Zhou Yulan, Wang Lijuan, Chen Ruzhuan, Wang Bingnan
College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua, 321004, China.
School of Physical Education, Shanghai University of Sport, Shanghai, 200438, People's Republic of China.
Int J Behav Nutr Phys Act. 2025 Jan 2;22(1):1. doi: 10.1186/s12966-024-01703-6.
The purpose of this study is to explore the association between class-level factors, such as lesson start time, class size, lesson location, PE content, and PE context, and student engagement in moderate-to-vigorous physical activity (MVPA) during PE lessons in both elementary and middle schools.
A total of 284 PE lessons from ten schools in Shanghai, Eastern China, were included in the study. Students' MVPA during PE lessons was recorded using accelerometry, and lesson context was evaluated using the System for Observing Fitness Instruction Time (SOFIT). Mixed linear regression analysis was applied to assess the association between class-level factors and MVPA during elementary and middle school PE lessons.
Students in elementary school spent 40.3 ± 8.1% of PE lesson time in MVPA, while middle school students spent 40.5 ± 7.1%. Significant relationships were found between MVPA and class-level factors like lesson location, PE content, and PE context. Specifically, elementary school students recorded a higher percentage of MVPA during lessons with team games, individual games, individual activities, and more time spent on skill practice and game play context. In middle schools, higher MVPA was connected to outdoor lessons, a focus on individual games, and more time devoted to fitness context.
Class-level factors may affect students' MVPA differently depending on the school level, and these modifiable factors should be targeted to increase MVPA time in elementary and middle school PE classes. Future studies should investigate ways to modify these factors, strategically plan lesson time across different contexts, and optimizing PE content to boost MVPA in PE lessons.
本研究旨在探讨课程起始时间、班级规模、课程地点、体育教学内容和体育教学情境等班级层面因素与中小学体育课期间学生中高强度身体活动（MVPA）参与度之间的关联。
本研究纳入了中国东部上海十所学校的284节体育课。使用加速度计记录体育课期间学生的MVPA，并使用健身教学时间观察系统（SOFIT）评估课程情境。应用混合线性回归分析来评估中小学体育课期间班级层面因素与MVPA之间的关联。
小学生在MVPA上花费的体育课时间占比为40.3±8.1%，而中学生为40.5±7.1%。发现MVPA与课程地点、体育教学内容和体育教学情境等班级层面因素之间存在显著关系。具体而言，小学生在团队游戏、个人游戏、个人活动以及花费更多时间进行技能练习和游戏情境的课程中，MVPA的占比更高。在中学，更高的MVPA与户外课程、专注于个人游戏以及更多时间用于健身情境相关。
班级层面因素可能因学校级别不同而对学生的MVPA产生不同影响，应针对这些可改变因素，以增加中小学体育课中的MVPA时间。未来的研究应探讨改变这些因素的方法，跨不同情境进行课程时间的策略性规划，并优化体育教学内容以提高体育课中的MVPA。
