Is there a difference in student physical activity between a field school and a traditional classroom setting?

OBJECTIVES

We compared the physical activity of nine students participating in an anthropological field school to their activity expenditures in traditional classrooms. We predicted that the students would exhibit higher physical activity during the field school due to the substantial physical requirements associated with the program compared to traditional classroom environments which are frequently more sedentary.

METHODS

Participants (n = 9) wore wrist accelerometers for ~23 h each day for 6 days during an anthropological field school and also in a traditional classroom environment. Accelerometers were programed with participant height, weight, age, and sex. Each accelerometer recorded total energy expenditure in kilocalories (kcal), step counts, and time in four physical activity levels (vigorous, moderate, easy, and very easy) between the field school and traditional classroom settings.

RESULTS

During the field school portion of the study, participants burned more calories (p < .01), took more steps (p < .0001), and engaged in more moderate and easy exercise (p < .0001).

CONCLUSIONS

This study provides insights into the physical benefits of study abroad programs and field schools. Our multi-day accelerometer data revealed significant differences in even relatively low intensities of physical activity. This is particularly pertinent in the United States where sedentary lifestyles are increasing among college students. Taken together, the results underscore the importance of study abroad programs, field schools, and other applied learning opportunities beyond the educational, professional, and social benefits.