Health-related intensity profiles of Physical Education classes at different phases of the teaching/learning process (original) (raw)
Related papers
2017
This study aimed to evaluate the intensity and duration of activities in Physical Education classes and to test their association with cardiorespiratory fitness. It is a cross-sectional study with 614 schoolchildren (51% girls), aged 10 to 17 years old, evaluated by accelerometers in 100 Physical Education classes in Pinhais, Southern Brazil. The intensity of the activities was determined by accelerometry (Actigraph, model WGT3X). The time spent in each intensity (sedentary, light, moderate, intense and very intense) was evaluated. Cardiorespiratory fitness was determined by the Léger test 20 meters. The average duration of the classes was 31.5 minutes (SD = 4.3). On average, boys and girls passed 23.8% and 16.9% (p <0.05) of a class in activities of moderate and vigorous intensity, respectively. The correlation between time in physical activity and cardiorespiratory fitness was significant in boys (Light, moderate and vigorous, respectively: r = 0.12, p = 0.04, r = 0.12, p = 0.0...
The Heart Rates of the Third-Grade Elementary School Students During Physical Education Classes
Proceedings of the 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019), 2020
The results of research in various countries show that students do not reach the recommended intensity of physical activity during physical education classes. The purpose of this study was to investigate the intensity of physical activity of elementary school students in physical education classes. The study used descriptive quantitative analysis, while the samples of this study were 23 third grade elementary school students (13 males & 10 females). The tool used to determine the level of physical activity was the heart rate monitor (Polar H10) that was used during the Physical education activities in the physical education teaching program. The results showed that the intensity of physical activity during physical education classes did not reach the recommended intensity of physical activity (31,20%) or students totally engaged in active learning time under 50% MVPA.
European Journal of Sport Science, 2014
The present study investigated the heart rate (HR) response to various types of physical education (PE) activities for 8-to 9-year-olds (five school classes, n = 93) and the fitness effects of a short-term PE training programme (three of the five classes, n = 59) with high compared to low-to-moderate aerobic intensity. HR was recorded during small-sided indoor soccer (SO), basketball (BB), unihockey (UH), circuit training (CT), walking (W) and Nintendo Wii Boxing (NWB) and Nintendo Wii Tennis (NWT). Maximal HR (HRmax) and physical fitness was determined by the Yo-Yo Intermittent Recovery Level 1 Children's test (YYIR1C) test. Following cluster randomisation, three classes were tested before and after 6 wks with 2 × 30 min/wk SO and UH lessons [high-intensity (HI), 2 classes, n = 39] or low-to-moderate intensity PE lessons (CON, 1 class, n = 20). Average HR in SO (76 ± 1% HRmax), BA (77 ± 1% HRmax) and UH (74 ± 1% HRmax) was higher (P < 0.05) than in CT (62 ± 1% HRmax), W (57 ± 1% HRmax), NWB (65 ± 2% HRmax) and NWT (57 ± 1% HRmax). Time with HR > 80% and 90% HRmax, respectively, was higher (P < 0.05) in SO (42 ± 4 and 12 ± 2%), BB (41 ± 5 and 13 ± 3%) and UH (34 ± 3 and 9 ± 2%) than in CT, W and NW (0-5%), with time >80% HRmax being higher (P < 0.05) in SO than UH. After 6 wk, YYIR1C performance was increased (P < 0.05) by 22% in HI (673 ± 57 to 821 ± 71 m), but unaltered in CON (674 ± 88 to 568 ± 81 m). HR 2 min into YYIR1C was lowered (P < 0.05) in HI after 6 wks (92.4 ± 0.8 to 89.1 ± 0.9% HRmax), but not in CON. In conclusion, ball games elicited high aerobic loading for young schoolchildren and a short-term, low-volume ball game PE-intervention improved physical fitness. Traditional PE sessions had no effects on intermittent exercise performance.
Reactions of the Circulatory System of Fourth-Grade Pupils in Physical Education Lessons
Aim. To compare heart rate of fourth-grade pupils during selected basketball lessons. Material and methods. Study involved 77 fourth-grade pupils (36 girls and 46 boys) from primary schools in Wołów and Wrocław. Heart rate was recorded using Polar Team 2 System during basketball lessons. Results. The heart rate of fourth-grade students from the 1 st Primary School in Wołów (SP1) and the 45 th Primary School in Wrocław (SP45) showed big differences in the exercise intensity during basketball lessons. The students of the fourth grade from the 1 st Primary School in Wołów were exercising with heart rate ≥ 70% HR max during 18 minutes and 42 seconds ± 7 minutes and 18 seconds. Meanwhile, the time in which the students from the 45 th Primary School in Wrocław were making exercises with heart rate ≥ 70% HR max was 24 minutes and 19 seconds ± 6 minutes in 34 seconds. There were no significant statistical differences in the average value of HR (p < 0,05) between girls and boys from the study group. Conclusions. Based on the research, systematic monitoring of the exercise intensity during physical activity lessons should be considered purposeful. This knowledge allows to select optimal exercise load (plays, games, exercises), which will have positive influence on physical development of students.
Journal of Teaching in Physical Education, 2021
Background This article aimed to systematically review the contribution of physical education (PE) classes to improve cardiorespiratory fitness (CRF) in children and adolescents; and to define potentially relevant factors for promoting CRF in PE classes. Methods Studies were identified from searches in ERIC, PubMed, SPORTDiscus, and Web of Science databases. Primary source articles, relating PE classes and CRF, published up to July 2019 in peer-reviewed journals were eligible for inclusion. Specific inclusion criteria were: (a) having cross-sectional or longitudinal and observational or interventional study designs; (b) targeting school-aged children or adolescents; (c) measuring CRF, heart rate or CRF test results as an outcome; (d) having statistical analyses of the CRF, heart rate or CRF test results outcomes reported; (e) focusing on PE classes or PE interventions that did not extended time or frequency of the classes; and (f) published in English, French, Portuguese, or Spanish. Results A total of 24 studies met the inclusion criteria. Overall, 10 studies have found a neutral effect of PE classes in students' CRF, eight studies found that PE indeed contributed to the improvement of CRF and six studies revealed mixed findings, when PE classes where controlled for others variables (e.g. body mass index, intensity). Higher intensity PE classes consistently demonstrated contributions to improving students' CRF. Conclusion Review findings suggest that PE classes can contribute to the improvement of students' CRF. Intensity, age and weight status were identified as potentially relevant factors for promoting CRF in PE classes. To improve CRF, higher intensity classes should be provided.
Children’s Heart Rates during British Physical Education Lessons
Journal of Teaching in Physical Education, 1997
The purpose of this study was to assess the physical activity levels of schoolchildren during physical education lessons, using heart rate telemetry. Girls (n = 108) and boys (n = 69), age 9 to 15 years, were assessed over 66 physical education lessons. Lessons that achieved a heart rate (HR) of ≥ 150 bpm for 20 minutes or 50% of lesson time were deemed sufficiently active to promote cardiorespiratory fitness. Netball, 11- to 12-year-old girls’ gymnastics, and soccer lessons achieved the HR ≥ 150 level for over 50% of lesson time. A Sex × Age × Lesson Activity ANOVA indicated significant overall interaction for sex, age, and lesson activity for the percentage of lesson time spent in HR ≥ 150. Significant differences between age groups and lesson activities were evident. Invasion games seem more likely to attain MVPA goals than are dance, track and field, fitness, or gymnastics lessons.
Promoting health-related cardiorespiratory fitness in physical education: A systematic review
PLOS ONE, 2020
Background This article aimed to systematically review the contribution of physical education (PE) classes to improve cardiorespiratory fitness (CRF) in children and adolescents; and to define potentially relevant factors for promoting CRF in PE classes. Methods Studies were identified from searches in ERIC, PubMed, SPORTDiscus, and Web of Science databases. Primary source articles, relating PE classes and CRF, published up to July 2019 in peer-reviewed journals were eligible for inclusion. Specific inclusion criteria were: (a) having cross-sectional or longitudinal and observational or interventional study designs; (b) targeting school-aged children or adolescents; (c) measuring CRF, heart rate or CRF test results as an outcome; (d) having statistical analyses of the CRF, heart rate or CRF test results outcomes reported; (e) focusing on PE classes or PE interventions that did not extended time or frequency of the classes; and (f) published in English, French, Portuguese, or Spanish. Results A total of 24 studies met the inclusion criteria. Overall, 10 studies have found a neutral effect of PE classes in students' CRF, eight studies found that PE indeed contributed to the improvement of CRF and six studies revealed mixed findings, when PE classes where controlled for others variables (e.g. body mass index, intensity). Higher intensity PE classes consistently demonstrated contributions to improving students' CRF. Conclusion Review findings suggest that PE classes can contribute to the improvement of students' CRF. Intensity, age and weight status were identified as potentially relevant factors for promoting CRF in PE classes. To improve CRF, higher intensity classes should be provided.
Kinesiology
Aim of the study. Our study was aimed at the analysis of heart rate in school children aged 7 years in connection with the reaction of the circulatory system to running games employed during physical education classes. Material and methods. Our research was comprised of a group of 100 pupils aged 7 years attending first grade in primary school. During physical education classes, we registered heart rate by means of the Team 2 System of the Polar Company. Five subsequent games of a running nature were introduced. Between the particular games, there was a 1-minute break each time for regeneration. Prior to the research, written consent of the participants' parents was obtained. All the children had valid current medical certificates. Results. The maximum average heart rate, amounting to 192.2 ± 14.5 beat/min, was observed during the 15th minute of the physical education class. In the cross-section of the first 3 games, we observed a significant increase (P ≤ 0.001) of heart rate i...
Health Education Research, 2004
The purpose of this study was to assess physical activity levels during high school physical education lessons. The data were considered in relation to recommended levels of physical activity to ascertain whether or not physical education can be effective in helping young people meet health-related goals. Sixty-two boys and 60 girls (aged 11-14 years) wore heart rate telemeters during physical education lessons. Percentages of lesson time spent in moderate-and-vigorous (MVPA) and vigorous intensity physical activity (VPA) were recorded for each student. Students engaged in MVPA and VPA for 34.3 6 21.8 and 8.3 6 11.1% of lesson time, respectively. This equated to 17.5 6 12.9 (MVPA) and 3.9 6 5.3 (VPA) min. Boys participated in MVPA for 39.4 6 19.1% of lesson time compared to the girls (29.1 6 23.4%; P < 0.01). High-ability students were more active than the average-and low-ability students. Students participated in most MVPA during team games (43.2 6 19.5%; P < 0.01), while the least MVPA was observed during movement activities (22.2 6 20.0%). Physical education may make a more significant contribution to young people's regular physical activity participation if lessons are planned and delivered with MVPA goals in mind.
Specific heart rate values of 10-12-year-old physical education students during physical activity
2016
Students who participate in well-planned and structured physical education (PE) lessons engage in significantly higher levels of physical activity than children who do not. Heart rate monitoring a useful tool to help both students and teachers understand the efficiency of the physical activity. The purpose of this study was to analyze primary school children's body compositions and heart rates when performing different types of physical activities (gymnastics, mixed activities, ball games, athletics, and games). The sample included 10-12-year-old primary school boys (N=46) and girls (N=63) from the university's cooperating school. To estimate their body compositions, standard anthropometric techniques were used. Polar RS400 heart rate monitors were used to monitor the heart rate of each child during the main parts of different types of physical education lessons. There were no differences between the genders for the body composition or for the maximal heart rate values in th...