Mobile apps that support physical activities and the potential of these applications in physical education at school

The current trend in using digital technology to support physical activity (PA) is unstoppable at that time. The growing number of mobile device users maximises the possibility of the better utilisation of these devices for the support of physical activities. The objective of this paper is to create an insight into the use of mobile technologies in the physical education process and to establish the underlying considerations of their use. In the paper we generally discuss the utilisation of digital technologies in education and we focus in more detail on physical education as a subject and we examine the potential of mobile apps designed to support PA. A sub-objective is to define the possible risks associated with the use of these technologies. The paper also includes a survey research directed at a target group. The survey research focuses on the current status of how mobile technologies have spread over and how they are used in PE classes and the realisation of PA. Having studied literary resources we pursue the fundamental description of the technologies used in mobile apps, as well as the availability, functions and basic categorisation of these mobile apps. In the practical part of the paper we publish the initial results of our research plan, the introductory part of which we effected using survey research directed at a target group, that being primary and secondary school teachers and students from selected regions in the Czech Republic. The results of our work confirm the current tendency to use mobile technologies in connection with the realisation of physical activities. The high level of mobile devices used by the target group and the practical experience associated with the use of mobile apps to support PA indicate the potential for introducing mobile apps in lessons. Nonetheless, there are currently no appropriate recommendations, such as peer-reviewed application databases, that can be used in the physical education process. Mobile apps are a relatively new tool for interventions associated with health and physical activity and few academic works have been published in both Czech and foreign literature in regards to the impacts of mobile app use in this field. Where physical education classes are concerned, mobile apps represent low-cost and broadly used tools that need to be subjected to further expert investigation, mainly in relation to the enormous number of these mobile apps and the possible risks associated with their use

Associations between accelerometer-measured physical activity and body fatness in school-aged children

Abstract Background The main aim of the study was to examine the cross-sectional associations between objectively measured physical activity (PA) and body fatness in 7–12-year-old children. Methods We performed an analysis of 365 children (209 girls). Participant recruitment was performed in eight randomly selected elementary schools in cities and towns with various numbers of inhabitants. The body composition analysis was performed according to a multi-frequency bioelectrical impedance analysis; PA was monitored using an accelerometer. Results In terms of the overall PA, boys were more active than girls. No significant associations (unadjusted and adjusted models) were found between light PA and all body fatness indicators in either sex. Moderate-to-vigorous PA was significantly negatively associated with all body fatness indicators only in girls. These associations strengthened after adjustment for age, height and sedentary time (β ranging from –0.49 to –0.36, P ≤ 0.01). In contrast, vigorous PA was strongly negatively associated with body fatness indicators only in boys. In the fully adjusted model the significant negative associations were found for fat mass percentage (β = –0.15, P = 0.048) and fat mass index (β = –0.15, P = 0.040). Conclusions The present study suggests that increasing sex-specific PA of different intensities may be an appropriate approach for decreasing body fatness in children. Longitudinal studies are needed to verify these associations

The comparison of school and daily physical activity of 9-10 year old girls and boys

BACKGROUND: A preference of sedentary leisure time and an inappropriate environment for physical activity (PA) are some of the main reasons for the decline of PA, decreasing level of physical fitness and an unfavorable balance between energy intake and expenditure. These determinants are closely related with the increase in overweight and obesity within primary school age children. AIM: The aim of this study was to determine the relationship between gender and total daily PA of primary school children on school days. METHODOLOGY: Six primary schools, which were characterized by the same focus and comparable educational environment and conditions for PA, were included in the research. A total of 85 girls and 84 boys participated in PA monitoring. The PA was monitored by the multifunction accelerometer ActiTrainer. The data was processed using the ActiTrainer09, the special software of the Center for Kinanthropology Research. The data was analyzed using basic statistical concepts, single-factor ANOVA and ω2 effect size coefficient. RESULTS: The results showed that boys are more physically active than girls during their stay at school, both in terms of the step count, and duration of moderate-to-vigorous PA. There were no significant differences between boys and girls in total daily PA. CONCLUSIONS: This study confirms a higher PA of boys compared to girls during school. A knowledge of the patterns in the daily physical activity of boys and girls requires a deeper study of the various segments of the school day

Compensation for Adolescents’ School Mental Load by Physical Activity on Weekend Days

Introduction and objective: Increasing mental load and inadequate stress management significantly affect the efficiency, success and safety of the educational/working process in adolescents. The objective of this study is to determine the extent that adolescents compensate for their school mental load by physical activity (PA) on weekend days and, thus, to contribute to the objective measurement of mental load in natural working conditions. Methods: A cross-sectional study was conducted between September 2013 and April 2014. A set of different methods was employed—self-administered questionnaire (IPAQ-long questionnaire), objective measurements—pedometers, and accelerometers (ActiTrainers). They was distributed to 548 students from 17 high schools. Participants’ mental load was assessed based on the difference between PA intensity and/or physical inactivity and heart rate range. Results: The participants with the highest mental load during school lessons do not compensate for this load by PA on weekend days. Conclusions: Adolescents need to be encouraged to be aware of their subjective mental load and to intentionally compensate for this load by PA on weekend days. It is necessary to support the process of adopting habits by sufficient physical literacy of students, as well as teachers, and by changes in the school program

Academic Stress and Physical Activity in Adolescents

The issue of work-related mental health needs to be addressed at the school level. The aim of this study was to explore the associations between academic stress (AS) of adolescent boys and girls and their physical activity (PA) during recesses and after school and to propose measures to promote the adoption of lifelong healthy working habits. Adolescents from 16 schools in the Czech Republic and 6 schools in Poland participated in the study (187 boys and 339 girls). Monitoring of PA and cognitive stress was conducted during one school day. We used ActiTrainer accelerometers to monitor PA and physical inactivity. Data on time of PA and self-reported AS in school lessons were collected using recording sheets. We split the participants into two groups: those without a self-reported stressor and those who indicated one or more stressors. Differences in overall PA during recesses, as well as after-school PA, between boys with and without AS were not statistically significant for any PA characteristics. We observed similar results for girls. Repeated measures ANOVA confirmed that differences in PA (steps/hour) during recesses following particular lessons between participants with and without AS were not statistically significant in boys or girls (F(4,1612) = 1.83, p=0.121 , ηp2=0.005). It is noteworthy that girls with AS were statistically significantly more likely to meet the 6000 steps after school time recommendation (39%) than girls without AS (18%; p<0.001). The study did not confirm the assumption that adolescents reporting AS have less PA during recesses or even after school than adolescents without AS. However, the overall low PA of adolescents during recesses and after school highlights the need to compensate for AS by adequate PA. This is especially true for adolescents with recurrent AS in several consecutive lessons

Associations of novel 24-h accelerometer-derived metrics with adiposity in children and adolescents

Abstract Background Further research is required to explore the associations between 24-h movement behaviours and health outcomes in the paediatric population. Therefore, this study aimed to examine the associations between novel data-driven 24-h activity metrics and adiposity among children and adolescents. Methods The sample included 382 children (8–13 years) and 338 adolescents (14–18 years). The average acceleration (AvAcc) of activity, intensity gradient (IG), and metrics representing the initial acceleration for the most active time periods of the 24-h cycle were calculated from raw acceleration data. Adiposity measures included body mass index z-score, fat mass percentage (FM%), and visceral adipose tissue (VAT). Data analysis was performed using multiple linear regression adjusted for wear time, sex, maternal education level, and maternal overweight and obesity. Results Children demonstrated higher values in all 24-h activity metrics than did adolescents (p < 0.001 for all). For children, the initial acceleration for the most active 2, 5, 15, and 30 min of the 24-h cycle were negatively associated with FM% (p ≤ 0.043 for all) and VAT (p <0.001 for all), respectively. For adolescents, the IG was negatively associated with FM% (p = 0.002) and VAT (p = 0.007). Moreover, initial acceleration for the most active 2, 5, 15, 30, 60, and 120 min were associated with FM% (p ≤ 0.007 for all) and with VAT (p ≤ 0.023 for all). Conclusions The intensity distribution of activity and initial acceleration for the most active 2, 5, 15, 30, 60, and 120 min within the 24-h cycle are beneficial for the prevention of excess adiposity in the paediatric population

A 24-h activity profile and adiposity among children and adolescents: Does the difference between school and weekend days matter?

BackgroundTwenty-four-hour movement behaviours are gaining attention in the research community. However, no study has addressed how 24-h activity profiles vary between structured and less structured days and whether an unfavourable activity profile is associated with childhood obesity. We aimed to analyse differences between school day and weekend day 24-h activity profiles and their associations with adiposity indicators among children and adolescents.MethodsParticipants were 382 children and 338 adolescents who wore wrist accelerometers for 24 hours a day for seven consecutive days. The 24-h activity profile expressed by the average acceleration (AvAcc) and intensity gradient (IG) were estimated from multi-day raw accelerometer data. Adiposity indicators included body mass index (BMI) z-score, fat mass percentage (FM%), fat mass index (FMI), and visceral adipose tissue (VAT). Multiple linear regression of activity profile metrics and adiposity indicators was performed separately for school and weekend days.ResultsWeekend days AvAcc and IG were lower compared to school days in both age groups (p ConclusionsThis study confirms the importance of 24-h activity profile as a potentially protective factor against excess adiposity. The variability of movement behaviours during structured and less structured days should be considered when optimizing the 24-h movement behaviours to prevent childhood obesity