Accelerometry-assessed sedentary behaviour and physical activity levels during the segmented school day in 10–14-year-old children: the HAPPY study

Bailey, Daniel; Fairclough, Stuart J.; Savory, Louise A.; Denton, Sarah J.; Pang, Dong; Deane, Colleen S.; Kerr, Catherine J.

doi:10.1007/s00431-012-1827-0

Cited by 106 publications

(153 citation statements)

References 40 publications

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“…These findings are accordance with previous studies that have shown school students to be engaged in sedentary activities most of the school day. 8,37 Keeping in mind 7-hour school days in which students in the U.S. sample were enrolled in, the students were sedentary almost five hours daily. These findings are a concern considering the impact of daily sedentariness on heightened risk of adverse health outcomes, including overweight and obesity, among school-aged children.…”

Section: School Day Pa Contributions Toward Pa Recommendationsmentioning

confidence: 99%

Objectively Measured School Day Physical Activity Among Elementary Students in the United States and Finland

Yli-Piipari

Kulmala²,

Jaakkola³

et al. 2016

Journal of Physical Activity and Health

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Background:Schools are in a unique position to ensure that all students meet the current physical activity (PA) recommendations. This study aimed to examine 1st to 3rd grade elementary students’ accelerometer measured school day PA in the United States (U.S.) and Finland.Methods:The sample consisted of 200 students (107 girls, 93 boys; ages 6 to 8) and their school day PA was monitored with hip-worn ActiGraph GT3X+ accelerometers across a 5-day school week and the thresholds 100 and 2296 count per minute were used to separate sedentary time, light PA, and moderate-to-vigorous PA (MVPA).Results:On an average school day, students were engaged in MVPA for 20.0 min in the U.S. and 24.1 min in Finland. Students’ school-day MVPA was 9 to 16 minutes higher during physical education (PE) days compared with non-PE days (U.S: 25.8 vs. 16.6 min/day; Finland: 36.3 vs. 20.1 min/day). Girls had less MVPA and more sedentary time compared with boys in both samples.Conclusion:This study highlights both the role of PE and other school day physical activities in meeting PA guidelines. Policy measures are needed to change the structure of the school day and enhance PA to ensure that students meet the PA recommendations.

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Section: School Day Pa Contributions Toward Pa Recommendationsmentioning

confidence: 99%

Objectively Measured School Day Physical Activity Among Elementary Students in the United States and Finland

Yli-Piipari

Kulmala²,

Jaakkola³

et al. 2016

Journal of Physical Activity and Health

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“…25 Data collected on grade 5 students (~10 year olds) participating in a DPA type program suggest that the average intensity across a DPA period is 4.8 METS. 26 The caloric expenditure calculations were based on that intensity and assumed that children would get 20 minutes of DPA on 190 days/year, or 10.4 minutes/day when averaged across all calendar days.…”

Section: Physical Education and Other Organized School Activitiesmentioning

confidence: 99%

Active play: An important physical activity strategy in the fight against childhood obesity

Janssen

2014

Can J Public Health

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OBJECTIVES:To quantify and compare the number of calories that school-aged Canadian children expend to meet established benchmarks for active play and organized physical activities (i.e., organized sport, physical education, active transportation). METHODS:This study was informed by the benchmarks (i.e., amount of activity a child needs to be sufficiently active) and grades (i.e., how Canada as a country is doing) for the physical activity domains included in the Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth. Established physical activity energy expenditure data were used to calculate the number of calories that the average 6-11 year old child would expend to meet the Report Card physical activity benchmarks. The increase in energy expenditure at the population-level that would occur if each Report Card grade was to improve by one letter grade was estimated based on the aforementioned estimates and the proportion of the population impacted should the grade improve. RESULTS:When averaged across all 365 days of the year, the average 6-11 year old Canadian would expend an added 186 kcal/day to meet the active play benchmark, 23 kcal/day to meet the organized sport benchmark, 6 kcal/day to meet the physical education benchmark, and 16 kcal/day to meet the active transportation to school benchmark. Increasing the Report Card grades for these four domains would address 37%, 1%, 1%, and 3% of the energy gap, respectively. CONCLUSION:Initiatives aimed at increasing physical activity in an attempt to address childhood obesity should include an active play component. KEY WORDS:Child; play and playthings; motor activity La traduction du résumé se trouve à la fin de l'article.

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“…O que também é constantemente relatado por professores no diaa-dia escolar como barreira para boas aulas. Além disso, o estilo de vida atual favorece o sedentarismo (BAILEY et al, 2012;MAHER et al, 2014), o que dificulta o envolvimento dos estudantes em outras culturas além das mais difundidas no país, como o futebol. Isso se associa a fala dos docentes e pôr fim ao conteúdo das aulas que não contempla os tipos de AF preferidos dos escolares, as suas individualidades biológicas e os fatores socioculturais (GONÇALVES et al, 2007;LYTLE et al, 2009).…”

Section: Não Obstante As Pesquisas Levantam Hipóteses Isoladas Que Aunclassified

Preferências De Atividade Física E Esportes Para Escolares No Ensino Fundamental

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Dias

et al. 2016

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Resumo: Objetivo: Descrever as preferências por atividade física e esportes de escolares do sexto ao oitavo ano. Metodologia: Estudo descritivo com abordagem quantitativa realizado com 52 escolares, sendo 28 meninos, questionados através de um instrumento semiestruturado. Resultados: As modalidades que os estudantes têm preferência em praticar foram lutas (53,8%), voleibol (38,5%) e futsal (30,8%). Por gênero, as preferências foram lutas (100%) e futsal (46,4%) para os meninos e voleibol (62,5%) e dança (45,8%) para as meninas. Conclusão: Há divergência entre as práticas de AF e esportes realizadas e aquilo que os escolares preferem.Palavras-Chave: Planejamento. Educação Física. Saúde Lemes et al -Preferências De Atividade Física E Esportes Para Escolares No Ensino Fundamental IntroduçãoA necessidade de realização do presente estudo se originou de um discurso repetido em algumas realidades escolares: "as crianças e os jovens de hoje só gostam de futebol, ou tão pouco gostam disso, as meninas principalmente já não gostam de mais nada, só querem saber de ficar sentadas mexendo no celular durante as aulas de Educação Física (EF). Essa fala foi relatada ao longo de conversas informais com docentes de EF no interior do Rio Grande do Sul. Cada vez que esse fato se repetia, nos deparávamos com algumas dúvidas: (1) havia ensino de atividades além do futebol nessas aulas de EF? (2) os professores estariam cumprindo seu papel em ensinar diferentes formas de atividade física (AF), modalidades esportivas e expressões da cultura corporal do movimento? (3) as aulas de EF oferecidas a essas crianças eram condizentes com as preferências dos alunos e as suas necessidades?Parte dessas questões é abordada em alguns estudos nacionais e internacionais, que demonstraram pouca eficiência da EF no que corresponde a qualidade de conteúdo, baixa quantidade de AF organizada, falta de comprometimento docente e pouca variedade de esportes ensinados que não iam além do futebol desorganizado (DE OLIVEIRA FORTES et al., 2012;HINO et al., 2010; KAHAN; MCKENZIE, 2015;KREMER;REICHERT;HALLAL, 2012). Para superar tal conjuntura, entendemos que a EF deve oportunizar aulas organizadas e variadas, considerando o desenvolvimento das habilidades motoras, o ensino do esporte, objetivando o ensino aprendizagem para a saúde, lazer e desempenho (GAYA et al., 2008;GAYA, 2009). A EF também deve proporcionar a inclusão de todos os alunos em momentos ativos, para que desfrutem dos benefícios que a prática regular de AF e esportes pode gerar, como o atingimento de níveis de AF adequados e a manutenção da aptidão física, protegendo os escolares contra doenças, aumentando o bem-estar, a integração entre os indivíduos, propiciando também chances para uma vida ativa e saudável na idade adulta (BARNEKOW-BERGKVIST et al., 2001;DENTON et al., 2013;EKELUND et al., 2006;GAYA et al., 2010GAYA et al., , 2008GAYA, 2009;MOSER et al., 2013;SAVOLAINEN et al., 2015; SHAPE, 2013; UNESCO, 2015). o que os seus alunos preferem é no mínimo passível de questionamento pois demonstr...

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Accelerometry-assessed sedentary behaviour and physical activity levels during the segmented school day in 10–14-year-old children: the HAPPY study

Cited by 106 publications

References 40 publications

Objectively Measured School Day Physical Activity Among Elementary Students in the United States and Finland

Objectively Measured School Day Physical Activity Among Elementary Students in the United States and Finland

Active play: An important physical activity strategy in the fight against childhood obesity

Preferências De Atividade Física E Esportes Para Escolares No Ensino Fundamental

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