Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.653063
Title: Assessment of physical activity in adolescents during physical education lessons : effect of measurement tool and epoch
Author: Aljuhani, Osama
ISNI:       0000 0004 5358 0248
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2014
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Abstract:
Background. The Association for Physical Education (afPE) recommends that during physical education lessons, students should be physically active for at least 50% of class time. Methods used to determine time spent in MVPA during PE classes should be sensitive enough to capture the sporadic bursts of activity typical of children. However, the extent to which students engage in physical activity is variable, and will be influenced by activity type, school settings, PE structures and gender. Aim. The main aim of this thesis was twofold; first to investigate if type of activity, genders and PE structures significantly influence on children and adolescents PA to meet PE recommendation; second to investigate the influence of natural intervention design in increasing children's PA during school morning break. Method. A series of four studies were conducted to assess children and adolescents PA using accelerometer (in four studies), direct observation (in two studies) and HR monitoring (in one study), with short epochs < 5-s. Results. Data from accelerometers and direct observation are highly comparable, but the validity of HR monitors in PE was questionable. Data from accelerometers and direct observation showed that children were not sufficiently physically active to meet the recommended 50% of PE time. Activity types and genders showed significant differences in children PA levels. Intervention design during break time significantly increased PA levels compared to structured PE and free play during lunch time for both genders.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.653063  DOI: Not available
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