Use of time and effort in physical education classes

Abstract

High, goal-orientated movement time is an essential characteristic of good physical education (PE). Due to the low weekly dotation of PE in the Swiss school curriculum, the question arises as to how the available teaching time is used, to what extent do the pupils exert themselves and what the subject actually contributes to the achievement of the recommended activity guidelines? The purpose of this cross-sectional study was to analyse the use of time and to determine the effort and perceived exertion of 5th grades (n = 468) during physical education (PE) lessons of 90 min. The study was carried out in 30 randomly selected classes in the canton Schwyz during the school year 2015/2016. Our analysis focused on double lessons given as 90 min. units (n = 28). Objective data regarding duration and course of PE lessons (including movement times of selected pupils, n = 120) were measured with digital stopwatches. Childrens’ effort and percieved exertion was operationalised using subjective scales. At class level, on average 47 Min. of PE double lessons was available as activity time, i.e. 52% of the official target time (90 Min.). In this possible time frame pupils were active on average 19 min. whereby athletic children showed a significant higher range of movement than non-athletic ones (p < .001). 35.3% of all pupils estimated the exertion during PE lessons somewhat to very hard (i. e. values between 13–18 on Borg’s scale; mean = 11.4). Due to the specific setting (i.a. changing room and clothes) approximately 15% of total PE time was already lost at the beginning and end of lessons respectively. Further 31% were used for explanations and organisational issues, which is why in summary only one third of the daily recommended physical activity seems to be achieved through PE. Based on these findings, other ways to optimize the individual activity time in PE and to promote daily physical activity in school-settings (including opportunities before, during and after school) are urgently needed.