Day-to-day and seasonal variability of physical activity during school recess

Ridgers, Nicola D.; Stratton, Gareth; Clark, Emily; Fairclough, Stuart J.; Richardson, D.J.

doi:10.1016/j.ypmed.2006.01.017

Cited by 65 publications

(67 citation statements)

References 5 publications

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“…There was relatively little difference, however, in the average temperature and rainfall over this period (December temperature = 6.9 °C, rainfall = 64 mm; April temperature = 9.6 °C, rainfall = 74 mm). Furthermore, recent work conducted by Ridgers et al (23) in schools from the same city and socioeconomic background as those in our study found that there were no significant differences in the day-today and season-to-season variability of children's PA during recess. On this basis they suggested that there might be no need to correct for seasonal differences in PA during recess, which was the period of time when we hypothesized that most PA would occur.…”

Section: Discussionsupporting

confidence: 52%

The Effect of Feedback and Information on Children’s Pedometer Step Counts at School

Butcher¹,

Fairclough²,

Stratton³

et al. 2007

Pediatric Exercise Science

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This study examined whether feedback or feedback plus physical activity information could increase the number of pedometer steps taken during 1 school week. One hundred seventy-seven students (mean age 9.124 ± 1.11 years) in three elementary schools participated. Schools were randomly assigned to control (CON), feedback (FB), or feedback plus information (FB+I) groups. Children wore pedometers during school time for 5 consecutive weekdays. The total steps of the groups were recorded at the end of each school day, with students in the FB and FB+I groups free to view their step counts. In addition, the FB+I group received information and ideas about how they could increase their daily steps. The CON group received no step-count feedback or information. Students in the FB+I group achieved significantly more steps per minute (17.17 ± 4.87) than those in the FB (13.77 ± 4.06, p = 0.003) and CON (12.41 ± 3.12, p = 0.0001) groups. Information, as well as step-count feedback, increased elementary students' school-based physical activity (number of steps) in the short term. A longer intervention period is necessary to assess the sustained impact of this type of approach.

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Section: Discussionsupporting

confidence: 52%

The Effect of Feedback and Information on Children’s Pedometer Step Counts at School

Butcher¹,

Fairclough²,

Stratton³

et al. 2007

Pediatric Exercise Science

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“…In the first session, participants had their height (cm) and body mass (kg) assessed using a Seca Stadiometre and weighing scales (Seca Instruments, Frankfurt, Germany) and were fitted with a heart rate monitor (RS400, Polar Electro, Kuopio, Finland). Resting heart rate was recorded for 5 minutes in a supine position following procedures previously described (Ridgers, Stratton, Clark, Fairclough & Richardson, 2006). This data was used to determine exercise intensities of 50% (moderate) and 75% (vigorous) of maximal heart rate reserve (Karvonen & Vuorimaa, 1988) to be used in subsequent experimental sessions.…”

Section: Methodsmentioning

confidence: 99%

“…Recognising that the use of maximal heart rate as an indicator of exercise intensity fails to account for individual differences in fitness level, maximal heart rate reserve was employed in the present study. Moreover, intensities of 50% and 75% heart rate reserve were chosen as these intensities directly relate to moderate to vigorous physical activity, the recommended intensity of physical activity for health benefit in children (Ridgers et al, 2006).…”

Section: Methodsmentioning

confidence: 99%

The effect of differing intensities of acute cycling on preadolescent academic achievement

Duncan

Johnson

2013

European Journal of Sport Science

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The present study examined the effects of differing intensity levels of acute exercise on preadolescent academic ability. In a repeated measures design, 18 preadolescent participants (mean age ± S.D. = 9.8 ± 1.4years: 9 male and 9 female) completed the Wide Range Achievement Test (WRAT 4) following 20 -minutes of rest, 20-minutes on a cycling ergometer at 50% maximal heart rate reserve (HRR), and 20-minutes on a cycling ergometer at 75% HRR on separate days. Exercise was found to improve spelling irrespective of intensity level. Moderate levels of exercise improved reading although the effect of high levels of intensity is less clear. Both intensity levels impaired arithmetic, whilst sentence comprehension was unaffected. These findings further support the past research that indicates acute bouts of exercise can selectively improve cognition in pre-adolescent children.However, the present study finds no support for the notion that increasing the intensity of exercise accentuates benefits.

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“…Recess provides a break from classroom time and promotes learning behaviours, problem-solving skills, and learning readiness 5,11,12 Recess also offers children the opportunity to engage in physical activity on a daily basis. 13 In the United Kingdom, recess is mandatory and can account for up to 25% of the school day. 14 .…”

Section: Introductionmentioning

confidence: 99%

Learning From the Experts: Exploring Playground Experience and Activities Using a Write and Draw Technique

Knowles¹,

Parnell²,

Stratton³

et al. 2013

Journal of Physical Activity and Health

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word count:179 Manuscript word count: 4621 AbstractBackground: Qualitative research into the effect of school recess on children's physical activity is currently limited.This study used a write and draw technique to explore children's perceptions of physical activity opportunities during recess. Methods: 299 children aged 7-11 years from 3 primary schools were enlisted. Children were grouped into Years 3 & 4 and 5 & 6 and completed a write and draw task focussing on likes and dislikes. Pen profiles were used to analyse the data. Results: Results indicated 'likes' focused on play, positive social interaction and games across both age groups but showed an increasing dominance of games with an appreciation for being outdoors with age. 'Dislikes' focused on dysfunctional interactions linked with bullying, membership, equipment and conflict for playground space.Football was a dominant feature across both age groups and 'likes/dislikes' that caused conflict and dominated the physically active games undertaken. Discussion: Recess was important for the development of conflict management and social skills and contributed to physical activity engagement. The findings contradict suggestions that time spent in recess should be reduced because of behavioural issues.

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Day-to-day and seasonal variability of physical activity during school recess

Cited by 65 publications

References 5 publications

The Effect of Feedback and Information on Children’s Pedometer Step Counts at School

The Effect of Feedback and Information on Children’s Pedometer Step Counts at School

The effect of differing intensities of acute cycling on preadolescent academic achievement

Learning From the Experts: Exploring Playground Experience and Activities Using a Write and Draw Technique

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