Abstract
This study aimed to test an observational momentary time sampling tool to estimate in-class moderate-to-vigorous physical activity (MVPA), in terms of validity, reliability and agreement between observational momentary time sampling and accelerometry, and to develop a regression equation to estimate MVPA from observational momentary time sampling. The sample comprised 78 pupils (38 girls), mean age 14.0 ± 1.1 years. Measurements were taken in three similar Physical Education classes, on three different days. To monitor MVPA, we applied the observational momentary time sampling method. Students wore an ActiGraph GT3X+ accelerometer. Reliabilities were determined by the intraclass correlations, the agreement between methods was analyzed using the Bland–Altman method, and a multiple regression analysis was performed to estimate the equation. The observational momentary time sampling showed good reliability across time (0.59 < r < 0.72, p < 0.001). It was significantly correlated with accelerometry (r = 0.51, p < 0.001). The MVPA assessed via accelerometer could be predicted from the following equation: Y = 44.3 + 0.47⋅(MVPA observational momentary time sampling method) + 8.0⋅(sex; with 0 = girls and 1 = boys). This observational momentary time sampling method is a stable and reliable tool to estimate MVPA. A regression equation using the score of observational momentary time sampling and sex can be used to better estimate the real MVPA.
Highlights
Exercising moderate-to-vigorous physical activity (MVPA) provides health benefits for children and youth [1,2]
For children and adolescents who are less active in their leisure time, Physical Education classes at school represent the only regular opportunity to engage in structured PA [9]
This underlines the importance of objectively monitoring the MVPA levels in Physical Education classes, as a basis to reduce the time spent on class management
Summary
Exercising moderate-to-vigorous physical activity (MVPA) provides health benefits for children and youth [1,2]. For children and adolescents who are less active in their leisure time, Physical Education classes at school represent the only regular opportunity to engage in structured PA [9]. For this reason, it has been argued that schools play an important role in PA promotion [10,11]. A recent systematic review and meta-analysis on MVPA levels in Physical Education lessons [10] showed that 60% of the studies concluded that Physical Education classes fail to achieve those crucial recommendations. An improvement in the global quality and benefits of the Physical Education classes will be achieved [14]
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