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首页> 外文期刊>International Journal of Environmental Research and Public Health >Recess Physical Activity and Perceived School Environment among Elementary School Children
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Recess Physical Activity and Perceived School Environment among Elementary School Children

机译：小学儿童的隐性体育锻炼和感知的学校环境

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Differences in recess physical activity (PA) according to perceived school environment among elementary school children were examined. Participants were 103 children from two schools in Japan. PA was measured using accelerometry for seven consecutive days. Time spent in sedentary or PA (light, moderate, or vigorous) during their morning recess (25 min) and lunch recess (15 min) was determined. The School Physical Activity Environment Scale (three factors: equipment, facility, and safety) was used to investigate perceived school environment. Environmental factor scores were assigned to low or high groups for each factor by median. An analysis of covariance, with grade as the covariate, was conducted separately by gender to examine differences in PA between two groups. During lunch recess, boys in the high-equipment group spent significantly more time in moderate PA (high: 1.5; low: 0.8 min) whereas girls in this group spent less time in light PA (9.3, 11.0). Boys in the high-facility group spent significantly less time in sedentary (2.3, 3.9) and more time in vigorous PA (2.4, 1.4) during lunch recess, and girls spent more time in moderate (2.1, 1.2) and vigorous PA (1.9, 1.3) during morning recess. Differences were observed in recess PA according to school environment perceptions. The present study may be useful for further intervention studies for the promotion of PA during recess.
机译：根据小学生的感知学校环境，调查了他们的课余体育锻炼（PA）的差异。参加者是来自日本两所学校的103名儿童。使用加速度计连续7天测量PA。确定他们在早上休息（25分钟）和午餐休息（15分钟）期间久坐或PA（轻度，中度或剧烈）所花费的时间。学校体育活动环境量表（三个因素：设备，设施和安全性）用于调查感知的学校环境。将环境因素得分按中位数分配给每个因素的低或高组。按性别分别对协方差进行分析，以等级作为协变量，以检验两组之间的PA差异。在午餐休息期间，高装备组的男孩在中度PA（高：1.5;低：0.8分钟）上花费的时间明显更多，而该组中的女孩在轻PA上花费的时间更少（9.3，11.0）。高设施组中的男孩在午休时间花在久坐的时间（2.3，3.9）上显着减少，而在剧烈运动的PA（2.4，1.4）上花费的时间更多，而女孩在中等（2.1，1.2）和剧烈PA（1.9 ，1.3）。根据学校环境的看法，在休息区PA中观察到差异。本研究可能有助于进一步的干预研究，以促进隐窝期PA的发展。

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