BACKGROUND: An increase of leisure time and vigorous physical activity (PA) in girls can be supported by their regular participation in organised PA, as it brings numerous health benefits and is an ...important part of healthy lifestyle. OBJECTIVE: This study aimed to examine whether there are differences in physical activity and inactivity structure and levels in girls who do not participate in any organised PA and girls who regularly participate in physical education or training classes. METHODS: The sample comprised 497 girls (age 17.94 ± 0.52 years) from Poland participating never (group 1), or once (group 2), twice (group 3), and three or four times (group 4) a week in any organised PA. The Polish version of the International Physical Activity Questionnaire (IPAQ), accelerometer ActiGraph GT1M and activity and inactivity logs were used to assess the level and structure of physical activity and inactivity. RESULTS: Girls participating in organised PA three or more times a week showed significantly the highest values of steps/day, moderate and vigorous PA, and leisure time PA, but also inactivity in comparison to girls without participation in organised PA. CONCLUSIONS: This study provides the evidence supporting the positive link between a number/week participation in organised PA and PA level. However, the findings from this study also advocate the need of increasing PA and reducing inactivity in girls in school or after-school periods, regardless of the participation in organised PA.VÝCHODISKA: Nárůst objemu volnočasové a intenzivní pohybové aktivity, díky které je možné dosáhnout množství zdravotních benefitů a je důležitou součástí zdravého životního stylu, je u dívek možné podpořit pravidelnou účastí v organizovaných jednotkách. CÍLE: Cílem této studie bylo analyzovat rozdíly ve struktuře a úrovni pohybové aktivity a inaktivity u dívek, které se nezúčastňují žádné organizované pohybové aktivity, a dívek, které pravidelně navštěvují organizované jednotky. METODIKA: Do výzkumu bylo zapojeno 497 dívek (věk 17,94 ± 0,52 let) z Polska, které byly rozděleny do 4 skupin podle účasti v organizovaných jednotkách: nikdy (skupina 1), jedenkrát (skupina 2), dvakrát (skupina 3) a tři a vícekrát týdně (skupina 4). Pro posouzení úrovně a struktury pohybové aktivity a inaktivity byly použity tyto prostředky: polská verze mezinárodního dotazníku k pohybové aktivitě (IPAQ), akcelerometr ActiGraph GT1M a záznamy pro pohybovou aktivitu a inaktivitu. VÝSLEDKY: Dívky, které se zúčastňovaly organizovaných jednotek tři a vícekrát týdně, dosáhly signifikantně vyššího počtu kroků/den, objemu středně zatěžující a intenzívní pohybové aktivity a pohybové aktivity ve volném čase, ale také inaktivity, než dívky, které se organizovaných jednotek nezúčastnily. ZÁVĚRY: Pomocí této studie byl potvrzen pozitivní vztah mezi frekvencí účasti v organizovaných jednotkách v rámci jednoho týdne a úrovní pohybové aktivity. Zároveň však je v této studii poukázáno na potřebu nárůstu pohybové aktivity a naopak redukci pohybové inaktivity u dívek ve školních a mimoškolních podmínkách, a to i u dívek, které se již organizovaných jednotek pravidelně účastní.
Objectives
This study examines whether moderate-to-vigorous physical activity (MVPA), in at least 30-min school breaks (SB), helps to achieve the health-related amount of daily physical activity (PA) ...and whether these exercises influence after-school PA.
Methods
The ActiTrainer-based PA was monitored over two school days in 239 children aged from 9 to 10 (57.3% female; 20.1% overweight, and 19.2% obese), in Katowice, in February 2010. PA was assessed based on steps, heart rate, and duration of PA.
Results
MVPA, for 30 min during SB, represented an average of 1,258 steps for overweight girls and 1,620 steps for boys, and 1,336 steps for non-overweight girls and 1,758 steps for boys. Children with 30 min of MVPA during SB attained a higher daily amount of steps (
p
< 0.001) and duration of overall PA (
p
< 0.01), in comparison with less physically active children.
Conclusion
The daily 30 min of MVPA during SB amounts to 12.5% of the overall number of steps for girls and 16.3% for boys, thus contributing to higher school PA and overall PA and leading to the achievement of the health-related minimum of PA.
BACKGROUND: School and school-related physical activity (PA) are important for the total PA of children and youth. The total amount of PA is higher within school days compare to weekends. Children ...and youth, who use active transportation (to/from the school), confirm the higher PA per week compared to those without active transportation (using car, train, bus). There is a lack of available data in the Czech Republic about active transportation of children and adolescents. AIM: The main aim of the study is the objectification of the school-related transport monitoring of the adolescents. One of the additional outcomes is to enrich this relatively new scientific area in the Czech Republic. METHODS: There was one high school chosen for this project - Gymnázium Nový Jičín. Data were collected by using ActiGraph GT1M, pedometer YAMAX SW-700, NQLS questionnaire and internet system INDARES. RESULTS: By using the newly developer map module "tracker", within the system INDARES, we could compare the participants which active transport (AT) was lower than 1000 m, with participants with the AT values higher than 1000 m. We found out significant differences between school days and weekends in the intensity of 1 to 3 MET. The statistical significance was supported by the coefficient effect size (d = 0.83). The participants recording AT values lower than 1000 m showing significantly higher level of PA in school days then during weekends (p = .003; F = 26.149; ω2 = 0.456). Similar results were found in participants recording AT values higher than 1000 m; the differences between school days and weekends are highly significant (p = .0004; F = 26.149; ω 2 = 0.456). CONCLUSIONS: We have contributed to the objectification of the school-related transport monitoring of the adolescents by the creation of the map module within the INDARES system. The usage of a triangulation approach (objective methods - subjective methods - system INDARES) into the PA monitoring in the context of AT pretends flexible and available research tool, is helpful in describing modern trends and elements of PA monitoring with the focus on environment. The level of AT to/from the school is the important role in the total PA level in children and youth.
BACKGROUND: School and school-related physical activity (PA) are important for the total PA of children and youth. The total amount of PA is higher within school days compare to weekends. Children ...and youth, who use active transportation (to/from the school), confirm the higher PA per week compared to those without active transportation (using car, train, bus). There is a lack of available data in the Czech Republic about active transportation of children and adolescents. AIM: The main aim of the study is the objectification of the school-related transport monitoring of the adolescents. One of the additional outcomes is to enrich this relatively new scientific area in the Czech Republic. METHODS: There was one high school chosen for this project - Gymnazium Novy Jicin. Data were collected by using ActiGraph GT1M, pedometer YAMAX SW-700, NQLS questionnaire and internet system INDARES. RESULTS: By using the newly developer map module "tracker", within the system INDARES, we could compare the participants which active transport (AT) was lower than 1000 m, with participants with the AT values higher than 1000 m. We found out significant differences between school days and weekends in the intensity of 1 to 3 MET. The statistical significance was supported by the coefficient effect size (d = 0.83). The participants recording AT values lower than 1000 m showing significantly higher level of PA in school days then during weekends (p = .003; F = 26.149; ω2 = 0.456). Similar results were found in participants recording AT values higher than 1000 m; the differences between school days and weekends are highly significant (p = .0004; F = 26.149; ω 2 = 0.456). CONCLUSIONS: We have contributed to the objectification of the school-related transport monitoring of the adolescents by the creation of the map module within the INDARES system. The usage of a triangulation approach (objective methods - subjective methods - system INDARES) into the PA monitoring in the context of AT pretends flexible and available research tool, is helpful in describing modern trends and elements of PA monitoring with the focus on environment. The level of AT to/from the school is the important role in the total PA level in children and youth. Verf.-Referat.
Školní tělesná výchova (TV) je v kontextu výchovy k pohybově aktivnímu a zdravému životnímu stylu jednou z klíčových determinant. Školní TV má dlouhodobě možnost formovat pozitivní postoje dětí k ...pravidelné pohybové aktivitě (PA) a realizovat ji v pestré škále jejích druhů, intenzit a didaktických forem. Cílem této studie je prezentovat vztahy a formulovat zákonitosti mezi hodnocením obsahově různých vyučovacích jednotek TV a intenzitou PA děvčat. Ke zjišťování vztahů mezi intenzitou PA ve vyučovacích jednotkách TV a jejich hodnocením byla použita data od 2213 děvčat ve věku 13–17 let monitorovaných ve 205 obsahově různých vyučovacích jednotkách TV (aerobik n=35, atletika n=30, sportovní gymnastika n=33, sportovní hry n=61 a tanec n=46) v letech 1997–2003. Intenzita PA byla zjišťována akcelerometrem Caltrac (METs/45min). K hodnocení vyučovacích jednotek TV byl použit standardizovaný Dotazník k diagnostice vyučovací jednotky TV (% kladných odpovědí v dimenzi emotivní, sociální, vztahové a zdravotní). U oblíbeného obsahu vyučovacích jednotek TV dívek (tanec, aerobik a sportovní hry) se vyšší intenzita PA, projevila pozitivně v jejich hodnocení vyučovacích jednotek. Proto děvčaty oblíbený tanec, aerobik a sportovní hry jsou vhodnými prostředky pro realizaci PA s vyšším tělesným zatížením. U méně oblíbeného obsahu vyučovacích jednotek TV dívek (atletika a sportovní gymnastika) se vyšší intenzita PA projevuje negativně v jejich hodnocení vyučovacích jednotek. Proto nejsou vyučovací jednotky TV s atletickým nebo gymnastickým obsahem nejvhodnějším prostředkem pro zvyšování tělesného zatížení děvčat. Zařazení pohybových her či herní forma vedení může zatraktivnit vyučovací jednotky TV s méně oblíbeným obsahem.
Physical Education (PE) has been one of the key determinants in the education towards physically active and healthy lifestyle. The role of PE is to form positive attitudes in children to regular physical activity (PA) and show them the wide scale of types and intensities of PA and ways of teaching them. The aim of this study is to examine relationships and indentify regularities between the evaluation of PE lessons differing in content and PA intensity in girls. To estimate the relationships between PA intensity in PE lessons and their evaluation, data from 2213 girls aged 13-17 monitored in 205 PE lessons with different contents (aerobics n=35, athletics n=30, sport gymnastics n=33, sport games n=61 and dance n=46) between 1997–2003 were used. PA intensity was monitored using the Caltrac (METs/45min) accelerometer. To evaluate PE lessons, a standardized PE lesson diagnostics questionnaire was applied (% of positive answers in the emotional, social, relationships, and health dimensions). In case of favorite PA activities in girls (dance, aerobics, sport games), the higher PA intensity was reflected positively in the evaluation of PE lessons. Therefore, favorite activities such as dance, aerobics and sport games in girls are appropriate to carry out PA with higher load. In activities not favored by girls (athletics and sport gymnastics), higher PA intensity was reflected negatively in PE lesson evaluation. Thus, PE lessons with these contents are not suitable devices to increase physical load in girls. The employment of games or game-like lesson guidance can make PE lessons with less favorite content more attractive.
It has been well evidenced that physical activity (PA) has a positive effect on human health. It is very likely that a physically active child will grow up to be a physically active adult. Growing ...older, there is evidence of decreasing PA in children and youth. In the period of adolescence, girls tend to be less physically active than boys and therefore they are understood to be a risk group in relation to PA. The aim of the study was to characterize school related weekly PA in adolescent girls and to identify the influence of participation in Physical Education lessons (PE) on the structure of weekly PA. The study was carried out using the Actigraph monitor and record sheets in a period of five school days and two weekend days. The results have shown that girls participating in two or more PE lessons show higher overall PA performed at school and also spend more time performing intensive PA at school than girls participating only in one or no PE lessons during the week. At school, the girls spent on average 10 minutes performing moderate PA (3.1-6 MET) and 0.6 minutes intensive PA ()6 MET). The girls spent most of the time at school in being physically inactive, on average 125 minutes. When these results are compareed to health recommendations (seven times a week 60 minutes of moderate PA and 3 times a week 20 minutes of intensive PA), the authors can argue that PA in adolescent girls really needs to be examined in research. Moreover, the results show that school and PA performed there (Physical Education lessons) still plays its irreplaceable role in the education system regarding the total level of PA and healthy lifestyle in adolescent girls. The increase of total PA in adolescent girls can be secured by the increase in school-related PA (more PE lessons, introducing at least one physically active recess for 30 minutes during a school day, enhancing active transport to and from school) and by the increase of girls' participation in organized PA outside of school and PA at weekends. Verf.-Referat (geändert).
When it comes to physical activity, adolescents are the group at the highest risk. When monitoring physical activity in adolescents, it is necessary to differentiate school and weekend days. School ...days are crucial in adolescents' weekly physical activity. The aim of the study is to identify to what extent the school day and weekend physical activity levels differ in Czech, Polish and Slovakian boys and girls with different cultural and education backgrounds in Central Europe. The research was carried out in the Czech Republic in Moravia (11 schools, 383 participants), in Poland in the Katowice region (11 schools, 327 participants) and in Slovakia in the Presov region (8 schools, 252 participants). In total, 421 boys and 541 girls participated in the study. Participants wore YAMAX pedometers for seven days and recorded measured values onto a record sheet and into the internet Indares system. The results were processed using repeated ANOVA analyses and contingent charts. Czech, Polish, and Slovak boys and girls showed a significantly higher number of steps on school days than on weekend days. No difference between boys and girls was found on any day of the week in any of the states. The lowest number of steps was found, both in girls and boys, on Sundays. The highest number of daily steps was measured in Czech boys (n=14015 steps/day), Polish girls (n=12074 steps/day) and Slovakian girls (n=12040 steps/day) on Fridays. Boys and girls in all three states were more physically active on school days than on weekend days. Wearing pedometers eliminated the differences between weekly physical activity in boys and girls in the Czech Republic, Poland and in Slovakia. Under Central European conditions, it was proven that wearing pedometers positively influences physical activity in girls. Verf.-Referat.
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