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Children's Perceived and Actual Physical Activity Levels within the Elementary School Setting
Kristy Howells1, Tara Coppinger2
1Department of Sport, Exercise and Rehabilitation Sciences, School of Psychology and Life Sciences, Faculty of Science, Engineering and Social Sciences, Canterbury Christ Church University, Canterbury CT1 1QU, UK.
Summary
Physical activity in school hours is crucial. Children
Area of Science:
- Pediatric Health
- Exercise Science
- Child Development
Background:
- Limited longitudinal research exists on young children's physical activity (PA) during school hours.
- Understanding children's perceptions of their own PA behaviors is underexplored.
Purpose of the Study:
- To investigate actual physical activity levels (APA) and perceived physical activity levels (PPA) in young children.
- To compare PA levels on days with and without Physical Education (PE) lessons.
- To examine age and sex differences in PA and perception.
Main Methods:
- 20 children (10 infants, 10 juniors) wore accelerometers for 36 school days.
- Data analyzed using a repeated-measures three-factor ANOVA.
- Perceived PA assessed via interactive handset and adapted PA Questionnaire for Children (PAQ-C).
Main Results:
- Children engaged in 10 more minutes of moderate to vigorous PA (MVPA) on PE days (53 min) versus non-PE days (43 min).
- Only junior boys met daily MVPA recommendations (60 min) on PE days.
- Juniors overestimated their APA, while infants underestimated theirs.
Conclusions:
- Physical Education significantly increases children's MVPA during school hours.
- Interventions are needed to help children understand the health benefits of varying PA intensity.
- Educators require support to integrate diverse PA intensities into the school day.
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