Comparison of moderate-to-vigorous physical activity levels between physical education, school recess and after-school time in secondary school students:

Abstract

Regular physical activity is an important factor of health in youth. Unfortunately, in Chile 85% of adolescents do not achieve the 60 min daily recommendation of moderate-to-vigorous physical activity. Physical education, school recess and after-school time are considered crucial environments for adolescents to meet the recommended moderate-to-vigorous physical activity levels. This study compared the moderateto-vigorous physical activity levels between physical education, school recess and after-school time in Chilean secondary school students, and examined the influence of gender and weight status. A hundred and fifty-six Chilean secondary school students (finally 89 participants were included), aged 13-14 years, were monitored by objective measures of moderate-to-vigorous physical activity during physical education, school recess and after-school time. Results indicated statistically significant differences in moderate-to-vigorous physical activity between contexts (total minutes: After-school time>physical education>school recess; percentage: Physical education>after-school time=school recess, p<.001) as well as a gender-related influence (boys>girls, p<.05). Policy-makers are encouraged to increase the number of physical education classes and teachers to ensure that more physical education class time is spent in moderate-to-vigorous physical activity, especially among girls. The increase in students’ moderate-to-vigorous physical activity levels during school recess and after-school time should also be promoted.

Importance of Providing Additional Choices in Relation to Pupils' Happiness, Mastery, Well-Being, Contentment, and Level of Physical Activity in Physical Education

“…This is in line with Patterson and Van Der Mars ( 2008 ), finding that pupils who were in close interaction with the teacher had the same level of activity as before, whilst those whose instruction took place distanced from the teacher, increased theirs. The PA level in our study are approximately the same as in other studies (Meyer et al, 2013 ; Chen et al, 2014 ; Andersen, 2017 ; Mayorga-Vega et al, 2017 ). Several of the activities that the teacher chose in teacher-directed PE and ordinary PE, was the same activities that the pupils chose in the self-determined PE.…”

Levels of Physical Activity during School Hours in Children and Adolescents: A Systematic Review

“…A few studies have measured the compliance rate of this recommendation and have obtained mixed results [7][8][9]. This recommendation, in fact, sets a goal in an absolute value (minutes of MVPA), and school hours are not the same in all countries [9][10][11][12] Traditionally, school leisure time (i.e., time periods of noncurricular activities in school, such as recess, breaks or lunchtime) and physical education lessons have been considered the most propitious periods to help students meet the aforementioned school-based PA recommendations [13][14][15]. For this reason, levels of PA during both periods have received considerable attention and have been the subject of prior systematic reviews [16,17].…”

“…Traditionally, school leisure time (i.e., time periods of noncurricular activities in school, such as recess, breaks or lunchtime) and physical education lessons have been considered the most propitious periods to help students meet the aforementioned school-based PA recommendations [ 13 , 14 , 15 ]. For this reason, levels of PA during both periods have received considerable attention and have been the subject of prior systematic reviews [ 16 , 17 ].…”

Aplicación móvil Endomondo para promocionar la actividad física en estudiantes de educación secundaria (Endomondo smartphone app to promote physical activity in high school students)

“…En estos últimos los adolescentes describían su experiencia y reflexiones sobre lo que les supuso el desafío creado en la asignatura de EF, con utilización de la app Endomondo. El tiempo de EF en horario lectivo es insuficiente, por tanto, familias y profesorado deben promover el aumento de los niveles de AF de los estudiantes en horario no lectivo (Mayorga-Vega, Parra & Viciana, 2017), como se ha llevado a cabo en esta experiencia.…”

“…En la misma línea, Kerner et al (2019) concluyen que, sin recibir apoyo, llevar la pulsera Fitbit disminuye los niveles de AF y desmotiva la práctica de AF en los adolescentes. El uso del entorno físico del centro escolar para realizar AF y fomentar la autonomía, como se ha diseñado en esta experiencia, es importante para avanzar hacia un estilo de vida más saludable (Mayorga-Vega et al, 2017;. En este sentido, el diseño de apps móviles futuras debería tener en cuenta las recomendaciones de AF basadas en la evidencia y un mayor porcentaje de técnicas de cambio de comportamiento para aumentar su impacto potencial en la promoción de AF (Kebede et al, 2018), como "comentarios sobre el rendimiento", "establecimiento de objetivos" o "acción planificación", debido a que el número de características de la app se correlaciona positivamente con una estimación de compromiso (Schoeppe et al, 2017).…”