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The purpose of this study was to assess the physical activity levels of schoolchildren during physical education lessons, using heart rate telemetry. Girls (n = 108) and boys (n = 69), age 9 to 15 years, were assessed over 66 physical education lessons. Lessons that achieved a heart rate (HR) of ≥ 150 bpm for 20 minutes or 50% of lesson time were deemed sufficiently active to promote cardiorespiratory fitness. Netball, 11- to 12-year-old girls’ gymnastics, and soccer lessons achieved the HR ≥ 150 level for over 50% of lesson time. A Sex × Age × Lesson Activity ANOVA indicated significant overall interaction for sex, age, and lesson activity for the percentage of lesson time spent in HR ≥ 150. Significant differences between age groups and lesson activities were evident. Invasion games seem more likely to attain MVPA goals than are dance, track and field, fitness, or gymnastics lessons.

Physical educators have purported to teach children to be physically active and to promote their fitness. To achieve these goals, children should regularly experience moderate-to-vigorous physical activity (MVPA) during physical education lessons. For the purposes of this review, moderate physical activity is that which elicits a heart rate of 50% of maximum heart rate reserve (MHRR), moderate-to-vigorous activity elicits 60% of MHRR, and vigorous activity elicits 75% of MHRR. Duration criteria were set at 50% of lesson time or 20 min. The majority of lessons described in previous reports failed to achieve these criteria, although problems were noted in method and analyses of data. Lessons with physical activity as a direct goal have been successful in increasing MVPA. A greater focus on physical activity is required in the planning and delivery of physical education lessons if the physical activity and fitness goals of the physical education curriculum are to be met.

Forty studies reporting physical activity during middle and high school physical education (PE) classes were reviewed. Students engaged in moderate-to-vigorous physical activity (MVPA) for 27% to 47% of class time. Intervention strategies were successful in increasing MVPA. During nonintervention classes the highest levels of MVPA occurred in invasion games and fitness activities. Movement activities stimulated the lowest levels. Boys and girls spent 40% of class time in MVPA. Differences in MVPA during PE were also methodology dependent. PE classes can complement other school-based opportunities to contribute to young people’s daily physical activity.

The energy expenditure of 47 children aged 5–7 years was assessed before and after a school playground was painted with fluorescent markings. Physical activity was measured using heart rate monitors and energy expenditure calculated for 3 playtimes per child before and after the playground was painted. Total energy expenditure and the rate of energy expenditure increased significantly, as did the duration of play. The effect of painting the playground on total energy expenditure was analysed using an ANCOVA to control for play duration and body mass. Results revealed a 35% increase in total energy expenditure (P £ .01) and a 6% increase in the rate of energy expenditure (P £ .01). The significant interaction between time (before and after) and group (experimental and control) (P £ .02) demonstrated that the intervention programme significantly increased heart rates. These results suggest that playground markings and duration of play can have a significant and positive influence on young children’s energy expenditure.

This study investigated the enjoyment and perceived competence of normal-weight (n = 48) and overweight (n = 20) adolescents during physical education (PE) classes. Amount of PE time spent in moderate-to-vigorous (MVPA) and vigorous physical activity (VPA), as well as cardiorespiratory fitness (graded treadmill test) and body composition (body mass index) were also compared. Normal-weight students reported the greatest values for enjoyment (p = .008) and perceived competence (p = .005), though no differences in MVPA and VPA were observed. Cardiorespiratory fitness was highest among normal-weight students (p < .0001). In comparison with normal-weight adolescents, overweight youth might not be provided with optimal psychological experiences during PE classes.

Recess offers primary school age children the opportunity to engage in physical activity, though few studies have detailed the physical activity levels of children in this environment. The physical activity levels of 270 children ages 6-11 years from 18 schools were monitored on 1 school day using heart rate telemetry. Data revealed that boys engaged in higher levels of moderate-to-vigorous and vigorous physical activity (MVPA) than did girls during recess (26 and 20 min, respectively). These results suggest that recess can make a worthwhile contribution to the recommended 60 min of MVPA per day.

This study examined whether feedback or feedback plus physical activity information could increase the number of pedometer steps taken during 1 school week. One hundred seventy-seven students (mean age 9.124 ± 1.11 years) in three elementary schools participated. Schools were randomly assigned to control (CON), feedback (FB), or feedback plus information (FB+I) groups. Children wore pedometers during school time for 5 consecutive weekdays. The total steps of the groups were recorded at the end of each school day, with students in the FB and FB+I groups free to view their step counts. In addition, the FB+I group received information and ideas about how they could increase their daily steps. The CON group received no step-count feedback or information. Students in the FB+I group achieved significantly more steps per minute (17.17 ± 4.87) than those in the FB (13.77 ± 4.06, p = 0.003) and CON (12.41 ± 3.12, p = 0.0001) groups. Information, as well as step-count feedback, increased elementary students’ school-based physical activity (number of steps) in the short term. A longer intervention period is necessary to assess the sustained impact of this type of approach.