The Effect of Physical Education Content on Children’s Activity During Recess

Abstract

ABSTRACT Background Physical activity plays a crucial role for primary and secondary prevention of various chronic diseases that can lead to premature morbidity and mortality. Purpose This study was designed to investigate (a) elementary boys’ and girls’ voluntary participation in team handball during recess, while it was being simultaneously taught in physical education (the intervention phase) and after the physical education lessons had concluded (maintenance phase); and (b) the moderate-to-vigorous physical activity (MVPA) levels during physical education, team handball recess, and traditional recess. Methods One hundred thirty third grade elementary school children (53 girls, 77 boys) from six schools were taught a 10-lesson team handball unit during physical education. Ten team handball recess sessions (20 min) were organized during lunch recess in which children could voluntarily participate. Systematic observation was used to assess children’s MVPA in all settings. Results There were no significant differences between boys (49%) and girls (55%) for participation in team handball recess during intervention and maintenance phases. Boys achieved more MVPA in physical education (33% vs 29%, p < .001), team handball recess (52% versus 47%, p < .05) and traditional recess (51% versus 40%, p < .05) compared to girls. Translation to Health Education Practice Connecting recess to physical education creates an opportunity where children can voluntarily engage in activities they have learned, while enabling them to generate higher MVPA levels compared to traditional recess, especially for girls.