The Role of Physical Education Lessons and Recesses in School Lifestyle of Adolescents

Frömel, Karel; Svozil, Zbyněk; Chmelík, František; Jakubec, Lukáš; Groffik, Dorota

doi:10.1111/josh.12362

Cited by 51 publications

(89 citation statements)

References 41 publications

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“…e primary finding of this study is that participants who reported AS in lessons did not have lower levels of PA during recesses or after school. Given the overall low PA of adolescents during recesses [38,41], this finding highlights the major challenge of raising PA during recesses among all adolescents. Previous studies often note the presence of insufficient PA during recesses [42] and interventions aimed at increasing PA during recesses have been generally unsuccessful [43].…”

Section: Discussionmentioning

confidence: 98%

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Academic Stress and Physical Activity in Adolescents

Frömel

Šafář

Jakubec

et al. 2020

BioMed Research International

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e issue of work-related mental health needs to be addressed at the school level. e aim of this study was to explore the associations between academic stress (AS) of adolescent boys and girls and their physical activity (PA) during recesses and after school and to propose measures to promote the adoption of lifelong healthy working habits. Adolescents from 16 schools in the Czech Republic and 6 schools in Poland participated in the study (187 boys and 339 girls). Monitoring of PA and cognitive stress was conducted during one school day. We used ActiTrainer accelerometers to monitor PA and physical inactivity. Data on time of PA and self-reported AS in school lessons were collected using recording sheets. We split the participants into two groups: those without a self-reported stressor and those who indicated one or more stressors. Differences in overall PA during recesses, as well as after-school PA, between boys with and without AS were not statistically significant for any PA characteristics. We observed similar results for girls. Repeated measures ANOVA confirmed that differences in PA (steps/hour) during recesses following particular lessons between participants with and without AS were not statistically significant in boys or girls (F (4,1612) � 1.83, p � 0.121 , η 2 p � 0.005). It is noteworthy that girls with AS were statistically significantly more likely to meet the 6000 steps after school time recommendation (39%) than girls without AS (18%; p < 0.001). e study did not confirm the assumption that adolescents reporting AS have less PA during recesses or even after school than adolescents without AS. However, the overall low PA of adolescents during recesses and after school highlights the need to compensate for AS by adequate PA. is is especially true for adolescents with recurrent AS in several consecutive lessons.

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Section: Discussionmentioning

confidence: 98%

“…In this study, we present results concerning moderate-to-vigorous PA (MVPA) intensity (60-100% HRmax, ≥3 METs). e accelerometer data were processed consistent with previously published methods [38][39][40][41].…”

Section: Assessment Of Physical Activitymentioning

confidence: 99%

Academic Stress and Physical Activity in Adolescents

Frömel

Šafář

Jakubec

et al. 2020

BioMed Research International

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“…Szkolne aktywne 30 minut można zrealizować w dniu z lekcją wychowania fizycznego w planie lekcji. Co natomiast w dniami, w których tej lekcji nie ma?Kolejne zalecenie to 3000 kroków podczas pobytu ucznia w szkole [14], łatwe do zrealizowania w dni z lekcją WF. Co z pozostałymi dniami szkolnymi?…”

Section: Dyskusjaunclassified

“…Poza tym szkolna aktywność fizyczna objętościowo powinna stanowić 25% sumy całego czasu spędzanego przez ucznia w szkole, a przynajmniej 50% sumy czasu wszystkich przerw międzylekcyjnych powinno być aktywne fizycznie. Podczas przerwy 10-minutowej uczeń powinien wykonywać 250 kroków, a 20-minutowej -500 kroków [14].…”

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Daily and school physical activity of 16 year-old girls and boys

Groffik

Frömel

Witek-Chabińska

et al. 2019

Health Prmot Phys Act

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The aim of the work was to determine the relationship between school and all-day physical activity of 16-year-old girls and boys based on weekly monitoring using pedometers. The research also took into account the level of all-day physical activity of less and more active pupils before school classes. 169 people were examined, including 93 girls and 76 boys from secondary schools of the Silesian region. The subjects wore a pedometer for 5 school days, recording the number of steps performed in individual segments of the day (time before classes at school, during classes at school and time after completing classes at school) in specially prepared tables. The research results indicated that girls are more active in terms of the number of steps taken on school days from boys. Girls and boys meet the recommendation of the school number of steps in the dimension of 3 000. However, the difference in physical activity was observed, considering the division of respondents into less and more active in time before school classes. Students who are less active in terms of the number of steps taken before the start of classes at school do not meet the recommended school recommendation of physical activity. It is necessary to look for reserves of physical activity throughout the day. In addition to physical education lessons, the school should promote activity during breaks, mid-term exercises or encourage active locomotion before and after school classes. Encouraging an increased number of walks, active transport to/from school, cycling, roller skating among children and adolescents is an important element in the preparation for lifelong activity and a healthy lifestyle.

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“…On the other hand, the number of steps is a unique value and easy for interpretation. Compliance to hip-worn accelerometer or pedometer can be affected by (1) the respondent's willingness to wear a pedometer or accelerometer for a specified period (Frömel, Svozil, Chmelík, Jakubec, & Groffik, 2016); (2) willingness to put the device back on after changing clothes and to remove the device for the period of sleeping, personal hygiene and for water sport (Fairclough et al, 2015). This can be resolved by using wrist activity trackers (WATs); these are accelerometer devices which attempt to provide users with an easy way to objectively monitor their PA (J. M. Lee, Kim, & Welk, 2014).…”

Section: Introductionmentioning

confidence: 99%