This study attempted to examine differences in physical activity levels between urban and rural primary school children. The sample consisted of 256 Greek-Cypriot children and their parents from two schools representing urban areas and three schools representing rural areas. Children's activity levels were assessed for 4 weekdays in the winter and for 4 weekdays in the summer using a pedometer (DW-200; Yamax, Tokyo, Japan). Daily step counts were used to describe children's activity levels. Parents completed a questionnaire assessing environmental variables in both seasons. Two-way ANOVAs indicated that urban school children were significantly more active in winter than rural school children (means = 13,583 +/- 4,313 versus 12 436 +/- 3610, P < 0.001) and that rural school children were significantly more active in the summer (means = 16,450 +/- 5134 versus 14,531 +/- 4,901, P < 0.001). Parents of children in rural schools reported more space available in the garden and in the neighbourhoods, and safer neighbourhoods than parents of children in urban schools, whereas children in urban schools had more exercise equipment available at home and were transported more frequently to places where they could be physically active. Results of this study suggest that intervention programmes to promote physical activity need to consider seasonal and geographical location differences in physical activity levels.

The purpose of this study was to establish the utility of the Theory of Planned Behavior in predicting nonspecialist, preservice primary-school teachers’ intentions to teach physical education for 2 hr per week. A questionnaire was developed, according to the recommended procedures, and was administered to 128 final-year teacher trainees in two Primary Teacher Training courses in England. A variety of predictors were identified, including beliefs of significant others, such as parents; a positive assessment of control over difficult barriers; and experiences of past (teaching) behavior. The most significant predictor in discriminating between intenders and nonintenders, however, was personal exercise behavior. Helping preservice primary-school teachers become more physically active themselves might positively influence their intent to teach physical education 2 hr per week more than alleviating barriers to teaching physical education.

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This study examined gender, seasonal and school versus after-school time differences in physical activity levels assessed by pedometer. Year 6 primary school children (n = 256) wore pedometers for five days in winter and for the same period of time in the summer. Two-way analysis of variance showed that boys acquired significantly higher mean daily step counts than girls in winter (15,480 ± 4153 vs 11,160 ± 2694), and summer (17,624 ± 5035 vs 13,607 ± 4396). Children's mean daily step counts were significantly higher in summer than in winter. Children attained significantly higher mean step counts during after-school time than during school time. No significant differences could be found between activity levels on school days or on Sundays. Expected daily step counts are utilized to describe the physical activity levels of the children.

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