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

Abstract

MVPA 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.

Results From Japan’s 2016 Report Card on Physical Activity for Children and Youth

“…It is also worth noting that a recent systematic review of the moderate-to-vigorous physical activity (MVPA) content of school PE globally suggested that a minority of time in PE classes was spent in MVPA. 14 …”

Food intake and appetite following school-based high-intensity interval training in 9–11-year-old children

“…The school setting is well established as a vehicle for physical activity interventions , however evidence indicates that a challenge exists in achieving the recommended 50-80% of time active during a standard physical education (PE) lesson (Hollis et al, 2016;Racette et al 2015;Association for Physical Education, 2015). Moreover, the tradition of competitive games 3 emphasising the importance of skill development, strategies and tactics has meant that health benefits have been viewed as a by-product of PE rather than a central goal (Kirk, 2006).…”

Reconsidering current objectives for physical activity within physical education

“…The whole school day and within that physical education (PE) are increasingly seen as important opportunities to accumulate PA 1–3. Paradoxically, even though school days including PE are more active than those that are not,3 PE is frequently identified as insufficiently active 4. Research papers and policy documents commonly use two objectives, advocated by organisations within the UK3 and the USA,5 to ascertain if PE is active enough (table 1).…”