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Examining school-based pedometer step counts among children in grades 3 to 6 using different timetables
Alain P Gauthier1, Michelle Laurence, Laura Thirkill
1School of Human Kinetics, Laurentian University, Sudbury, Ontario, Canada. agauthier@laurentian.ca
The Journal of School Health
|June 8, 2012
Summary
The Balanced School Day schedule did not increase student physical activity. Students on this schedule had fewer daily steps than those on a Traditional School Day, highlighting a need for more school physical activity.
Area of Science:
- Pediatric Health
- Exercise Science
- Educational Scheduling
Background:
- Advocates suggest Balanced School Day (BSD) enhances physical activity opportunities.
- The impact of BSD on student physical activity remains under-examined.
Purpose of the Study:
- To compare physical activity levels in students attending schools with Balanced School Day (BSD) versus Traditional School Day (TSD) schedules.
Main Methods:
- Pedometers were used to collect data over 4 school days from students in grades 3-6.
- Independent Sample t tests and 1-way ANOVA were employed for statistical analysis.
Main Results:
- Boys exhibited significantly higher daily step counts than girls (p < .001).
- Students on the TSD schedule (6788 ± 1987 steps) accumulated significantly more steps than those on the BSD schedule (6017 ± 1666 steps; p = .03).
- Average daily step counts for all students represented less than half of recommended levels for health benefits.
Conclusions:
- Findings do not support claims that BSD increases physical activity.
- The BSD schedule may be associated with reduced daily physical activity in students.
- School-based physical activity levels are insufficient, irrespective of the daily schedule.
