MODERATE VIGOROUS PHYSICAL ACTIVITY LEVELS OF PRIMARY SCHOOL STUDENTS: BREAK TIME AND PHYSICAL EDUCATION LESSON

Abstract

This study was carried out to examine the moderate to vigorous physical activity (MVPA) levels of primary school students during break time (BT) and physical education lessons (PEL). The survey model, one of the quantitative research methods, was used in the research. The sample of the study consisted of 4 students attending the 4th grade of primary school in Aksaray/Eskil in the 2022-2023 academic year. The data were collected through the behavioral observation method, using the “System for Observing Fitness Instruction Time (SOFIT)”. Students' BT activities during the day and PEL activities of one lesson were observed 3 times with an interval of 4 weeks. Friedman, Wilcoxon and Mann-Whitney-U test were used in the analysis of the data. The MVPA level of the students was measured below the value recommended by the WHO (50%). Three measurements taken at different times for the BT and PEL were examined and no significant difference was observed in the MVPA levels of the students. PEL and BT MVPA were examined and no significant difference was found. It was observed that the MVPA levels of boy and girl students were close. As a result of the research, the MVPA levels of the students during the BT and PEL were similar and slightly below expectations. It can be suggested to include content that will increase the level of movement of students in PEL, to plan playgrounds that will allow playing games during BT, and to increase the BT.

Keywords

• Break time
• physical education
• moderate to vigorous physical activity
• sofit
• tombik

İLKOKUL ÖĞRENCİLERİNİN ORTA-ŞİDDETLİ FİZİKSEL AKTİVİTE DÜZEYLERİ: TENEFFÜS VE BEDEN EĞİTİMİ DERSİ

Abstract

Bu çalışma, ilkokul öğrencilerinin teneffüs ve beden eğitimi (BE) dersindeki orta-şiddetli fiziksel aktivite (OŞFA) düzeylerini incelemek amacıyla yapılmıştır. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmanın örneklemini, 2022-2023 eğitim öğretim yılında Aksaray/Eskil’de ilkokul 4. sınıfa devam eden 4 öğrenci oluşturmuştur. Veriler davranışsal gözlem metodu aracılığıyla, “Fitness Eğitimi Gözlem Formu” kullanılarak toplanmıştır. Öğrencilerin gün boyu teneffüs aktiviteleri ve bir ders uzunluğundaki BE ders aktiviteleri 4 hafta ara ile 3 kez gözlemlenmiştir. Verilerin analizinde tanımlayıcı istatistikler, Friedman, Wilcoxon ve Mann Whitney U testi yapılmıştır. Araştırma bulguları incelendiğinde; teneffüs ve BE dersinde öğrencilerin en fazla ayakta durma davranışı gösterdiği tespit edilmiştir. Öğrencilerin OŞFA düzeyi Dünya Sağlık Örgütünün tavsiye ettiği değerin (%50) altında ölçülmüştür. Teneffüs ve BE dersi için farklı zamanlarda alınan 3 ölçüm friedman analizi ile incelenmiş ve öğrencilerin OŞFA düzeylerinde anlamlı farklılık görülmemiştir. BE dersi ve teneffüs OŞFA ölçümleri Mann Whitney U testi ile incelenmiş ve anlamlı farklılığa rastlanmamıştır. Kız ve erkek öğrencilerin OŞFA düzeylerinin yakın olduğu görülmüştür. Araştırmanın sonucunda; öğrencilerin teneffüs ve BE dersinde OŞFA düzeylerinin benzer olduğu ve beklenenin biraz altında kaldığı gözlemlenmiştir. Araştırma sonuçlarından hareketle; BE derslerinde öğrencilerin hareket düzeyini artıracak içeriklere yer verilmesi, teneffüslerde oyun oynamaya imkân verecek çeşitlilikte oyun alanları planlanmalı ve teneffüs sürelerinin artırılması önerilebilir.

Keywords

• Beden eğitimi ve oyun
• orta-şiddetli fiziksel aktivite
• sofit
• teneffüs

References

1. Caspersen CJ., Powell KE., Christenson GM. (1985). Physical activity, exercise, and physical fitness: Definitions and distinctions for health-related research. Public Health Reports. 100(2), 126-131.
2. de Greeff JW., Bosker RJ., Oosterlaan J., Visscher C., Hartman E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: A meta-analysis. Journal of Science and Medicine in Sport. 21(5), 501-507.
3. Janssen I., LeBlanc AG. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity. 7(1), 1-16.
4. Sallis JF., McKenzie TL., Beets MW., Beighle A., Erwin H., Lee S. (2012). Physical education's role in public health: Steps forward and backward over 20 years and hope for the future. Research Quarterly for Exercise and Sport. 83(2), 125–135.
5. Whooten R., Kerem L., Stanley T. (2019). Physical activity in adolescents and children and relationship to metabolic health. Current Opinion in Endocrinology, Diabetes, and Obesity. 26(1), 25-31.
6. Brusseau TA., Burns RD. (2015). Steps count and moderate-to-vigorous physical activity (MVPA) across middle school physical education activities. Research Quarterly for Exercise and Sport. 15(4), 646-650.
7. Chow BC., McKenzie TL., Louie L. (2015). Children’s physical activity and associated variables during preschool physical education. Advances in Physical Education. 5(1), 39-49.
8. World Health Organization [WHO] (2020). Physical activity. https://www.who.int/news-room/fact-sheets/detail/physical-activity [Date of access: 23.07.2022].

9. World Health Organization [WHO] (2018). Fact sheet on physical activity. http://www.who.int/mediacentre/ factsheets/fs385/en [Date of access: 25.07.2022].
10. Iserbyt P., Dehandschutter T., Leysen H., Loockx J. (2022). Physical activity and game play ability in a high school sport education basketball season. International Journal of Human Movement and Sports Sciences. 10(2), 283-293.
11. McKenzie TL., Sallis JF., Nader PR. (1992). SOFIT: System for observing fitness instruction time. Journal of Teaching in Physical Education. 11(2), 195-205.
12. Cocca A., Espino Verdugo F., Ródenas Cuenca LT., Cocca M. (2020). Effect of a game-based physical education program on physical fitness and mental health in elementary school children. International Journal of Environmental Research and Public Health. 17(13), 4883.
13. Baghurst T., Langley J., Bishop J. (2015). Physical educators’ perceptions of their use of NASPE standards. The Physical Educator. 72(5), 324-341.
14. Van Cauwenberghe E., Labarque V., Gubbels JS., de Bourdeaudhuij I., Cardon G. (2012). Preschooler's physical activity levels and associations with lesson context, teacher's behavior and environment during preschool physical education. Early Childhood Research Quarterly. 27(2), 221-230.
15. Choi SM., Sum KWR., Leung FLE., Wallhead T., Morgan K., Milton D., Ha SCA., Sit HPC. (2021). Effect of sport education on students’ perceived physical literacy, motivation, and physical activity levels in university required physical education: A cluster-randomized trial. Higher Education. 81(6), 1137-1155.
16. Powell E., Woodfield LA., Nevill AA. (2016). Children’s physical activity levels during primary school break times: A quantitative and qualitative research design. European Physical Education Review. 22(1), 82-98.
17. Crotti M., Rudd J., Weaver G., Roberts S., O’Callaghan L., Fitton Davies K., Foweather L. (2021). Validation of modified sofit+: Relating physical activity promoting practices in physical education to moderate-to-vigorous physical activity in 5–6 year old children. Measurement in Physical Education and Exercise Science. 25(4), 322-334.
18. Errisuriz VL., Dooley EE., Burford KG., Johnson AM., Jowers EM., Bartholomew JB. (2021). Implementation quality ımpacts fourth grade students’ participation in physically active academic lessons. Prevention Science. 22(7), 950-959.
19. Hall-López JA. (2021). Educational training program to increase the moderate to vigorous physical activity index in physical education teachers. Retos. 39, 192-199.
20. Shilton T. (2008). Creating and making the case: Global advocacy for physical activity. Journal of Physical Activity & Health. 5(6), 765–776.
21. Stratton G., Mullan E. (2005). The effect of multicolor playground markings on children's physical activity level during recess. Preventive Medicine. 41(5-6), 828-833.
22. Guthold R., Cowan MJ., Autenrieth CS., Kann L., Riley LM. (2010). Physical activity and sedentary behavior among schoolchildren: A 34-country comparison. The Journal of Pediatrics. 157(1), 43-49.
23. McKenzie TL., Smith NJ. (2017). Studies of physical education in the United States using SOFIT: A review. Research Quarterly for Exercise and Sport. 88(4), 492–502.
24. Zhou Y., Wang L., Wang B., Chen R. (2022). Physical activity during physical education in elementary school in china: The role of teachers. Physical Education and Sport Pedagogy. 27(4), 409-421.
25. Abdulla A., Whipp PR., Teo T. (2022). Teaching physical education in ‘paradise’: Activity levels, lesson context and barriers to quality implementation. European Physical Education Review. 28(1), 225-243.
26. Sutherland R., Campbell E., Lubans DR., Morgan PJ., Okely AD., Nathan N., Gillham K., Lecathelinais C., Wiggers J. (2016). Physical education in secondary schools located in low-income communities: Physical activity levels, lesson context and teacher interaction. Journal of Science and Medicine in Sport. 19(2), 135-141.
27. Fairclough S., Stratton G. (2005). Physical activity levels in middle and high school physical education: A review. Pediatric Exercise Science. 17, 217-236.
28. Lonsdale C., Rosenkranz RR., Peralta LR., Bennie A., Fahey P., Lubans DR. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventive Medicine. 56(2), 152–161.
29. Weaver RG., Webster CA., Beets MW., Brazendale K., Chandler J., Schisler L., Aziz M. (2018). Initial outcomes of a participatory-based, competency-building approach to increasing physical education teachers’ physical activity promotion and students’ physical activity: A pilot study. Health Education & Behavior. 45, 359-370.
30. Hall-López JA., Ochoa-Martínez PY., Meza F., Sánchez R., Sáenz-López P. (2019). Comparación de la actividad física por género y grasa corporal en escolares mexicanos. Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte. 8(1), 1-14.
31. Temel A., Mamak H. (2023). Investigation of secondary school student's value perceptions and attitudes regarding to physical education and sports lesson. Education Quarterly Reviews. 6(1), 133-151.
32. Li X., Wang X. (2019). Physical activity level of primary school students and teachers' teaching behaivor based on observation of physical education class. Journal of Shenyang Sport University. 3(2), 27-33.
33. Temel A., Kangalgil M., Mamak H. (2023). Evaluation of play skills of primary school students playing traditional children's games. Akdeniz Spor Bilimleri Dergisi. 6(1), 251-270.
34. Skala KA., Springer AE., Sharma SV., Hoelscher DM., Kelder SH. (2012). Environmental characteristics and student physical activity in pe class: Findings from two large urban areas of Texas. Journal of Physical Activity and Health. 9(4), 481-491.
35. Temel A., Kangalgil M. (2021). Oyun ve fiziki etkinlikler dersi öğretim programı kazanımlarının gerçekleşmesine ilişkin sınıf öğretmenlerinin görüşleri. Milli Eğitim Dergisi. 50(229), 445-462.
36. Boz M., Altunsöz IH., Altınışık Y. (2022). Impact of teacher implemented activities and free play on preschool children’s physical activity at indoor playground markings. Southeast Asia Early Childhood Journal. 11(1), 18-34.
37. To QG., Gallegos D., Do DV., Tran HTM., To KG., Wharton L., Trost SG. (2018). The level and pattern of physical activity among fifth-grade students in Ho Chi Minh City, Vietnam. Public Health. 160, 18-25.
38. Dania A., Kossyva I., Zounhia K. (2017). Effects of a teaching games for understanding program on primary school students' physıcal activity patterns. European Journal of Physical Education and Sport Science. 3(2), 81-94.
39. Büyüköztürk Ş., Kılıç Çakmak E., Akgün ÖE., Karadeniz Ş., Demirel F. (2020). Eğitimde bilimsel araştırma yöntemleri. 28. Baskı. Pegem Akademi, 92, 145-146.
40. Creswell JW. (2020). Eğitim araştırmaları nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi (Translation Editor: Ekşi, H.). 3. Baskı. Edam, 204.
41. Milli Eğitim Bakanlığı [MEB] (2019). Okul öncesi ve ilköğretim kurumları yönetmeliği. https://www.resmigazete.gov.tr/eskiler/2019/07/20190710-6.htm [Date of access: 25.05.2022].
42. Milli Eğitim Bakanlığı [MEB] (2018). Beden eğitimi ve oyun dersi öğretim programı “ilkokul 1, 2, 3 ve 4. Sınıflar”. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=443 [Date of access: 25.05.2022].
43. Hartatiti SCY., Priambodo A., Djawa B., Prakoso BB. (2018, May). Building cooperation interpersonal skill in physical education lessons through traditional game. In International Seminar on Public Health and Education 2018 (ISPHE 2018) (pp. 245-248). Atlantis Press.
44. Gençlik ve Spor Bakanlığı [GSB] (2021). Geleneksel çocuk oyunları şenliği oyunlar kılavuz kitapçığı https://spor.gsb.gov.tr/public/OkulSporlari/2021/10/22/GELENEKSEL%20%C3%87OCUK%20OYUNLARI%20TALIMATI_637705176306968972.pdf [Date of access: 25.06.2022].
45. McKenzie TL. (2015). SOFIT (system for observing fitness ınstruction time) description and procedures manual (generic version). Researchgate. 1-33.
46. Smith NJ., McKenzie TL., Hammons AJ. (2019). International studies of physical education using sofit: A review. Advances in Physical Education. 9(1), 53-74.
47. Kwon S., Welch S., Mason M. (2020). Physical education environment and student physical activity levels in low-income communities. BMC Public Health. 20(1), 1-9.
48. Tanaka C., Tremblay MS., Okuda M., Inoue S., Tanaka S. (2020). Proportion of Japanese primary school children meeting recommendations for 24-h movement guidelines and associations with weight status. Obesity Research & Clinical Practice. 14(3), 234-240.
49. To QG., Wharton L., Gallegos D., Stylianou M., Do DV., To KG., Tran HTM., Trost SG. (2020). School-based physical education: Physical activity and implementation barriers in Vietnamese elementary schools. European Physical Education Review. 26(2), 587-606.
50. Van Beurden E., Barnett LM., Zask A., Dietrich UC., Brooks LO., Beard J. (2003). Can we skill and activate children through primary school physical education lessons?“Move it Groove it”—a collaborative health promotion intervention. Preventive Medicine. 36(4), 493-501.
51. Ramer JD., Houser NE., Duncan RJ., Bustamante EE. (2021). Enjoyment of physical activity-not mvpa during physical education-predicts future mvpa participation and sport self-concept. Sports. 9(9), 128.
52. Hollis JL., Sutherland R., Williams AJ., Campbell E., Nathan N., Wolfenden L., Morgan PJ., Lubans DR., Gillham K., Wiggers J. (2017). A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons. International Journal of Behavioral Nutrition and Physical Activity. 14(1), 1-26.
53. İrez SG., Yaman M., Babayiğit İrez G., Saygın Ö. (2013). The effects of physical activity cards on teacher behaviours in elementary physical education classes. Journal of Human Sciences. 10(1), 1717–1724.
54. Manyanga T., Barnes JD., Chaput JP., Katzmarzyk PT., Prista A., Tremblay MS. (2019). Prevalence and correlates of adherence to movement guidelines among urban and rural children in Mozambique: A cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity. 16(1), 1-12.
55. Cheung P. (2019). School-based physical activity opportunities in pe lessons and after-school hours: Are they associated with children’s daily physical activity?. European Physical Education Review. 25(1), 65-75.
56. Powell E., Woodfield LA., Nevill AM. (2016). Increasing physical activity levels in primary school physical education: The sharp principles model. Preventive Medicine Reports. 3, 7-13.
57. Laiño FA., Santa María CJ., Incarbon Ó., Guinguis H. (2019). Intensidades de actividad física en juegos estructurados y activos en niños entre 6 y 12 años. Ciencias de la Salud. 17(3), 81-97.
58. Brey JR., Cardozo Machado Suga A., De Paula Da Silva AA., Rodriguez-Añez CR. (2021). Class context, teacher behavior, and physical activity levels during physical education classes. Journal of Physical Education. 32(1), e-3243.
59. Truelove S., Vanderloo L., Tucker T. (2017). Defining and measuring active play among young children: A systematic review. Journal of Physical Activity and Health. 14(2), 155-166.
60. Ridgers ND., Carter LM., Stratton G., McKenzie TL. (2011). Examining children's physical activity and play behaviors during school playtime over time. Health Education Research. 26(4), 586-595.
61. Smith NJ., Belansky ES., Cutforth N. (2020). The southeast colorado pe academy: implementation and outcomes in rural elementary schools, 2014-16. Advances in Physical Education. 10, 436-458.
62. Springer AE., Tanguturi Y., Ranjit N., Skala KA., Kelder SH. (2013). Physical activity during recess in low-income third-grade Texas students. American Journal of Health Behavior. 37(3), 318-324.
63. Hall-López JA., Ochoa-Martíne PY. (2021). Measuring physical activity, heart rate, energy expenditure and perceived exertion of school children during recess according to gender and body fat. Facta Universitatis. Series: Physical Education and Sport. 19(1), 21-31.
64. Martínez PYO., López JAH., Teixeira AM. (2021). Physical activity during school recess and physical education among deaf school children. Revista Brasileira De Educação Especial. 28, 49-56.
65. Gouveia ÉR., Gouveia BR., Marques A., Lopes H., Rodrigues A., Quintal T., Pestana M., Peralta M., Kliegel M., Ihle A. (2021). Estimation of engagement in moderate-to-vigorous physical activity from direct observation: A proposal for school physical education. Children. 8(2), 67.
66. Wang L., Zhou Y. (2022). A systematic review of correlates of the moderate-to-vigorous physical activity of students in elementary school physical education. Journal of Teaching in Physical Education. 42(1), 44-59.
67. Woodfield L., Tatton A., Myers T., Powell E. (2022). Predictors of children’s physical activity in the early years foundation stage. Journal of Early Childhood Research. 20(2), 199-213.