Abstract
BackgroundDuring the typical school day, physical education (PE) gives children an opportunity for physical activity (PA) and reduces their sedentary time, but little is known about objectively evaluated PA and sedentary time during PE lessons and the differences across genders and grades. There is also a lack of research comparing PA and sedentary time among the different types of PE lessons. The primary aim of this study was to examine primary school students’ moderate-to-vigorous PA (MVPA) levels and sedentary time during PE and whether there are gender or grade differences in a cross-sectional study. The secondary aim was to determine which types of PE lessons are best for increasing PA and reducing sedentary time.MethodsObjectively evaluated MVPA and sedentary time during PE lessons in Japan with a triaxial accelerometer (Active style Pro HJA-350IT, Omron Healthcare) in girls (n = 221) and boys (n = 181). Minutes of sedentary time were categorized into metabolic equivalents (METs): categories ranged from sedentary time (METs ≤1.5) to MVPA (METs ≥3.0). Time tables and PE lesson types were evaluated using logs maintained by the class teachers.ResultsTime spent in MVPA and sedentary time were 27.3 and 24.3%, respectively. After adjustments for grade, relative body weight and school, boys spent significantly more time in MVPA compared with girls, but with an estimated mean difference of approximately 1 min. After adjustment for gender, relative body weight and school, the younger grades (1st and 2nd) spent significantly more time in MVPA and significantly less time in sedentary time compared with other grades. Moreover, after adjustments for gender, grade, relative body weight and school, the time spent in MVPA during gymnastic and track and field lessons was significantly lower than that during ball game lessons. Sedentary time during gymnastic lessons was significantly longer than in track and field and ball game lessons.ConclusionsChildren did not engage in much MVPA and also spent time in sedentary time during PE, but there are no gender differences. The children were most active during ball game lessons. Therefore, it is important to increase MVPA and reduce sedentary time during PE in both genders.
Highlights
During the typical school day, physical education (PE) gives children an opportunity for physical activity (PA) and reduces their sedentary time, but little is known about objectively evaluated PA and sedentary time during PE lessons and the differences across genders and grades
It is worth noting that a recent global systematic review of the moderate-to-vigorous PA (MVPA) content of PE classes suggested that only a minority of time in PE classes was spent in MVPA [2]
Times in total MPA and MVPA were significantly higher and that in sedentary time was lower in the lower grade than those of other grades (Table 3)
Summary
During the typical school day, physical education (PE) gives children an opportunity for physical activity (PA) and reduces their sedentary time, but little is known about objectively evaluated PA and sedentary time during PE lessons and the differences across genders and grades. A recent systematic review reported that little is known about objectively evaluated PA during PE and differences across genders and grades [2]. Wood and Hall [4] found that children aged 8–9 years engaged in significantly higher MVPA during team games (e.g., football) compared to movement activities in PE lessons (e.g., dance). They did not report on the levels of sedentary time during PE lessons. Nettlefold et al reported that the amount and percentage of MVPA, LPA and SB (girls: 13.0, 5.6 and 73.0%, boys: 11.4, 5.6 and 74.5%, respectively) as evaluated with the ActiGraph GT1M during PE lessons in 8–11-year-old Canadian boys and girls [6]
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