Dataset Information

Physical education: the effect of epoch lengths on children's physical activity in a structured context.

ABSTRACT:

Background

Despite a consensus emerging that affirms that shorter epochs should be used in youth to correctly register physical activity levels in free-living conditions, little is known about its effect on children's physical activity conducted in structured periods of time. This study analyzed the effect that epoch length (1, 2, 3, 5, 10, 15, 30 and 60s) may have on different physical activity intensities in physical education lessons.

Methods

A sample of 1912 individual measures of physical education lessons were measured with a GT3X accelerometer. Data were collected from 1227 Swiss Elementary school students recruited in 17 elementary schools. PE lessons lasted from 45 minutes to one and a half hours. Data, originally collected in 1-s epoch, were then reintegrated into 2s, - 3s - 5s - 10s - 15s - 30s -60s epochs.

Results

Longer epochs were associated with higher levels of light (F = 8197.6, p < .001), moderate (F = 2708.17, p < .001), and moderate-to-vigorous physical activity (F = 888.08, p < .001). However, longer epochs showed lower levels of sedentary activity (F = 31714.33, p < .001) and vigorous physical activity (F = 1910.97, p < .001). Bias increased in all PA intensities when shorter epochs were compared with longer epochs. There were statistically significant differences in compliance with physical education guidelines (?(2) = 989.27, p<.001), showing higher levels with longer epochs.

Conclusion

PA context may have some influence on the effects that epoch length have on PA estimates, more specifically on MVPA. Nevertheless, the use of a high-frequency sampling interval should be used to more accurately assess children's PA.

SUBMITTER: Aibar A

PROVIDER: S-EPMC4395389 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature

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Publications

Physical education: the effect of epoch lengths on children's physical activity in a structured context.

Aibar Alberto A Chanal Julien J

PloS one 20150413 4

<h4>Background</h4>Despite a consensus emerging that affirms that shorter epochs should be used in youth to correctly register physical activity levels in free-living conditions, little is known about its effect on children's physical activity conducted in structured periods of time. This study analyzed the effect that epoch length (1, 2, 3, 5, 10, 15, 30 and 60s) may have on different physical activity intensities in physical education lessons.<h4>Methods</h4>A sample of 1912 individual measure ...[more]

PMID: 25874641

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Project description:PurposeMovement competence is a key outcome for primary physical education (PE) curricula. As movement development in children emerges through physical activity (PA), it is important to determine the extent of PA promotion within movement competence focused teaching pedagogies. Therefore, this study aimed to assess children's moderate-to-vigorous PA (MVPA) and related teaching practices in primary PE within Linear pedagogy and Nonlinear pedagogy and to compare this to current practice within PE delivery in primary schools.MethodsParticipants (n = 162, 53% females, 5-6y) were recruited from 9 primary schools within the SAMPLE-PE cluster randomised controlled trial. Schools were randomly-allocated to one of three conditions: Linear pedagogy, Nonlinear pedagogy, or control. Nonlinear and Linear pedagogy intervention schools received a PE curriculum delivered by trained deliverers over 15 weeks, while control schools followed usual practice. Children's MVPA was measured during 3 PE lessons (44 PE lessons in total) using an ActiGraph GT9X accelerometer worn on their non-dominant wrist. Differences between conditions for children's MVPA were analysed using multilevel model analysis. Negative binomial models were used to analyse teaching practices data.ResultsNo differences were found between Linear pedagogy, Nonlinear pedagogy and the control group for children's MVPA levels during PE. Linear and Nonlinear interventions generally included higher percentages of MVPA promoting teaching practices (e.g., Motor Content) and lower MVPA reducing teaching practices (e.g., Management), compared to the control group. Teaching practices observed in Linear and Nonlinear interventions were in line with the respective pedagogical principles.ConclusionsLinear and Nonlinear pedagogical approaches in PE do not negatively impact MVPA compared to usual practice. Nevertheless, practitioners may need to refine these pedagogical approaches to improve MVPA alongside movement competence.

Dataset Information

Physical education: the effect of epoch lengths on children's physical activity in a structured context.

Background

Methods

Results

Conclusion

Publications

Physical education: the effect of epoch lengths on children's physical activity in a structured context.

Similar Datasets

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