Brusseau Timothy A, Kulinna Pamela H
a University of Utah.
Res Q Exerc Sport. 2015 Mar;86(1):88-93. doi: 10.1080/02701367.2014.977431. Epub 2014 Nov 17.
Schools have been identified as primary societal institutions for promoting children's physical activity (PA); however, limited evidence exists demonstrating which traditional school-based PA models maximize children's PA.
The purpose of this study was to compare step counts and moderate-to-vigorous physical activity (MVPA) across 4 traditional school PA modules.
Step count and MVPA data were collected on 5 consecutive school days from 298 children (Mage = 10.0 ± 0.6 years; 55% female) in Grade 5. PA was measured using the NL-1000 piezoelectric pedometer. The 4 models included (a) recess only, (b) multiple recesses, (c) recess and physical education (PE), and (d) multiple recesses and PE.
Children accumulated the greatest PA on days that they had PE and multiple recess opportunities (5,242 ± 1,690 steps; 15.3 ± 8.8 min of MVPA). Children accumulated the least amount of PA on days with only 1 recess opportunity (3,312 ± 445 steps; 7.1 ± 2.3 min of MVPA). Across all models, children accumulated an additional 1,140 steps and 4.1 min of MVPA on PE days.
It appears that PE is the most important school PA opportunity for maximizing children's PA. However, on days without PE, a 2nd recess can increase school PA by 20% (Δ = 850 steps; 3.8 min of MVPA).
学校已被认定为促进儿童身体活动（PA）的主要社会机构；然而，仅有有限的证据表明哪种传统的基于学校的身体活动模式能使儿童的身体活动最大化。
本研究的目的是比较4种传统学校身体活动模式下的步数和中等到剧烈身体活动（MVPA）。
在连续5个上学日收集了298名五年级儿童（平均年龄=10.0±0.6岁；55%为女性）的步数和MVPA数据。使用NL - 1000压电计步器测量身体活动。这4种模式包括：（a）仅有课间休息，（b）多次课间休息，（c）课间休息和体育教育（PE），以及（d）多次课间休息和体育教育。
儿童在有体育课和多次课间休息机会的日子里积累的身体活动量最大（5242±1690步；15.3±8.8分钟的MVPA）。在只有1次课间休息机会的日子里，儿童积累的身体活动量最少（3312±445步；7.1±2.3分钟的MVPA）。在所有模式中，儿童在有体育课的日子里额外积累了1140步和4.1分钟的MVPA。
体育课似乎是使儿童身体活动最大化的最重要的学校身体活动机会。然而，在没有体育课的日子里，第二次课间休息可使学校身体活动量增加20%（差值=850步；3.8分钟的MVPA）。
