%0 Journal Article
%T School
%A Peggy Cheung
%J European Physical Education Review
%@ 1741-2749
%D 2019
%R 10.1177/1356336X17705274
%X School-based physical activity (PA), including activity during physical education (PE) lessons and after-school hours, is a possible opportunity for increasing childrenĄ¯s daily PA. The purposes of this study were (a) to compare childrenĄ¯s school-based PA levels during PE lessons and after-school hours and (b) to examine whether there is a difference in childrenĄ¯s PA behaviour (moderate-to-vigorous physical activity (MVPA)) and sedentary behaviour on a day which includes school-based PA (i.e. PE class or after-school sports class). The participants were 242 children (mean age = 8.7, SD = 1.6) from five primary schools in Hong Kong. ChildrenĄ¯s PA levels were measured using an accelerometer (ActiGraph GT3X) for four school days, and the data were used to derive the duration (min) of MVPA and sedentary behaviour using age-specific criteria. The PA data were grouped according to the school-based PA opportunities, i.e. (a) with a PE lesson (PE day); (b) with an after-school sport class (AFS day); or (c) without school-based PA (N-Act day). The results indicated that the groups differed significantly in daily MVPA [F (2,108) = 16.62, p < .00] and MVPA during school hours [F (2,108) = 36.22, p < .00]. There was no significant difference in childrenĄ¯s sedentary behaviour with school-based PA participation. The present study confirmed the contribution of school-based PA opportunities to childrenĄ¯s MVPA in the school day, while sedentary behaviour may not necessarily be reduced
%K School-based physical activity
%K PE lesson
%K after-school
%K children
%U https://journals.sagepub.com/doi/full/10.1177/1356336X17705274