Physical Activity Levels and Body Mass Index in Sport Education. Is There a Difference?

• Published in: Research quarterly for exercise and sport Vol. 96; no. 1; pp. 75 - 84
• Main Authors: Rocamora, Irene, González-Víllora, Sixto, Fernandez-Rio, Javier, Arias Palencia, Natalia María
• Format: Journal Article
• Language: English
• Published: United States Routledge 02.01.2025
• Subjects: Accelerometer; Accelerometry; Body Mass Index; Child; cutoff points; Exercise; Female; Humans; Male; Overweight; overweight/obese; pedagogical models; Pediatric Obesity; Physical Education and Training - methods; physical education curriculum; Sedentary Behavior; Sports - education; Accelerometer; cutoff points; physical education curriculum; overweight/obese; pedagogical models
• ISSN: 0270-1367; 2168-3824; 2168-3824
• DOI: 10.1080/02701367.2024.2365300

Purpose: The goals of this study were: (1) to assess students' physical activity levels in a sport education season according to the phases of the model, adjusted for body mass index; (2) to uncover the contribution of the phases of the model to the World Health Organization recommendations; (3) to understand its impact in students with overweight/obesity. Methods: A total of 42 primary education students with a mean age of 10.68 ± 0.69 years, enrolled in one year 5 (10-11 years) and one year 6 (11-12 years). Physical Education lessons of the same school agreed to participate. Students in both groups experienced a 14-lesson learning unit in team handball through the sport education. Each participant wore an ActiGraph GT3X accelerometer to measure physical activity levels, counts/minute and steps counted. Cole and Lobstein cutoff points were used to determine groups based on body mass index (thin, normal-weight, overweight/obese). Results: The results showed that the overweight/obese group achieved scores for moderate to vigorous physical activity and sedentary time that were not significantly different from the normal-weight group. According to the phases, the preseason was the most active and contributed most to the World Health Organization recommendations in all groups. Conclusions: Sport education could be considered an appropriate pedagogical framework to help overweight/obese children achieve moderate-to-vigorous physical activity and sedentary scores similar to their normal-weight classmates. Key elements of sport education include performing roles, learning work routines, and having the autonomy to choose games/tasks, all of which promote physical activity amongst all students.