Assessment of Physical Activity Levels of Elementary School Children Using Pedometers during Physical Education Class

Abstract

The prevalence of overweight and obesity in children is increasing compared to past decades and may be related to a decline in physical activity (Vincent et al., 2003). School-based physical education (PE) can be used as a means to decrease this decline. More insight into the factors that affect physical activity during physical education classes is needed. PURPOSE: To compare the impact of gender, participation in sports, structure of class and location of class on physical activity (PA) of elementary school children during PE. METHODS: Third and 4th grade students (N=127) wore pedometers (Series MLS 2000, Yamax, Tokyo, Japan) on their right hip during 114, 30-minute PE classes during one school year. ANOVAs were used to determine differences in average steps per class (AS) between: boys & girls; structured & unstructured (recess) days; inside & outside PE lessons; and involvement in youth sport. Significance was set at p<.01 for all tests. Data are presented as Mean ± SD. RESULTS: Boys took significantly more AS than girls (1807±199 and 1558±171, respectively, p<.01) during a 30-minute PE class. During classes held outside, AS was significantly greater compared to those accumulated during classes held inside (1874±220and 1393±197, respectively, p<.01), and AS on free (recess) days were significantly greater compared to those accumulated on structured days (1993±502 and 1634±201, respectively, p<.01). Those involved in no (1,486±222) or one (1,541±148) youth sport took significantly less AS compared to those involved in three (1,736±201) or four youth sports (1,777±193),p<. 01. CONCLUSION: Fewer AS during structured classes may be attributed to restrictive PA during teaching and the less strict environment during recess. Physical activity may have been higher outside due to the wide-open fields compared to the space constraints of the gym. The difference in PA may also be due to the nature of the lesson taught, such as a track and field unit outside or cooperative games held inside. The greater PA in children involved in more youth sports may translate to greater PA during PE classes, demonstrating that those more active outside of school are also more active in school. It seems that PA of 3rd and 4th grade PE students is influenced by gender, location, class structure, and involvement in youth sports.