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• W2049277574 abstract "Schools have been identified as ideal institutional settings for promoting youth physical activity (PA) to prevent or treat childhood obesity. It is essential to examine the PA opportunities children have at school in order to identify where PA increases may be possible. PURPOSE: To describe the daily pedometer-determined PA patterns of 4th and 5th grade children during the segmented (i.e., separating out PE, recess, and lunchtime) school week. METHODS: Eight hundred and twenty-nine children (400 boys, 429 girls, age = 9.6 ±.7, BMI = 19.3 ± 4.2) from six Southwestern US elementary schools participated by wearing pedometers (Yamax Digiwalker SW-200) for five consecutive weekdays (a regular school week). Students recorded their steps at arrival and departure from school as well as before and after PE, recess, and lunchtime. Independent t-tests were used to examine sex-specific differences. RESULTS: All students with at least two days of data were included in this analysis (no significant differences between 4-5 and 2-3 days; p =.36). Boys and girls accumulated 13,082 ± 3,970 and 11,065 ± 3,363 steps/day, respectively. T-test results showed that boys took significantly (all p<.01) more steps/day than girls during total day, while at school, and during less structured PA opportunities (recess, lunchtime, and out of school). Boys and girls accumulated a similar number of steps in PE (p =.09). For boys, lunchtime represented the largest single source of daily PA (13.4%), followed by PE (12.7%) and recess (9.5%). For girls, PE was the largest source (14.3%), followed by lunchtime (11.7%) and recess (8.3%). CONCLUSION: The daily steps/day patterns of the children in this sample were similar to daily step levels of comparable age and sex populations in previous US based studies. This study, however, highlights the important contributions of school based physical activity opportunities. Nearly 37 % (boys) and 34% (girls) of these children's daily PA can be attributed to PE, recess, and lunchtime. Interestingly, PE provided the largest source of PA for girls which might suggest that structured PA taught by a PE specialist is of extreme importance for this population. This understanding of in-school PA segments may further serve as baseline measures for practitioners and researchers to use in evaluating school based PA interventions." @default.
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• W2049277574 date "2009-05-01" @default.
• W2049277574 modified "2023-10-02" @default.
• W2049277574 title "The Segmented Physical Activity Patterns Of Fourth And Fifth Grade Elementary School Children" @default.
• W2049277574 doi "https://doi.org/10.1249/01.mss.0000354277.11884.0c" @default.
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