Nicola D Ridgers1, Miklós Tóth, Martina Uvacsek. 1. Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Henry Cotton Campus, 15-21 Webster Street, Liverpool, L3 2ET, UK. n.ridgers@ljmu.ac.uk
Abstract
OBJECTIVE: The purpose of this study was to examine physical activity levels and patterns of physical activity across daily school recess periods, and the contribution of recess to daily physical activity. METHOD: Ninety-eight children (61% boys) from three schools in Hungary had their physical activity quantified using uni-axial accelerometry every 5 s for three consecutive school days (Wednesday to Friday). The proportion of time spent in sedentary, light, moderate-to-vigorous, and vigorous physical activity during 5 daily school recess periods was determined using existing age-appropriate cut-points. The relative contribution of recess to daily moderate-to-vigorous physical activity was also determined. Data were collected between May and October 2008. RESULTS: Boys engaged in significantly more light (30.6+/-5.2%; 27.7+/-5.1%), moderate-to-vigorous (24.9+/-8.9%; 17.5+/-5.2%) and vigorous physical activity (7.6+/-4.7%; 4.3+/-2.9%) than girls during recess. Girls (54.8+/-8.1%) engaged in more sedentary activity than boys (44.5+/-10.2%). Physical activity levels were generally similar across multiple recess periods. Recess contributed more moderate-to-vigorous physical activity towards weekday physical activity for boys (13.1%) than girls (10.8%). CONCLUSIONS: Since sedentary activity accounted for the largest proportion of recess, interventions may be needed across all recess periods to promote physical activity during the school day.
OBJECTIVE: The purpose of this study was to examine physical activity levels and patterns of physical activity across daily school recess periods, and the contribution of recess to daily physical activity. METHOD: Ninety-eight children (61% boys) from three schools in Hungary had their physical activity quantified using uni-axial accelerometry every 5 s for three consecutive school days (Wednesday to Friday). The proportion of time spent in sedentary, light, moderate-to-vigorous, and vigorous physical activity during 5 daily school recess periods was determined using existing age-appropriate cut-points. The relative contribution of recess to daily moderate-to-vigorous physical activity was also determined. Data were collected between May and October 2008. RESULTS:Boys engaged in significantly more light (30.6+/-5.2%; 27.7+/-5.1%), moderate-to-vigorous (24.9+/-8.9%; 17.5+/-5.2%) and vigorous physical activity (7.6+/-4.7%; 4.3+/-2.9%) than girls during recess. Girls (54.8+/-8.1%) engaged in more sedentary activity than boys (44.5+/-10.2%). Physical activity levels were generally similar across multiple recess periods. Recess contributed more moderate-to-vigorous physical activity towards weekday physical activity for boys (13.1%) than girls (10.8%). CONCLUSIONS: Since sedentary activity accounted for the largest proportion of recess, interventions may be needed across all recess periods to promote physical activity during the school day.
Authors: Dorota Groffik; Erik Sigmund; Karel Frömel; František Chmelík; Petra Nováková Lokvencová Journal: Int J Public Health Date: 2012-03-14 Impact factor: 3.380
Authors: Erika E Bohn-Goldbaum; Philayrath Phongsavan; Dafna Merom; Kris Rogers; Venugopal Kamalesh; Adrian E Bauman Journal: J Environ Public Health Date: 2013-06-13