Physical activity levels during unstructured recess in Spanish primary and secondary schools.

Authors

  • Jose Manuel Frago-Calvo EFYPAF Research Group
  • Berta Murillo Pardo Faculty of Education. University of Zaragoza.
  • Luis García-Gonzalez Faculty of Health and Sport Sciences. University of Zaragoza.
  • Alberto Aibar Solana Faculty of Humanities and Social Sciences. University of Zaragoza.
  • Javier Zaragoza Casterad Faculty of Humanities and Social Sciences. University of Zaragoza.

Abstract

Introduction. The goals of this study were: a) to describe sedentary time and different physical activity (PA) intensities during school recess; b) to analyze sex and education level differences; c) to describe compliance with recommended guidelines for recess and; d) to determine the contribution of unstructured recess to PA guidelines. Material and Methods. Two subsamples from Spain participated: one of primary school students (114 girls, 8.77±1.74 years and 59 boys, 8.47±1.71 years), and one of secondary school students (100 girls, 12.16±0.49 years and 116 boys, 12.15±0.52 years). PA was quantified by accelerometers. Results and Discussion. Significant sex and education level effect was found over the combination of different percentages of PA intensities. All PA intensities except sedentary and light, showed higher values in primary education students. Boys reported higher values in MVPA both in primary and secondary. It was found a significant effect of sex and education level on the contribution of recess to PA guidelines. Conclusions. Interventions should be carried out to encourage PA during recess, especially for girls and secondary school students.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Barreira et al. (2015). Reliability of accelerometer-determined physical activity and sedentary behavior in school-aged children: a 12-country study. International Journal of Obesity Supplements, 5(2), S29-35. doi: 10.1038/ijosup.2015

Biddle, S.J.H., Sallis, J., & Cavill, N. (1998). Young and active? Young people and health-enhancing physical activity: Evidence and implications. London, UK: Health Education Authority.

Blaes, A., Ridgers, N.D., Aucouturier, J., Van Praagh, E,, Berthoin, S., & Baquet, G. (2013). Effects of a playground makings intervention on school recess physical activity in French children. Preventive Medicine, 57, 580–584.DOI:10.1016/j.ypmed.2013.07. 019

Blatchford, P., Baines, E., & Pellegrini, A.D. (2003). The social context of school playground games: Sex and ethnic difference, and changes over time after entry to junior school. British Journal of Development Psychology, 21, 481–505. doi: 10.1348/ 026151003322535183

Dobbins, M., Husson, H., DeCorby, K., & LaRocca, R.L. (2013). School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database Systematic Review, 2, CD007651.

Erwin, H., Abel, M., Beighle, A., Noland, M.P., Workey, B., & Riggs, R. (2012). The contribution of recess to children`s school day physical activity. Journal of Physical Activity & Health, 9, 442–448.

Escalante, Y., Backx, K., Saavedra, J.M., García-Hermoso, A., & Domínguez, A.M. (2011). Relación entre actividad física diaria, actividad física en el patio escolar, edad y sexo en escolares de educación primaria. [Relation between daily physical activity, physical activity in the recess, age and sex in children of primary education]. Revista Española de Salud Pública, 85, 481–489

Escalante, Y., Garcia-Hermoso, A., Backx, K., & Saavedra, J.M. (2014). Playground Designs to Increase Physical Activity Levels During School Recess: A Systematic Review. Health Education Behavior, 41(2), 138-144.

Fenton Communications (2007). Why the Undervalued Playtime May be America's Best Investment for Healthy Kids and Healthy Schools. Retreived from http://www.rwjf.org/goto/sports4kids

Gidlow, C.J., Cochrane, T., Davey, R., & Smith, H. (2008). In-school and out-of-school physical activity in primary and secondary school children. Journal of Sport Sciences 26, 1411–1419. doi: 10.1080/02640410802277445

Haug, E., Torsheim, T., Sallis, J.F. & Samdal, O. (2010). The characteristics of the outdoor school environment associated with physical activity. Health Education Research, 25, 248 –56. doi: 10.1093/her/cyn050

Hinkley, T., Crawford, D., Salmon, J., Okely, A.D., & Hesketh, K. (2008). Preschool children and physical activity: A review of correlates. American Journal of Preventive Medicine, 34, 435– 441. doi: 10.1016/j.amepre.2008.02.001.

Hohepa M, Schofield G, and Kolt GS (2006). Physical activity: What do high school students think? Journal of Adolescent Health, 39, 328–36. doi: 10.1016/j.jadphealth. 2005.12.024

Laguna, M., Lara, M.T., & Aznar, S. (2011). Patrones de Actividad Física en función del género y los niveles de obesidad en población infantil española. Estudio EYHS1. Revista de Psicología del Deporte, 20(2), 621-636.

Mota J, Suva P, Santos MP, Ribeiro JC, Oliveira J, and Duarte JA (2005). Physical activity and school recess time: Differences between the sexes and the relationship between children's playground physical activity and habitual physical activity. Journal of Sport Sciences, 23: 269–275. doi: 10.1080/02640410410001730124

Nettlefold, L., McKay, H.A., Warburton, D.E.R., McGuire, K.A., Bredin, S.S.D., & Naylor, P.J. (2010). The challenge of low physical activity during the school day: At recess, lunch and in physical education. British Journal of Sports Medicine, 45: 813–819. doi: 10.1136/bjsm.2009.068072

OECD (2012). Health at a Glance: Europe 2012. European Union: OECD Publishing.

Pate RR, Baranowski T, Dowda M, and Trost SG (1996).Tracking of physical activity in young children. Medicine & Science in Sports & Exercise, 28: 92–96. doi: 10.1097/00005768-199601000-00019

Ramírez, E., Fernández, E., & Blández, J. (2013). Levels of physical activity in Spanish adolescents (aged 12 to 14) measured by accelerometry. Journal of Human Sport and Exercise, 8(2), 401-411.

Ramstetter CL, Murray R, and Garner AS (2010).The crucial role of recess in schools. Journal of School Health, 80: 517–526. DOI:10.1111/j.1746-1561.2010.00537.x

Ridgers, ND, Stratton G and Fairclough S (2005). Assessing physical activity during recess using accelerometry. Preventive Medicine, 41: 102–107. doi: 10.1016/j.ypmed. 2004.10.023

Ridgers ND, Stratton G, and Fairclough SJ (2006). Physical activity levels of children during school playtime. Sports & Medicine, 36: 359–371. doi: 10.2165/ 00007256-200636040-00005

Ridgers, N.D., Stratton, G., Fairclough, S.J., & Twisk, J.W.R. (2007). Long-term effects of a playground markings and physical structures on children’s recess physical activity levels. Preventive Medicine, 44: 393-397

Ridgers, N.D., Tóth, M., & Uvacsek, M. (2009). Physical activity levels of Hungarian children during school recess. Preventive Medicine, 49, 410–412. doi: 10.1016/j.ypmed. 2009.08.008

Ridgers, N.D., Salmon, J., Parrish, A.N., Stanley, R.M., & Okely, A.D. (2012). Physical Activity during School Recess: A Systematic Review. American Journal of Preventive Medicine, 43, 320 –328

Rowlands, A.V. (2007). Accelerometer assessment of physical activity in children: An update. Pediatric Exercise Science, 19, 252–266. doi: 10.1097/00005768-199803000-00009

Sallis, J.F., Buono, M.J., Roby, J.J., Micale, F.G., & Nelson, J. (1993). 7-day recall and other physical activity self-reports in children and adolescents. Medicine & Science in Sports & Exercise, 25, 99-108. doi: 10.1249/00005768-199301000-00014

Stratton, G. (2000). Promoting children’s physical activity in primary school: An intervention study using playground markings. Ergonomics, 43, 1538–1546. doi:10.1080/001401300750003961

Stratton, G., & Mullan, E. (2003).The effect of playground markings on children's physical activity levels. Revista Portuguesa de Ciências do Desporto, 3, 137. Retrieved from http://www.fade.up.pt/rpcd/_arquivo/artigos_soltos/ vol.3_nr.2/6.physical.pdf

Stratton, G., & Mullan, E. (2005) The effect of multicolor playground markings on children's physical activity level during recess. Preventive Medicine, 41, 828-833.

Van Hecke, L., Loyen, A, Verloigne, M., Vander Ploeg, H., Lakerveld, J., Brug, J., … Deforche, B., (2016). Variation in population levels of physical activity in European children and adolescents according to cross-European studies: a systematic literature review within DEDIPAC. The international journal of behavioral nutrition and physical activity, 13, 70.

Van Sluijs, E.M., McMinn, A.M., & Griffin, S.J. (2007). Effectiveness of interventions to promote physical activity in children and adolescents: Systematic review of controlled trials. British Medical Journal, 335, 703–715. doi: 10.1136/bmj.39320.843947.BE

Varo-Cenarruzabeitia JJ, Martinez-Gonzalez MA, Sanchez-Villegas A, Martinez-Hernandez JA, de Irala Estevez J, and Gibney MJ (2003). Attitudes and practices regarding physical activity: Situation in Spain with respect to the rest of Europe. Atención Primaria, 31: 77–86.

Verstraete S, Cardon G, DeClercq D, and Bourdeaudhuij I (2006). Increasing children’s physical activity levels during recess periods in elementary schools: The effects of providing game equipment. European Journal of Public Health, 16: 415–419. doi: 10.1093/eurpub/ckl00

Downloads

Published

2017-07-19

Issue

Section

European Journal of Human Movement

Most read articles by the same author(s)