西安市某小学体育课学生身体活动水平

目的 测量小学体育课身体活动水平以及不同性别、身体质量指数(BMI)和不同年级学生体育课身体活动特征,为小学体育课身体活动促进提供参考.方法 用ActiGraphGT3X对西安市某高校附属小学一、二、四年级的60名学生在3节体育课上的身体活动进行测量,依据最新体质测试成绩中的身高、体重计算BMI,并根据《国家学生体质健...     

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

ObjectiveTo examine elementary school students' moderate-to-vigorous physical activity (MVPA) levels during physical education (PE) lessons.MethodsA systematic search of nine electronic databases was conducted (PROSPERO2014:CRD42014009649). Studies were eligible if they were in English; published between 2005–April 2014; assessed MVPA levels in PE lessons of elementary school children (aged four–12 years); and used an objective MVPA measure. Two reviewers retrieved articles, assessed risk of bias, and performed data extraction. The findings were synthesised using a meta-analysis.ResultsThe search yielded 5132 articles. Thirteen studies from nine countries met the inclusion criteria. Eight studies measured MVPA through observational measures, five used accelerometry and one used heart rate monitoring. The percentage of PE lesson time spent in MVPA ranged between 11.4–88.5%. Meta-analysis of seven studies (4 direct observations; 4 accelerometers) found that children spent a mean (95% CI) 44.8 (28.2–61.4)% of PE lesson time in MVPA. When measured using direct observation and accelerometers, children spent 57.6 (47.3–68.2) and 32.6 (5.9–59.3)% of PE lesson time in MVPA, respectively. The review has limitations; the search strategy was restricted to studies in English; theses, dissertations and conference abstracts were excluded; and six studies that provided insufficient data were excluded from the meta-analysis.ConclusionMVPA levels during elementary school PE lessons do not meet the United States Centre for Disease Control and Prevention and the United Kingdom's Association of Physical Education recommendation (50% of lesson time), but is higher than estimated in the previous review (34.2%). Interventions to increase MVPA in PE lessons are needed.     

Change in physical education motivation and physical activity behavior during middle school

PURPOSE: To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. METHODS: Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. RESULTS: Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. CONCLUSIONS: Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.     

Physical self-concept and physical activity enjoyment in elementary school children

The present study examined gender differences and relationships of seven specific domains of physical self-concept (PSC) (Strength, Endurance, Speed, Flexibility, Coordination, Global Sport Competence, and Appearance) and physical activity enjoyment (PAE) in 447 elementary school children by self-report questionnaires. Boys reported higher self-concepts of Strength, Endurance, Speed, Coordination, and Global Sport Competence than girls. Conversely, girls showed higher self-concepts of Flexibility than boys. Moreover, all seven specific domains of children's PSC and PAE were positively interrelated and children's self-concepts of Endurance and Global Sport Competence predicted their PAE. Implications for physical education targeting to enhance children's PSC and PAE are discussed.     

The relationship between school physical activity policy and objectively measured physical activity of elementary school students: a multilevel model analysis

Background

There is evidence of school level variability in the physical activity of children and youth. Less is known about factors that may contribute to this variation. The purpose of this study was to examine if the school health environment (Healthy Physical Environment, Instruction and Programs, Supportive Social Environment, and Community Partnerships) is associated with objectively measured time spent in light to vigorous physical activity among a sample of Toronto children.

Methods

The sample comprised 856 grade 5 and 6 students from 18 elementary schools in Toronto, Ontario. Multilevel linear regression analyses were used to examine the impact of school physical activity policy on students’ time spent in light-to-vigorous physical activity.

Results

Significant between-school random variation in objectively measured time spent in light-to-vigorous physical activity was identified [σ²μ₀ = 0.067; p < 0.001]; school-level differences accounted for 6.7% of the variability in the time individual students spent in light-to-vigorous physical activity. Of the 22 school-level variables, students attending schools with support for active transportation to/from school and written policies/practices for physical activity, accumulated significantly more minutes of physical activity per school week than students who attended schools that did not.

Conclusions

School physical activity policy and support for active school travel is associated with objectively measured time spent in light to vigorous physical activity. School physical activity policy might be a critical mechanism through which schools can impact the physical activity levels of their students.     

Physical activity levels of overweight and nonoverweight high school students during physical education classes

Background:  This study examined physical activity (PA) levels of overweight and nonoverweight African American and Caucasian students (n = 198) during game play in physical education classes.
Methods:  Body fat percentages (%BFs) were determined using the skinfold technique and Slaughter et al prediction equations. Girls were classified as overweight if their %BF was ≥32; boys were classified as overweight if their %BF was ≥25. PA was monitored using pedometers during flag football, ultimate Frisbee, and soccer game play. Three 2 (weight classification) × 2 (gender) × 2 (race) factorial analyses of variance were conducted.
Results:  Results indicated no significant difference in steps per minute between overweight and nonoverweight students regardless of game. Males were more active than females, and Caucasians were more active than African Americans.
Conclusions:  The most important implication of the current study is that the overweight and nonoverweight students accumulated similar amounts of PA during physical education. This emphasizes the importance physical education plays in providing both overweight and nonoverweight students with opportunities for PA. For many students, it may be their only source of regular PA.     

Differences in physical activity during school recess

BACKGROUND: School recess provides a daily opportunity for physical activity engagement. The purpose of this study was to examine physical activity levels during recess by gender, ethnicity, and grade, and establish the contribution of recess to daily school physical activity levels. METHODS: Two hundred and ten children (45% boys) from grades 3 to 6 in 4 elementary schools had their physical activity during school quantified using uni‐axial accelerometry every 5 seconds for 5 consecutive school days. Data were collected in fall 2009. The proportion of time spent engaged in physical activity during daily school recess was determined using existing age‐appropriate cutpoints. The relative contribution of recess to school day physical activity was also determined. RESULTS: Boys were more active than girls during recess. Girls engaged in more sedentary activity than boys. No main effects for ethnicity were observed. Children in grades 3 and 5 were more active than children in grades 4 and 6. Recess contributed 17.9% and 15.5% toward boys' and girls' school day moderate‐to‐vigorous physical activity, respectively. CONCLUSION: Children engaged in physical activity during recess, though interventions may be needed to increase the intensity of activity in this context.     

Dietary intake based on physical activity level in Korean elementary school students

Prevalence of childhood obesity is increasing significantly worldwide due to energy imbalance perhaps stemming from undesirable dietary behavior and physical activity level. The objective of the study was to examine the effects of physical activity level on nutritional status in elementary school students. The subjects were comprised of 287 elementary school students between 4th and 6th grades in Seoul, Korea. The level of physical activity was scored with a modified Godin leisure-time exercise questionnaire and was categorized as active, moderately active, and sedentary. Dietary intakes were obtained using a 24-hour food recall method. An analysis of variance (ANOVA) was conducted to test for global significant differences of nutrient intakes by physical activity level. Boys were more active than girls. Daily intakes of energy in moderately active boys were significantly higher than in the sedentary group, but intakes of calcium and iron in moderately active boys were lower than active boys. For girls, physical activity level did not affect nutrient density at all. Intakes of calcium, vitamin C, and folate for both boys and girls were below 50% of recommended intake. Physical activity did not affect nutrient density and our participants were exposed to nutritional imbalance. Therefore, the results suggest that nutrition education regarding balanced diet and optimum physical activity is required for children''s health and growth.     

Investigating links between moderate-to-vigorous physical activity and cognitive performance in elementary school students

BackgroundResearch has noted both physical and psychological benefits when children participate in physical activity. Recent studies indicate there may also be academic benefits and students may be more efficient learners after physical activity. This study investigated the influence of moderate-to-vigorous physical activity (MVPA) on four cognitive processes: planning, attention, simultaneous processing, and successive processing.MethodsParticipants were two classes of fourth-grade students in Ontario (n = 40). Using a counterbalanced design, students in the two classes completed standardized tests for each cognitive process both after no physical activity and following it (20 min MVPA within a 45 min lesson).ResultsThe results indicate that performance on the planning test significantly improved after physical activity (p < 0.001), controlling for sequence and habituation/retesting effects. No improvement was observed for attention, simultaneous processing, or successive processing.ConclusionPlanning is associated with problem solving skills and behaviour self-regulation. These skills may be improved in elementary school students immediately following physical activity.     

广安市中小学生饮食运动行为现状分析

了解广安市中小学生日常饮食和运动行为现状,为学校针对性地制定、实施健康教育干预措施提供依据.方法 借鉴《中国青少年健康相关行为问卷》,以随机整群抽样方法对广安市的1 532名中小学生进行匿名自填式问卷调查.结果 调查对象每周至少有3d及以上在西式快餐店用餐的人数为72人(4.7%);而每天喝1杯牛/酸/豆奶的人数为409人(26.7%),偏食的人数为538人(35.1%);中小学生每天运动1h以上者301人(19.7%),采用不健康减肥控制体重方式发生率依次为节食(13.2%)、禁食(1.3%)、故意吐出食物(1.2%)、吃减肥药(1.0%).多项饮食行为和运动、静态行为及不合理控制体重在不同学习阶段和性别之间差异均有统计学意义(P值均<0.05).结论 调查对象存在多种不健康饮食行为,缺乏体育运动情况较普遍.学校应针对性开展相关健康教育,加强学生体育锻炼;同时通过社会号召、家庭重视,全方位给目标群体树立起健康榜样作用,以促进青少年健康成长.     

Elementary school practices and children's objectively measured physical activity during school

Objective

To examine the relation of physical activity practices covering physical education (PE), recess, and classroom time in elementary schools to children's objectively measured physical activity during school.

Methods

Participants were 172 children from 97 elementary schools in the San Diego, CA and Seattle, WA USA regions recruited in 2009–2010. Children's moderate-to-vigorous physical activity (MVPA) during school was assessed via accelerometry, and school practices were assessed via survey of school informants. Multivariate linear mixed models were adjusted for participant demographics and unstandardized regression coefficients are reported. The 5 practices with the strongest associations with physical activity were combined into an index to investigate additive effects of these practices on children's MVPA.

Results

Providing ≥ 100 min/week of PE (B = 6.7 more min/day; p = .049), having ≤ 75 students/supervisor in recess (B = 6.4 fewer min/day; p = .031), and having a PE teacher (B = 5.8 more min/day; p = .089) were related to children's MVPA during school. Children at schools with 4 of the 5 practices in the index had 20 more min/day of MVPA during school than children at schools with 0 or 1 of the 5 practices (p < .001).

Conclusions

The presence of multiple school physical activity practices doubled children's physical activity during school.     

Children's physical activity during recess and outside of school

The purpose of this study was to examine children's physical activity during recess and outside of school. Third-, fourth-, and fifth-grade students (N = 270; 121 boys, age = 9.5 +/- 0.9 years; 150 girls, age = 9.6 +/- 0.9 years) wore sealed pedometers during a 15-minute recess period and outside of school for 4 consecutive school days. A factorial analysis of variance (grade by gender) was used to examine differences among grades and between genders for the following variables: recess activity time (RAT), recess step counts (RSC), out-of-school activity time (OAT), and out-of-school step counts (OSC). For all outcome variables, there were no significant interactions between grade and gender and no significant main effect for grade. A significant main effect for gender (F(1,264)= 73.1, p < .001) indicated that boys accumulated more RSC and OSC than girls (1268 +/- 341 vs 914 +/- 261 and 7229 +/- 2877 vs 5808 +/- 2059, respectively) and more RAT and OAT than girls (11.7 +/- 2.4 vs 9.4 +/- 2.2 and 77.3 +/- 28 vs 67.4 +/- 21, respectively). Boys spent 78% and girls spent 63% of their recess time engaged in physical activity. Outside of school, girls spent 20% and boys spent 25% of their time engaged in physical activity. RAT comprised 14% and 16% of total discretionary activity time for girls and boys, respectively. Boys in this study are more active during discretionary time periods compared to girls. Study participants spent the majority of their recess time engaged in physical activity.     

The physical activity of fifth-grade students during physical education classes.

One hundred fifty-seven fifth-grade students in 20 of the 355 elementary schools in one Texas county were systematically observed during physical education classes. On average, the students spent 8.5% of class time in moderate to vigorous physical activity, 23.3% in minimal activity, and 68.1% in sedentary activity. None of the schools averaged 20% of class time in moderate to vigorous physical activity. The levels of physical activity observed are substantially lower than the levels called for in national health objectives.     

Childhood participation in organized school sports and physical education as precursors of adult physical activity

Increased levels of physical activity are associated with improved health. However, the determinants of an active lifestyle are unknown. Participation in school sports and physical education during childhood and adolescence are frequently mentioned as factors likely to promote more active lifestyles in adulthood. If this is true, public policy should more vigorously promote broad participation in school sports and physical education. However, review of the available literature reveals only six papers that address this issue directly, and all six have important methodological limitations. The study that provides the strongest support provides information only on sports participation during college, an age at which behavior patterns may already be firmly established. Therefore, more research in this area is needed. Future studies must consider definitions, confounding variables, recall bias, selection bias, content, and quality of school sports and physical education programs.