Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity

Juan M García-Ceberino,Sergio J Ibáñez,Sebastián Feu,Antonio Antúnez

doi:10.3390/app112210940

Juan M García-Ceberino, Sergio J Ibáñez + Show 2 more

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https://doi.org/10.3390/app112210940

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Abstract

The organization of the students and the time taken to execute the learning tasks determine the physical (external load) and physiological (internal load) demands the students support during physical education classes. The aim of this study was to determine which organizational and pedagogical elements used to design different learning tasks for soccer provoke greater external (Player Load (PL)) and internal (Heart Rate (HR)) load and thus help the students to fulfil the adequate physical activity recommendations (moderate to vigorous physical activity for ≥50% of class time). The organizational elements studied were (1) the participation type and (2) total task time, and the pedagogical element of (3) the game situation. A total of 40 students from the fifth year of primary education participated in the study distributed into two class groups. The basic analysis units were the data on physical activity recorded in each of the tasks carried out by the students during the practical sessions (1500 records), and they were recorded using WIMU ProTM inertial movement devices. A descriptive and inferential analysis was performed with the Mann–Whitney U and Kruskal–Wallis H statistical tests. The results recommend the following types of tasks with simultaneous participation: individual games, numerical inequality SSG, numerical equality SSG lasting less than 6 min, numerical equality SSG, and full games lasting between 6 and 10 min. This type of learning task makes the students move more (medium Player Load between 0.80 and 1.20) and at greater intensities (Heart Rate zone 4, between 161 and 181 bpm). Therefore, physical education teachers must take into account the pedagogical and organizational elements studied to make the sessions more intense and associated with health benefits.

Highlights

Health and educational authorities are concerned with the high levels of sedentariness and lack of physical activity that cause health problems in young people, like the appearance of being overweight and obesity [1]
It is worthy of note that this study did not aim to analyze the time that the students spent in MVPA values (≥50%) in each of the practical sessions, but to determine what type of learning tasks were most appropriate so that students could attain higher levels of PL and Heart Rate (HR) and so students could increase their chances of achieving adequate MVPA values
A series of guidelines was established to help Physical education (PE) teachers design more intense PE classes and attain the recommended MVPA values: (1) set learning tasks with simultaneous participation so that the students are exercising at the same time; (2) increase the time of motor performance, which causes the students to move less (Acc, Dec, and PL per minute) and makes the learning tasks less intense; (3) use individual games, numerical inequality and equality SSGs lasting less than 6 min; and

Summary

Introduction

Health and educational authorities are concerned with the high levels of sedentariness and lack of physical activity that cause health problems in young people, like the appearance of being overweight and obesity [1]. Physical education (PE) provides a suitable framework for performing regulated and participatory physical activity, as well as maintaining a healthy life style [2]. This is because it is the only moment when students are obliged to carry out physical activity. PE should pursue the integral development of the students, which is that they develop cognitively, socially, emotionally, and physically [3]. Focusing on the physical and physiological demands, these can be measured with workloads: the external load (eTL)

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