Young children's physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children?. Issue 5 (3rd April 2020)

• Record Type: Journal Article
• Authors: Howells, Kristy; Wellard, Ian; Woolf-May, Kate
• Is Part Of: Early child development and care. Volume 190:Issue 5(2020)
• Page Start: 766
• Page End: 777
• Publication Date: 2020-04-03
• Subjects: Physical education -- children's physical activity; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2018.1490899
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: Objectives : This paper explores the impact of physical education (PE) lessons, focusing on children aged 6–7 years, an underrepresented age in physical activity research. Methods : 10 children wore Actigraph accelerometers recording physical activity throughout the school day (9 am until 3.10 pm), for a year. Repeated measures ANOVA analysed: type of day (days including PE and days that did not) and gender ( p < .05). Results : Boys achieved 88% (girls 70%) of the recommended daily physical activity levels on PE days compared to 77% (girls 63%) on non-PE days. Significant differences occurred, boys more active than girls also PE days being more active than non-PE days. Conclusion : The novel findings indicate PE lessons significantly contributes to children's physical activity levels.