The role of Physical Education to in-school moderate to vigorous physical activity among primary school children
Mini-Oral Presentation A1.3
DOI:
https://doi.org/10.14288/hfjc.v14i3.426Keywords:
Physical Education, Moderate-to-Vigorous Physical Activity, Primary School ChildrenAbstract
Background: Physical education (PE) is an important opportunity to increase moderate to vigorous physical activity (MVPA) in school. The purpose of the study was to identify the role of PE classes to in-school MVPA in primary school children. Methods: 382 children aged 9–11 years from 18 primary schools in Shanghai China were analyzed. Accelerometers were used to assess participants’ sedentary behavior (SED), light PA (LPA), and MVPA during in-school hours and PE classes. Multiple liner regression was used to examine the roles of PE classes to in-school MVPA. Results: Boys accumulated more LPA and MVPA, and less SED than girls during in-school hours (p < 0.001). More boys met in-school MVPA recommendations than girls (p < 0.001). During PE classes, boys accumulated more LPA and less SED than girls (p < 0.001). The accumulated MVPA in PE classes was not significantly different in sexes (p > 0.05). None of the children met the MVPA recommendation in PE classes (50% of time spent on MVPA). Regression analyses indicated that for each one-minute increase in MVPA during PE, there was an associated 1.4 minute increase in in-school MVPA after controlling for sex and BMI (R2 = 0.361, p < 0.001). Conclusions: PE classes positively contribute to in-school MVPA among primary school children. Participations in high-quality PE classes seem to be a promising strategy to increase accumulated MVPA in-school hours. Funding: Key Project of the National Social Science Foundation of China (No.18ATY008).
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Copyright (c) 2021 Xiaoqing Hu, Sitong Chen, Yan Tang
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