Differences in physical activity during school recess

Where the children play: Gender gaps in recess physical activity by age and playground area

Objective

Recess contributes meaningfully to physical activity (PA), but recess time has declined. The study's purpose was to report PA by age, gender, and playground feature to inform potential playground configurations more conducive to PA during recess.

Methods

Using the System for Observing Play and Leisure Activity in the Youth, kindergarten through 5th grade recesses were observed on at least four days at four schools in Little Rock, Arkansas, United States during May 2023. Target playground features were ball courts, grass, pavement, play structures, and swings. To provide inferential analysis, a comparison of conditional means across playground features, age, and gender was conducted using linear regression with robust standard errors clustered by school.

Results

3,356 playground scans (intercoder correlation = 0.93) were collected and aggregated by school, day, gender, age (grade), and target feature for a sample size of 292 observations. The gender gap was widest among 4-5th graders, 79 % (95 % CI: 72, 86) for males and 64 % (95 % CI: 58, 70) for females. Among females, PA was highest on swings [82 % (95 % CI: 77, 86)] and lowest on paved areas [56 % (95 % CI: 43, 69)]. Among males, it was highest on both swings [81 % (95 % CI: 75, 86)] and ball courts [83 % (95 % CI: 77, 89)] and lowest on grassy areas [64 % (95 % CI: 60, 67)].

Conclusion

Swings, courts, and play structures were associated with a higher proportion of children being engaged in PA. Research is needed to identify whether physical improvements to facilitate access to these features increase PA.

Physical Activity Levels During School Recess in a Nationally Representative Sample of 10- to 11-Year-Olds

PURPOSE

School recess provides a valuable opportunity for children's daily moderate- to vigorous-intensity physical activity (MVPA). This study aimed to quantify MVPA during school recess in a representative sample of Scottish children and examine whether recess MVPA varied by gender, socioeconomic status, season, urban/rural residency, and recess length.

METHOD

Five-day accelerometry MVPA data were analyzed from 773 children (53.9% girls, 46.1% boys, 10- to 11-y-olds) from 471 schools. Binary logistic regression explored associations between meeting/not meeting the recommendation to spend 40% of recess time in MVPA and the aforementioned risk factors. Descriptive recess data were also analyzed.

RESULTS

Participants spent an average of 3.2 minutes (SD 2.1) in MVPA during recess. Girls engaged in 2.5 minutes (SD 1.7) of MVPA compared with 4.0 minutes (SD 2.2) for boys. Only 6% of children met the recess MVPA recommendation. The odds of girls (odds ratio 0.09; 95% confidence interval, 0.04-0.25) meeting the recommendation was lower (P < .001) compared with boys. No statistically significant differences were observed in meeting the recommendation for the other risk factors.

CONCLUSION

Levels of MVPA during school recess are very low in Scottish children, and interventions aimed at increasing MVPA during recess are needed.

Participation and physical activity in organized recess tied to physical education in elementary schools: An interventional study

Maintaining physical activity habits is important for long-term health benefits. Many children do not achieve the World Health Organization (WHO) benchmark of 60 min Moderate-to-Vigorous Physical Activity (MVPA) daily. Comprehensive school physical activity programs (CSPAP) target all opportunities at school for children to be physically active. The purpose of this intervention study was to investigate boys' and girls' voluntary participation and MVPA in physical activity recess sessions during and after these were connected with the content of physical education. 147 (55 girls, 92 boys; mean age = 8 years) second grade children from seven different schools received a 10-lesson parkour unit in physical education and were concurrently offered five parkour recess sessions. After the parkour unit in physical education (i.e., maintenance) another five parkour sessions in which children could voluntarily participate were organized. Systematic observation tools were used to assess children's MVPA. Overall participation in parkour recess was 64% for both boys and girls. Participation decreased from intervention to maintenance phase for both boys (75% vs 54%; p < .001) and girls (80% vs 49%; p < .001). MVPA was higher for boys compared to girls in parkour recess (64% vs 58%; p = .002) and traditional recess (49% vs 39%; p = .006), but not in physical education (40% vs 37%). One aspect of physical activity promotion is to connect recess activities with the content taught in physical education, which could contribute up to 20% of the daily recommended MVPA. Positive effects maintained when the connection between physical education and recess stopped.

School Children's Physical Activity and Preferred Activities during Outdoor Recess in Estonia: Using Accelerometers, Recess Observation, and Schoolyard Mapping

Studies about recess have found that children have higher physical activity (PA) during outdoor recess compared to indoor recess, and well-constructed schoolyards play an important role in stimulating PA in children. This study aimed at investigating the affordances of schoolyards and outdoor recess PA in two urban and two rural primary schools in Estonia. Schoolyards were described with the geographical mapping method, children's activities during outdoor recess were registered by using observations, and PA levels were measured with accelerometers. Students from grades two to six (8-13-year-olds) were included in the study. All observed schoolyards had different spaces including various ball game areas, climbing facilities, and slacklines. The natural environment dominated in the rural schools, and artificial surfaces dominated in the urban schools. Boys in the study tended to enjoy more sport-related activities, whereas girls preferred more social and less active activities. Students participating in outdoor recess spent about twice as much time (20.4%) on moderate-to-vigorous PA (MVPA) compared to indoor recess (9.5%), although boys were more active than girls (22.9% vs. 17.3%). All schoolyards afforded more MVPA during outdoor recess compared to indoor recess, whereas schoolyards with more space per child and natural environment elements generated more varied PA and higher MVPA. These findings confirm the importance of schoolyard design and quality for the variety and intensity of students' PA during outdoor recess.

Physical Activity Levels and Sleep in Schoolchildren (6-17) with and without School Sport

There is strong evidence to support the association between daily physical activity and sleep parameters in children and adolescents. Physical activity and outdoor play are favourably associated with most sleep outcomes in school children. The aim is to find out the levels of physical activity and the quality of sleep in Basque schoolchildren aged between six and seventeen and to analyse the possible differences between those who carry out some kind of physical sports activity and those who do not. The sample consisted of 1082 schoolchildren (50.1% male and 49.9% female). Differences between groups were compared using the Mann-Whitney U test (2 samples) and Kruskal-Wallis one-factor ANOVA (k samples). A total of 723 (66.94%) of the participants said they practiced some physical sports activity. The accelerometers obtained significant differences in all levels of physical activity, as well as in sleep efficiency, with higher levels of physical activity (sedentary p = 0.001; light p = 0.017; moderate p = 0.009; vigorous p = 0.001 and moderate-to-vigorous physical activity p = 0.002) and better sleep efficiency (p = 0.002) in those schoolchildren who perform some type of physical sports activity. A significant difference in time spent in sedentary activities was also observed between primary and secondary school pupils of both sexes and regardless of the degree of physical sports activity completion.

Physical Activity at School Recess: A Key Element in Balancing Social Disparities

BACKGROUND

Since children are generally not achieving desirable levels of physical activity (PA), schools can provide an opportunity to increase their active time. This study aimed to describe individual- and social-level variables associated with PA at school recess in a culturally diverse primary school.

METHODS

This observational cross-sectional study included 131 children attending primary school. PA data were measured via accelerometry during school recess and analyzed in relation to data on sociodemographics, anthropometrics, and PA outside school. Data were analyzed using generalized linear modeling and logistic regression.

FINDINGS

Girls were more sedentary and engaged in less moderate to vigorous physical activity (MVPA) than boys (p < .001), while older girls were less active than younger girls (p < .001). Also, non-Caucasian children were less sedentary (p < .001) and engaged in more MVPA (p = .007). Belonging to ethnic minorities was also associated with lower socioeconomic status, higher body mass index, and less PA outside of school and on weekends.

CONCLUSIONS

Girls (especially older girls) and children from lower socioeconomic contexts should be prioritized when promoting PA.

IMPLICATIONS FOR SCHOOL HEALTH POLICY

School recess can be used as an effective strategy aimed at increasing PA and reducing social inequalities.

Individual- and Environmental- Level Predictors of Recess Activity and Sedentary Behavior: Findings from the I-CAN! study

Introduction/Purpose

Recess represents a prime opportunity for physical activity during the school day. However, evidence is mixed with regard to factors associated with activity during recess.

Methods

Data were collected as a part of the Texas Initiative for Children's Activity and Nutrition (I-CAN!) program from 14 elementary schools and 1,049 4th-grade students. Percent of time in moderate-to-vigorous physical activity (MVPA) and sedentary behavior during recess was measured using GT3X+ accelerometers. Students' demographics, aerobic fitness, and body mass index (BMI) were collected from school records and FITNESSGRAM® data. Aspects of the playground environment supporting activity (e.g. soccer goals) or sedentary behavior (e.g. benches) were calculated following the procedures of the System for Observing Play and Leisure Activity in Youth (SOPLAY), with recess spatial area calculated via the polygon measurement tool in Google™ Earth Pro software. Recess time was collected from school data. Weather during recess was determined using time-stamped archived weather data from Weather Underground. Two-level, linear mixed model regression examined associations between individual- and school-level characteristics and percent time in MVPA.

Results

At the student-level, boys were more active than girls (effect size (ES)=0.50) and percent time in MVPA was directly associated with aerobic fitness (ES=0.35). At the school-level, recess infrastructure was associated with percent time in MVPA (ES=1.45), except for factors related to sedentary behavior, which were indirectly associated with percent time in MVPA (ES=-1.98). Patterns for sedentary behavior mirrored these effects.

Conclusions

This is one of the few studies to test the associations of fitness and sedentary upgrades to play areas with MVPA and sedentary behavior. The results suggest that recess is most likely to support MVPA in boys and those who are already most fit (i.e., those who would not be the target of intervention). This is not surprising because the focus of recess is on free choice of play, and thus recess might be supported more for social and emotional benefits than the impact on physical activity.

Use of Wearable Devices to Study Physical Activity in Early Childhood Education

Physical activity recommendations for early childhood are gradually being met to a lesser extent today. The objectives of the study were: (i) to assess the degree of compliance with physical activity (PA) recommendations by gender; and (ii) to analyze the level of PA and steps in different periods over a week. This study was an observational cross-sectional study. Sixty-three young children (33 boys and 30 girls) aged two years (2.15 ± 0.35) were recruited for this study. Participants wore a “Garmin vivofit® jr.” activity tracker for seven days, collecting minutes of moderate-to-vigorous physical activity (MVPA) and step volume (Out-of-School Time and School Time). The results show a 50% compliance of the 120 min/day MVPA and 13,000 steps per day. No gender differences were detected. The findings in the analysis indicated a trend towards higher PA and steps at the Weekend. Moreover, participants reached higher PA and steps values “Out-of-School Time” than “School Time” (MVPA) (min/day). This study can provide strategies and motivational PA guidelines at school to enhance well-being at an early age. These activity trackers could stimulate more sustainable forms of urban mobility, such as walking, as the environment would accompany the child to meet daily PA recommendations.

Activity patterns of primary school children during participation in The Daily Mile

The Daily Mile is a popular physical activity initiative in primary schools, yet little is known regarding the activity patterns of children during The Daily Mile. Eighty children (10.4 ± 0.7 years) participated in The Daily Mile (20-min). Activity patterns were assessed using global positioning systems (total distance and age-specific speed zones), alongside heart rate. Cardiorespiratory fitness was assessed using the Multi-Stage Fitness Test. Participants covered a distance of 2511 ± 550 m during The Daily Mile, and heart rate was 163 ± 27 beats^.min^-1. Participants travelled the furthest distance, and were most intermittent, during the first 5 min (main effect of time, both p < 0.001). Boys ran further and their activity was more intermittent compared to girls (main effect of sex, both p < 0.001). Moreover, the highest fit children ran further than less fit children (main effect of fitness, p < 0.001). This study provides novel evidence of the nature of physical activity during The Daily Mile; demonstrating that children covered, on average, 1.5-miles and exercised at a moderate-to-vigorous intensity. Furthermore, boys covered a greater distance and were more intermittent than girls; whilst higher fit children ran further than lower fit children. In summary, The Daily Mile makes a valuable contribution to in-school physical activity targets in all children.

Evidence-Based Overview of Accelerometer-Measured Physical Activity during School Recess: An Updated Systematic Review

Interest in analyzing physically active behaviors during school recesses has grown in recent years as the school environment has consolidated (recess, physical education classes, lunch-time, before and after school) as a crucial space to bring these levels towards those recommended through intervention programs and improvements in the school environment. Unfortunately, in most of these studies, children do not achieve the 60 min a day of moderate to vigorous physical activity (MVPA) recommended by the World Health Organization. The aim of this systematic review is to analyze the cross-sectional, longitudinal, and intervention studies objectively measured with accelerometers that have emerged in recent years to determine the amount of MVPA of children at recess. This systematic review followed the PRISMA guidelines. The extraction process for the studies included in this systematic review yielded a total of 43 articles. The studies were classified according to the methodological nature of the research: cross-sectional (n = 34), longitudinal (n = 3) and quasi-experimental (n = 6). The results of the studies confirm that during the recess period younger children are physically more active than older ones and that in general, boys are more physically active than girls. In addition, the data show that the school contributes to more than 40% of the total MVPA. The intervention programs led to an increase in MVPA of up to 5%. Providing schools with equipment and facilities shows that intervention programs are beneficial for raising children's levels of physical activity.

Sedentariness and Physical Activity during School Recess Are Associated with VO2Peak

Recess time (RT) is a main component of school-based activities, and could contribute up to 40% of the physical activity (PA) recommended in the health guidelines. The main goal was to analyze the association between accelerometer-measured PA and sedentary time during RT with cardiorespiratory fitness (CRF). A total of 146 children and adolescents, aged 8-19 years, were recruited from six schools. PA levels were measured with GT3X accelerometers over 7 days. CRF was measured using a portable breath-by-breath gas analyzer. A general linear model (GML) was conducted to analyze the association between PA intensities and CRF during RT. Additionally, a logistic binary regression was used to evaluate the risk of unhealthy CRF among different categories of PA and sedentary time. Participants classified as healthy showed higher PA levels during RT than those classed as unhealthy. GML analysis showed that sedentary time during RT was significantly associated with VO2Peak. Finally, individuals who were sedentary for more than 15 min during RT presented 97.7% lower odds of having unhealthy CRF (adjusted Odds Ratio = 0.023, 95% CI -0.002 to 0.263). Our data suggest an association between recess sedentary time and unhealthy CRF. Thus, school-aged children and adolescents must be empowered to perform PA during RT to prevent the deleterious effects of sedentary time on CRF.

Physical Activity Opportunities and Academic Outcomes of Fourth Grade Elementary School Students in Georgia

BACKGROUND

Physical activity at schools is an important component in combatting childhood obesity. Studies have shown that physical activity at school is positively associated with academic outcomes. The purpose of this study is to examine associations between opportunity of physical activity time at school and academic outcomes.

METHODS

This statewide, cross-sectional study utilized 2 data sources from the Georgia Department of Education and Georgia Shape in 860 schools. Multivariable linear regression analysis assessed the impact of the amount of physical activity time at school and standardized test scores, controlling for aerobic capacity, BMI, race, gender, school size, geographic category, and SES.

RESULTS

Time of physical activity opportunity at school was not significantly associated with Mathematics or Reading CRCT scores (p = .94, p = .31, respectively). SES had the greatest impact on test scores, where higher SES schools had higher standardized test scores (p < .01 for all tests scores).

CONCLUSION

Time of physical activity opportunities at school was not significantly associated with standardized test scores. SES appears to be the most important factor in academic outcomes. Time spent in PA at school does not negatively affect academic outcomes and should be utilized to prevent/reduce childhood overweight and obesity.

Physical Activity and Commuting to School in Spanish Nine-Year-Old Children: Differences by Gender and by Geographical Environment

Children’s health status is related to their physical activity levels. Active commuting is associated with higher physical activity and reduced risk of all-cause mortality, cardiovascular disease incidence, and diabetes. The objective of this research was to study the levels of physical activity and the commuting to school (active vs. passive) in Spanish nine-year-old children, analyzing the differences by gender and by the geographical environment where they live (rural or urban environment). Accelerometry was used for the measurement of physical activity: Sedentary time (min/day), vigorous physical activity (min/day), moderate to vigorous physical activity (min/day), intensity (counts/min), steps (number). The questionnaire of the European Youth Heart Study (EYHS) was used to determine the geographical environment (city/urban, residential area/outside city, rural/village) and the modes of transport (active: Walking and bicycle, passive: Car, motorcycle, public transport). A total of 455 Spanish nine-year-old children (247 girls and 208 boys) belonging to the EYHS participated in this study. The results showed that boys were significantly more physically active than girls (p ≤ 0.001). Results also showed that active commuting to school was positively correlated with the levels of physical activity (r = 0.324, p ≤ 0.001). The geographical environment influenced the way in which children went to school, being active commuting to school significantly (p ≤ 0.001) less frequent in those children who lived in a rural environment (22.4%) than in those who lived in the city (57.1%) or in a residential area (62.7%). As active commuting to school means increasing levels of physical activity in both sexes, strategies should be implemented in order to encourage active commuting to schools, contributing at the same time to better health and sustainability of future generations.

Are Correlates of Physical Activity in Adolescents Similar Across Ethnicity/Race and Sex: Implications for Interventions

BACKGROUND

This study tested for differences in personal, social, and environmental correlates of moderate to vigorous physical activity (MVPA) across ethnicity/race in male and female adolescents.

METHODS

Self-reported MVPA and 47 potential correlates of MVPA were measured in an ethnically/racially diverse cross-sectional sample of adolescents, in Minnesota, who participated in EAT-2010 (Eating and Activity in Teens). Interactions of potential correlates with ethnicity/race on MVPA were tested in linear hierarchical regression models in boys and girls.

RESULTS

Boys reported 1.7 more weekly hours of MVPA than girls. White adolescents reported 1.1 to 2.1 more weekly hours of MVPA than nonwhite adolescents. Among girls, neighborhood road connectivity was negatively correlated with MVPA among Hispanic and Asian participants. Among boys, sports participation was positively correlated with MVPA among all ethnicities/races, except Asians. Home media equipment was positively correlated with MVPA among Hispanic boys, but negatively correlated among white boys.

CONCLUSIONS

A few correlates of physical activity among adolescents differed intersectionally by ethnicity/race and sex. Sports participation and home media equipment may have differing impacts on physical activity across ethnicities and races in boys, whereas neighborhood features like road connectivity may have differing impacts on physical activity across ethnicities and races in girls.

Exploring Children's Physical Activity Behaviours According to Location: A Mixed-Methods Case Study

The school environment is ideally placed to facilitate physical activity (PA) with numerous windows of opportunity from break and lunch times, to lesson times and extracurricular clubs. However, little is known about how children interact with the school environment to engage in PA and the other locations they visit daily, including time spent outside of the school environment i.e., evening and weekend locations. Moreover, there has been little research incorporating a mixed-methods approach that captures children’s voices alongside objectively tracking children’s PA patterns. The aim of this study was to explore children’s PA behaviours according to different locations. Sixty children (29 boys, 31 girls)—35 key stage 2 (aged 9–11) and 25 key stage 3 (aged 11–13)—wore an integrated global positioning systems (GPS) and heart rate (HR) monitor over four consecutive days. A subsample of children (n = 32) were invited to take part in one of six focus groups to further explore PA behaviours and identify barriers and facilitators to PA. Children also completed a PA diary. The KS2 children spent significantly more time outdoors than KS3 children (p = 0.009). Boys engaged in more light PA (LPA) when on foot and in school, compared with girls (p = 0.003). KS3 children engaged in significantly more moderate PA (MPA) at school than KS2 children (p = 0.006). Focus groups revealed fun, enjoyment, friends, and family to be associated with PA, and technology, costs, and weather to be barriers to PA. This mixed methodological study highlights differences in the PA patterns and perceptions of children according to age and gender. Future studies should utilize a multi-method approach to gain a greater insight into children’s PA patterns and inform future health policies that differentiate among a range of demographic groups of children.

An Evaluation of an Unstructured and Structured Approach to Increasing Recess Physical Activity

BACKGROUND

The purpose of this study was to evaluate an unstructured and a structured program designed to increase physical activity (PA). The unstructured program increased the amount of equipment during recess, whereas the structured program introduced activities to students.

METHODS

PA was observed using the System for Observing Play and Leisure Activity in Youth (SOPLAY) in two school districts in Colorado. Researchers recorded baseline and follow-up observations for sedentary activity, moderate PA, and vigorous PA, as well as for available equipment for the unstructured program. Observations from schools were aggregated for data analyses at the district level.

RESULTS

For the program increasing equipment, moderate PA and vigorous PA increased, while sedentary behavior decreased. For the structured program, moderate PA and vigorous PA did not increase, whereas sedentary behaviors increased following the program.

CONCLUSIONS

Other variables are likely influencing student PA during recess, such as teachers' interaction with students or the fidelity of the program. Results indicate that funding and implementing a program aimed at increasing PA will not necessarily accomplish that goal, and additional research should be performed to determine the best practice for increasing PA.

Gender differences in physical activity and sedentary behavior of Japanese primary school children during school cleaning time, morning recess and lunch recess

BACKGROUND

The school environment provides crucial opportunities for children to engage in health-promoting physical activity (PA). Japanese children clean their schools and have recess time every school day. The primary aim of the study is to describe the levels of physical activity during school cleaning and recess time while comparing it between genders.

METHODS

PA and sedentary behavior (SB) of 230 boys and 252 girls aged 6-12 years-old from 14 public primary schools were assessed for 7 consecutive days with a triaxial accelerometer. Minutes of SB, and moderate-to-vigorous PA (MVPA) as a percentage in each of school cleaning time (15 min/day: 58% of the 14 schools or 20 min/day), morning recess time (15 min/day: 6% or 20 min/day) or lunch recess time (15 min/day: 29%, 20 min/day: 47% or 25 min/day) were evaluated. A one-way analysis of variance or Student's t test was used to examine differences in %PAs and %SB between school cleaning time and morning and lunch recess time, and between genders.

RESULTS

In a school day, the percentage of total daily MVPA during school cleaning time, morning recess and lunch recess time was 19.4 ± 6.8% (15.2 ± 5.3 min/day) for boys and 16.9 ± 5.8% (10.5 ± 4.3 min/day) for girls. For boys, the proportions of MVPA in morning and lunch recesses and SB during the morning recess were significantly higher than during school cleaning time (p < 0.001). For girls, similar results were obtained and the SB during lunch recess was also higher than during school cleaning time (p < 0.001).

CONCLUSIONS

These findings suggest that the total amount of school cleaning time, recess and lunch time likely contribute to daily MVPA but the beneficial effects should be further explored in future intervention studies.

Exploring the effectiveness of a school-based physical activity policy in British Columbia, Canada: a mixed-methods observational study

The Daily Physical Activity (DPA) policy in British Columbia requires elementary schools to help students achieve 30 min of physical activity during instructional and noninstructional time on school days. The purpose of this study was to determine how elementary teachers implement the DPA policy, and examine differences in children's light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA) at school, based on how the teacher implemented the DPA policy during the school day (provision of DPA during instructional time or only noninstructional time). In this observational mixed-methods study, 12 teachers were interviewed on their implementation approaches. Teachers provided DPA opportunities during instructional time (i.e., prescriptive implementers, n = 9) or relied on students to be active during noninstructional times (i.e., nonprescriptive, n = 3). Next, 10 students from each interviewed teacher's classroom were randomly selected to wear accelerometers for one school week. Hierarchical linear modeling was used to examine the contribution of teacher's implementation strategy on student's activity levels. t-Tests examined differences in students' activity levels between implementation groups. Teacher's DPA implementation strategy accounted for a significant proportion of variance in student's activity throughout the school day (p's < .05). The prescriptive group (n = 88) was more active (LPA and MVPA) and spent a greater proportion of their school days in MVPA during instructional time than the nonprescriptive group (n = 23). Heterogeneity in policy implementation creates variations in policy effectiveness. Students provided with opportunities to be active during instructional time may accumulate more MVPA compared with those who are not given these opportunities. Registration: Not applicable.

Comparing Physical Activity Behavior of Children During School Between Balanced and Traditional School Day Schedules

BACKGROUND

Some Canadian schools have modified their daily schedules from the traditional school day (TSD) schedule (two 15-minute breaks and one 60-minute break) to a balanced school day (BSD) schedule (two 40-minute breaks). While this change increases daily planning and instructional time, it also changes the amount of time available for moderate-vigorous physical activity (MVPA).

METHODS

This study uses a case-control design to examine differences in objectively measured MVPA between children in 3 schools using a BSD schedule and 3 schools using a TSD schedule. Study participants (aged 10-12 years) were recruited from schools in Ontario, Canada.

RESULTS

Regardless of schedule type, girls had lower MVPA than boys, and as both boys and girls got older their MVPA significantly decreased. The findings indicate there was no statistically significant difference in the total minutes of in-school MVPA between children from BSD schools and children from TSD schools. MVPA was significantly higher for older girls attending BSD schools than older girls attending TSD schools, suggesting that implementing a BSD may help curb declining MVPA as girls enter adolescence.

CONCLUSION

Despite encouraging findings, more rigorous studies (ie, pre-post experiments with control) are needed to better understand how changing schedules impacts children's health.

Seasonal changes in physical activity during school recess and lunchtime among Australian children

This study examined how children's physical activity levels during recess and lunchtime and the contribution of recess and lunchtime to daily physical activity differed across seasons. Three hundred and twenty-six children aged 8-11 years from Australia participated. Physical activity was measured every 15-seconds using hip-mounted ActiGraph accelerometers for 7 consecutive days during the winter (n = 246), spring (n = 211), summer (n = 161) and autumn terms (n = 139). Data were collected 2012-2013. Time spent in light- (LPA) moderate- (MPA), vigorous- (VPA), and moderate- to vigorous-intensity physical activity (MVPA) during recess and lunchtime were calculated. Longitudinal data were analysed using multilevel analyses and adjusted for potential confounders. The results showed that compared to winter, children engaged in significantly less MVPA and VPA in spring and summer during lunchtime (p < 0.05). No significant changes were observed during recess. The contribution of lunchtime to VPA and MVPA significantly decreased in spring and summer compared to winter (p < 0.05). Children's lunchtime physical activity levels decreased between winter and spring and summer, with greater declines observed in VPA. Strategies to increase physical activity levels in every season are needed during lunchtime, with a greater emphasis on warmer months.

The effect of a self-constructed material on children's physical activity during recess

OBJECTIVE

To analyze whether an intervention supported by free play with a self-constructed material increases the level of physical activity of students during recess.

METHODS

The participants were 166 children of third to sixth grade, between nine and 12 years old (average = 10.64; SS = 1.13). An experimental project was conducted with pre-test and post-test measurement, and a control group. Experimental group participants built cardboard paddles (third and fourth) and flying rings (fifth and sixth), a material they used freely for one week during recess. ActiGraph-GT3X accelerometers were used to measure physical activity. An ANOVA of repeated measures was used to find differences between groups and genders.

RESULTS

Significant intervention effects were found in the analyzed variables: sedentary activity (F = 38.19; p < 0.01), light (F = 76.56; p < 0.01), moderate (F = 27.44; p < 0.01), vigorous (F = 61.55; p < 0.01), and moderate and vigorous (F = 68.76; p < 0.01). Significant gender differences were shown (time × group × gender) for moderate (F = 6.58; p < 0.05) and vigorous (F = 5.51; p < 0.05) activity.

CONCLUSIONS

The self-constructed material is effective to increase the physical activity levels of children during recess; it decreases sedentary activity and light physical activity and increases the time devoted to moderate physical activity and vigorous physical activity, both in boys and in girls. The boys had an increase in vigorous physical activity and the girls in moderate physical activity. Due to its low cost, this strategy is recommended for administrators and teachers to increase the physical activity of children during recess.

OBJETIVO

Analizar si una intervención basada en el juego libre con material autoconstruido aumenta el nivel de actividad física de los escolares durante el recreo.

MÉTODOS

Participaron 166 niños de tercero a sexto de educación primaria, de entre nueve y 12 años de edad (media = 10,64; DE = 1,13). Se realizó un diseño experimental con medidas pretest y postest, y un grupo control. Los participantes del grupo experimental construyeron palas de cartón (tercero y cuarto) y aros voladores (quinto y sexto), material que usaron libremente durante una semana en los recreos. Se utilizaron acelerómetros ActiGraph-GT3X para medir la actividad física. Se usó un ANOVA de medidas repetidas para investigar las diferencias entre grupos y sexo.

RESULTADOS

Se encontraron efectos de intervención significativos en las variables analizadas: actividad sedentaria (F = 38,19; p < 0,01), ligera (F = 76,56; p < 0,01), moderada (F = 27,44; p < 0,01), vigorosa (F = 61,55; p < 0,01), y moderada y vigorosa (F = 68,76; p < 0,01). Emergieron diferencias significativas de sexo (tiempo x grupo x sexo) para la actividad moderada (F = 6,58; p < 0,05) y vigorosa (F = 5,51; p < 0,05).

CONCLUSIONES

El material autoconstruido es eficaz para aumentar los niveles de actividad física de los niños en el recreo; disminuye la actividad sedentaria y la actividad física ligera, y aumenta el tiempo dedicado a la actividad física moderada y actividad física vigorosa, tanto en varones como en mujeres. Los varones aumentaron más la actividad física vigorosa y las mujeres, la actividad física moderada. Por su bajo coste, se recomienda esta estrategia a gestores y profesores para incrementar la actividad física de los niños durante el recreo.

In-school versus out-of-school sedentary behavior patterns in U.S. children

Background

This study contributes to the literature by using accelerometers to describe sedentary behavior (SB) patterns in US children. The purpose of this study was to examine SB patterns in fifth-graders by specifically focusing on in-school versus out-of-school SB patterns to identify when (during the school day or outside of the school day) interventions should take place in order to decrease SB in children.

Methods

Data were collected from 206 fifth-graders (9–11 years old) in the Cherry Creek School District in metro Denver, Colorado (USA) during the spring of the 2010–2011 school year and fall of the 2011–2012 school year. Children wore Actical accelerometers continuously over an eight-day period. Data were analyzed using Wilcoxon rank tests, paired samples t-tests, and independent samples t-tests. Awake time was 6 AM–11 PM. We compared the percent of time spent in SB before school, during school, at recess/lunch and after school, as well as differences between boys and girls, and between children from low and high socioeconomic status schools. Children were classified as ‘non-sedentary’ or ‘sedentary’ if they participated in <360 min or ≥360 min per day of SB, respectively and were classified as ‘inactive’ or ‘active’ if they participated in <60 min or ≥ 60 min per day of MVPA, respectively.

Cross-tabs were used (and Fisher’s exact test) to identify the proportion of children in the following categories: 1) non-sedentary/inactive; 2) sedentary/inactive; 3) non-sedentary/active; and 4) sedentary/active. Statistical significance was set at p < 0.05.

Results

All children (boys and girls and children from low and high socioeconomic status schools) participated in significantly more SB outside of school hours versus during school hours and on weekend days compared to weekdays (p < 0.001). Girls participated in significantly more SB than boys during weekdays (p = 0.015). The majority of children (65.3 %) were classified as sedentary/active.

Conclusions

Given that children appear to be more sedentary during the weekend, where more opportunities to be physically active with the whole family can easily be implemented, future interventions should focus on time periods outside of school hours in order to decrease sedentary behavior and increase light physical activity in particular.

Mental Load and Its Compensation by Physical Activity in Adolescents at Secondary Schools

AIM

Sedentary behaviour and increasing mental load in adolescents is one of the major health problems of the contemporary youth. The aim of the study is to analyze the associations between mental load and physical activity (PA) in adolescents in school-day segments.

METHODS

381 adolescents (120 boys, 261 girls) took part in the research which was conducted in 19 secondary schools in the Czech Republic. Participants throughout the whole day (1-3 days) wore an ActiTrainer accelerometer that monitors PA and heart rate (HR). The reports covered 727 school days. The participants were divided into two groups with lower and higher mental load.

RESULTS

Boys and girls with higher mental load in lessons do not compensate this load in neither volume nor intensity of PA during recess in greater amount than those who had lower mental load. In the individual school-day segments (apart from the time before school) no significant differences between the groups were found.

CONCLUSION

When creating a habit of immediate compensation for mental load in lessons by PA, it is necessary to pay attention to boys and girls with higher mental load in lessons. The adoption of the habit should be supported by adequate physical literacy of both students and teachers and by changes in the school programme.

Different Methods Yielded Two-Fold Difference in Compliance with Physical Activity Guidelines on School Days

Introduction

The aim was to compare the average and the days method in exploring the compliance of children with physical activity guidelines and describe their physical activity patterns in different school day segments.

Methods

Physical activity was objectively measured in 472 children aged 6–13 for one school week. Children were compliant when fulfilling PA recommendations 1) on average over all measured days (average method) or 2) on at least four measured days (days method). To explore the difference in moderate to vigorous physical activity (MVPA) minutes between compliant and non-complaint children (using both the average and days method) in various day segments, linear mixed models was used.

Results

Compliance with physical activity guidelines was significantly higher with the average compared to the days method (51.7% and 23.7%, respectively). In segmented-day analysis, compliant children accrued more MVPA minutes in all day segments, especially during after-school. Gender differences appeared only during the in-school segments, where girls spent less time in MVPA (average method: -4.39 min, 95% CI = -5.36,-3.42, days method: -4.45 min, 95%CI = -5.46,-3.44). Older children accrued more MVPA minutes during physical education classes, but less during breaks, compared to younger children.

Conclusions

The used methods yielded remarkably different prevalence estimates for compliance to physical activity recommendations. To ensure comparability between studies, interventions and reports, there is a need for internationally agreed operationalization and assessment methods of physical activity guidelines. As non-compliant children had lower MVPA during all day segments, greater efforts should be made to provide physical activity opportunities both during and after school.

The Role of Physical Education Lessons and Recesses in School Lifestyle of Adolescents

BACKGROUND

This study investigates school lifestyle among adolescents in terms of physical activity (PA) structure: (1) adolescents participating in a physical education lesson (PEL) versus (2) aggregate recess time exceeding 60 minutes.

METHODS

The research was conducted in 24 secondary schools in the Czech Republic (boys N = 208, girls N = 433). For the whole day (1-3 days) participants wore the ActiTrainer accelerometer, which monitored PA, and heart rate. A total of 1122 school days were recorded.

RESULTS

Both boys and girls participating in a PEL reported significantly better results compared with nonparticipating individuals regarding all indicators of volume and intensity of school PA (SPA). In most SPA indicators, longer aggregate recess time (>60 minutes) had a statistically significant effect, particularly on the volume of SPA. The recommended 500 steps/hours for SPA was achieved by 83% of boys participating in PEL and 69% of girls. In contrast just 32% of nonparticipating boys and 31% of girls reached this level. With longer recess time the recommendation was met by 43% of boys (42% of girls) compared with 26% of boys (23% of girls) with shorter recess time.

CONCLUSIONS

An increase in SPA and an improved lifestyle in adolescents on school days are significantly supported more by PELs than by longer recess time.

A systematic literature review with meta-analyses of within- and between-day differences in objectively measured physical activity in school-aged children

Background

Targeting specific time periods of the day or week may enhance physical activity (PA) interventions in youth. The most prudent time segments to target are currently unclear.

Objectives

To systematically review the literature describing differences in young people’s objectively measured PA on weekdays vs. weekends, in school vs. out of school, weekends vs. out of school and lesson time vs. break time.

Methods

Electronic databases were searched for English-language, cross-sectional studies of school-aged children (4–18 years) reporting time-segment-specific accelerometer-measured PA from 01/1990 to 01/2013. We meta-analysed standardised mean differences (SMD) between time segments for mean accelerometer counts per minute (TPA) and minutes in moderate-to-vigorous PA (MVPA). SMD is reported in units of standard deviation; 0.2, 0.5 and 0.8 represent small, moderate and large effects. Heterogeneity was explored using meta-regression (potential effect modifiers: age, sex and study setting).

Results

Of the 54 included studies, 37 were eligible for meta-analyses. Children were more active on weekdays than weekends [pooled SMD (95 % CI) TPA 0.14 (0.08; 0.20), MVPA 0.42 (0.35; 0.49)]. On school days, TPA was lower in school than out of school; however, marginally more MVPA was accumulated in school [TPA −0.24 (−0.40; −0.08), MVPA 0.17 (−0.03; 0.38)]. TPA was slightly lower on weekends than out of school on school days, but a greater absolute volume of MVPA was performed on weekends [TPA −0.10 (−0.19; −0.01), MVPA 1.02 (0.82; 1.23)]. Heterogeneity between studies was high (I² 73.3–96.3 %), with 20.3–53.1 % of variance between studies attributable to potential moderating factors.

Conclusions

School-aged children are more active on weekdays than weekend days. The outcome measure influences the conclusions for other comparisons. Findings support the tailoring of intervention strategies to specific time periods.

Electronic supplementary material

The online version of this article (doi:10.1007/s40279-014-0215-5) contains supplementary material, which is available to authorized users.

Outcomes of the Rope Skipping 'STAR' Programme for Schoolchildren

Physical activity in children and adolescents is on a decline trend. To this end, we conducted a matched-pair randomized controlled trial to examine the effects of a 4-week STAR (School-based; Train-the-trainer; Accessibility of resources; Recreational) skipping programme. 1,386 schoolchildren from 20 primary and secondary schools were recruited. Schools were randomized into the experimental or wait-list control group. Participants self-reported their health-related quality of life using the KIDSCREEN-27. Accelerometers were used to measure the time a subgroup of participants (n = 480) spent in moderate-to-vigorous physical activity during school hours on five consecutive days. Measures were taken at pre- and post-test. At post-test, students in the experimental group, compared to those in the control group, engaged in less moderate-to-vigorous physical activity during school hours. Health-related quality of life from two groups of students was similar, but the experimental group reported higher levels of autonomy and parent relationships. Results suggested that although the intervention did not increase students' physical activity levels, it slightly improved their health-related quality of life. Future studies should explore personal factors that might mediate the effect of the intervention.

The relationship among playground areas and physical activity levels in children

INTRODUCTION

Almost 20% of American children aged 6 to 11 years are obese. A decrease in physical activity has been associated with an increase in obesity. The school environment is one place where many children can be reached. This cross-sectional study determined which types of playground areas attract children and promote moderate to vigorous physical activity (MVPA) or sedentarism.

METHOD

Children on two urban elementary school playgrounds (one of which offered a jogging program called Jog and Walk Stars [JAWS]) were observed before school with use of the System for Observing Play and Leisure Activity in Youth and System for Observing Play and Recreation in Communities observational tools. Descriptive statistics, paired-samples t tests, and independent-samples t tests were used to analyze the data.

RESULTS

The highest populated areas for schools K and B on non-JAWS days were the general blacktop areas; however, approximately 50% of the children in these areas were sedentary. At school B on days when the JAWS program was offered, the highest populated area was the JAWS track, and 99% of those children participated in MVPA. There was a significant difference in counts for average total sedentary children per square foot between school K (M = 216.70) and school B on JAWS days: M = 80.38, t (22.02) = 2.24, p < .5, two-tailed.

DISCUSSION

A playground environment assessment to identify areas that promote MVPA, such as offering a JAWS program, may be one avenue to address the need for increasing MVPA levels in children in general, in addition to physical education class, and help them obtain the recommended 60 minutes of daily MVPA.

Adolescents' physical activity at recess and actions to promote a physically active school day in four Finnish schools

The national Finnish Schools on the Move programme support schools with their individual plans to promote school-based physical activity (PA). We examined the changes in adolescents' recess and overall PA in four lower secondary schools and described the school actions to promote students' PA and the local contact persons' perceptions of the effects. Recess and overall PA were assessed four times by anonymous questionnaires from students in grades 7-9 (n = 789) in 2010-12, and local contact persons (n = 7) provided information on school actions with diaries, interviews and surveys. Student data were analysed with descriptive statistics and chi-square tests, and school actions data were analysed with quantitative content analysis. The proportion of students who participated in physical activities at recess at least sometimes increased from 30% to 49% in physically active play and from 33% to 42% in ball games, mostly due to improvements in males' participation. Females' participation in recess activities increased in two schools with gender-specific physical activities or facilities. Overall PA levels declined slightly. Organized recess activities, student recess activators and equipment provision and sports facilities development were considered to have affected students' PA positively. Solutions for getting females more physically active in the school setting are needed.

Recess physical activity and perceived school environment among elementary school children

Differences in recess physical activity (PA) according to perceived school environment among elementary school children were examined. Participants were 103 children from two schools in Japan. PA was measured using accelerometry for seven consecutive days. Time spent in sedentary or PA (light, moderate, or vigorous) during their morning recess (25 min) and lunch recess (15 min) was determined. The School Physical Activity Environment Scale (three factors: equipment, facility, and safety) was used to investigate perceived school environment. Environmental factor scores were assigned to low or high groups for each factor by median. An analysis of covariance, with grade as the covariate, was conducted separately by gender to examine differences in PA between two groups. During lunch recess, boys in the high-equipment group spent significantly more time in moderate PA (high: 1.5; low: 0.8 min) whereas girls in this group spent less time in light PA (9.3, 11.0). Boys in the high-facility group spent significantly less time in sedentary (2.3, 3.9) and more time in vigorous PA (2.4, 1.4) during lunch recess, and girls spent more time in moderate (2.1, 1.2) and vigorous PA (1.9, 1.3) during morning recess. Differences were observed in recess PA according to school environment perceptions. The present study may be useful for further intervention studies for the promotion of PA during recess.

What Matters When Children Play: Influence of Social Cognitive Theory and Perceived Environment on Levels of Physical Activity Among Elementary-Aged Youth

OBJECTIVES

Social Cognitive Theory (SCT) has often been used as a guide to predict and modify physical activity (PA) behavior. We assessed the ability of commonly investigated SCT variables and perceived school environment variables to predict PA among elementary students. We also examined differences in influences between Hispanic and non-Hispanic students.

DESIGN

This analysis used baseline data collected from eight schools who participated in a four-year study of a combined school-day curriculum and environmental intervention.

METHODS

Data were collected from 393 students. A 3-step linear regression was used to measure associations between PA level, SCT variables (self-efficacy, social support, enjoyment), and perceived environment variables (schoolyard structures, condition, equipment/supervision). Logistic regression assessed associations between variables and whether students met PA recommendations.

RESULTS

School and sex explained 6% of the moderate-to-vigorous PA models' variation. SCT variables explained an additional 15% of the models' variation, with much of the model's predictive ability coming from self-efficacy and social support. Sex was more strongly associated with PA level among Hispanic students, while self-efficacy was more strongly associated among non-Hispanic students. Perceived environment variables contributed little to the models.

CONCLUSIONS

Our findings add to the literature on the influences of PA among elementary-aged students. The differences seen in the influence of sex and self-efficacy among non-Hispanic and Hispanic students suggests these are areas where PA interventions could be tailored to improve efficacy. Additional research is needed to understand if different measures of perceived environment or perceptions at different ages may better predict PA.

Objectively assessed recess physical activity in girls and boys from high and low socioeconomic backgrounds

Background

The school environment influences children’s opportunities for physical activity participation. The aim of the present study was to assess objectively measured school recess physical activity in children from high and low socioeconomic backgrounds.

Methods

Four hundred and seven children (6–11 years old) from 4 primary schools located in high socioeconomic status (high-SES) and low socioeconomic status (low-SES) areas participated in the study. Children’s physical activity was measured using accelerometry during morning and afternoon recess during a 4-day school week. The percentage of time spent in light, moderate, vigorous, very high and in moderate- to very high-intensity physical activity were calculated using age-dependent cut-points. Sedentary time was defined as 100 counts per minute.

Results

Boys were significantly (p < 0.001) more active than girls. No difference in sedentary time between socioeconomic backgrounds was observed. The low-SES group spent significantly more time in light (p < 0.001) and very high (p < 0.05) intensity physical activity compared to the high-SES group. High-SES boys and girls spent significantly more time in moderate (p < 0.001 and p < 0.05, respectively) and vigorous (p < 0.001) physical activity than low-SES boys.

Conclusions

Differences were observed in recess physical activity levels according to socioeconomic background and sex. These results indicate that recess interventions should target children in low-SES schools.

Moderating influences of baseline activity levels in school physical activity programming for children: the Ready for Recess project

Background

A limitation of traditional outcome studies from behavioral interventions is the lack of attention given to evaluating the influence of moderating variables. This study examined possible moderation effect of baseline activity levels on physical activity change as a result of the Ready for Recess intervention.

Methods

Ready for Recess (August 2009-September 2010) was a controlled trial with twelve schools randomly assigned to one of four conditions: control group, staff supervision, equipment availability, and the combination of staff supervision and equipment availability. A total of 393 children (181 boys and 212 girls) from grades 3 through 6 (8–11 years old) were asked to wear an Actigraph monitor during school time on 4–5 days of the week. Assessments were conducted at baseline (before intervention) and post intervention (after intervention).

Results

Initial MVPA moderated the effect of Staff supervision (β = −0.47%; p < .05), but not Equipment alone and Staff + Equipment (p > .05). Participants in the Staff condition that were 1 standard deviation (SD) below the mean for baseline MVPA (classified as “low active”) had lower MVPA levels at post-intervention when compared with their low active peers in the control condition (Mean _diff = −10.8 ± 2.9%; p = .005). High active individuals (+1SD above the mean) in the Equipment treatment also had lower MVPA values at post-intervention when compared with their highly active peers in the control group (Mean _diff = −9.5 ± 2.9%; p = .009).

Conclusions

These results indicate that changes in MVPA levels at post-intervention were reduced in highly active participants when recess staff supervision was provided. In this study, initial MVPA moderated the effect of Staff supervision on children’s MVPA after 6 months of intervention. Staff training should include how to work with inactive youth but also how to assure that active children remain active.

Patterns of physical activity outside of school time among Japanese junior high school students

BACKGROUND

Physical activity is beneficial for adolescent health. The physical activity patterns of Japanese adolescents are relatively unknown. Therefore, this study aimed to describe the current patterns of physical activity and to identify sex and grade differences among them.

METHODS

The participants comprised 714 Japanese adolescents aged 12 to 15 years old (boys N = 372, girls N = 342) from a public junior high school in Okayama, Japan. Physical activity at school, outside of school after hours, and during lunch recess as well as the total leisure time in a usual week was assessed with a 5-item questionnaire. To assess the differences in the physical activity patterns by sex and grade, independent t tests and analysis of variance (ANOVA) were conducted, respectively.

RESULTS

Boys spent significantly more time in physical activity both inside and outside of school settings than girls (p < .05). Higher grade students were significantly less active than lower grade students (p < .05). Furthermore, the physical activity patterns across the grades differed between settings (at school, outside of school during the after-school period, lunchtime recess, and at home).

CONCLUSION

To increase physical activity levels among Japanese adolescents, implementation of after-school programs or environmental modifications developed within the school setting could be effective strategies.

A microgeographic analysis of physical activity behavior within elementary school grounds

PURPOSE

There is little scholarship on physical activity among children within outdoor spaces and work is needed to advance the design of these spaces from "best practices" towards evidence-based design. This project examined how playground feature density relates to children's physical activity.

DESIGN

We used the System for Observing Play and Leisure Activity to observe children's physical activity.

SETTING

We observed children during school recess on 24 school grounds in the Denver metropolitan area of Colorado, in spring of 2010 and 2011.

SUBJECTS

A total of 31,069 observations were made from an estimated 9900 children aged 5 to 12. These were aggregated and analyzed in 397 playground zones.

MEASURES

We examined utilization, the number of children present in a particular activity zone during an observation, and the percentage of children engaged in moderate to vigorous physical activity as they relate to the density of constructed features on school playgrounds.

ANALYSIS

Ordinary least-squares linear regression model assessed the relationship between playground feature density and the utilization and moderate to vigorous physical activity.

RESULTS

Significant positive associations were observed between utilization and feature density among all children (β = .20; p < .001) and a statistically significant but small association was observed between moderate to vigorous physical activity and feature density for girls (β = .12; p = .013), but not for boys.

CONCLUSION

This analysis contributes to evidence that design features of play spaces may influence children's behavior within school grounds.

Schoolyard physical activity of 6-11 year old children assessed by GPS and accelerometry

BACKGROUND

Children's current physical activity levels are disturbingly low when compared to recommended levels. This may be changed by intervening in the school environment. However, at present, it is unclear to what extent schoolyard physical activity contributes towards reaching the daily physical activity guideline. The aim of this study was to examine how long and at what intensity children are physically active at the schoolyard during different time segments of the day. Moreover, the contribution of schoolyard physical activity towards achieving the recommended guideline for daily physical activity was investigated.

METHODS

Children (n=76) between the age of 6-11 years were recruited in six different schools in five cities (>70.000 residents) in the Netherlands. During the weekdays of a regular school week, childrens' physical activity and location were measured with ActiGraph accelerometers and Travelrecorder GPS receivers. Data was collected from December 2008 to April 2009. From the data, the amount of moderate to vigorous physical activity (MVPA) on and outside the schoolyard was established. Moreover, the percentage of MVPA on the schoolyard was compared between the following segments of the day: pre-school, school, school recess, lunch break and post-school. Differences between boys and girls were compared using linear and logistic mixed-effects models.

RESULTS

On average, children spent 40.1 minutes/day on the schoolyard. During this time, boys were more active on the schoolyard, with 27.3% of their time spent as MVPA compared to 16.7% among girls (OR=2.11 [95% CI 1.54 - 2.90]). The children were most active on the schoolyard during school recess, during which boys recorded 39.5% and girls recorded 23.4% of the time as MVPA (OR=2.55 [95% CI: 1.69 - 3.85]). Although children were only present at the schoolyard for 6.1% of the total reported time, this time contributed towards 17.5% and 16.8% of boys' and girls' minutes of MVPA.

CONCLUSIONS

On the schoolyard, children's physical activity levels are higher than on average over the whole day. Physical activity levels are particularly high during school recess. The school environment seems to be an important setting for improving children's physical activity levels. Further research on the facilitators of these high activity levels may provide targets for further promotion of physical activity among children.

Physical activity during recess in low-income third-grade Texas students

OBJECTIVES

To estimate the prevalence of recess-based moderate and vigorous physical activity (MVPA) and vigorous physical activity (VPA) among third-grade students attending low-income, urban schools in Texas.

METHODS

Structured observations (N = 77 class and 616 student observations) using SOFIT were conducted over 3 months in 8 elementary schools with majority Hispanic students.

RESULTS

Students engaged in 66.4% and 19.2% of their ∼20-minute recess time in MVPA and VPA, respectively. Boys engaged in more MVPA and VPA (p < .007). Contextual differences in activity (setting and activity type) were identified.

CONCLUSIONS

Findings underscore the importance of scheduled recess time for children's physical activity.

Examining school-based pedometer step counts among children in grades 3 to 6 using different timetables

BACKGROUND

Advocates for the implementation of the Balanced School Day (BSD) schedule argue that this schedule will increase opportunities for physical activity. However, the relationship between this scheduling change and its impact on physical activity has not been examined. Thus, this study assessed levels of physical activity in students attending 2 different schools: 1 using the BSD and the other using the Traditional School Day (TSD) schedule.

METHODS

Participation of students between grades 3 and 6 was sought. Data were collected over 4 school days using pedometers. Independent Sample t tests and 1-way analysis of variance (ANOVA) were performed.

RESUTLS

A total of 117 students participated. Overall, average daily step counts for boys (6972 ± 1952) were significantly higher than girls (5742 ± 1495; p < .001). These average step counts represent 47% and 48% of the recommended amount of steps needed for health benefits for children between the ages of 6 and 12. The average daily step count for students using the BSD schedule was 6017 (±1666), while the average daily step count for students using the TSD schedule was 6788 (±1987). The difference in steps (771) was statistically significant (p = .03).

CONCLUSIONS

These results do not support claims that the BSD offers increased physical activity. In fact, these results suggest that students enrolled in schools using the BSD schedule may have reduced daily physical activity. In addition, these results demonstrate that overall school-based physical activity is less than half of the recommended level; independent of school scheduling.