Playground activities and gender variation in objectively measured physical activity intensity in Australian primary school children: a repeated measures study
Playground activities and gender variation in objectively measured physical activity intensity in Australian primary school children: a repeated measures study
复制标题
DOI：
10.1186/s12889-018-6005-5
复制
发表时间：
2018-09-10
影响因子：
4.5
通讯作者：
Winslade, Matthew
中科院分区：
文献类型：
--
作者：
Dudley, Dean A.;Cotton, Wayne G.;Winslade, Matthew
背景资料：最近的研究试图解决体育活动时间有限的问题，重点是在非课程期间，特别是在学校休息时间增加学生的体育活动强度。我们客观地测量了学生的体力活动（PA）的强度在课间休息和午休时间在西悉尼地区的新南威尔士州（NSW），澳大利亚小学使用12个月的重复测量观察设计study.Methods：系统的直接观察课间休息和午休时间超过10周的时间在2014年和2015年。2014年，20所学校的120次课间休息和午餐休息，839次定期观察，2015年，15所学校的587次定期观察。两个观察期均在第4期（9月至12月）的10周内进行。结果：两个时间点报告的剧烈体力活动的平均比例（%VPA）为16.6%（SD = 23.4）。36.8%（SD = 26.0）的时间用于步行，其余时间（46.6%; SD = 30. 4)都是久坐不动在两个测量时间段之间，%VPA显著下降，久坐活动增加（p < 0.01）。2014年，在学校休息期间，男孩在%VPA中花费的时间是女孩的两倍，而在2015年，这一比例增加到近三倍。%VPA也不同的表面PA发生的类型和类型的活动，孩子们被允许进行在breaks.Conclusions：课间休息和午休时间可能提供一个机会，让孩子们在上学期间参加非结构化PA。在这些期间，VPA %存在显著变化。解决操场性别参与的差距和空间的可用性/可访问性可能是必要的第一步，促进休息期间更高的PA强度。
Background: Recent studies have sought to address the limited time for physical activity by focusing on increasing physical activity intensity among students during non-curricula periods and specifically school break times. We objectively measured the intensity of student physical activity (PA) during recess and lunch breaks at primary schools in the Western Sydney region of New South Wales (NSW), Australia using a 12-month repeated measures observation design study.Methods: Systematic direct observation of recess and lunch breaks over a ten-week period in 2014 and 2015. 120 recess and lunch breaks across twenty schools (2014) with 839 periodic observations and across 15 schools with 587 periodic observations in 2015. Both observation periods were conducted over 10-weeks in Term 4 (September - December).Results: The mean proportion of vigorous physical activity reported as a percentage (%VPA) across both time points was 16.6% (SD = 23.4). 36.8% (SD = 26.0) of time was spent walking and the remaining time (46.6%; SD = 30. 4) was spent in sedentary activities. There was a significant decline in %VPA and increase in sedentary activity (p < 0.01) between the two time periods of measurement. In 2014, boys spent twice as much time in %VPA than girls during breaks in the school day and in 2015 this increased to nearly three times as much time in %VPA. %VPA also varied on the type of surface PA took place and the types of activities the children were allowed to undertake during breaks.Conclusions: Recess and lunch breaks potentially offer an opportunity for children to participate in unstructured PA during the school day. Substantial variations in the %VPA during these periods exist. Addressing playground gender participation disparities and space usability/accessibility may be a necessary first step in promoting higher PA intensities during breaks.