Investigating elementary school children's daily physical activity and sedentary behaviours during weekdays.
Investigating elementary school children's daily physical activity and sedentary behaviours during weekdays.
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DOI：
10.1080/02640414.2016.1157261
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发表时间：
2017-01
影响因子：
3.4
通讯作者：
Xiang P
中科院分区：
文献类型：
--
作者：
Gao Z;Chen S;Huang CC;Stodden DF;Xiang P
该研究的目的是量化体育、运动游戏（活跃的视频游戏也是一种运动）、课间休息、午休和放学后时间段对儿童日常体育活动和久坐行为的贡献。参与者为 138 名二年级和三年级学生（71 名女生），每天参加 20 分钟的课间休息和 75 分钟的午餐时间，每天轮流参加 25 分钟的常规体育课或基于运动游戏的课程。放学后的时间定义为下午 3:20-10:00。体力活动通过加速度测量进行评估，因变量是儿童进行中度至剧烈体力活动（MVPA）、轻度体力活动和久坐行为所花费的时间。儿童在 MVPA 上花费的时间百分比（p < .001；运动游戏和午休之间的差异除外：p = .63）、轻度体力活动（p < .001）和久坐行为（p < .001）在不同时间段（即体育课/运动游戏、课间休息、午休和放学后）之间存在显着差异。此外，与运动游戏相比，儿童在体育教育中积累的 MVPA (t = 10.22，p < .001) 显着增加，但轻度体力活动 (t = -3.17，p = .002) 和久坐行为 (t = -3.91，p < .001) 减少。总体而言，在上课期间，体育教育比其他部分更能有效地产生 MVPA。课外活动有潜力成为促进儿童 MVPA 的途径，因为可以更好地利用这段较长的时间来组织结构化的体育活动。
The purpose of the study was to quantify the contributions of physical education, exergaming (active video games that also are a type of exercise), recess, lunch break and after-school time segments to children's daily physical activity and sedentary behaviors. Participants were 138 second and third graders (71 girls) who attended 20-minute recess and 75-minute lunch time daily, 25-minute regular physical education or exergaming-based classes being alternated daily. The after-school period was defined as 3:20-10:00pm. Physical activity was assessed via accelerometry and the dependent variables were children's time spent in moderate-to-vigorous physical activity (MVPA), light physical activity, and sedentary behavior. Children's percentages of time spent in MVPA (p < .001; except for the difference between exergaming and lunch break: p = .63), light physical activity (p < .001), and sedentary behavior (p < .001) differed significantly across the time segments (i.e., physical education/exergaming, recess, lunch break, and after-school). Additionally, children accumulated significantly more MVPA (t = 10.22, p < .001) but less light physical activity (t = -3.17, p = .002) and sedentary behavior (t = -3.91, p < .001) in physical education than in exergaming. Overall, physical education was more effective in generating MVPA than other segments over the school day. The after-school segment holds potential as an avenue for promoting children's MVPA, as this long period could be better utilized to organize structured physical activity.
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影响因子：
5
作者：
Matthews, Charles E.;Chen, Kong Y.;Troiano, Richard P.
通讯作者：
Troiano, Richard P.
影响因子：
3.4
作者：
Evenson, Kelly R.;Catellier, Diane J.;McMurray, Robert G.
通讯作者：
McMurray, Robert G.
影响因子：
3.7
作者：
Carson V;Ridgers ND;Howard BJ;Winkler EA;Healy GN;Owen N;Dunstan DW;Salmon J
通讯作者：
Salmon J
影响因子：
3.1
作者：
Gao, Zan;Chen, Senlin;Stodden, David F.
通讯作者：
Stodden, David F.
DOI：
10.1186/1479-5868-4-19
发表时间：
2007-05-21
影响因子：
8.7
作者：
Ridgers, Nicola D.;Stratton, Gareth;Twisk, Jos W. R.
通讯作者：
Twisk, Jos W. R.