始業前の運動遊びの実施が児童の在校時の身体活動量に及ぼす影響

抄録

Purpose: The purpose of this study was to determine the effect of physical play before the start of lesson on the amount of physical activity in the school of children.

Method: We compared the amount of physical activity during the school day at an elementary school that provides physical play before the start of lesson (intervention school) and an elementary school that does not provide physical play before the start of lesson (control school). Data from 1st, 3rd, and 5th grade children (intervention school: 86 children, control school 90 children) were used for the analysis. Physical play was carried out for 6 months by two methods, “play for each grade” and “play in vertical division”. We measured the amount of physical activity in the school on five weekdays before and after the project using a 3-axis accelerometer. To examine the effects of the intervention, we conducted an analysis of covariance with the amount of physical activity after the project as the dependent variable, the elementary school (intervention school and control school) as the independent variable, and the grade, height, weight, and amount of physical activity before the intervention as covariates.

Result: Regarding the amount of physical activity per 60 minutes after the program, for both men and women, the control school showed significantly higher sedentary behavior time (boys intervention school: 21.1±4.6; control school: 25.0±4.4; girls intervention school: 22.4±6.0; control school: 27.0±4.9), and the intervention school showed significantly higher moderate physical activity time (boys intervention school: 7.0±2.2; control school 4.1±1.1, girls intervention school: 5.9±1.9;control school: 3.3±1.1), moderate-to-vigorous physical activity time (boys intervention school: 8.1±2.6; control school: 5.0±1.3, girls intervention school: 6.8±2.4; control school: 4.0±1.3), number of steps (boys intervention school: 1014.9±211.6;control school: 761.6±160.3;girls intervention school: 895.2±245.0;control school: 663.1±164.3) were significantly higher than in the control school.

Conclusion: The implementation of physical play before the start of lesson was found to be effective in increasing the amount of physical activity and reducing sedentary behavior of children in the school.