Abstract
BackgroundMovement integration (MI) into traditional classroom teaching is a promising opportunity for children to increase physical activity (PA). Education outside the classroom (EOtC) can be regarded as MI, and has increased children’s PA in case studies. The aim of this study is to investigate the effects of EOtC on children’s PA by segmenting weekly activity-related behavior into a range of day types and domains.MethodsIn a quasi-experimental design, 33 classes were recruited and participants’ PA was objectively measured using accelerometers taped to the lower back. In total, 361 (10.89 ± 1.03 years) participants with 7 days of 24 h wear time per day were included in a day type PA analysis, and 194 of these participants (10.46 ± 0.99 years) provided information on time spent in specific domains (e.g. EOtC or recess) and were included in a domain-specific PA analysis. Differences in proportion of time spent in PA intensities were tested using mixed-effects regression models.ResultsMore moderate-to-vigorous physical activity (MVPA) occurred on days with physical education (PE) than days with EOtC (girls 0.79%, p = .001, CI = .26% to 1.31%; boys 1.35%, p = .003, CI = .32% to 2.38%), while no difference was found between EOtC days and school days without EOtC and PE. Light physical activity (LPA) was higher on EOtC days than school days without EOtC and PE (girls 2.43% p < .001, CI = 1.21% to 3.65%; boys 2.08%, p < .001, CI = .69% to 3.47%) and PE days (girls 2.18%, p < .001, CI = .80% to 3.56%; boys 2.40%, p < .001, CI = .83% to 3.96%). Comparing EOtC and classroom domains, boys proportionally spent 7.95% (p < .001, CI = 3.00% to 12.90%) more time in MVPA while no difference (p = 1.000) was measured for LPA, and girls had no difference (p = .176) in MVPA, but spent 9.76% (p < .001, CI = 7.12% to 12.41%) more time in LPA.ConclusionsEOtC was implemented without the provision of additional resources and with positive effects on PA. Findings suggest EOtC as a way to provide children with an additional opportunity to accumulate PA within the existing school setting.
Highlights
Movement integration (MI) into traditional classroom teaching is a promising opportunity for children to increase physical activity (PA)
For both girls and boys, the results showed no significant differences between the proportion of moderate-to-vigorous physical activity (MVPA) between school days with Education outside the classroom (EOtC) and school days without EOtC and physical education (PE)
Girls spent around 35, and boys 30, more minutes in Light physical activity (LPA) on a school day with EOtC compared to a school day without EOtC and PE, while no difference was found in MVPA between these day types for either girls or boys
Summary
Movement integration (MI) into traditional classroom teaching is a promising opportunity for children to increase physical activity (PA). The aim of this study is to investigate the effects of EOtC on children’s PA by segmenting weekly activity-related behavior into a range of day types and domains. Schools face increasing demands for their children to achieve academic goals, which may encourage them to allocate less time for PE and recess and more for curriculum-based classroom activities, a trend seen in the US between 2000 and 2014 [11]. Recess (including lunch break) and PE are typically the domains with the highest proportion of time spent in moderate-to-vigorous physical activity (MVPA) during school hours [12, 13]. PA during school hours may decline unless the trend is changed or PA is integrated into curriculum-based activities. School-based PA should preferably come from all domains of a school day rather than only the traditional domains of PE and recess
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