Context and Intensity of Primary School Physical Education Classes in Brazilian Schoolchildren

¹Research Center in Physical Activity and Health, Federal University of Santa Catarina, Florianopolis, Santa Catarina, Brazil.

²Post Graduate Program in Physical Education, Federal University of Santa Catarina, Florianopolis, Santa Catarina, Brazil.

³Research Group of Physical Activity and Quality of Life, Pontifical University Catholic of Parana, Brazil.

⁴Post Graduate Program in Nutrition, Federal University of Santa Catarina, Brazil.

Corresponding Author:Bruno Goncalves Galdino da Costa, Department of Physical Education, Federal University of Santa Catarina, ZIP 88040-970, Florianopolis, Santa Catarina, Brazil, Tel: +55 48 99285288; E-Mail: [email protected]

Received Date: 12 Jul 2016  
 Accepted Date: 29 Aug 2016   
Published Date: 31 Aug 2016

Copyright © 2016 Galdino da Costa BG

Citation: da Costa BG, da Silva KS, Hino AAF, Leal DB, et al. (2016). Context and Intensity of Primary School Physical Education Classes in Brazilian Schoolchildren. Mathews J Pediatr. 1(1): 003.

ABSTRACT

Background: Studies reported small proportions of moderate-to-vigorous physical activity (MVPA) in physical education (PE) classes conducted with children, but there is little information regarding PE class characteristics that might affect a lack of intense PA.

Objective: To compare the intensity of PE classes with different contextual characteristics.

Methods: Twelve PE classes of children from 2^nd to 5^th grades (7 to 11-year-olds) were observed. Contexts were classified as Management, Game Play, Free Play, Fitness, and Skill Practice. Children wore accelerometers and MVPA was estimated. The proportion of time on each context and MVPA of each PE class was analyzed.

Results: Game Play was the most observed context, and Management was observed in all classes, but with smaller proportions. Fitness was not observed, while Free Play and Skill Practice were rarely observed. Children spent 25% or less of PE class time in MVPA, and accumulated more MVPA in classes where Game Play was predominant.

Conclusion: A quarter or less of PE class time had MVPA. Game Play was the most frequent and intense context. Implementing more fitness and skill practice could increase PE classes intensity and expand childrens motor experiences. Reducing time in Management could also benefit childrens participation in MVPA.

KEYWORDS

Children; Public Health; Accelerometer; Child Behavior; Students; Motor Activity.