Increasing children's physical activity levels during recess periods in elementary schools: the effects of providing game equipment

Verstraete, Stefanie; Cardon, Greet; Clercq, Dirk L. R. De; Bourdeaudhuij, Ilse M. M. De

doi:10.1093/eurpub/ckl008

Cited by 331 publications

(364 citation statements)

References 25 publications

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“…Students who are more active in PE lessons reach overall higher levels of weekly PA (Skalik, Frömel, Sigmund, Vašendová, & Wirdheim, 2001). Also active transport (Cooper, Andersen, Wedderkopp, Page, & Froberg, 2005;Tudor-Locke, Ainsworth, & Popkin, 2001) and PA during school recesses increases their weekly PA level (Verstraete, Cardon, De Clercq, & De Bourdeaudhuij, 2006).…”

Section: Introductionmentioning

confidence: 99%

School and weekend physical activity of 15-16 year-old Czech, Slovak and Polish adolescents

Lokvencová¹,

Frömel²,

Chmelík³

et al. 2011

Acta Gymnica

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BACKGROUND:When it comes to physical activity, adolescents are the group at the highest risk. When monitoring physical activity in adolescents, it is necessary to diff erentiate school and weekend days. School days are crucial in adolescents' weekly physical activity.OBJECTIVE: The aim of the study is to identify to what extent the school day and weekend physical activity levels diff er in Czech, Polish and Slovak boys and girls with diff erent cultural and education backgrounds in Central Europe. METHODS:The research was carried out in the Czech Republic in Moravia (11 schools, 383 participants), in Po land in the Katowice region (11 schools, 327 participants) and in Slovakia in the Prešov region (8 schools, 252 par ticipants). In total, 421 boys and 541 girls participated in the study. Participants wore YAMAX pedometers for seven days and recorded measured values onto a record sheet and into the internet Indares system. The results were processed using repeated ANOVA analyses and contingent charts.RESULTS: Czech, Polish, and Slovak boys and girls showed a signifi cantly higher number of steps on school days than on weekend days. No diff erence between boys and girls was found on any day of the week in any of the states. The lowest number of steps was found, both in girls and boys, on Sundays. The highest number of daily steps was measured in Czech boys (n = 14,015 steps × day ) on Fridays. CONCLUSIONS: Boys and girls in all three states were more physically active on school days than on weekend days. Wearing pedometers eliminated the diff erences between weekly physical activity in boys and girls in the Czech Republic, Poland and in Slovakia. Under Central European conditions, it was proven that wearing pedometers positively infl uences physical activity in girls.

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Section: Introductionmentioning

confidence: 99%

School and weekend physical activity of 15-16 year-old Czech, Slovak and Polish adolescents

Lokvencová¹,

Frömel²,

Chmelík³

et al. 2011

Acta Gymnica

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“…This increase in students' perceived autonomy during classes not only generates in them a greater willingness to be physically active outside the school environment (Cheon et al, 2012), but it also increases the rate of regular exercise. In which case, satisfying the basic psychological needs can lead to greater intrinsic motivation, greater intention to continue doing sport and a significant increase in the level of physical activity (Ickes, Erwin, & Beighle, 2012;Moreno & Huéscar, 2013;Verstraete, Cardon, De Clercq, & De Bourdeaudhuij, 2006;Salmon, Booth, Phongsavan, Murphy, & Timperio, 2007).…”

Section: Discussionmentioning

confidence: 99%

The effects of autonomy support in physical education classes [Efectos del soporte de autonomía en clases de educación física].

Moreno‐Murcia

Sánchez-Latorre

2016

rev. int. cienc. deporte

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The aim of this study was to analyze the behavioral, affective and cognitive effects that an intervention based on autonomy support has in physical education classes. The sample consisted of 145 students aged between 10 and 12 (M = 10.37; SD = .68). The experimental group (n = 91) consisted of four groups (two fifth grade and two sixth) and control group (n = 54) for a fifth year and one sixth of primary education. Autonomy support, the basic psychological needs, intrinsic motivation, importance attributed to physical education and the rate of regular physical activity were measured. Before the study began, the instructor involved participated in a workshop on autonomy support. During the same he was taught the concepts advocated by the SDT motivation and behavior training to facilitate greater levels of autonomy support, in addition to lowering the driver style statements in their classes. After the intervention (21 programmed physical education classes in four months), the results showed that the experimental group experienced significant increases in autonomy, intrinsic motivation, importance of physical education, intention to do sport and regular physical activity. Autonomy support in students had positive cognitive, affective and behavioral consequences.Key words: self-determination theory; intervention; motivation, adherence; physical exercise. AbstractCorrespondence/correspondencia: Juan Antonio Moreno-Murcia Universidad Miguel Hernández de Elche. Spain Email: j.moreno@umh.es El objetivo de este estudio fue analizar los efectos comportamentales, afectivos y cognitivos de una intervención basada en el soporte de autonomía en clases de educación física. La muestra estuvo compuesta por 145 estudiantes con edades comprendidas entre los 10 y 12 años (M = 10.37; SD = .68). El grupo experimental (n = 91) estuvo compuesto por cuatro grupos (dos de quinto curso y dos de sexto) y el grupo control (n = 54) por un curso de quinto y otro de sexto de educación primaria. Se midió el soporte de autonomía, las necesidades psicológicas básicas, la motivación intrínseca, la importancia atribuida a la educación física, la intención de práctica de actividad física y tasa de actividad física habitual. Antes de que el studio empezara, se llevó a cabo un seminario de soporte de autonomía con el docente. Durante el mismo se le enseñó los conceptos de motivación propugnados por la SDT y los comportamientos de formación para facilitar mayores niveles de apoyo a la autonomía, además de bajar las declaraciones de estilo controlador en sus clases. Tras la intervención (21 clases de educación física programadas en cuatro meses), los resultados mostraron incrementos significativos en el grupo experimental en autonomía, motivación intrínseca, importancia a la educación física, intención de práctica y actividad física habitual. El soporte de autonomía en los estudiantes tuvo consecuencias positivas cognitivas, afectivas y comportamentales.Palabras clave: teoría de autodeterminación; intervención; motivación, adherencia; ejercicio físico....

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“…First, the Game System for Rehabilitation based on Kinect is interesting, and it enhances its attraction, so that children are more willing to accept this kind of rehabilitation (Verstraete, 2006). At the same time, it not only can be applied in mental retardation, but also can be applied in other handicapped as a new method of rehabilitation (Chang Y, 2013(Chang Y, & 2011.…”

Section: Prospectsmentioning

confidence: 99%

Game System for Rehabilitation Based on Kinect is Effective for Mental Retardation

et al. 2015

MATEC Web of Conferences

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Kinect has already been widely used in the area of retardation, and this study is to evaluate whether the Game System for Rehabilitation based on Kinect is effective for children with mental retardation. The subjects in this paper are 112 children with mental retardation in Zhejiang province of China. The Game System for Rehabilitation based on Kinect was applied to assist the rehabilitation of children. Before the training, the Pediatric Evaluation of Disability Inventory (PEDI) was used to evaluate abilities of children, including self-care, mobility, and social function. And after having been trained for a month, the abilities of these children were evaluated again by PEDI. The results in this paper is that, after the application of Game System for Rehabilitation based on Kinect, the PEDI score of children is significantly higher than the score before training. And it can be concluded that the Game System for Rehabilitation based on Kinect can significantly improve self-care, mobility, and social function of children with MR.

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Increasing children's physical activity levels during recess periods in elementary schools: the effects of providing game equipment

Cited by 331 publications

References 25 publications

School and weekend physical activity of 15-16 year-old Czech, Slovak and Polish adolescents

School and weekend physical activity of 15-16 year-old Czech, Slovak and Polish adolescents

The effects of autonomy support in physical education classes [Efectos del soporte de autonomía en clases de educación física].

Game System for Rehabilitation Based on Kinect is Effective for Mental Retardation

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