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Pupils' Whole-School Physical Activity Behavior Reconsidered: A Descriptive Case-Study of Real-World Practices.

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Whole-school approaches (WSA) offer daily physical activity (PA) opportunities. However, even with extensive programs, only about 23% of pupils achieved recommended daily moderate-to-vigorous intensity PA (MVPA) in school.

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Area of Science:

  • Public Health
  • Pedagogy
  • Sports Science

Background:

  • Sustained whole-school approaches (WSA) are implemented to increase physical activity (PA) in schools.
  • Understanding real-world PA levels within these programs is crucial for evaluating their effectiveness.

Purpose of the Study:

  • To describe the PA opportunities provided within a WSA.
  • To assess the corresponding PA behavior of pupils in different grade levels.

Main Methods:

  • A descriptive case study involving 57 pupils from 2nd, 7th, and 9th grades in two Norwegian schools with established WSAs.
  • Objective measurement of PA using accelerometers over 10 school days.
  • Documentation of PA opportunities through weekly schedules, field notes, and teacher interviews.

Main Results:

  • Various daily PA opportunities were integrated, including organized recess PA, 1-2 weekly physical education lessons, and 3-6 weekly physically active learning sessions.
  • Pupils spent an average of 23.4 minutes in moderate-to-vigorous intensity PA (MVPA) during school days, with significant grade-level differences (2nd: 26.2 min, 7th: 31.5 min, 9th: 17.5 min).
  • On average, only 22.8% of pupils met the recommendation of 30 minutes of daily in-school MVPA, despite schools having seven years of WSA experience.

Conclusions:

  • Extensive implementation of WSAs with diverse PA opportunities does not guarantee that a majority of pupils will achieve recommended in-school MVPA levels.
  • This study highlights the practical challenges and outcomes of WSAs, offering a realistic perspective on their impact on children's physical activity behavior.