TНE INFLUENCE OF ORGANIZED PНYSICAL EXERCISE ON ТНE ТIME SPENТ IN MVPA OF ELEMENТARY SCНOOL SТUDENТS

Volume 12, Issue 2 (2022)

TНE INFLUENCE OF ORGANIZED PНYSICAL EXERCISE ON ТНE ТIME SPENТ IN MVPA OF ELEMENТARY SCНOOL SТUDENТS
KSENIЈA BUBNЈEVIC, ROMANA ROMANOV, DRAGAN GRUЈICIC
Abstract: 
The World Health Organization recommends daily physical activity for at least 60 minutes for chil- dren, while for  adults  this  recommendation  amounts to at least 30 minutes a day. As part of daily physical activity, it is recommended to exercise at a moderate to high intensity for at least 10 minutes. Today, we are increasingly faced with the problem of sedentariness in both adults and children. It is considered that a school is a place where children could be expected to be more physically active because they spend a lot of time there. The subject of this research concerns the time spent in moderate to high-intensity physical activity (MVPA) dur- ing one day. A systematic review of two electronic data- bases (PubMed and Mlibrary) identified a small number of studies that analyzed MVPA between boys and girls. In the studies, organized physical exercise is cited as a way to make children more interested in exercise than usual. The research results of three selected studies in- dicate that students are not sufficiently physically active and that there are no significant differences in MVPA val- ues between boys and girls (8 to 14 years of age). On the basis of highly qualified scientific studies, including only studies that measured MVPA with an accelerometer, it is observed that boys achieved higher values and are there- fore somewhat more physically active compared to girls.
Keywords: 
physical activity, physical education teach- ing, primary school, adolescents
Full Text: 
PDF
References: 

Bajric, O., Goranović, S., & Bajric, S. (2019). Teachers sttitudes on sports talent in primary school pupils transferring from class to subject teaching. Sports Science & Health / Sportske Nauke i Zdravlje, 9(2). [in Serbian]

Corder, K., Werneck, A. O., Jong, S. T., Hoare, E., Brown, H. E., Foubister, C., ... & van Sluijs, E. M. (2020). Pathways to increasing adolescent physical activity and wellbeing: a mediation analysis of intervention components designed using a participatory approach. Interna- tional journal of environmental research and public health, 17(2), 390.

Ekelund, U., Luan, J. A., Sherar, L. B., Esliger, D. W., Griew, P., Cooper, A., & International Children’s Accelerometry Database (ICAD) Col- laborators. (2012). Moderate to vigorous physical activity and sedentary time and cardiometabolic risk factors in children and adoles- cents. Jama, 307(7), 704-712.

Evenson KR, Catellier DJ, Gill K, Ondrak KS, McMurray RG. Calibration of two objective measures of physical activity for children. J Sports Sci. 2008;26:1557–65.

Jago, R., Edwards, M. J., Sebire, S. J., Tomkinson, K., Bird, E. L., Banfield, K., ... & Blair, P. S. (2015). Effect and cost of an after-school dance programme on the physical activity of 11–12 year old girls: The Bristol Girls Dance Project, a school-based cluster randomised controlled trial. International Journal of Behavioral Nutrition and Physical Activity, 12(1), 1-15.

Jago, R., Sebire, S. J., Cooper, A. R., Haase, A. M., Powell, J., Davis, L., ... & Montgomery, A. A. (2012). Bristol girls dance project feasibility trial: outcome and process evaluation results. International Journal of Behavioral Nutrition and Physical Activity, 9(1), 1-10.

Kermeci, S., & Đorđić, V.N. (2018). The role of recess in students’ physical activity promotion. Sports Science & Health/Sportske Nauke i Zdravlje, 8(2). [in Serbian]

Kriemler, S., Meyer, U., Martin, E., van Sluijs, E. M., Andersen, L. B., & Martin, B. W. (2011). Effect of school-based interventions on physical activity and fitness in children and adolescents: a review of reviews and systematic update. British journal of sports medicine, 45(11), 923-930.

Lepeš, J. (2011). Socijalno-porodična sredina, ishrana i fizički razvoj. Sportfiske nauke i zdravlje, 1(1), 12-17. [in Serbian]

Lukić, N., Vukićević, V., Vignjević, S., & Škundrić, G. (2019). Motivational orientation of primary school students in physical education classes. Sports Science & Health/Sportske Nauke i Zdravlje, 9(2). [in Serbian]

O’Donovan, T. M., & Kay, T. A. (2005). Focus on girls in sport. British Journal of Teaching Physical Education, 36(1), 29-31.

Resaland, G. K., Moe, V. F., Bartholomew, J. B., Andersen, L. B., McKay, H. A., Anderssen, S. A., & Aadland, E. (2018). Gender-specific ef- fects of physical activity on children’s academic performance: the active smarter kids cluster randomized controlled trial. Preventive medicine, 106, 171-176.

Strong, W. B., Malina, R. M., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gutin, B., ... & Trudeau, F. (2005). Evidence based physical activ- ity for school-age youth. The Journal of pediatrics, 146(6), 732-737.

Telford, R. M., Olive, L. S., Cochrane, T., Davey, R., & Telford, R. D. (2016). Outcomes of a four-year specialist-taught physical education program on physical activity: A cluster randomized controlled trial, the LOOK study. International Journal of Behavioral Nutrition and Physical Activity, 13(1), 1-11.

Telford, R. M., Olive, L. S., Keegan, R. J., Keegan, S., Barnett, L. M., & Telford, R. D. (2021). Student outcomes of the physical education and physical literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools. Physical Education and Sport Pedagogy, 26(1), 97-110.

Troiano, R. P., Berrigan, D., Dodd, K. W., Masse, L. C., Tilert, T., & McDowell, M. (2008). Physical activity in the United States measured by accelerometer. Medicine and science in sports and exercise, 40(1), 181.

World Health Organization. (2019). Global action plan on physical activity 2018-2030: more active people for a healthier world. World Health Organization.