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Moderate-to-Vigorous Physical Activity in Primary School Children: Inactive Lessons Are Dominated by Maths and English

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  • Andy Daly-Smith

    (Faculty of Health Studies, University of Bradford, Bradford, West Yorkshire BD7 1DP, UK
    Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, West Yorkshire BD9 6TP, UK
    Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, 6856 Sogndal, Norway
    School of Sport, Carnegie, Leeds Beckett University, Leeds LS6 3QT, UK)

  • Matthew Hobbs

    (School of Health Sciences, College of Education, Health and Human Development, University of Canterbury, Christchurch, Canterbury 8041, New Zealand)

  • Jade L. Morris

    (Centre for Society and Mental Health, Department of Health Service and Population Research, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London WC2B 6LE, UK)

  • Margaret A. Defeyter

    (Healthy Living Lab, Faculty of Health & Life Sciences, Northumbria University, Newcastle upon Tyne NE 7 7XA, UK)

  • Geir K. Resaland

    (Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, 6856 Sogndal, Norway)

  • Jim McKenna

    (School of Sport, Carnegie, Leeds Beckett University, Leeds LS6 3QT, UK)

Abstract

Background: A large majority of primary school pupils fail to achieve 30-min of daily, in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency during academic lesson segments and the broader segmented school day. Methods: 122 children (42.6% boys; 9.9 ± 0.3 years) from six primary schools in North East England, wore uniaxial accelerometers for eight consecutive days. Subject frequency was assessed by teacher diaries. Multilevel models (children nested within schools) examined significant predictors of MVPA across each school-day segment (lesson one, break, lesson two, lunch, lesson three). Results: Pupils averaged 18.33 ± 8.34 min of in-school MVPA, and 90.2% failed to achieve the in-school 30-min MVPA threshold. Across all school-day segments, MVPA accumulation was typically influenced at the individual level. Lessons one and two—dominated by maths and English—were less active than lesson three. Break and lunch were the most active segments. Conclusion: This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA.

Suggested Citation

  • Andy Daly-Smith & Matthew Hobbs & Jade L. Morris & Margaret A. Defeyter & Geir K. Resaland & Jim McKenna, 2021. "Moderate-to-Vigorous Physical Activity in Primary School Children: Inactive Lessons Are Dominated by Maths and English," IJERPH, MDPI, vol. 18(3), pages 1-14, January.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:3:p:990-:d:485581
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    References listed on IDEAS

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    1. Francesco Sera & Lucy J Griffiths & Carol Dezateux & Marco Geraci & Mario Cortina-Borja, 2017. "Using functional data analysis to understand daily activity levels and patterns in primary school-aged children: Cross-sectional analysis of a UK-wide study," PLOS ONE, Public Library of Science, vol. 12(11), pages 1-17, November.
    2. Alberto Grao-Cruces & María J. Velázquez-Romero & Fernando Rodríguez-Rodríguez, 2020. "Levels of Physical Activity during School Hours in Children and Adolescents: A Systematic Review," IJERPH, MDPI, vol. 17(13), pages 1-23, July.
    3. Piercy, K.L. & Dorn, J.M. & Fulton, J.E. & Janz, K.F. & Lee, S.M. & McKinnon, R.A. & Pate, R.R. & Pfeiffer, K.A. & Young, D.R. & Troiano, R.P. & Lavizzo-Mourey, R., 2015. "Opportunities for public health to increase physical activity among youths," American Journal of Public Health, American Public Health Association, vol. 105(3), pages 421-426.
    4. Sarah L. Taylor & Whitney B. Curry & Zoe R. Knowles & Robert J. Noonan & Bronagh McGrane & Stuart J. Fairclough, 2017. "Predictors of Segmented School Day Physical Activity and Sedentary Time in Children from a Northwest England Low-Income Community," IJERPH, MDPI, vol. 14(5), pages 1-16, May.
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    Cited by:

    1. Zoe E. Helme & Jade L. Morris & Joanna Nichols & Anna E. Chalkley & Daniel D. Bingham & Gabriella M. McLoughlin & John B. Bartholomew & Andrew Daly-Smith, 2022. "Assessing the Impacts of Creating Active Schools on Organisational Culture for Physical Activity," IJERPH, MDPI, vol. 19(24), pages 1-14, December.
    2. Amy V. Creaser & Marie T. Frazer & Silvia Costa & Daniel D. Bingham & Stacy A. Clemes, 2022. "The Use of Wearable Activity Trackers in Schools to Promote Child and Adolescent Physical Activity: A Descriptive Content Analysis of School Staff’s Perspectives," IJERPH, MDPI, vol. 19(21), pages 1-17, October.

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