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Physical Activity Recommendations in the Context of New Calls for Change in Physical Education

Author

Listed:
  • Karel Frömel

    (Faculty of Physical Culture, Palacký University Olomouc, Tr. Miru 115, 77111 Olomouc, Czech Republic
    Institute of Sport Sciences, The Jerzy Kukuczka Academy of Physical Education, Mikolowska 72A, 40-065 Katowice, Poland)

  • Jana Vašíčková

    (Faculty of Physical Culture, Palacký University Olomouc, Tr. Miru 115, 77111 Olomouc, Czech Republic)

  • Krzysztof Skalik

    (Institute of Sport Sciences, The Jerzy Kukuczka Academy of Physical Education, Mikolowska 72A, 40-065 Katowice, Poland)

  • Zbyněk Svozil

    (Faculty of Physical Culture, Palacký University Olomouc, Tr. Miru 115, 77111 Olomouc, Czech Republic)

  • Dorota Groffik

    (Institute of Sport Sciences, The Jerzy Kukuczka Academy of Physical Education, Mikolowska 72A, 40-065 Katowice, Poland)

  • Josef Mitáš

    (Faculty of Physical Culture, Palacký University Olomouc, Tr. Miru 115, 77111 Olomouc, Czech Republic)

Abstract

The current social, health, and educational changes in society require an adequate response in school-based physical activity (PA), including physical education (PE) lessons. The objective of this study was to identify the real average step counts of Czech and Polish adolescents during PE lessons, and propose recommendations for improving PE programs. This research was carried out in 143 Czech and 99 Polish schools. In the research, a total of 4911 adolescents aged 12–18 years were analyzed as part of teaching practice and 1827 in the context of habitual school practice. Steps were monitored using pedometers. The average step count per PE lesson was 2390 in Czech and Polish boys, while girls achieved 1851 steps. In both countries, boys were subject to greater physical strain in PE lessons compared to girls, both in teaching practice ( F (4088,3) = 154.49, p < 0.001, η p 2 = 0.102) and school practice ( F (1552,3) = 70.66, p < 0.001, η p 2 = 0.103). Therefore, the priority in PE lessons is to increase the amount of PA for girls, achieve the objectives of PE during PA, and use wearables to improve awareness of PA and improve physical literacy, as well as to support hybrid and online PE as a complement to traditional PE.

Suggested Citation

  • Karel Frömel & Jana Vašíčková & Krzysztof Skalik & Zbyněk Svozil & Dorota Groffik & Josef Mitáš, 2021. "Physical Activity Recommendations in the Context of New Calls for Change in Physical Education," IJERPH, MDPI, vol. 18(3), pages 1-12, January.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:3:p:1177-:d:489042
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    References listed on IDEAS

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    1. Hyun-Chul Jeong & Wi-Young So, 2020. "Difficulties of Online Physical Education Classes in Middle and High School and an Efficient Operation Plan to Address Them," IJERPH, MDPI, vol. 17(19), pages 1-12, October.
    2. Lukáš Jakubec & Karel Frömel & František Chmelík & Dorota Groffik, 2020. "Physical Activity in 15–17-Year-Old Adolescents as Compensation for Sedentary Behavior in School," IJERPH, MDPI, vol. 17(9), pages 1-14, May.
    3. Michal Kudláček & Karel Frömel & Lukáš Jakubec & Dorota Groffik, 2016. "Compensation for Adolescents’ School Mental Load by Physical Activity on Weekend Days," IJERPH, MDPI, vol. 13(3), pages 1-12, March.
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    1. Madlene Movia & Sandra Macher & Gabriele Antony & Verena Zeuschner & Gabriela Wamprechtsamer & Judith delle Grazie & Helmut Simi & Bianca Fuchs-Neuhold, 2022. "Health Impact Assessment (HIA) of a Daily Physical Activity Unit in Schools: Focus on Children and Adolescents in Austria Up to the 8th Grade," IJERPH, MDPI, vol. 19(11), pages 1-10, May.

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