Physical education or playtime: which is more effective at promoting physical activity in primary school children?

Abstract

BackgroundSchool physical education (PE) and playtime provide important opportunities for physical activity (PA). However, little research has assessed PA during primary school PE using accelerometry or compared PA during different lesson types. There is also a lack of research comparing PA during PE and playtime, despite suggestions that playtime promotes more PA. The primary aim of this study was to determine which types of PE lesson are most facilitative of PA. The secondary aim was to determine whether children are more active during PE or playtime.MethodsDescriptive and fitness data were assessed in 20 children aged 8-9years from a single school. Over eight consecutive weeks PA was assessed during PE lessons, which were classified as either team games or movement activities. At the mid-week of data collection playtime PA was also assessed. PA was assessed using accelerometry and the percentage of time spent in moderate to vigorous PA (MVPA) calculated. Paired t-tests were used to compare MVPA during movement lessons and team games lessons and during PE and playtime.ResultsChildren spent 9.5% of PE lessons in MVPA and engaged in significantly more MVPA during team games (P < 0.001). MVPA was also significantly higher during PE than playtime (P < 0.01).ConclusionsChildren do not engage in sufficient PA during PE, but are most active during team games lessons; whilst PA during playtime is lower than PE. Interventions to increase PA during both PE and playtime are therefore required. PE interventions should target games lessons as they dominate the curriculum, encourage most PA and present the greatest potential for change. Playtime interventions should encourage participation in active games through the provision of playground equipment and markings.

Objectively evaluated physical activity and sedentary time in primary school children by gender, grade and types of physical education lessons

“…Moreover, very few studies have compared MVPA between the types of exercises performed during PE with using accelerometry in primary school children [ 2 ]. Wood and Hall [ 4 ] found that children aged 8–9 years engaged in significantly higher MVPA during team games (e.g., football) compared to movement activities in PE lessons (e.g., dance). However, they did not report on the levels of sedentary time during PE lessons.…”

Development of Speed Endurance and Coordination Abilities of Schoolchildren With the Help of Exercise Classics

“…It causes joy in children, promotes movement in learning forward. It helps to solve the main problem of physical activity of schoolchildren of any age and sexual di erences (Wood & Hall, 2015). e implementation of the competitive method is noted in physical education lessons when performing the exercise «Classic's», when schoolchildren try to perform the exercise at high speed, competing with each other.…”

Associação entre estrutura da escola com a atividade física na aula de educação física e no recreio

“…In this context, one of the spaces that make up the adolescents' environment for a large part of their lives is the school, which is also an important place for health promotion and active lifestyle [7][8][9] . This can be achieved through well-organized physical education classes with active recesses and structures that favor the development of such interventions [10][11][12] . In this sense, studies have shown that more structured schools, places for outdoor physical activity, plain and adequate spaces and greater number of multi-sport courts have a positive impact on the sufficiently active behavior of adolescents [13][14][15] .…”

“…Thus, physical education teachers play a relevant role, because it is possible to perceive that even in schools with low-quality structure, when the class is well planned and structured 10,11 , there are good levels of PA 7 , which does not necessarily depend on environmental and structural aspects.…”