The contribution of the primary school setting and physical education lessons to children's physical activity levels

PhD Thesis


Howells, K. 2014. The contribution of the primary school setting and physical education lessons to children's physical activity levels. PhD Thesis Canterbury Christ Church University Faculty of Education
AuthorsHowells, K.
TypePhD Thesis
Qualification namePhD
Abstract

The thesis research explored children’s physical activity levels that occurred within the primary school setting. It examined the contribution that Physical Education lessons make to children’s overall measured physical activity levels within the school day. It investigated children’s perceived level of physical activity and compared this with children’s physical activity measured by accelerometers. For the purpose of the thesis research, physical activity was regarded as, “any bodily movement resulting in energy expenditure” (Sirad and Pate, 2001, p.440). The majority of previous physical activity research has focused on secondary aged children and adults, with little on physical activity levels achieved by primary aged children within school time, or on the comparison between infants (6 – 7 year olds) and juniors (9 – 10 year olds).

Data were collected within a case study setting in one school, over one school year. 20 children, 5 infant boys (mean age at start of data collection, 6 years 4 months), 5 infant girls (mean age at start of data collection, 6 years 6 months), 5 junior boys (mean age at start of data collection, 9 years 4 months) and 5 junior girls (mean age at start of data collection, 9 years 4 months) wore Actigraph accelerometers to record physical activity intensity levels throughout the school day from 9am until 3.10pm. A repeated measures 3 factor ANOVA was used to analyse the effects of factors including the following: type of day (days including a Physical Education lesson (PE days) and those that did not (Non PE days); year group (infants / juniors); parts of the day (curriculum time / morning break / lunchtime / afternoon break) and gender (male / female). P values of <0.05 were taken as the value for statistical significance ± one standard deviation. Statistical analysis was completed using SPSS 17.0. An interactive tool, (Qwizdom) was incorporated with a questionnaire that was adapted from Kowalski et al. (2004) in terms of language and vocabulary to suit the age of the children which assessed the children's perceived levels of physical activity. The perceived activity was compared with the accelerometer physical activity data.

The findings revealed that children were more physically active on school days that included Physical Education lessons. Boys were more physically active at a moderate to vigorous level than girls. Junior boys were able to accumulate 60 minutes of moderate to vigorous physical activity within the school day on a day that included Physical Education lessons and in doing so reached the Department of Health's (DH, 2005) and the World Health Organisation's (WHO, 2010) recommendations for children’s physical activity within the school day, even though these are for the full day not just the school day. Children’s perceived physical activity levels matched their accelerometer recordings, in particular for junior boys during break time and for girls during Physical Education lessons.

The results present the potential for broader claims to be made, relating to: the contribution primary schools make to children’s physical activity levels, the contribution Physical Education lessons make to children’s overall physical activity levels and the potential provision of opportunities for children to be physically active outside of Physical Education lessons during the school day.

Year2014
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Publication process dates
Deposited15 Apr 2015
Accepted2014
Output statusUnpublished
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Power, L., Howells, K. and Gubby, L. 2018. The impact of wellbeing on the physical activities of occupational therapy (OT) for a child with dyspraxia.
Are you ready? physical readiness is there a mismatch in understanding and knowledge?
Howells, K. 2018. Are you ready? physical readiness is there a mismatch in understanding and knowledge?
Early years symposium: physical readiness and physical curiosity
Howells, K. 2018. Early years symposium: physical readiness and physical curiosity. AIESEP (International Association of Colleges of Physical Education) World Congress. Edinburgh Jul 2018
The future of education and skills: education 2030: the future we want
Howells, K. 2018. The future of education and skills: education 2030: the future we want. Paris OECD.
In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education
Meehan, C. and Howells, K. 2018. In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2018.1490702
What is the impact of wellbeing on the physical activities of occupational therapy for a child with dyspraxia?
Power, L., Howells, K. and Gubby, L. 2017. What is the impact of wellbeing on the physical activities of occupational therapy for a child with dyspraxia?
What’s even possible? how physical active are our 21st century children?
Howells, K. 2016. What’s even possible? how physical active are our 21st century children?
What’s even possible? how physical active are our 21st century children? (AIESEP)
Howells, K. 2016. What’s even possible? how physical active are our 21st century children? (AIESEP).
Physical activity and self-esteem. Jonny's story (AIESEP)
Howells, K. and Bowen, J. 2016. Physical activity and self-esteem. Jonny's story (AIESEP).
Physical development, health and well-being. AIESEP
Howells, K. 2016. Physical development, health and well-being. AIESEP.
Physical development, health and well-being.
Howells, K. 2016. Physical development, health and well-being.
Physical activity and self esteem, Jonny's story
Howells, K. and Bowen, J. 2016. Physical activity and self esteem, Jonny's story.
Walk it, like you talk it.
Howells, K. and Meehan, C. 2016. Walk it, like you talk it.
Can break times (recess) help children's physical activity levels?
Howells, K. 2017. Can break times (recess) help children's physical activity levels?
What is being healthy within UK primary school setting?
Howells, K. 2017. What is being healthy within UK primary school setting?
Using basic biomechanics to support observation, assessment and progression of learning
Howells, K. 2017. Using basic biomechanics to support observation, assessment and progression of learning. CIAPSE2 – Children’s Physical Activity and Sport. University of Jyväskylä, Jyväskylä 26 - 28 Jan 2017
Beyond Jonny's story
Howells, K. and Bowen, J. 2017. Beyond Jonny's story.
The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school
Howells, K. 2017. The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school.
'Becoming' a disabled athlete
Howells, K. 2017. 'Becoming' a disabled athlete.
Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children?
Howells, K., Wellard, I. and Woolf-May, K. 2018. Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children? Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1490899
We need more female role models in sport to inspire the next generation
Howells, K., Gubby, L., Dray, K. and Mills, H. 2018. We need more female role models in sport to inspire the next generation. Canterbury Christ Church University.
Chapter 14 - planning physical education in the national curriculum
Howells, K. 2018. Chapter 14 - planning physical education in the national curriculum. in: Sewell, K. (ed.) Planning the Primary National Curriculum A complete guide for trainees and teachers,Second Edition (Revised and Updated Edition) London SAGE. pp. 266-280
Physical activity and mental health of school-aged children andadolescents: A rapid review
Bailey, R., Howells, K. and Glibo, I. 2018. Physical activity and mental health of school-aged children andadolescents: A rapid review. International Journal of Physical Education. LV (1), pp. 1-14.
Mastering primary physical education
Howells, K., Carney, A., Castle, N. and Little, R. 2017. Mastering primary physical education. London Bloomsbury.
Supporting physical development, health and well-being through the use of outdoor environments
Howells, K. 2016. Supporting physical development, health and well-being through the use of outdoor environments. in: Ritchie, C. (ed.) Exploring Children's Learning 3 - 11 Routledge.
Benefits of swimming for young children
Howells, K. and Jarman, D. 2016. Benefits of swimming for young children. Physical Education Matters. 11 (3), pp. 20-21.
Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children
Howells, K. and Meehan, C. 2017. Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1299146
What really matters to freshers? An evaluation of first year student experience of transition into university
Meehan, C. and Howells, K. 2017. What really matters to freshers? An evaluation of first year student experience of transition into university. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2017.1323194
How learning in sport and sporting communities can be applied to online and blended learning and teaching in H.E.
Howells, K. 2016. How learning in sport and sporting communities can be applied to online and blended learning and teaching in H.E.
Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’
Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’.
Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'?
Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'? International Journal of Sport and Exercise Sciences. 2 (5), pp. 125-125.
Chapter 7 – An introduction to physical education
Howells, K. 2015. Chapter 7 – An introduction to physical education. in: Driscoll, P., Lambirth, A. and Roden, J. (ed.) The Primary Curriculum: A Creative Approach London SAGE. pp. 137-155
Physical education planning
Howells, K. 2015. Physical education planning. in: Sewell, K. (ed.) Planning the Primary National Curriculum: A complete guide for trainees and teachers London SAGE. pp. 262-276
Physical activity and self-esteem: ‘Jonny’s story’
Howells, K. and Bowen, J. 2016. Physical activity and self-esteem: ‘Jonny’s story’. Education 3-13: International Journal of Primary, Elementary and Early Years Education. https://doi.org/10.1080/03004279.2016.1171572
Can break times help children's physical activity?
Howells, K. 2015. Can break times help children's physical activity? in: Sangster, M. (ed.) Challenging Perceptions in Primary Education: Exploring Issues in Practice Bloomsbury.
Experiences of blended learning and support mechanisms
Howells, K. 2014. Experiences of blended learning and support mechanisms. Blended Learning: The Thoughtful Fusion of Face to Face and Online Learning Experiences. Faculty of Health and Social Care
Experiences of blended learning
Howells, K. 2014. Experiences of blended learning. Approaches to Feedback and Blended Learning.
Responsible citizens who make a positive contribution to society
Howells, K. 2007. Responsible citizens who make a positive contribution to society.
The use of technology in recording physical activity levels of primary aged children
Howells, K. 2012. The use of technology in recording physical activity levels of primary aged children.
The effect of hemparesis on sitting to standing
Howells, K. 2004. The effect of hemparesis on sitting to standing. Masters Thesis University of Birmingham Health Sciences
Science in physical education or physical education in science
Howells, K. 2010. Science in physical education or physical education in science. We're Going on a Bear Hunt. East Sussex May 2010
Initial teacher education in the South East. Opportunities and challenges for enhancing public health content
Howells, K. 2008. Initial teacher education in the South East. Opportunities and challenges for enhancing public health content.
Primary school pilot case study on physical education’s contribution to physical activity levels
Howells, K. 2009. Primary school pilot case study on physical education’s contribution to physical activity levels.
The contribution of physical education lessons to physical activity levels of primary aged children
Howells, K. 2011. The contribution of physical education lessons to physical activity levels of primary aged children.
Using technologies to support in physical education lessons: primary education trainee teachers' views
Howells, K. 2011. Using technologies to support in physical education lessons: primary education trainee teachers' views.
Physical activity levels of infant and junior school children. Do physical education lessons contribute to physical activity levels?
Howells, K. 2011. Physical activity levels of infant and junior school children. Do physical education lessons contribute to physical activity levels?
What happens in physical education of primary aged children?
Howells, K. 2012. What happens in physical education of primary aged children?
What happens in physical education of primary aged children?
Howells, K. 2012. What happens in physical education of primary aged children?
Beyond the fridge freezer
Howells, K. 2013. Beyond the fridge freezer.
Do physical education lessons increase physical activity levels of primary aged children? - Preliminary findings
Howells, K., Wellard, I. and Woolf-May, K. 2009. Do physical education lessons increase physical activity levels of primary aged children? - Preliminary findings. in: MacPhail, A. and Young, A. (ed.) Promoting Physical Education Across Schools and Communities. Proceedings of the Fourth Physical Education, Physical Activity and Youth Sport Forum Limerick University of Limerick. pp. 23-31
Do physical education lessons contribute to children's physical activity levels?
Howells, K., Wellard, I. and Woolf-May, K. 2010. Do physical education lessons contribute to children's physical activity levels? in: Enright, E. and Tindall, D. (ed.) A Shared Vision for Physical Education, Physical Activity and Youth Sport. Proceedings of the Fifth Physical Education, Physical Activity and Youth Sport Forum Limerick University of Limerick. pp. 46-53
A critical reflection of the opportunities and challenges of integrating the every child Matters (ECM) agenda into teaching physical education (PE)
Howells, K. 2007. A critical reflection of the opportunities and challenges of integrating the every child Matters (ECM) agenda into teaching physical education (PE). Primary Physical Education Matters. 2 (1), pp. ii-iii.
CPOW! The superhero method for inspiring learning in literacy
Howells, K. and Sweatman, D. 2010. CPOW! The superhero method for inspiring learning in literacy. Literacy Today.
Are boys more physically active than girls during a primary school day?
Howells, K., Caple, A. and Jones, M. 2010. Are boys more physically active than girls during a primary school day? Primary Physical Education Matters. 5 (3), pp. xvii-xix.
An introduction to physical education
Howells, K. 2012. An introduction to physical education. in: Driscoll, P., Roden, J. and Lambirth, A. (ed.) The Primary Curriculum: A Creative Approach London SAGE. pp. 118-136
Placing an importance on health and physical activity
Howells, K. 2012. Placing an importance on health and physical activity. in: Griggs, G. (ed.) An Introducation to Primary Physical Education London Routledge. pp. 207-220
The use of technology in promoting physical activity of primary aged children
Howells, K. 2012. The use of technology in promoting physical activity of primary aged children.
Using accelerometers and Qwizdom to measure the physical activity levels of primary aged children
Howells, K. 2012. Using accelerometers and Qwizdom to measure the physical activity levels of primary aged children.
Is physical education more than just being physically active?
Howells, K. 2012. Is physical education more than just being physically active? in: Sangster, M. (ed.) Developing Teacher Expertise: Exploring Key Issues in Primary Practice London Bloomsbury Academic. pp. 78-82
Ensuring all children - including a child with ADHD - can access physical education
Howells, K. and Barton, K. 2012. Ensuring all children - including a child with ADHD - can access physical education. Primary Physical Education Matters. 7 (3), pp. 57-59.
Primary school case study on physical education's contribution to physical activity levels
Howells, K., Wellard, I. and Woolf-May, K. 2009. Primary school case study on physical education's contribution to physical activity levels.
Primary school case study on physical education's contribution to physical activity levels
Howells, K., Wellard, I. and Woolf-May, K. 2009. Primary school case study on physical education's contribution to physical activity levels.
Defining the specialist teacher of primary physical education
Carney, P. and Howells, K. 2008. Defining the specialist teacher of primary physical education. Primary Physical Education Matters. 3 (3), pp. iii-iv.