An Examination of Four Traditional School Physical Activity Models on Children's Step Counts and MVPA.
Schools have been identified as primary societal institutions for promoting children's physical activity (PA); however, limited evidence exists demonstrating which traditional school-based PA models maximize children's PA.


OBJECTIVE
The purpose of this study was to compare step counts and moderate-to-vigorous physical activity (MVPA) across 4 traditional school PA modules.


METHODS
Step count and MVPA data were collected on 5 consecutive school days from 298 children (Mage = 10.0 ± 0.6 years; 55% female) in Grade 5. PA was measured using the NL-1000 piezoelectric pedometer. The 4 models included (a) recess only, (b) multiple recesses, (c) recess and physical education (PE), and (d) multiple recesses and PE.


RESULTS
Children accumulated the greatest PA on days that they had PE and multiple recess opportunities (5,242 ± 1,690 steps; 15.3 ± 8.8 min of MVPA). Children accumulated the least amount of PA on days with only 1 recess opportunity (3,312 ± 445 steps; 7.1 ± 2.3 min of MVPA). Across all models, children accumulated an additional 1,140 steps and 4.1 min of MVPA on PE days.


CONCLUSIONS
It appears that PE is the most important school PA opportunity for maximizing children's PA. However, on days without PE, a 2nd recess can increase school PA by 20% (Δ = 850 steps; 3.8 min of MVPA).
a University of Utah.
Timothy A
TA
Brusseau
Pamela H
PH
Kulinna
D002648:Child; D005260:Female; D006293:Health Promotion; D006801:Humans; D007899:Leisure Activities; D008297:Male; D018670:Monitoring, Ambulatory / Q000295:instrumentation*; D009043:Motor Activity / Q000502:physiology*; D010806:Physical Education and Training / Q000458:organization & administration*; D012574:Schools; D014481:United States
pedometer; physical education; recess; school health