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
|Authors||Howells, K., Wellard, I. and Woolf-May, K.|
Objectives: This paper explores the impact of physical education (PE) lessons, focusing on children aged 6–7 years, an underrepresented age in physical activity research.
Methods: 10 children wore Actigraph accelerometers recording physical activity throughout the school day (9 am until 3.10 pm), for a year. Repeated measures ANOVA analysed: type of day (days including PE and days that did not) and gender (p <.05).
Results: Boys achieved 88% (girls 70%) of the recommended daily
Conclusion: The novel findings indicate PE lessons significantly contributes to children’s physical activity levels.
|Keywords||Physical education; children’s physical activity|
|Journal||Early Child Development and Care|
|Publisher||Taylor & Francis|
|Digital Object Identifier (DOI)||https://doi.org/10.1080/03004430.2018.1490899|
|Online||28 Jun 2018|
|Publication process dates|
|Deposited||21 Aug 2018|
|Accepted||16 Jun 2018|
|Accepted author manuscript|
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