having the autonomy to choose games/tasks, all of which promote physical activity amongst all students.

Lifestyle as a Modulator of the Effects on Fitness of an Integrated Neuromuscular Training in Primary Education

The objective was to evaluate changes in fitness after an integrated neuromuscular training (INT) intervention in primary school children and to evaluate how lifestyle behaviors and parental education modulate these changes. One hundred and seventy children (7.45 ± 0.34 years; 52% girls) were included. Cardiorespiratory fitness (half-mile run test), a 10 × 5 m shuttle run test, standing broad jump (SBJ), handgrip dynamometer, body mass index (BMI) and fat mass percentage (FM%) were assessed before and after the 3-month intervention (20 min of INT in the physical education class, twice per week). The Mediterranean diet (MD), sleep time and parental education level (PEL) were evaluated by questionnaires, and adherence to physical activity (PA) recommendations was measured with a triaxial accelerometer before the intervention. After the intervention, there were improvements in the 10 × 5 test and the SBJ. Only girls had improvements in the handgrip test, BMI SDS and FM%. After correcting for confounding variables, only BMI was significantly improved whereas strength improved in the participants non-compliant with the PA recommendations or pertaining to families of high PEL. The INT produced improvements in fitness in a brief period and in different subgroups of pupils (inactive and with diverse sociocultural environments).

DE-PASS best evidence statement (BESt): determinants of adolescents' device-based physical activity and sedentary behaviour in settings: a systematic review and meta-analysis

BACKGROUND

Although physical activity (PA) is associated with significant health benefits, only a small percentage of adolescents meet recommended PA levels. This systematic review with meta-analysis explored the modifiable determinants of adolescents' device-based PA and/or sedentary behaviour (SB), evaluated in previous interventions and examined the associations between PA/SB and these determinants in settings.

METHODS

A search was conducted on five electronic databases, including papers published from January 2010 to July 2023. Randomized Controlled Trials (RCTs) or Controlled Trials (CTs) measuring adolescents' device-based PA/SB and their modifiable determinants at least at two time points: pre- and post-intervention were considered eligible. PA/SB and determinants were the main outcomes. Modifiable determinants were classified after data extraction adopting the social-ecological perspective. Robust Bayesian meta-analyses (RoBMA) were performed per each study setting. Outcomes identified in only one study were presented narratively. The risk of bias for each study and the certainty of the evidence for each meta-analysis were evaluated. The publication bias was also checked.

PROSPERO ID

CRD42021282874.

RESULTS

Fourteen RCTs (eight in school, three in school and family, and one in the family setting) and one CT (in the school setting) were included. Fifty-four modifiable determinants were identified and were combined into 33 broader determinants (21 individual-psychological, four individual-behavioural, seven interpersonal, and one institutional). RoBMAs revealed none or negligible pooled intervention effects on PA/SB or determinants in all settings. The certainty of the evidence of the impact of interventions on outcomes ranged from very low to low. Narratively, intervention effects in favour of the experimental group were detected in school setting for the determinants: knowledge of the environment for practicing PA, d = 1.84, 95%CI (1.48, 2.20), behaviour change techniques, d = 0.90, 95%CI (0.09, 1.70), choice provided, d = 0.70, 95%CI (0.36, 1.03), but no corresponding effects on PA or SB were found.

CONCLUSIONS

Weak to minimal evidence regarding the associations between the identified modifiable determinants and adolescents' device-based PA/SB in settings were found, probably due to intervention ineffectiveness. Well-designed and well-implemented multicomponent interventions should further explore the variety of modifiable determinants of adolescents' PA/SB, including policy and environmental variables.

Preliminary Program Evaluation of Pocket PE 3-5™, A User-Friendly Digital Application for Teacher Skills Training and Physical Education Activities for Third- to Fifth-Grade Elementary Students

BACKGROUND

In the United States, many classroom teachers also teach physical education (PE). However, there is a dearth of evidence- and standard-based PE programs designed to support classroom teachers to deliver PE effectively in schools.

METHODS

The purpose of this study was to establish proof-of-concept for the Pocket PE 3-5 digital app in school settings with 10 third- to fifth-grade classroom teachers. We assessed fidelity of program implementation, measured via observations of PE quality. Students used wrist-worn heart rate monitors during Pocket PE 3-5 lessons to measure time spent in moderate to vigorous physical activity. Program feasibility was primarily assessed through teacher-reported surveys of usability, satisfaction, and acceptability and exit interviews.

RESULTS

Mean PE observation scores were 18.6 (SD = 1.5) on a scale of 5 to 20. On average, students spent 56.7% (SD = 13.1%) of class time engaging in moderate to vigorous physical activity. Mean survey scores, reported on a 5-point scale, were 4.5 (SD = 0.6) for acceptability, 4.8 (SD = 0.4) for usability, and 4.7 (SD = 0.7) for satisfaction. Teachers liked how easy the app was to use but mentioned some technological challenges.

CONCLUSIONS

This program evaluation study established the proof-of-concept for the Pocket PE 3-5 elementary school PE program.

Association between time of assessment within a school year and physical fitness of primary school children

The dissociation of effects of age, time of assessment and cohort is a well-known challenge in developmental science. We examined effects of time of assessment in the school year on children's physical fitness using data from 75,362 German third-graders from seven cohorts. Children were tested once either in the first or second school term of third grade. Tests examined cardiorespiratory endurance (6-min run), coordination (star-run), speed (20-m sprint), lower (standing long jump) and upper (ball-push test) limbs muscle power, and flexibility (stand-and-reach test). We estimated the effect of time of assessment using a regression discontinuity design specified in a linear mixed model with random factors child and school and adjusted for age, sex, and cohort effects. Coordination, speed, and upper limbs muscle power were better in second compared to first school term, with boys exhibiting a larger increase of upper limbs muscle power than girls. There was no evidence for changes in cardiorespiratory endurance, lower limbs muscle power, and flexibility between assessments. Previously reported age and sex effects as well as secular fitness trends were replicated. There is thus evidence for improvement of some physical fitness components beyond age and cohort effects that presumably reflects the benefit of physical activity in physical education and other settings. Effects of assessment time should be taken into consideration in performance-based grading or norm-based selection of children.

Process evaluation of school-based high-intensity interval training interventions for children and adolescents: a systematic review and meta-analysis of randomized controlled trials

BACKGROUND

Several systematic reviews have been published to investigate the effectiveness of high-intensity interval training (HIIT) in schools. However, there has been limited attention given to understanding the functioning of the intervention processes, which is of paramount importance for interpreting and translating the intervention effectiveness. The aim of this systematic review is to determine the extent to which process evaluation is measured in school-based HIIT interventions and to explore the effects of process evaluation and intervention characteristics on cardiorespiratory fitness (CRF), body composition, muscular strength, and blood pressure.

METHODS

A comprehensive search was conducted in SPORT Discus (EBSCOhost), Web of Science, Scopus, Medline (Ovid) and Cochrane Central Register of Controlled Trials. The extent to which process evaluation is measured was narratively reported, alongside with the guidance of process evaluation of complex interventions by UK Medical Research Council. Meta-analyses and meta-regressions were conducted to determine the effects of process evaluation and intervention characteristics to the intervention outcomes.

RESULTS

The literature search identified 77 studies reporting on 45 school-based HIIT interventions. In total, five interventions reported process evaluation in a section or in a separate study, and only one intervention adopted a process evaluation framework. On average, 6 out of 12 process evaluation measures were reported in all interventions. Subgroup analyses did not indicate any beneficial treatment effects for studies with process evaluation group, whereas all pooled data and studies without process evaluation group showed significant improvement for CRF and body composition.

CONCLUSION

Process evaluation is frequently omitted in the literature of school-based HIIT in children and adolescents. Although reporting of process evaluation measures may not directly associate with better intervention outcomes, it allows accurate interpretation of intervention outcomes, thereby enhancing the generalisability and dissemination of the interventions.

Program Evaluation and Preliminary Efficacy of Fitness and Skill-Based High-Intensity Interval Training in Physical Education

Previous school-based high-intensity interval training (HIIT) interventions have focused on the quantity of physical activity (PA) achieved during physical education (PE) rather than students' PE experiences, including enjoyment. Purpose: To evaluate the feasibility of a fitness- and skill based HIIT intervention guided by the Self Determination Theory. Method: For this pretest-posttest randomized controlled 6-week pilot study, 4-5th grade students (15 boys, 30 girls; age = 10.5 ± 0.9 years) completed a 16-19-minute HIIT circuit (INT); whereas, 22 students (10 boys, 12 girls; age = 10.5 ± 0.9 years) engaged in regular PE (CON). Two-way mixed ANCOVA tests were performed to assess preliminary efficacy. Results: Participants reported favorable program satisfaction (mean 3.6 ± 1.5 out of 5). The physical educator reported a high feasibility survey score (31/35), and themes emerging from a program acceptability interview included positive perceptions of the HIIT program and strategies for future implementation. A large effect size was evident for cardiorespiratory fitness (ηp2 = 0.26), as VO2peak increased in INT from 53.6 ± 6.1 to 56.9 ± 7.3 ml/kg/min and decreased in CON (53.9 ± 7.0 to 52.4 ± 10.4 ml/kg/min). Students in INT exhibited greater amounts of moderate-to-vigorous PA and vigorous PA during PE versus CON, based on accelerometer data (23.4 ± 5.0 vs. 15.7 ± 4.7 min/hr, ηp2 = 0.45; 4.5 ± 2.6 vs. 2.3 ± 1.3 min/hr; ηp2 = 0.27, respectively). Conclusions: Findings support the feasibility of this fitness- and skill-based HIIT program and may be a valuable addition to elementary school PE programs.

Moderate-to-vigorous intensity physical activity levels of children with intellectual disability during physical education classes

Background

Physical education (PE) class is an excellent way to improve moderate-to-vigorous intensity physical activity (MVPA). Increasing number of research has explored the children's PA based on movement during PE classes, but data for children with intellectual disability (ID) is still lacking.

Purpose

The purpose of this study was to investigate the current status of MVPA levels of children with ID during PE classes in China, as well as differences of MVPA levels according to gender and grade.

Methods

Accelerometers were used to record MVPA levels of fifty-three children with severe ID from 9 to 16 years of age (mean age: 12.60 ± 1.66 years) during standard PE classes.

Results

The mean time spent in MVPA during PE classes was 8.00 ± 2.10 min, meaning only 22.88% of PE class time was spent in MVPA. As grade levels progresses, time spent in MVPA during PE classes tended to decrease; the fourth-grade children tended to spend more time in MVPA during PE classes compared with the fifth-grade and the sixth-grade (9.15 vs. 7.61 vs. 7.25 min, all p < 0.05). Boys spend significantly more time in MVPA during PE classes than girls; both in the entire sample (9.20 vs. 5.70 min) as well as in each grade (9.76 vs. 6.09 min, 9.35 vs. 5.68 min, 8.31 vs. 5.59 min, all p < 0.05).

Conclusion

Findings from this study indicate that the proportion of PE class spent in the MVPA of children with ID was lower than the 50% recommended by the U.S. Department of Health and Human Services (DHHS) and U.K. Association for Physical Education (AfPE). And the amount of MVPA participation varied by the grade and gender as well as by the activity performed. Therefore, in order to help children with ID achieve MVPA goals, educators need to reevaluate the PE curriculum as well as take due consideration of grade and gender when devising new content.

Effects of applying a multivariate training program on physical fitness and tactical performance in a team sport taught during physical education classes

Introduction

A multivariate training program could be a pedagogical choice to improve physical and tactical performance in a team sport taught during physical education classes at different levels of education. Thus, the aim of this study was to verify the effects of applying a multivariate training program on physical fitness and tactical performance during the teaching of a basketball didactic unit in basic and secondary education.

Methods

Seventy-five students from a Portuguese school, with an average age of 15.02 ± 1.31 years, included forty-two students from basic school and thirty-three students from secondary school. The FITescola® test battery was used to assess physical fitness (i.e., sit-ups, push-ups, horizontal impulse, shuttle test, 40 m sprint, agility 4 × 10 m). The Game Performance Assessment Instrument (GPAI) was used to assess students' tactical performance for each player's game performance during a 20-minute 3 vs. 3 match. The GPAI variables were decision making index (DMI), skill execution index (SEI), support actions index (SI), and adaptability index (AI). During a basketball didactic unit teaching, the students were randomly divided into two groups, a control group that will not carry out the training program and an experimental group that will carry out a strength training program, high intensity explosive exercises and activities based on small-sided games (SSG) for 6 weeks. The two groups were evaluated in two moments: before the application of the training program and after the application of the training program regarding changes in physical fitness and tactical performance. The independent samples t-test (samples from two groups) and paired sample Test (for the same group) were applied for pre and post-assessment comparisons.

Results

All indexes present significant differences between basic and secondary students in the pre- and post-assessment tests with small effects (t = -6.54 to -4.82, Δ = -27.57 to -0.16, p<0.05-p< 0.001, d = 0.78-1.05).

Discussion

The results allow to conclude that in a school environment, a well-structured multivariate training program can effectively improve students' tactical skills, increasing their physical conditioning levels.

The Comprehensive School Physical Activity Program: An Invited Review

Physical inactivity is a global challenge that necessitates early intervention during childhood. Schools are positioned to make a significant impact on children's current and future physical activity behavior, but numerous barriers hinder the implementation and sustainability of school-based physical activity opportunities. The purpose of this invited article is to provide an overview of the comprehensive school physical activity program (CSPAP) as a concept, framework, and promising approach to institutionalizing physical activity within the school environment. Despite the availability of numerous published reviews on the topic, a broad, up-to-date panorama of the CSPAP literature that encompasses and consolidates historical, conceptual, empirical, and practical perspectives is currently lacking. Contained within this article is an explanation of the public health context that undergirds the CSPAP concept, a historical perspective of the concept's origins and evolution, examples of CSPAP research, recommendations for advancing the knowledge base, and evidence-informed frameworks and principles for professional practice.

The effect of perceived teachers' interpersonal behavior on students' learning in physical education: a systematic review

The primary purpose of this study was to conduct the first systematic review on teachers' interpersonal behaviors and students' learning within the physical education context. We searched the English literature in the EBSCOhost, Web of Science, SCOPUS and PubMed electronic databases and following screening, data extraction, quality assessment, 35 published articles were included in this review. The results showed that: perceived teachers' supportive behaviors have effect on autonomous motivation of students, and perceived teachers' controlling behaviors have effect on students' controlling motivation and amotivation, the influencing mechanism may be that teachers' interpersonal teaching behaviors make students' basic psychological needs satisfaction or frustration; perceived teachers' international behaviors have effect on PE learning emotion of students, and perceiving teachers' supportive behaviors can trigger students' positive learning emotion, on the contrary, perceiving teachers' controlling behaviors can stimulate students' negative learning emotion; teachers' interpersonal behaviors have effect on students' psychological well-being and physical activity levels in class with the evidence insufficient, and more evidence are needed. It is extremely necessary to expand such study direction and strengthen better quality study to explore the effect of teachers' interpersonal behaviors on learning process and learning outcome in physical education class, and examine the indirect influence mechanism through that the relationship is connected. The present review provides preliminary evidence to enhance the quality of physical education teaching in class, promote students' academic performance by intervening teachers' interpersonal behaviors.

Real-world application of a scalable school-based physical activity intervention: A cross-sectional survey of the implementation of The Daily Mile in Greater London primary schools

School-based physical activity interventions are considered ideal given their potential to reach most children. They can help children achieve the recommended guidelines of 60 minutes of moderate-to-vigorous physical activity per day. The Daily Mile is a popular school-based active mile intervention with a global reach. It recommends ten core principles for successful implementation, three of which are key for effectiveness: that it is quick (15 minutes), the whole school participates, and that it takes place in the school day during lessons (excluding physical education lessons and scheduled breaks). Studies assessing the impacts of The Daily Mile do not often report implementation of the ten core principles which is crucial to identifying the potential impact and feasibility of scalable interventions in real-world settings. Our aim was to assess adherence to The Daily Mile's ten core principles in Greater London primary schools. We created and distributed a survey to 1717 primary schools during September 2020 and achieved a 21% (n = 369/1717) response rate by September 2021. Our sample was representative of Greater London primary schools with responses from every London borough. A total of 196/369 (53%) schools reported implementing The Daily Mile but none of them reported adherence to all ten core principles. Adherence to at least 6/10 principles in various combinations was reported by 54/196 (28%) schools. Only 19/196 (10%) schools that reported implementing The Daily Mile reported adherence to the three key principles recommended for effectiveness. Despite its popularity and global reach, our findings suggest that an implementation gap exists when The Daily Mile is adopted in real-world settings which is likely to challenge its intended purpose. Further research in school settings is needed to understand factors that can improve adherence to increase the potential public health impact of The Daily Mile and other similar interventions.

School-Based TGfU Volleyball Intervention Improves Physical Fitness and Body Composition in Primary School Students: A Cluster-Randomized Trial

This study aimed to explore whether a 16-week Teaching Games for Understanding (TGfU) volleyball intervention could improve primary school students' physical fitness and body composition. Eighty-eight primary school students (age 13.3 ± 0.3 years) were randomized to a TGfU volleyball intervention group (VG) or a control group (CG). The CG attended three regular physical education (PE) classes per week, while the VG attended two regular PE classes and a TGfU volleyball intervention that was implemented in the third PE class. Body composition components (body weight, body mass index, skinfold thickness, body fat percentage, and muscle mass percentage) and physical fitness (flexibility, vertical jumps (squat and countermovement jump-SJ/CMJ), 30 m sprint, agility, and cardiorespiratory fitness) assessments were performed pre-and post-intervention period. Significant interaction effects between VG and CG and pre- and post-test were found for the sum of five skinfolds (p < 0.0005, ŋp² = 0.168), body fat % (p < 0.0005, ŋp² = 0.200), muscle mass % (p < 0.0005, ŋp² = 0.247), SJ (p = 0.002, ŋp² = 0.103), CMJ (p = 0.001, ŋp² = 0.120), 30 m sprint (p = 0.019, ŋp² = 0.062), agility T-test (p < 0.0005, ŋp² = 0.238), and VO_2max (p < 0.0005, ŋp² = 0.253). Further examination revealed a greater improvement among VG students compared to CG students in certain body composition and physical fitness outcomes. Implementing a TGfU volleyball intervention in the physical education curriculum appears to have effective stimuli for reducing adiposity and promoting physical fitness levels in seventh-grade primary school students.

"Where was this when I was in Physical Education?" Physical literacy enriched pedagogy in a quality physical education context

Introduction

In recent years, there has been a call to restructure physical education (PE) practices and outcomes. A physical literacy enriched pedagogy approach would support this change by more intentional design of lesson planning that includes concurrent development of competence & confidence and inclusion of students of all levels of ability, leading to holistic development of the student. Despite this potential, there is little research to date that outlines PE pedagogical practices with physical literacy as a foundation. The purpose was to explore pedagogical practices and perspectives from elementary PE teachers through a physical literacy enriched pedagogy lens in a high-quality PE context.

Methods

One-on-one semi-structured interviews were conducted with a convenience sample of elementary PE teachers within one school division. Interviews with all participants focused on questions related to PE and physical literacy. Thematic analysis was used to analyze the data collected from the audio-recorded interviews.

Results

Four themes were generated based on the semi-structured interviews from six elementary PE teachers from one school division. The results identified key physical literacy enriched pedagogical practices based on four themes: supporting a holistic PE experience based upon physical literacy as an outcome; movement within and beyond PE; inclusive and individualized experiences; and physical literacy practices bringing the school community together. The findings were then connected to the physical literacy cycle and UNESCO components of quality PE.

Conclusions

All participants spoke to how their pedagogy focused on the holistic development and inclusion of their students based upon activation of various feedback pathways of the physical literacy cycle. The themes that emerged and subsequent insight gained from teachers went beyond existing physical literacy cycles, in particular by discussing development of students from cognitive, affective, social and creative (problem solving) perspectives, supporting an expansion to the existing physical literacy cycle as presented.

Analysis on the Steps of Physical Education Teaching Based on Deep Learning

The rapid progress of the internet of things and artificial intelligence has brought new opportunities for the construction and development of intelligent sports. This paper designs an analysis and evaluation system of physical education teaching steps based on deep learning technology. The intelligent wearable devices are used to conduct real-time dynamic monitoring of students' exercise steps and heart rate in class so as to build a sports teaching activity data set. The authors analyze the time step sequence based on transformer deep model to realize the estimation of motion effect. In addition, they propose a hierarchical fusion model based on transformer, which makes full use of the steps and heart rate information to predict the abnormal situation in physical education. The experimental results show the effectiveness of the system.

Predicting social skills in disadvantaged Chinese high school students through physical education

Introduction

This study analyzed the relationships between social skills and motivation to Physical Education, students´ perceived support regarding Physical Education lessons (from parents, teachers and peers) and basic needs satisfaction in a sample of disadvantaged high school Chinese students according to Self-Determination Theory-related main principles. Physical Education classes are a great opportunity to develop not only psychomotor and physiologically, but also psychosocially in young people, and that is why this study investigates the relationship between the social skills of the students and these other main variables of the Self-Determination Theory.

Methods

Two hundred and nine disadvantaged students enrolled in a camp organized by a non-governmental organization in Chengdu province (15.9 ± 0.83 years; 73.9% female and 26.1% male) completed the Chinese versions of the following Self-Determination Theory-related questionnaires (independent variables): Learning Climate Questionnaire, Activity- Feeling States Scale, Perceived Locus of Causality scale; and social skills questionnaire (dependent variable): Matson Evaluation of Social Skills with Youngsters Scale.

Results

The standard multiple regression model to predict social skills based on perceived support, basic needs satisfaction and motivation towards Physical Education was significant (F(11, 195)= 13.85; p < .001; R²=.44; Cohen's f²= 0.78). The social skills of the students were positively related to peer support and relatedness subscales. In contrast, introjected regulation, external regulation, and amotivation were adversely correlated with social skills.

Discussion

We believe that this information would help policymakers and teachers design new policies, actions, and teaching methodologies to implement for the development of Physical Education and sport programs in China, those that will help young people throughout their life span.

Children's Enjoyment, Perceived Competency, and Vigorous Physical Activity During High-Intensity Interval Training in Physical Education

Purpose: 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 vigorous physical activity (VPA), enjoyment, and perceived competency of HIIT activities within a Self-Determination Theory 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 VPA during HIIT conditions. 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 conditions (rating over 4.0 on a 5-point scale), children significantly enjoyed (d = 0.44) and felt more competent (d = 0.11) during the autonomous HIIT condition compared to the nonautonomous HIIT condition. In contrast, the percent of time in VPA (d = 0.94) 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 VPA, which is likely to reduce cardiometabolic impact.Abbreviations: U.S.: United States; PA: Physical activity; MVPA; Moderate-to-vigorous physical activity; PE: Physical education; CDC: Centers for Disease Control and Prevention; Randomized control trial, RCT; SDT: Self-Determination Theory; HIIT: High-intensity interval training; RCT: Randomized control trial; VPA: Vigorous physical activity; IRB; Institutional Review Board; HFZ: Healthy Fitness Zone; PACES: Physical Activity Enjoyment Scale; M: Mean; SD: Standard deviation.

The Impact of Distance Education during the COVID-19 Pandemic on Physical Activity and Well-Being of Czech and Polish Adolescents

BACKGROUND

The aim of this study was to identify the changes in the structure of weekly physical activity (PA) and well-being among adolescent boys and girls between habitual education (HE) and distance education (DE) during the pandemic in secondary schools.

METHODS

The research was carried out in 12 Czech and 18 Polish schools during 2019 to 2020 academic session for HE and 2020 to 2021 academic session for DE. The research involved 723 girls and 626 boys aged 15 to 18 years. The structure of the weekly PA was assessed using the International Physical Activity Questionnaire-Long Form, while well-being was assessed using the World Health Organization-5 Well-Being Index.

RESULTS

There was a statistically significant decrease of PA among boys in school PA, transportation PA, recreation PA, vigorous PA, moderate PA, walking, and overall weekly PA during the DE resulting from the pandemic. In girls, during DE, a decrease was observed in school PA, vigorous PA, and overall PA. During DE, a high level of well-being was reported by only 34.9% of girls (43.8% during HE) and 50% of boys (65.6% during HE).

CONCLUSIONS

The observed low PA and high incidence of depressive symptoms in adolescents in distance education during pandemic constraints are a challenge for schools to change in supporting physical activity, eliminating similar negative impacts on school life in the future.

An Investigation of the Implementation of Obligatory Physical Activity Classes for 5th-7th Grade in Norway

In 2009, all Norwegian 5th-7th graders were allocated 76 h of obligatory physical activity (PA) classes in addition to physical education (PE). The study explores how schools implemented these classes and the relationship with school physical activity guidelines. The sample consisted of 134 schools participating in the WHO collaborative Health Behaviour in School-Aged Children (HBSC) survey in 2014 (n = 69) and 2018 (n = 65). Ten questions concerning PA were asked in 2014, and four of these were included in the 2018 survey. Chi-squared tests were used to investigate differences between groups. In 2014, 51% reported that PE teachers led the classes; this had reduced to 30% in 2018. A combination of teacher- and student-driven activities was most common. More student-led activities were observed when nonpedagogical personnel were responsible for the classes. Most schools reported no professional staff development related to the implementation of obligatory PA. In 2018, schools with written guidelines on physical activity had to a greater extent implemented staff development measures and increased the use of PE teachers compared to 2014. A considerable variation regarding teaching competence, teaching forms, group sizes, and facilities makes the outcome of the PA scheme uncertain. A potential effect of having established written school policies on the implementation of physical activity classes was however found.

Is Participation in Physical Education Classes Related to Physical Activity and Sedentary Behavior? A Systematic Review

Background: The aim of this systematic review was to summarize the results and assess the methodological quality of studies that analyzed the relation between physical education participation, physical activity, and sedentary behavior in schoolchildren. Methods: Searches were conducted for original cross-sectional and longitudinal observational studies published in Portuguese, English, and Spanish between January 2007 and August 2020, on the PubMed, Web of Science, Scientific Electronic Library Online, Education Resources Information Center, and Scopus databases. Results: A total of 60 articles (68 independent samples) were included in the revision (58 cross-sectional and 2 longitudinal observational studies). With regard to methodological quality, 27%, 52%, and 21% of the studies were classified as high, moderate, and low methodological quality, respectively. Physical activity was analyzed in 93% of the studies (n = 56) and sedentary behavior in 33% (n = 20). The higher frequency of physical education participation was associated with higher physical activity levels (56 of 68 results – 54/65 cross-sectional and 2/3 longitudinal studies) and less sedentary behavior (14 of 24 results), even after stratifying analyses by type and methodological quality. Conclusion: Physical education class participation may contribute to students being physically more active and less likely to engage in sedentary behavior.

Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE)

Purpose

Movement competence is a key outcome for primary physical education (PE) curricula. As movement development in children emerges through physical activity (PA), it is important to determine the extent of PA promotion within movement competence focused teaching pedagogies. Therefore, this study aimed to assess children’s moderate-to-vigorous PA (MVPA) and related teaching practices in primary PE within Linear pedagogy and Nonlinear pedagogy and to compare this to current practice within PE delivery in primary schools.

Methods

Participants (n = 162, 53% females, 5-6y) were recruited from 9 primary schools within the SAMPLE-PE cluster randomised controlled trial. Schools were randomly-allocated to one of three conditions: Linear pedagogy, Nonlinear pedagogy, or control. Nonlinear and Linear pedagogy intervention schools received a PE curriculum delivered by trained deliverers over 15 weeks, while control schools followed usual practice. Children’s MVPA was measured during 3 PE lessons (44 PE lessons in total) using an ActiGraph GT9X accelerometer worn on their non-dominant wrist. Differences between conditions for children’s MVPA were analysed using multilevel model analysis. Negative binomial models were used to analyse teaching practices data.

Results

No differences were found between Linear pedagogy, Nonlinear pedagogy and the control group for children’s MVPA levels during PE. Linear and Nonlinear interventions generally included higher percentages of MVPA promoting teaching practices (e.g., Motor Content) and lower MVPA reducing teaching practices (e.g., Management), compared to the control group. Teaching practices observed in Linear and Nonlinear interventions were in line with the respective pedagogical principles.

Conclusions

Linear and Nonlinear pedagogical approaches in PE do not negatively impact MVPA compared to usual practice. Nevertheless, practitioners may need to refine these pedagogical approaches to improve MVPA alongside movement competence.

Mobile Terminal Equipment and Methods of Martial Arts Movement Correction in Intelligent Physical Education Environment

In recent years, the physical quality of middle school students in China has generally declined, which has attracted the attention of the state and the Ministry of education. With the development of Internet technology, China's physical education teaching environment has gradually become intelligent. This article mainly studies the mobile terminal equipment and methods of martial arts movement correction in the intelligent physical education environment. 21 young martial arts athletes were selected as the research objects. In the experiment, functional screening (FMS) was used to test the martial arts athletes, followed by FMS tests and scores. A video camera was used to record the motion test from the subjects' sagittal and frontal planes. Using wireless sensor technology to collect the athletes' motion signals, after the twelfth week, the FMS, SEBT, and the number of successful routines were tested on the two groups of athletes, respectively. The pre-test data and the post-correction data of the two test indicators were compared and analyzed. There is no significant difference. The necessary statistics and integration of the obtained data are carried out by using the calculation methods in sports statistics. The experimental data showed that the average total scores of FMS screening test of Changquan athletes and Taijiquan athletes were 14.71 ± 1.52 and 16.20 ± 1.32, respectively. The results of the research on the mobile terminal equipment and methods of martial arts movement correction in the intelligent sports environment show that the mobile terminal equipment can improve the independent training ability of athletes, and at the same time has a good correction effect on irregular movements.

Effects of a SMART Goal Setting and 12-Week Core Strength Training Intervention on Physical Fitness and Exercise Attitudes in Adolescents: A Randomized Controlled Trial

This study aimed to analyze the impacts of a 12-week core strength training (CST) and goal-setting (GS) program on the core endurance, agility, sprinting, jumping, grip strength, and exercise attitude in a group of adolescents. This study followed a randomized parallel design in which 362 adolescents (age: 14.5 ± 1.07 years; body mass index: 19.82 ± 3.64) were allocated to a GS (n = 89), CST (n = 92), or GS + CST (n = 90) program or to a control group (n = 91). Participants were assessed two times (baseline and postintervention) for the following tests: (i) 50 m dash, (ii) grip strength, (iii) long jump, (iv) 1000 m running for boys and 800 m for girls, (v) core endurance, and (vi) exercise attitude. Significant differences (p < 0.05, η2p = 0.035−0.218) were found between the four groups of the six components of physical fitness and the three components of attitude toward exercise (target attitudes, behavioral habits, and sense of behavioral control). Between-group analysis revealed that the GS + CST had significant advantages (p < 0.05) over the CON in terms of the 50 m dash (Cohen’s d = 0.06), grip strength (Cohen’s d = 0.19_left, 0.31_right), 800/1000 m running (Cohen’s d = 0.41), core endurance (Cohen’s d = 0.95), and sense of behavioral control (Cohen’s d = 0.35). Between-group analysis also revealed that the CST had significant advantages over the CON in terms of grip strength (Cohen’s d = 0.27_left, 0.39_right), 50 m (Cohen’s d = 0.04), long jump (Cohen’s d = 0.21), 800/1000 m (Cohen’s d = 0.09), and core stability (Cohen’s d = 0.63), which were significantly different from CON (p < 0.05). GS differed from CON only on 50 m (Cohen’s d = 0.02) and core stability (Cohen’s d = 0.13) with a small effect (p < 0.05). We conclude that the combined intervention of GS and CST is more effective in promoting fitness in adolescents, i.e., GS + CST > CST and GS + CST > GS.

Objectively measured physical activity during primary school physical education predicts intrinsic motivation independently of academic achievement level

BACKGROUND

Children's participation in physical education (PE) is seen as important for developing an active lifestyle and has been positively linked to academic achievement. Physical activity (PA) levels during PE are thought to be linked to PE-motivation, although this relation is poorly understood.

AIMS

This study examined (1) whether children's PA-levels during PE were predictive of their PE-motivation and (2) whether the relation between PA-levels and motivation was moderated by children's academic achievement. Where previous studies focused on moderate-to-vigorous physical activity (MVPA), disregarding the potential beneficial role of lower intensities of PA, we included MVPA, light-intensity physical activity (LPA) and sedentary behaviour (SED).

SAMPLE

In total, 891 primary school students participated (mean age = 9.2 years).

METHODS

During one regular PE-lesson, PA-levels (using accelerometers) and PE-motivation (Intrinsic Motivation Inventory) were measured. Academic achievement in reading, mathematics and spelling was measured with standardized tests.

RESULTS

A structural equation model revealed that LPA, MVPA and academic achievement positively predicted PE-motivation. The interaction between academic achievement and PA-levels was not related to PE-motivation. SED was excluded from the models due to multicollinearity.

CONCLUSION

Children who are more engaged in LPA and MVPA and who perform better academically generally seem to be more motivated for PE, suggesting that PA-intensity levels and PE-motivation are bidirectionally linked. Results underline the importance of also examining LPA.

Peer Assessment of Curriculum Content of Group Games in Physical Education: A Systematic Literature Review of the Last Seven Years

The study aims to systematically review the literature on the curriculum content of group games in physical education (PE) in northern Iraq. Overall, eight studies published between 2015 and 2021 were analysed on major research objectives, methodologies, and outcomes, guided by two research questions: ‘What were the key research objectives, methods, and outcomes of the selected studies in this systematic review?’ And ‘What are the general objectives of PE, the standards for selecting the contents of curricula, and the types of assessments used in PE?’. This study aims to provide a guide for Northern Iraqi universities on how to incorporate group games into PE based on the analysis of the related current literature. For that reason, researchers have primarily used quantitative, qualitative, and mixed-methods approaches to investigate learning phenomena, with most studies indicating positive learning outcomes. Besides, most studies were conducted in the formal educational setting, revealing three general objectives of PE: psychokinetic, social-emotional, and knowledge. The standards for selecting curricula contents include validity/effectiveness, self-sufficiency, significance, interest, learnability, utility, and consistency with social realities. Moreover, three types of assessments were used in PE: cognitive assessment, summative assessment, and formative assessment. The findings shed light on the main curriculum content of PE and how group games can potentially be included in the curriculum of PE in educational settings.

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity

Basic motor competencies (BMC) are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index (BMI) and extracurricular physical activity (PA) in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. The motor competence areas, object movement (OM) and self-movement (SM), were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders (age: M = 6.86 ± 0.60 years; 50% girls) during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries (OM: F = 18.74, p < 0.001, η2 = 0.048; SM: F = 73.10, p < 0.001, η2 = 0.163) whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA.

Active Homework: an under-researched element of the active schools concept

Background

Most physical activity (PA) interventions targeting children focus on the school setting. However, children and young people are often less active at home. The purpose of this article is to review evidence from the last ten years of the contribution of physically Active Homework (AH) to the promotion of PA.

Methods

Using a rapid review methodology, the article reports on evidence contribution of AH and considers conditions for its effective implementation.

Results

Although research literature on the effects of AH is limited and missing a theoretical base, studies reporting small positive associations between AH and PA levels were identified. Increases in PA were, however, of low intensity; moderate and vigorous intensities remained relatively unchanged.

Conclusions

Strategies to increase PA extending beyond the school gym are needed. Further and better research is needed to understand the conditions of effective implementation of AH. Nevertheless, there is a plausibility in providing students regular opportunities to further promote PA in students’ lives by practicing movement and sports skills, and offering a flexible way of finding and pursuing meaningful activities. The fact that AH may encourage the engagement of families and communities, multiplies its potential benefits.

The Contribution of Physical Education to Physical Activity Within a Comprehensive School Health Promotion Program

Purpose: Little is known about the role of physical education (PE) in a school health promotion model, particularly where wellness is placed at the forefront. The purpose of this study was to understand how PE contributes to the overall amount of moderate to vigorous physical activity (MVPA) that children receive in a school recognized for health promotion. Methods: As part of an in-depth case study, participants in grades 4-8 (N = 105) wore ActiGraph wGT3X+ accelerometers over 7 days to assess activity levels. Data were scored using ActiLife software. Using SPSS statistics software, students were grouped into low, moderate, and high activity through calculating tertile splits of average daily MVPA. Two 2 × 2 ANCOVA (sex x activity level) tests were conducted to determine the ratio of MVPA in PE to school and daily MVPA, controlling for age. Results: Participants accrued 8 min MVPA on average during PE with differences among low (6.4 ± 2.5), moderate (8.3 ± 3.7), and highly active participants (10.1 ± 4.0). ANCOVA analyses revealed non-significant interactions between sex and activity level explaining variance in contribution of PE to school MVPA (F(2, 99) = .235, p = .791, partial ŋ² = .005) and daily MVPA (F(2, 99) = .299, p = .742, partial ŋ² = .006), but significant main effects between high and low activity for daily MVPA were observed F(2, 99) = 5.118 p = .008, partial ŋ² = .094. Conclusions: PE remains a priority in supporting children's PA, particularly for those least active. Despite relatively low levels of MVPA, findings provide rationale for policy change supporting more frequent PE in schools.

The Distinct Role of Physical Education in the Context of Agenda 2030 and Sustainable Development Goals: An Explorative Review and Suggestions for Future Work

Agenda 2030 is a universal call to action which emphasises that all sectors of society should mobilise to create an inclusive and equal society and improve the lives of people world-wide. Education, physical activity and sport are recognised as critical means to achieve the Sustainable Development Goals (SDGs); therefore, it makes sense that school physical education (PE) also has the potential to contribute to the visions set out by Agenda 2030. A critical question is how sustainability can be understood, framed and integrated in PE. In this explorative paper, we, therefore, performed a review regarding the distinct role of PE in the context of Agenda 2030 and its SDGs. The overall research question that guided this paper is as follows: what perspectives related to PE in the context of Agenda 2030 and its SDGs have been discussed in the research literature? To identify relevant papers, five electronic databases (Education Research Complete, ERIC, Education database, SportDiscus, and Scopus) were systematically searched with search strings developed in an effort to identify research that supports the SDGs. The search resulted in about 4300 papers published between 2015 and 2021. Three unique papers met the inclusion criteria. We conclude that, so far, Agenda 2030 is a largely unexplored area of research in the field of PE, and that more research is needed to understand how sustainability can be understood, framed and integrated in PE. Based on the findings, we conclude the paper by providing suggestions for future work.

A Systematic Review and Meta-Analysis of Moderate-to-Vigorous Physical Activity Levels in Children and Adolescents With and Without ASD in Inclusive Schools

Background: The health benefits of physical activity (PA) participation are well-documented. Little was known about the PA levels of students with autism spectrum disorder (ASD) and their typically developing (TD) peers in inclusive schools. This study aimed to synthesize available studies examining PA levels of children and adolescents with and without ASD and its associated factors that affected their PA participation during inclusive schools applying the social-relational model of disability (SRMD). Methods: Eight databases were searched including CINAHL Complete, SPORTDiscus with Full Text, PubMed, Embase, Web of Science, Eric, APA PsycINFO, and Scopus from inception through May 2021 to identify related studies. Two researchers independently screened studies, assessed methodological quality, and summarized relevant data. The McMaster Critical Reviewer Form for quantitative studies was used to evaluate the methodological quality of the included articles. Results: A total of seven articles were included in this systematic review. Overall, meta-analysis results indicated that children and adolescents with ASD had a moderately decreased PA levels compared with their TD peers [SMD = -0.585, 95% CI (-0.774, -0.425), p < 0.01]. Individual-, social-, and environmental-level factors that influence PA levels in children and adolescents with ASD were identified from the perspective of SRMD. Conclusion: This review indicates that children and adolescents with ASD have lower PA levels than their TD peers in inclusive schools and multilevel factors affect their PA.

Temporal Trends in Children's School Day Moderate to Vigorous Physical Activity: A Systematic Review and Meta-Regression Analysis

BACKGROUND

Evidence from a limited sample of countries indicates that time for physical education and recess during school have declined. Schools are called to provide children with 30 minutes of moderate to vigorous physical activity (MVPA). This systematic review and meta-analysis estimated temporal trends in children's school day MVPA.

METHODS

Three online databases were searched to identify studies with objectively measured MVPA, during school hours, in school aged children (5-18 y). Multilevel random-effects meta-analyses estimated MVPA by year, and meta-regression analyses estimated temporal trends in school day MVPA.

RESULTS

Studies (N = 65) providing 171 MVPA estimates, representing 60,779 unique children, from 32 countries, and spanning 2003-2019 were identified. Most studies were conducted in North America (n = 33) or Europe (n = 21). School day MVPA ranged from 18.1 (95% confidence interval, 15.1-21.1) to 47.1 (95% confidence interval, 39.4-54.8) minutes per day in any given year. Meta-regression analyses indicated that MVPA declined from 2003 to 2010 (approximately 15 min decline), plateaued from 2010 to 2015 (approximately 1 min decrease), and increased from 2015 to 2019 (approximately 5 min increase).

CONCLUSIONS

School day MVPA decreased from 2003 to 2010 and has recently begun to increase. However, the majority of the evidence is from North America and Europe with some evidence from Oceania and very little evidence from Asia to South America.

Interventions to Increase Moderate-to-Vigorous Physical Activity in Elementary School Physical Education Lessons: Systematic Review

BACKGROUND

This systematic review aimed to synthesize recent evidence on interventions to increase moderate-to-vigorous physical activity (MVPA) content of physical education (PE) in children age 8 to 11.

METHODS

A search of 6 databases was conducted in December 2019. Controlled intervention studies were included so long as they used objective measures of MVPA. Methodological quality was assessed using the appropriate Joanna Briggs Institute (JBI) Checklist. Random effects meta-analysis was used where appropriate.

RESULTS

Of the 5459 records, only 5 studies met all inclusion criteria, reporting on 1452 participants; 3 quasi-experimental studies and 2 RCTs. All 5 eligible studies reported favorable intervention effects. Meta-analysis was possible from 4/5 studies: the mean difference between intervention and control groups at follow-up was +14.3% of lesson time in MVPA (confidence interval [CI] 2.7 to 25.8).

CONCLUSIONS

Efforts to increase the MVPA content of elementary school PE are achievable. Two studies employed PE specialist teachers and 1 study used an expert instructor as their intervention, 2 studies worked with the class teachers using self-determination theory. All studies focused on health (MVPA) outcomes and included either "fitness infusions" or physically active games to engage students' in physical activities and increase their activity level.

Feasibility and Provisional Efficacy of Embedding High-Intensity Interval Training Into Physical Education Lessons: A Pilot Cluster-Randomized Controlled Trial

PURPOSE

The aim of this study was to determine the feasibility of generalist school teachers delivering curriculum connected high-intensity interval training in a school's physical education class time.

METHOD

Two schools volunteered to participate. A total of 84 students (11.9 [0.5] y, M = 64 and F = 19) volunteered to participate. Four classes from 2 schools were randomized to either intervention (n = 53) or control (n = 31) for one school term (8 wk). Intervention class teachers participated in a 1-day workshop instructing them how to deliver twice weekly, high-intensity interval training sessions. The control classes continued with their usual physical education curriculum. Recruitment, intervention fidelity, and program satisfaction were assessed. Preliminary efficacy (primary outcome cardiorespiratory fitness) was quantified using generalized linear mixed models, expressed as effect size. A range of secondary outcomes was also assessed.

RESULTS

The recruitment rate was 88%. About 84% of the sessions were delivered. The heart rate peak over all sessions was 89.6% (13%) of the predicted maximum. The intervention teachers reported high levels of satisfaction. Almost all student participants were positive about participating. No adverse events occurred. The adjusted between-group difference for cardiorespiratory fitness was trivial (effect size 0.02).

CONCLUSIONS

This teacher-delivered high-intensity interval training program was feasible and acceptable to both teachers and student participants. It is therefore potentially scalable.

Bewegungszeit, Belastungsintensität und Bewegungsumfang im Sportunterricht

Untersuchungen zu Bewegungsanteilen im Sportunterricht unter Verwendung objektiver Verfahren sind in Deutschland selten. Sie sind jedoch sowohl aus gesundheits- und trainingswissenschaftlicher als auch aus sportpädagogischer Perspektive von Interesse, um Schulsportwirklichkeit systematisch analysieren zu können. Der vorliegende Beitrag untersucht Bewegungszeit (Minuten), Belastungsintensität (Herzschläge pro Minute) und Bewegungsumfang (Meter pro Minute) im Sportunterricht am Beispiel des Unterrichtsinhalts Fußball. Im Zentrum steht die Frage, ob sich Unterschiede für die Unterrichtsdauer (Einzelstunde/Doppelstunde), das Setting (indoor/outdoor) und das Geschlecht zeigen. Insgesamt nahmen 356 Schüler*innen (247 männlich, 109 weiblich) von der fünften bis zur zehnten Jahrgangsstufe (MAlter = 12,4 Jahre) eines Gymnasiums in Bayern an der Untersuchung teil. Zum Einsatz kamen standardisierte Beobachtungsprotokolle, Herzfrequenzmesser und ein Trackingsystem (Local Position Measurement System [LPM-System]). Die Ergebnisse zeigten, dass die relative Bewegungszeit, die Belastungsintensität und der Bewegungsumfang in Einzelstunden am höchsten waren. Die relative Bewegungszeit war outdoor etwas höher als indoor. Die durchschnittliche Herzfrequenz unterschied sich nicht nach Setting und Geschlecht. Jungen erzielten einen höheren durchschnittlichen Bewegungsumfang im Vergleich zu Mädchen. Insgesamt deuten die Ergebnisse darauf hin, dass der Sportunterricht mit dem Inhalt Fußball einen substanziellen Beitrag zum täglichen Gesundheits- und Bewegungsverhalten leisten kann.

Familial Correlates of Leisure Time Activities among Polish Early School-Age Children: A Cross-Sectional Study

The after-school period may play a critical role in the accumulation of children’s physical activity and sedentary time. The study aimed to characterize familial correlates of early school-age children’s leisure time activities. A cross-sectional study was conducted among a group of 223 children (mean age 8.7 ± 0.5) and their parents. The percentage of children with daily leisure time physical activity (LTPA) >1 h was 23.32%, and with daily screen time <2 h was 32.74%. The average children’s leisure time physical activity was significantly higher on weekend days than on weekdays (114.85 vs. 89.43 min, p = 0.005). Similarly, the average screen time was higher on weekend days than on weekdays (95.50 vs. 66.10 min, p < 0.001). The multivariate regression analysis revealed that independent predictors of children’s leisure time physical activity were the father’s education level and the father’s occupational status, whereas at least one parent with higher education correlated negatively with children’s longer screen time. The study showed that children’s leisure time activities are associated with parental education and differ significantly between weekdays and weekend days. These findings underline the need for screening for unfavorable health behaviors among early school-age children, and indicate that health promotion programs should be oriented on both parents and children aiming to improve parental health consciousness, reduce screen time and increase physical activity, especially during the weekend.

Associations between three measures of physical activity and selected influences on physical activity in youth transitioning from elementary to middle school

Measurement of physical activity is challenging, and objective and subjective methods can be used. The purposes of this study were to apply structural equation modeling in: 1) examining the associations between three distinct measures of physical activity and three factors that are often found to be correlated to physical activity in children, and 2) examining the associations of the combination of three measures with the same correlates in a cohort of youth followed from 5th to 7th grade. A total of 409 children (45% boys) had complete physical activity data derived from accelerometers, self-report by youth, and proxy-report by parents. The potential correlates of physical activity included self-efficacy, physical activity support, and facilities for physical activity. Structural equation models were used to assess the relationship between physical activity and the correlates. The structural equation models examining associations between individual measures of physical activity and selected correlates showed that parent-reported and child self-reported physical activity were associated with parental support for physical activity and self-efficacy. Objectively measured physical activity was associated only with facilities for physical activity. A structural equation model showed that a composite expression of physical activity, based on the inclusion of all three individual measures, was associated with all three correlates of physical activity. In conclusion, combining measures of physical activity from different sources may improve the identification of correlates of physical activity. This information could be used to plan more effective physical activity interventions in children and youth.

Moderate-to-Vigorous Physical Activity in Primary School Children: Inactive Lessons Are Dominated by Maths and English

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-dominated by maths and English-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.

Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children's Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE)

Background: School-based interventions are a key opportunity to improve children’s physical activity (PA); however, there is lack of evidence about how pedagogical approaches to motor learning in physical education (PE) might affect PA in children. Therefore, this study aimed to assess how different pedagogical approaches in PE might affect children’s PA. Methods: Participants (n = 360, 5–6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated to either Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) interventions, where schools received a 15-week PE intervention delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. ActiGraph GT9X accelerometers were used to assess PA metrics (moderate-to-vigorous PA, mean raw acceleration and lowest acceleration over the most active hour and half hour) over whole and segmented weeks at baseline, immediately post-intervention and 6 months follow-up. Intention to treat analysis employing multilevel modelling was used to assess intervention effects. Results: LP and NP interventions did not significantly affect children’s PA levels compared to the control group. Conclusion: PE interventions based on LP and NP alone might not be effective in improving habitual PA in children.

Validation of the Physical Activity Questions in the World Health Organization Health Behavior in School-Aged Children Survey Using Accelerometer Data in Japanese Children and Adolescents

BACKGROUND

An international physical activity (PA) questionnaire is beneficial to make cross-country comparisons among children and adolescents. This study assesses the validity of the PA questions in the World Health Organization Health Behavior in School-Aged Children (WHO HBSC) survey in Japanese children and adolescents.

METHODS

Participants were fifth- to sixth-grade Japanese primary school students (67 students aged 10.8 [0.5] y) and first- to third-grade junior high school students (108 students aged 13.0 [0.7] y). The Japanese version of the PA questions in the WHO HBSC (WHO HBSC-J) was used. To assess the validity of the PA questions, the authors used a partial correlation adjusted for sex, age, and relative weight between the answers to the survey questions and objectively measured moderate to vigorous PA (MVPA) by an accelerometer.

RESULTS

A significant positive correlation was found between accelerometer-measured MVPA and the number of reported days with at least 60 minutes/day of MVPA in primary school students (r = .39, P = .002) and junior high school students (r = .32, P < .001).

CONCLUSION

The HBSC-J has moderate validity for evaluating MVPA in Japanese primary school and junior high school students.

Physical education class participation is associated with physical activity among adolescents in 65 countries

In this study we examined the associations of physical education class participation with physical activity among adolescents. We analysed the Global School-based Student Health Survey data from 65 countries (N = 206,417; 11-17 years; 49% girls) collected between 2007 and 2016. We defined sufficient physical activity as achieving physical activities ≥ 60 min/day, and grouped physical education classes as '0 day/week', '1-2 days/week', and ' ≥ 3 days/week' participation. We used multivariable logistic regression to obtain country-level estimates, and meta-analysis to obtain pooled estimates. Compared to those who did not take any physical education classes, those who took classes ≥ 3 days/week had double the odds of being sufficiently active (OR 2.05, 95% CI 1.84-2.28) with no apparent gender/age group differences. The association estimates decreased with higher levels of country's income with OR 2.37 (1.51-3.73) for low-income and OR 1.85 (1.52-2.37) for high-income countries. Adolescents who participated in physical education classes 1-2 days/week had 26% higher odds of being sufficiently active with relatively higher odds for boys (30%) than girls (15%). Attending physical education classes was positively associated with physical activity among adolescents regardless of sex or age group. Quality physical education should be encouraged to promote physical activity of children and adolescents.

Physical activity and sedentary time of youth in structured settings: a systematic review and meta-analysis

BACKGROUND

Structured settings, such as school, childcare, afterschool programs, summer camps, and physical activity/sport programs are crucial to promoting physical activity (PA) opportunities and reducing sedentary (ST) for children and adolescents. However, little is known about how much PA and ST children and adolescents accumulate in structured settings. The aim of this study is to conduct a systematic review and meta-analysis of the absolute amount of time youth spend physically active and sedentary in different structured settings (Prospero number: 42018111804).

METHODS

Observational and experimental/quasi-experimental studies (baseline data only) with full-text available, written in English and published in a peer-reviewed journal, reporting the total amount of objectively measured PA (light, moderate, vigorous, and/or total physical activity) and/or time spent ST during structured settings among youth (3 to 18 years) were eligible. Adjusted meta-analysis was conducted to estimate the pooled mean of time spent in PA and ST, by settings and sex.

RESULTS

A total of 187 studies (childcare n=60; school n=91; afterschool programs n=14; summer camp n=4; and Physical activity/ sport programs n=18) from 30 countries (47.9% United States), representing 74,870 youth (mean age 8.6 years old) were included. Overall, there was a high variation between studies in outcomes and settings. The meta-analyses revealed, on average, youth spend 221.8 minutes (36.7 min/hour) in ST and 32.1 minutes (5.1 min/hour) in MVPA during childcare hours, and 223.9 minutes (36.7min/hour) in ST and 27.8 min (4.4 min/hour) in MVPA at school. Relatively, youth are engaged in more MVPA in afterschool programs (11.7 min/hour), PA/ sport programs (20.9 min/hour), and summer camps (6.4 min/hour), when compared to childcare and school.

CONCLUSION

Total PA accumulated during childcare and MVPA accumulated during schools hours were close to recommendations, despite high proportion of ST. Afterschool programs, summer camp and PA/ sport programs are important settings that can contribute to daily PA and reduced ST. Ensuring all youth have access to these structured settings may be an important step forward for public health.

How 'The Daily Mile™' works in practice: A process evaluation in a UK primary school

Over 75% children in the United Kingdom fail to achieve recommended levels of physical activity. Successful implementation of 'The Daily Mile™', a school-based physical activity intervention, could promote activity. We examined factors instrumental to replication and/or wider implementation of 'The Daily Mile' through application of a two phase multi-method process evaluation. Phase one: 75 children (mean age seven years eight months) from one East Midland primary academy trialled the intervention. Data collected were self-report logs, perceived exertion scores and structured observation. Phase two: a sub-sample of 18 stakeholders participated in focus groups which were analysed using framework method. Teachers delivered 'The Daily Mile' on 93.6% of school days. An average of 95.2% of students participated, 94.2% completed recommended 15 minutes, 94.3% to a moderate-to-vigorous level. Three themes emerged in focus groups; embedding 'The Daily Mile' into practice, creating the right physical environment and building relationships/promoting a supportive climate. With systematic organisation and planning, 'The Daily Mile' could emerge as an integrated means of increasing physical activity. A supportive climate and factors that promote resilience are key facilitators. Further research is needed to establish outcomes and cost-effectiveness.

Influence of Organized vs Non Organized Physical Activity on School Adaptation Behavior

It is now well-established that physical activity has positive effects on both physical and mental health. However, the influence of organized physical activity (i.e., programs controlled and supervised by a trainer) on school adaptive behavior of adolescents with disabilities and/or behavioral disorders remains unclear. School behavior adaptation involves the ability to learn, conform to school norms and manage school activities without major behavior conflicts. A cross-sectional study was conducted to test the differences between organized physical activity and non-organized physical activity in an after school program. Eighty Romanian adolescents were recruited and allocated to three groups: (a) with disabilities [Ds; N = 17, M age = 14.55 years (SD = 1.16), 12 males and 5 females], (b) with conduct disorders [CDs, N = 21, M age = 14.52 years (SD = 1.11) 16 males and 5 females], and (c) participants who had not shown signs of conduct disorders or disabilities [as a control group; N = 42, M age = 14.2 years (SD = 0.46) 20 males and 22 females]. Personality traits, school behavior, and sensorimotor coordination were assessed by using the Eysenck personality questionnaire-junior scale, school in-adaptability questionnaire scale, and Vienna Test System Sport (SMK-sensorimotor coordination test) respectively. Multivariate analysis of variance MANOVA (3 × 3) and discriminant analysis were used to examine differences between the psychological and sensorimotor coordination outcomes across three groups and three types of physical activity context: (a) organized physical activity, (b) non-organized physical activity, and (c) no physical activity. The findings indicate that not participating in an organized physical activity program results in a reduced level of physical mobility and consequently is associated with maladaptive social and psychological outcomes. Thus, we argued that attending in an organized physical activity program is more beneficial for participants with disabilities and/or behavior disorders, due to an increase in the probability of school integration and development of their motor skills. Clearly more research is needed in order to investigate these effects in neurophysiological levels.

Determinants of Physical Activity and Sedentary Behavior in German Elementary School Physical Education Lessons

Physical activity (PA) in school physical education (PE) is a signature component of health promotion and health education. The study's aim was to explore PA levels and sedentary time in German elementary school PE lessons and relate them to selected personal and environmental PA determinants. Accelerometer measurements were collected from 328 students (47% male, mean age 8.7 ± 1.2 years) in 11 elementary schools in Baden-Wuerttemberg (Germany). PA levels and sedentary time were analyzed regarding gender, grade, body mass index, selected correlates of active living and health behaviors, as well as the PE teachers' PE education status. In line with previous research, the analyses of PA levels and sedentary time confirm gender and grade differences and highlight older girls as the less active group. Deviant weight status and parents' PA levels were found to be important determinants for PA levels and sedentary time of girls and offer starting points for intervention studies as well as gender-appropriate PE in elementary schools. Specialist PE teacher status proved to be a negative determinant of PA levels and sedentary time for boys and girls and should be investigated in further studies, especially regarding the didactic and methodological background.

Automated High-Frequency Observations of Physical Activity Using Computer Vision

PURPOSE

To test the validity of the Ecological Video Identification of Physical Activity (EVIP) computer vision algorithms for automated video-based ecological assessment of physical activity in settings such as parks and schoolyards.

METHODS

Twenty-seven hours of video were collected from stationary overhead video cameras across 22 visits in nine sites capturing organized activities. Each person in the setting wore an accelerometer, and each second was classified as moderate-to-vigorous physical activity or sedentary/light activity. Data with 57,987 s were used to train and test computer vision algorithms for estimating the total number of people in the video and number of people active (in moderate-to-vigorous physical activity) each second. In the testing data set (38,658 s), video-based System for Observing Play and Recreation in Communities (SOPARC) observations were conducted every 5 min (130 observations). Concordance correlation coefficients (CCC) and mean absolute errors (MAE) assessed agreement between (1) EVIP and ground truth (people counts+accelerometry) and (2) SOPARC observation and ground truth. Site and scene-level correlates of error were investigated.

RESULTS

Agreement between EVIP and ground truth was high for number of people in the scene (CCC = 0.88; MAE = 2.70) and moderate for number of people active (CCC = 0.55; MAE = 2.57). The EVIP error was uncorrelated with camera placement, presence of obstructions or shadows, and setting type. For both number in scene and number active, EVIP outperformed SOPARC observations in estimating ground truth values (CCC were larger by 0.11-0.12 and MAE smaller by 41%-48%).

CONCLUSIONS

Computer vision algorithms are promising for automated assessment of setting-based physical activity. Such tools would require less manpower than human observation, produce more and potentially more accurate data, and allow for ongoing monitoring and feedback to inform interventions.

Using Smart Bracelets to Assess Heart Rate Among Students During Physical Education Lessons: Feasibility, Reliability, and Validity Study

Background

An increasing number of wrist-worn wearables are being examined in the context of health care. However, studies of their use during physical education (PE) lessons remain scarce.

Objective

We aim to examine the reliability and validity of the Fizzo Smart Bracelet (Fizzo) in measuring heart rate (HR) in the laboratory and during PE lessons.

Methods

In Study 1, 11 healthy subjects (median age 22.0 years, IQR 3.75 years) twice completed a test that involved running on a treadmill at 6 km/h for 12 minutes and 12 km/h for 5 minutes. During the test, participants wore two Fizzo devices, one each on their left and right wrists, to measure their HR. At the same time, the Polar Team2 Pro (Polar), which is worn on the chest, was used as the standard. In Study 2, we went to 10 schools and measured the HR of 24 students (median age 14.0 years, IQR 2.0 years) during PE lessons. During the PE lessons, each student wore a Polar device on their chest and a Fizzo on their right wrist to measure HR data. At the end of the PE lessons, the students and their teachers completed a questionnaire where they assessed the feasibility of Fizzo. The measurements taken by the left wrist Fizzo and the right wrist Fizzo were compared to estimate reliability, while the Fizzo measurements were compared to the Polar measurements to estimate validity. To measure reliability, intraclass correlation coefficients (ICC), mean difference (MD), standard error of measurement (SEM), and mean absolute percentage errors (MAPE) were used. To measure validity, ICC, limits of agreement (LOA), and MAPE were calculated and Bland-Altman plots were constructed. Percentage values were used to estimate the feasibility of Fizzo.

Results

The Fizzo showed excellent reliability and validity in the laboratory and moderate validity in a PE lesson setting. In Study 1, reliability was excellent (ICC>0.97; MD<0.7; SEM<0.56; MAPE<1.45%). The validity as determined by comparing the left wrist Fizzo and right wrist Fizzo was excellent (ICC>0.98; MAPE<1.85%). Bland-Altman plots showed a strong correlation between left wrist Fizzo measurements (bias=0.48, LOA=–3.94 to 4.89 beats per minute) and right wrist Fizzo measurements (bias=0.56, LOA=–4.60 to 5.72 beats per minute). In Study 2, the validity of the Fizzo was lower compared to that found in Study 1 but still moderate (ICC>0.70; MAPE<9.0%). The Fizzo showed broader LOA in the Bland-Altman plots during the PE lessons (bias=–2.60, LOA=–38.89 to 33.69 beats per minute). Most participants considered the Fizzo very comfortable and easy to put on. All teachers thought the Fizzo was helpful.

Conclusions

When participants ran on a treadmill in the laboratory, both left and right wrist Fizzo measurements were accurate. The validity of the Fizzo was lower in PE lessons but still reached a moderate level. The Fizzo is feasible for use during PE lessons.

Effects of aerobic exercise and cognitively engaging exercise on cardiorespiratory fitness and motor skills in primary school children: A cluster randomized controlled trial

This paper examined effects of two interventions on cardiorespiratory fitness and motor skills, and whether these effects are influenced by baseline levels, and dose of moderate-to-vigorous physical activity (MVPA) during the intervention. A cluster randomized controlled trial was implemented in 22 schools (n = 891; 9.2 ± 07 years). Intervention groups received aerobic or cognitively engaging exercise (14-weeks, four lessons per week). Control groups followed their regular physical education programme. Cardiorespiratory fitness, motor skills and MVPA were assessed. Multilevel analysis showed no main effects on cardiorespiratory fitness and motor skills although the amount of MVPA was higher in the aerobic than in the cognitively engaging and control group. Intervention effects did not depend on baseline cardiorespiratory fitness and motor skills. Children with a higher dose of MVPA within the intervention groups had better cardiorespiratory fitness after both interventions and better motor skills after the cognitively engaging intervention. In conclusion, the interventions were not effective to enhance cardiorespiratory fitness and motor skills at a group level, possibly due to large individual differences and to a total dose of MVPA too low to find effects. However, the amount of MVPA is an important factor that influence the effectiveness of interventions.

Physical Activity Levels of Chilean Children in a National School Intervention Programme. A Quasi-Experimental Study

Background. Recess is a great opportunity to interrupt sedentary behaviour and increase moderate-to-vigorous physical activity (MVPA) in schoolchildren. This quasi-experimental study aimed to compare the levels of physical activity (PA) during the school day of children in a school intervention programme vs. those in a control group, and to determine compliance with MVPA recommendations. Methods. A sample of 154 schoolchildren (6–12 years old) was obtained from several schools (70 with the intervention and 84 controls). This programme was structured with a duration of 90 min/session and performed three times/week. PA levels were recorded with triaxial accelerometers during the school day: during recess, during a PA session or physical education session (PE), and during lunchtime. No pre-intervention evaluation was performed. Results. The MVPA of the control group was higher than that of the intervention group during the first recess (p < 0.001). None of the groups complied with the recommendations for steps during the PA or PE sessions. During the PA session, sedentary time was lower and MVPA was higher, in the intervention group than in the control group. Fifty percent of the children from the intervention group complied with the MVPA recommendations, vs. 22.7% of those in the control group. Conclusions. The schoolchildren in the intervention group performed more MVPA than those in the control group. Future interventions could include other periods, such as recess and lunchtime, which are opportunities for improving the MVPA levels of schoolchildren.