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BackgroundEvidence shows the positive influence of moderate and vigorous physical activity (MVPA) and negative influence of sedentary time on health and academic achievement. Although schools can significantly contribute to overall physical activity, little is known about MVPA and sedentary behaviour in different school subjects in different grades.MethodsPhysical activity of 646 students from 18 schools (94 classes) and from three school stages (grades 1–9, aged 7–16) was measured with accelerometry for 5 school days. Time and proportion of MVPA and sedentary time, also average sedentary bout length was calculated for native language (Estonian), mathematics, science, foreign language, music and crafts lessons.ResultsA total of 6363 lessons were measured, with lesson duration of 45 min. The average lesson time MVPA remained below 2.2 min in all school stages and in all subjects. Students in grades 4–6 had greatest decline in the proportion of lesson time MVPA in science (β = −1.9, 95%CI −3.1– -0.6) and music (−1.2, −2.1– -0.4) and in grades 7–9 in music (−1.7, −3.1– -0.3) lessons compared to grades 1–3. In grades 1–3 students spent on average 76% of lesson time (34.0 ± 7.0 min) as sedentary, whereas in grades 7–9 the average proportion of sedentary time was 87% (38.9 ± 5.7 min). An average sedentary bout length increased from 13 min in grades 1–3 to 20 min in grades 7–9. An increase in sedentary bout length from grades 1–3 compared to grades 7–9 was present in most subjects, except crafts, with smallest increase in foreign language (6 min, 3.5–8.9) and greatest in music lessons (16.6 min, 11.9–21.3). Lessons with prolonged sedentary bouts formed a maximum 36% of all lessons in grades 1–3 and 73% in grades 7–9.ConclusionThe long sedentary time, bout length and low MVPA in most subjects were unfavourable in respect of both health and academic achievement. Significantly increasing sedentary time and sedentary bout length in older school stages highlights the need for interventions in all subjects and especially in older grades in order to combat the inactivity of children.

Aim We explored the cognitive abilities, health behaviour and cardiorespiratory fitness of preschool Estonian children aged 6–7 and any association with parental education, attending sports clubs and gender. Methods Data were obtained from 256 children recruited from 13 randomly chosen kindergartens in Tartu, Estonia. Cognitive abilities were assessed using the modified Boehm Test of Basic Concepts – Third Edition. Objective physical activity (PA) intensity and sedentary levels were measured over seven days by accelerometry. To assess cardiorespiratory fitness, we used the 20‐m shuttle run from the PREFIT test battery. Parents reported their educational attainment, together with their child's sports club attendance, sleep duration and screen time. Results Children from more highly educated families had significantly better test results for conceptual skills, verbal abilities and cardiorespiratory fitness. PA levels, cardiorespiratory fitness and perception and conceptual skills test results were better in children who attended sports clubs. Higher cardiorespiratory fitness level, shorter screen time and sleep duration were associated with better conceptual skills. Conclusion Conceptual skills and verbal abilities were better in the children of more highly educated families and if they attended sports clubs. Children's cognitive abilities may benefit from better cardiorespiratory fitness, reduced sedentary activity and less screen time.

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The present paper aims to examine the relationship between first grade children's performance-approach goal orientation, task-avoidant behaviours, conceptual knowledge and their achievement in maths and literacy. The sample consisted of 174 first grade children and their class teachers. Children's self reports of their performance-approach goals and avoidant behaviours as well as teacher-reports of children's avoidant behaviours were used. Our results indicate that performanceapproach goal orientation positively predicts children's self-reported taskavoidant behaviours which in turn have a negative effect on children's achievement outcomes. The negative effect of teacher-rated avoidant behaviours on children's achievement outcomes was even greater than the positive influence of children's conceptual knowledge. These results suggest that the relationships between goal-orientations, achievement behaviours and achievement outcomes start to form early in children's school career (or even before that) and that children's self-report of their achievement goals and behaviours provide a valuable knowledge already in this early age.

Promotion of healthy lifestyles in youth focuses on school-based interventions with the aim to increase physical activity (PA) during school days. Drawing on seventeen focus group discussions from three purposively selected Estonian schools, we explored factors that perceivably affect students' recess physical activity (RPA). Both inductive and deductive principles of data analysis were used to extract major and subthemes related to factors that inhibit or enhance RPA. Participants identified barriers and facilitators to recess PA as originating mainly from physical and organizational school environment. Also, unsuitable weather was described as a barrier to being active. Additionally, feelings, behavioral and normative beliefs were described as constraining or facilitating RPA. Results highlighted two culture-specific unique perceived determinants of RPA that need to be addressed during the development of school-based interventions to increase PA.

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