School of Exercise and Nutritional Sciences, San Diego State University, San Diego, CA 92182-7251, USA.
J Sch Health. 2010 Oct;80(10):470-7. doi: 10.1111/j.1746-1561.2010.00530.x.
Little is known about children's leisure-time physical activity (PA) at school and how it is associated with contextual variables. The purpose of this study was to objectively assess children's voluntary PA during 3 daily periods and examine modifiable contextual factors.
We conducted SOPLAY (System for Observing Play and Leisure Activity in Youth) observations before school, during recess, and at lunchtime in 137 targeted activity areas in 13 elementary schools over 18 months. During observations, each child was coded as Sedentary, Walking, or Vigorous, and simultaneous entries were made for area characteristics (accessibility, usability, presence of supervision, loose equipment, and organized activities). Logistic regression analysis was used to test associations between PA and area characteristics.
Assessors made 2349 area visits and observed 36,995 children. Boys had more moderate-to-vigorous physical activity (MVPA; 66.2 vs 60.0%, p < .001) and more vigorous PA (29.8 vs 24.6%; p < .001) than girls. Areas were typically accessible and usable, but provided organized activities infrequently (16.5%). Odds of engaging in MVPA were greater during lunch and recess than before school and in areas with play equipment (p < .05).
Children accrued a substantial amount of voluntary PA during leisure time at school. Their PA would likely be increased if school playground equipment was more readily available and if supervisors were taught to provide active games and promote PA rather than suppress it.
对于儿童在学校的闲暇时间体力活动（PA）及其与环境变量的关联，我们知之甚少。本研究的目的是客观评估儿童在 3 个日常时段的自愿 PA，并检查可改变的环境因素。
我们在 13 所小学的 137 个目标活动区进行了 SOPLAY（观察儿童玩耍和休闲活动的系统）观察，为期 18 个月。在观察过程中，每个孩子的活动状态被编码为久坐、行走或剧烈活动，同时对区域特征（可达性、可用性、监督情况、松散设备和组织活动）进行记录。逻辑回归分析用于测试 PA 与区域特征之间的关联。
评估员进行了 2349 次区域访问，并观察了 36995 名儿童。与女孩相比，男孩的中等到剧烈体力活动（MVPA；66.2%比 60.0%，p<0.001）和剧烈体力活动（29.8%比 24.6%；p<0.001）更多。这些区域通常是可及且可用的，但很少提供组织活动（16.5%）。与上学前相比，午餐和课间休息时进行 MVPA 的可能性更大，且在有游乐设备的区域进行的可能性更大（p<0.05）。
儿童在学校闲暇时间内进行了大量的自愿 PA。如果学校游乐设备更容易获得，并且监督人员被教导提供积极的游戏并促进 PA 而不是抑制 PA，那么他们的 PA 可能会增加。
