Examining School‐Based Pedometer Step Counts Among Children in Grades 3 to 6 Using Different Timetables

Journal of School Health - Tập 82 Số 7 - Trang 311-317 - 2012
Alain P. Gauthier1, Michelle Laurence2, Laura J. Thirkill3, Sandra C. Dorman4
1School of Human Kinetics, Laurentian University, Sudbury, Ontario, Canada
2Graduate Student, ([email protected]), School of Human Kinetics, Laurentian University, Sudbury, Ontario, Canada.
3Undergraduate Student, ([email protected]), School of Human Kinetics, Laurentian University, Sudbury, Ontario, Canada.
4Associate Professor, ([email protected]), School of Human Kinetics, Laurentian University, Sudbury, Ontario, Canada.

Tóm tắt

BACKGROUND: Advocates for the implementation of the Balanced School Day (BSD) schedule argue that this schedule will increase opportunities for physical activity. However, the relationship between this scheduling change and its impact on physical activity has not been examined. Thus, this study assessed levels of physical activity in students attending 2 different schools: 1 using the BSD and the other using the Traditional School Day (TSD) schedule.METHODS: Participation of students between grades 3 and 6 was sought. Data were collected over 4 school days using pedometers. Independent Sample t tests and 1‐way analysis of variance (ANOVA) were performed.RESUTLS: A total of 117 students participated. Overall, average daily step counts for boys (6972 ± 1952) were significantly higher than girls (5742 ± 1495; p < .001). These average step counts represent 47% and 48% of the recommended amount of steps needed for health benefits for children between the ages of 6 and 12. The average daily step count for students using the BSD schedule was 6017 (±1666), while the average daily step count for students using the TSD schedule was 6788 (±1987). The difference in steps (771) was statistically significant (p = .03).CONCLUSIONS: These results do not support claims that the BSD offers increased physical activity. In fact, these results suggest that students enrolled in schools using the BSD schedule may have reduced daily physical activity. In addition, these results demonstrate that overall school‐based physical activity is less than half of the recommended level; independent of school scheduling.

Từ khóa


Tài liệu tham khảo

Halton District School Board.The Balanced Day Surveys Report: Executive Summary. Burlington ON: Community Relations Research and Accountability;2003.

Canadian Society for Exercise Physiology. Canadian physical activity guideline for children (5–11). 2011. Available at:http://www.csep.ca/CMFiles/Guidelines/CSEP‐InfoSheets‐child‐ENG.pdf. Accessed April 7 2011.

Canadian Society for Exercise Physiology. Canadian physical activity guideline for youth (12–17). 2011. Available at:http://www.csep.ca/CMFiles/Guidelines/CSEP‐InfoSheets‐child‐ENG.pdf. Accessed April 7 2011.

ChaterM LaflondL.The Balanced Day: An Assessment by the Teachers at St. Clair Elementary School.Ontario: St. Clair Elementary School English Catholic Teacher's Association;2003.

Walmsley M., 2001, The Balanced Day Report.

WoehrleT.Balanced school day: our rational for following the schedule and early evaluation findings. 2008. Available at:http://www.peopleforeducation.com/conf2008/balancedday.AccessedApril 14 2011.

Woehrle T, 2008, An Examination of the Balanced School Day Schedule.

Ontario Ministry of Education. School Information Finder. Available at:http://www.edu.gov.on.ca/eng/sift/.AccessedJuly 14 2011

10.1136/bmj.320.7244.1240

10.1016/j.ypmed.2003.12.018

Active Healthy Kids Canada.Don't Let This Be the Most Physical Activity Our Kids Get After School.Vol. 82. Toronto ON: Active Healthy Kids Canada;2011.

10.1080/02640410500141661

Colley RC, 2011, Physical activity of Canadian children and youth: accelerometer results from the 2007 to 2009 Canada Health Measures Survey., Health Rep, 22, 1

10.1249/MSS.0b013e3181b67544

Canadian Fitness & Lifestyle Research Institute. Bulletin 2: Physical activity levels of Canadian children and youth.2011;2:1–3.

10.1016/j.ypmed.2004.10.023

10.1249/01.mss.0000230212.55119.98

10.1111/j.1746-1561.2011.00625.x

10.1038/oby.2007.179

10.1038/sj.ijo.0801621

10.2165/00007256-200434010-00001

10.2165/00007256-200232120-00004

10.1080/02701367.2000.11082782

10.1016/j.ypmed.2006.01.017

Thông tin
Thông tin xuất bản

Journal of School Health

Tập 82 Số 7

311-317

Thông tin tác giả