Moderate-to-vigorous physical activity in primary school children: Inactive lessons are dominated by Maths and English

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dc.contributor.authorDaly-Smith A
dc.contributor.authorMorris JL
dc.contributor.authorDefeyter MA
dc.contributor.authorResaland GK
dc.contributor.authorMcKenna J
dc.contributor.authorHobbs, Matthew
dc.date.accessioned2021-05-13T02:44:52Z
dc.date.available2021-05-13T02:44:52Z
dc.date.issued2021en
dc.date.updated2021-05-02T09:00:40Z
dc.description.abstractBackground: A large majority of primary school pupils fail to achieve 30-min of daily, in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency during academic lesson segments and the broader segmented school day. Methods: 122 children (42.6% boys; 9.9 ± 0.3 years) from six primary schools in North East England, wore uniaxial accelerometers for eight consecutive days. Subject frequency was assessed by teacher diaries. Multilevel models (children nested within schools) examined significant predictors of MVPA across each school-day segment (lesson one, break, lesson two, lunch, lesson three). Results: Pupils averaged 18.33 ± 8.34 min of in-school MVPA, and 90.2% failed to achieve the in-school 30-min MVPA threshold. Across all school-day segments, MVPA accumulation was typically influenced at the individual level. Lessons one and two—dominated by maths and English—were less active than lesson three. Break and lunch were the most active segments. Conclusion: This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA.en
dc.identifier.citationDaly-Smith A, Hobbs M, Morris JL, Defeyter MA, Resaland GK, McKenna J (2021). Moderate-to-vigorous physical activity in primary school children: Inactive lessons are dominated by Maths and English. International Journal of Environmental Research and Public Health. 18(3). 1-14.en
dc.identifier.doihttp://doi.org/10.3390/ijerph18030990
dc.identifier.issn1661-7827
dc.identifier.issn1660-4601
dc.identifier.urihttps://hdl.handle.net/10092/101883
dc.languageeng
dc.language.isoen
dc.publisherMDPI AGen
dc.rightsAll rights reserved unless otherwise stateden
dc.rights.urihttp://hdl.handle.net/10092/17651en
dc.subjectHumansen
dc.subjectExerciseen
dc.subjectPhysical Education and Trainingen
dc.subjectSchoolsen
dc.subjectChilden
dc.subjectEnglanden
dc.subjectMaleen
dc.subjectSedentary Behavioren
dc.subjectacademic lessonsen
dc.subjectmoderate-to-vigorous physical activityen
dc.subjectwhole-schoolen
dc.subjectphysical activityen
dc.subjectphysically active learningen
dc.subject.anzsrcField of Research::13 - Education::1302 - Curriculum and Pedagogy::130299 - Curriculum and Pedagogy not elsewhere classifieden
dc.subject.anzsrcField of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori)en
dc.titleModerate-to-vigorous physical activity in primary school children: Inactive lessons are dominated by Maths and Englishen
dc.typeJournal Articleen
uc.collegeFaculty of Health
uc.departmentSchool of Health Sciences
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