Physical activity in schools across Europe

Weichselbaum, E.; Hooper, Beverley; Ballam, Roy; Buttriss, Judy; Strigler, F.; Oberritter, Helmut; Bagus, T.; Cullen, Mairi Ann; Palacios, Nieves; Valero, Teresa; Ruiz, Emma; Calle, Susana del Pozo de la; Ávila, J. M.; Varela-Moreiras, Gregorio

doi:10.1111/j.1467-3010.2012.01983.x

Cited by 8 publications

(8 citation statements)

References 7 publications

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“…Data on the insufficient level of physical activity of children are confirmed by studies of scientists from different countries [5,15,16,17].…”

Section: Literature Reviewmentioning

confidence: 85%

“…Passive forms of leisure are increasingly dominant. The main cause of inadequate physical development is the passive motor activity of children [3,4,5,6]. This leads to a disturbance of posture, muscle atrophy, the appearance of chronic diseases of the cardiovascular system and metabolism, and affects the reduction of the mental and physical capacity of the younger generation [7,8,9].…”

Section: Introductionmentioning

confidence: 99%

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2021

IJAEP

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The article presents changes of physical state of children under the influence of studying in elementary school. The purpose of the study was to determine the dynamics of children physical condition during primary education in order to find ways to improve the effectiveness of physical education. Materials and instruments: 558 children, including 288 boys and 270 girls, have taken part in the study from first to fourth grade. The study was being conducted during 2016-2019 years at educational institutions of Dnipropetrovsk region (Ukraine) (schools №№ 28, 33, 35, 66). Anthropometric measurements included body length, body weight and chest circumference. The following tests were used to assess physical fitness: 30-meters run, 4x9-meters shuttle run, 1000-meters run, long jump, abdominal strength & endurance, tilt forward, push ups. Measurements were made in the end of every academic year. Statistical analysis covered determination of mean, standard deviation, reliability of the differences in average values (Student`s t-test) and the growth rate of physical qualities (by the Brody`s formula). Results: indicators of physical development correspond to norms. The increase in physical fitness indicators of children slows down by the end of primary education. It can be partly explained by International Journal of Applied Exercise Physiology www.ijaep.com VOL.10 (2) the irrational organization of physical education. Study results provide a basis to learn foreign experience of transformation of physical education system at schools. Conclusions: Studying of positive foreign experience allowed us to choose ways for developing and implementing new approaches to organizing the system of physical culture and health work at schools.

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“…Data on the insufficient level of physical activity of children are confirmed by studies of scientists from different countries [5,15,16,17].…”

Section: Literature Reviewmentioning

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Untitled

2021

IJAEP

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“…The importance of physical activity is discussed on by Weichselbaum et al . (), concluding that while the subject Physical Education (PE) may feature on the school curriculum in many countries throughout Europe, evidence suggests that some schools do not comply with current requirements. The article recommends that children should be active in and out of school.…”

Section: Active Lifestylesmentioning

confidence: 99%

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Ballam

2014

Nutrition Bulletin

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“…La actividad física de niños y adolescentes puede acontecer en diferentes contextos entre ellos la escuela que ocuparía un lugar destacado debido básicamente al tiempo que los sujetos permanecen allí y a las oportunidades de AF vinculadas, fundamentalmente, a los recreos y la Educación Física (EF) (Moral, 2015;Weichselbaum et al, 2012). Además, en España en torno al 80% de los sujetos en edad escolar únicamente realizan AF en la escuela (Eurydice, 2013).…”

Section: Introductionunclassified

Esfuerzo cardiosaludable en la jornada escolar. Implicaciones para las escuelas (Heart-healthy effort in the school day. Implications for schools)

Moreno

Haro

Tobal

2019

Retos

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Introducción. El estudio analizó los niveles de actividad física cardiosaludable (AFCS) de los escolares de primaria en la jornada escolar y la jerarquía de factores predictores de dicha conducta activa. Metodología. Estudio transversal, prospectivo, correlacional e inferencial. Se recabaron datos de diferente naturaleza (fenotipo sexual, tipología ponderal, resistencia cardiaca, capacidad aeróbica, expresividad emocional y social, ansiedad-rasgo, tipología sociométrica, nivel de sedentarismo, tipo de centro y jornada) en un total de 58 sujetos (32 niños y 26 niñas) (12 años) de 24 centros. Tras registrar la FC durante 5 jornadas escolares, se analizó el tiempo invertido en AFCS en FC ≥50% FC de reserva. Posteriormente, se aplicó análisis correlacional y técnica árbol de decisiones determinando la relación jerárquica de rasgos predictores de AFCS (α= 0,05). Resultados y conclusiones. Los varones alcanzarían en el recreo más AFCS que las niñas (p min/sem =0,03; p% tiempo/sem =0,02). Los chicos populares acumularían más AFCS que el resto (R2=38,85). Los escolares con una resistencia aeróbica inferior a la media acumularían más AFCS en Ed. Física que el resto (R2=8,39). Quienes muestran índices intermedios de expresividad emocional alcanzarían más AFCS que el resto en Ed. Artística y otras actividades escolares minoritarias, donde los introvertidos “activos y muy activos” alcanzarían más AFCS que los introvertidos “poco activos y sedentarios” (R2=30,09). El supuesto ecológico es insuficiente para explicar el nivel de AFCS de los escolares durante la jornada escolar.Abstract. Introduction. The study analyzed the levels of cardio-healthy physical activity (CHPA) of elementary school children in the school day and the hierarchy of predictive factors. Methodology. A cross-sectional, prospective, correlational, and inferential study. Fifty-eight children (32 boys and 26 girls) (11.88 ± 0.32 years) enrolled in 24 schools provided data of sexual phenotype, weight type, cardiac endurance, aerobic capacity, social and emotional expressiveness, anxiety, sociometric type, sedentary level, type of center, and school day. After registering the subjects’ heart rate with Polar® monitors for 5 consecutive school days, the CHPA was analyzed (time spent in an effort of ≥50% HR reserve). Subsequently, correlational analysis and decision tree technique were carried out to determine the hierarchical relationship of CHPA predictive factors (α = 0.05). Results and conclusions. Boys would reach more CHPA than girls at recess (pmin/sem = 0.03; p% time/sem = 0.02). Among the former, the popular ones would accumulate more CHPA than the rest (R2= 38.85). Schoolchildren with lower aerobic endurance would accumulate more CHPA in Physical Education than the rest (R2= 8.39). Those who show intermediate rates of emotional expressiveness would achieve more CHPA than the rest in Artistic and other minority school activities, where active and very active introverts would achieve more CHPA than little active and sedentary introverts (R2= 30.09). The ecological model is insufficient to explain the level of CHPA of school children during the school day.

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Physical activity in schools across Europe

Cited by 8 publications

References 7 publications

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Esfuerzo cardiosaludable en la jornada escolar. Implicaciones para las escuelas (Heart-healthy effort in the school day. Implications for schools)

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