Department of Sport, Exercise and Rehabilitation Sciences, School of Psychology and Life Sciences, Faculty of Science, Engineering and Social Sciences, Canterbury Christ Church University, Canterbury CT1 1QU, UK.
Department of Sport, Leisure & Childhood Studies, Faculty of Business & Humanities, Munster Technological University, T12 P928 Cork, Ireland.
Int J Environ Res Public Health. 2021 Mar 27;18(7):3485. doi: 10.3390/ijerph18073485.
To date, little research has longitudinally examined young children's physical activity (PA) during school hours, nor questioned children's perceptions of their own PA behaviours. This study investigated 20 children's actual physical activity levels (APA) and their perceived physical activity levels (PPA) (10 infants, mean age 6.6 years; 10 juniors, mean age 9.5 years). APA was evaluated using accelerometers across 36 whole school days (371 min per day); 18 days included Physical Education (PE) lessons and 18 did not. A repeated-measures three-factor ANOVA analysed: type of day; age phase; parts of the day and sex. PPA was collected by an interactive handset and an adapted version of the PA Questionnaire for Children (PAQ-C). Participants undertook 10 more minutes of moderate to vigorous PA (MVPA) on PE days (53 ± 19 min) compared to non-PE days (43 ± 15 min) (F = 92.32, < 0.05) and only junior boys reached daily MVPA recommendations (60 ± 13 min) on PE days. Juniors over-estimated, and infants under-estimated, their APA levels. Educators need more support to teach and embed different PA intensities into the school day to enable children to better understand the health benefits associated with varying the intensity of their PA during school hours.
迄今为止，很少有研究从纵向角度考察儿童在上课期间的身体活动情况，也没有询问过儿童对自身身体活动行为的看法。本研究调查了 20 名儿童的实际身体活动水平（APA）和他们感知到的身体活动水平（PPA）（10 名婴儿，平均年龄 6.6 岁；10 名幼儿，平均年龄 9.5 岁）。使用加速度计在 36 个全日（每天 371 分钟）中评估 APA；其中 18 天包含体育课（PE）课程，18 天没有体育课。采用重复测量三因素方差分析分析：天的类型；年龄阶段；一天中的各个时间段和性别。PPA 通过互动手机和儿童身体活动问卷（PAQ-C）的改编版本收集。与非体育课日（43 ± 15 分钟）相比，体育课日（53 ± 19 分钟）儿童进行了更多的中等到剧烈身体活动（MVPA）（F = 92.32，<0.05），只有幼儿男孩在体育课日达到了每日 MVPA 推荐量（60 ± 13 分钟）。幼儿高估了自己的 APA 水平，而婴儿则低估了自己的 APA 水平。教育工作者需要更多的支持，将不同的身体活动强度融入到学校日常生活中，使儿童更好地理解在上课期间改变身体活动强度与健康之间的关系。
