The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school

Howells, K. (2017) The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school. In: AIESEP (International Association of Colleges of Physical Education) International Conference. Cultures, Disciples, Interactions: Contextualising Diversity in Physical Activities and Physical Education., November 2017., Guadeloupe. (Unpublished)

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Abstract

Introduction
Playtimes (recess), within the school setting are discussed within the literature as diverse places that may or may not have a contributory effect to physical activity levels of children. Ridgers et al. (2006) stated that “playtime can contribute between 5 and 40% of the recommended daily physical activity levels when no interventions have been utilised” (p.359). Whilst Pate et al. (1996), suggested that “children best accumulate physical activity during playtime and in unstructured environments, where they are free to interact with their peers” (p.96). But what really happens within a elementary school setting?

Methods
This paper compares boys and girls and infants (aged 6 – 7 years) and juniors (9 – 10 years) physical activity. Data were collected within a case study school setting over one school year. 20 children wore Actigraph accelerometers to record physical activity intensity levels. Morning recess was 20 minutes, lunchtime 60 minutes and this time included sitting and eating lunch. The infants also had an afternoon recess of 15 minutes. A repeated measures 3 factor ANOVA was used to analyse the effects of factors, P values of <0.05 were taken as the value for statistical significance ± one standard deviation. Statistical analysis was completed using SPSS 17.0.

Results and Conclusion
Significant findings were found for boys being most active during lunchtimes. Junior boys during lunchtimes were MVPA for 38% of the time whilst infant girls were only MVPA for 18% of the time. Children were static for between 33 and 46% of the time and that infants were static for the longest. The paper proposes various opportunities and challenges for teachers in terms of improving MVPA of infants, including possible challenges of infants not yet mastering the fine and gross motor skills involved in cutting up their lunch (Gallahue, 1996).

Item Type: Conference or Workshop Item (Poster)
Subjects: G Geography. Anthropology. Recreation > GV Recreation Leisure > GV0558 Sports science
L Education > LB Theory and practice of education > LB1025 Teaching (Principles and practice)
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LB Theory and practice of education > LB1555 Elementary or public school education
Divisions: Faculty of Education > School of Childhood and Education Sciences
Depositing User: Dr Kristy Howells
Date Deposited: 04 Apr 2018 12:19
Last Modified: 04 Apr 2018 12:19
URI: https://create.canterbury.ac.uk/id/eprint/17199

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Last edited: 29/06/2016 12:23:00