BackgroundWith the purpose of increasing the level of physical activity (PA) among Danish adolescents the Danish government initiated a large scale vocational school reform in 2015 requiring that vocational schools must ensure that students are physically active 45 min every day.PurposeTo investigate how many students’ experience 45 min of PA per day as required by the Danish vocational school reform and to study possible associations between attitudes to PA and different student characteristics for instance students’ self-reported fitness level.MethodsUsing a cross-sectional questionnaire vocational education students’ attitudes and experiences with PA in school was assessed and combined with background questions about age, gender, self-reported PA in school and self-reported fitness level.Results678 students with an average age of 17.2 (SD = 2.1) answered all questions. This study showed that Danish vocational school students self-reported 23.6 (SD = 16.6) minutes of PA per day. Only 18.3% of male students and 13.3% of female students self-reported 45 min of PA per day as required by the vocational school reform. This study also showed that Danish vocational school students had a relatively positive attitude to implementing PA in school. Self-reported fit students had a more positive attitude than self-reported unfit students and likewise students in the PA-high group presented a more positive attitude compared to the PA-low group. In addition, significantly more students with PA allocated on their lesson timetable were in the PA-high group. Students that were glad to attend the BP1 in general also had a more positive attitude towards implementing PA in school. Furthermore, students who were highly satisfied with the vocational schools’ facilities for PA were more likely to be in the PA-high group.

中文翻译：

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丹麦职业教育学校学生对开展体育锻炼的态度的调查

1）回答所有问题。这项研究表明，丹麦职业学校的学生每天自我报告23.6（SD = 16.6）分钟的PA。根据职业学校改革的要求，每天只有18.3。％的男学生和13.3％的女学生自我报告了45分钟的PA。这项研究还表明，丹麦职业学校的学生对在学校实施PA有着相对积极的态度。自我报告为健康的学生比自我报告为不健康的学生具有更积极的态度，同样，与PA较低的组相比，高PA的学生表现出更积极的态度。此外，在课程时间表上分配有PA的学生明显多于PA高组。总体而言，很高兴参加BP1的学生对在学校实施PA的态度也更为积极。此外，