Physical Education: The Effect of Epoch Lengths on Children’s Physical Activity in a Structured Context
Aibar Solana, Alberto (Universidad de Zaragoza) ; Chanal, Julien
Resumen: Background
Despite a consensus emerging that affirms that shorter epochs should be used in youth to correctly register physical activity levels in free-living conditions, little is known about its effect on children’s physical activity conducted in structured periods of time. This study analyzed the effect that epoch length (1, 2, 3, 5, 10, 15, 30 and 60s) may have on different physical activity intensities in physical education lessons.
Methods
A sample of 1912 individualmeasures of physical education lessons were measured with a GT3X accelerometer. Data were collected from 1227 Swiss Elementary school students recruited in 17 elementary schools. PE lessons lasted from 45 minutes to one and a half hours. Data, originally collected in 1-s epoch, were then reintegrated into 2s, – 3s – 5s – 10s – 15s – 30s –60s epochs.
Results
Longer epochs were associated with higher levels of light (F = 8197.6, p < .001), moderate (F = 2708.17, p < .001), and moderate-to-vigorous physical activity (F = 888.08, p < .001). However, longer epochs showed lower levels of sedentary activity (F = 31714.33, p < .001) and vigorous physical activity (F = 1910.97, p < .001). Bias increased in all PA intensities when shorter epochs were compared with longer epochs. There were statistically significant differences in compliance with physical education guidelines (?2 = 989.27, p<.001), showing higher levels with longer epochs.
Conclusion
PA context may have some influence on the effects that epoch length have on PA estimates, more specifically on MVPA. Nevertheless, the use of a high-frequency sampling interval should be used to more accurately assess children’s PA.
Idioma: Inglés
DOI: 10.1371/journal.pone.0121238
Año: 2015
Publicado en: PloS one 10, 4 (2015), e0121238[10 pp]
ISSN: 1932-6203
Factor impacto JCR: 3.057 (2015)
Categ. JCR: MULTIDISCIPLINARY SCIENCES rank: 11 / 62 = 0.177 (2015) - Q1 - T1
Factor impacto SCIMAGO: 1.427 - Agricultural and Biological Sciences (miscellaneous) (Q1) - Medicine (miscellaneous) (Q1) - Biochemistry, Genetics and Molecular Biology (miscellaneous) (Q1)
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Didáctica Expres.Corporal (Dpto. Expres.Music.Plást.Corp.)
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Exportado de SIDERAL (2021-01-21-11:18:27)
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Despite a consensus emerging that affirms that shorter epochs should be used in youth to correctly register physical activity levels in free-living conditions, little is known about its effect on children’s physical activity conducted in structured periods of time. This study analyzed the effect that epoch length (1, 2, 3, 5, 10, 15, 30 and 60s) may have on different physical activity intensities in physical education lessons.
Methods
A sample of 1912 individualmeasures of physical education lessons were measured with a GT3X accelerometer. Data were collected from 1227 Swiss Elementary school students recruited in 17 elementary schools. PE lessons lasted from 45 minutes to one and a half hours. Data, originally collected in 1-s epoch, were then reintegrated into 2s, – 3s – 5s – 10s – 15s – 30s –60s epochs.
Results
Longer epochs were associated with higher levels of light (F = 8197.6, p < .001), moderate (F = 2708.17, p < .001), and moderate-to-vigorous physical activity (F = 888.08, p < .001). However, longer epochs showed lower levels of sedentary activity (F = 31714.33, p < .001) and vigorous physical activity (F = 1910.97, p < .001). Bias increased in all PA intensities when shorter epochs were compared with longer epochs. There were statistically significant differences in compliance with physical education guidelines (?2 = 989.27, p<.001), showing higher levels with longer epochs.
Conclusion
PA context may have some influence on the effects that epoch length have on PA estimates, more specifically on MVPA. Nevertheless, the use of a high-frequency sampling interval should be used to more accurately assess children’s PA.
Idioma: Inglés
DOI: 10.1371/journal.pone.0121238
Año: 2015
Publicado en: PloS one 10, 4 (2015), e0121238[10 pp]
ISSN: 1932-6203
Factor impacto JCR: 3.057 (2015)
Categ. JCR: MULTIDISCIPLINARY SCIENCES rank: 11 / 62 = 0.177 (2015) - Q1 - T1
Factor impacto SCIMAGO: 1.427 - Agricultural and Biological Sciences (miscellaneous) (Q1) - Medicine (miscellaneous) (Q1) - Biochemistry, Genetics and Molecular Biology (miscellaneous) (Q1)
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Didáctica Expres.Corporal (Dpto. Expres.Music.Plást.Corp.)
Debe reconocer adecuadamente la autoría, proporcionar un enlace a la licencia e indicar si se han realizado cambios. Puede hacerlo de cualquier manera razonable, pero no de una manera que sugiera que tiene el apoyo del licenciador o lo recibe por el uso que hace. Exportado de SIDERAL (2021-01-21-11:18:27)
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Artículos > Artículos por área > Didáctica de la Expresión Corporal
Registro creado el 2016-03-07, última modificación el 2021-01-21