Introduction:

Physical education (PE) can contribute to total daily physical activity (PA) among children. In consequence, the Spanish Ministry of Education, Culture and Sport has developed 16 teaching units focused on increasing PA levels during PE lessons, called Unidades Didácticas Activas (UDA; Active Teaching Units).

Objectives:

The goal of this study was to compare whether children participating in UDA lessons spent more time in moderate-to-vigorous physical activity (MVPA) than children participating in traditional lessons.

Design:

Quasi-experimental design.

Methods:

A total of 355 children (8–9 years old, 53.9% boys) from 7 schools in Granada participated in the study. Students were divided into two groups: a traditional PE group (n = 204) and a UDA group (n = 151). Time spent in MVPA was assessed using tri-axial accelerometers.

Results:

Time spent in MVPA was higher in the group engaged in the UDA lessons compared to the group that received traditional lessons (13.6 vs 15.2 minutes, p = .021, Standard Error = 0.27). The percentage of children who met international MVPA recommendations was similar for both groups (UDAs: 12.7% and traditional: 13.2%, p = .504).

Conclusions:

UDA lessons and their methodology favoured greater participation in MVPA compared to a traditional PE approach. It will be important to change PE methodology (including duration, frequency and focus) to achieve MVPA goals.

中文翻译：

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西班牙儿童体育锻炼期间的体育活动水平

介绍：

体育（PE）可以促进儿童的每日总体育活动（PA）。因此，西班牙教育，文化和体育部开发了16个教学单元，重点是在体育课中提高PA水平，称为UnidadesDidácticasActivas（UDA；主动教学单元）。

目标：

这项研究的目的是比较参加UDA课程的孩子是否比参加传统课程的孩子在中度至剧烈体育锻炼（MVPA）上花费的时间更多。

设计：

准实验设计。

方法：

格拉纳达7所学校的355名儿童（8-9岁，男孩占53.9％）参加了这项研究。学生分为两组：传统体育课组（n  = 204）和UDA组（n  = 151）。使用三轴加速度计评估在MVPA中花费的时间。

结果：

与接受传统课程的组相比，参加UDA课程的组在MVPA上花费的时间更长（13.6 vs 15.2分钟，p  = .021，标准误= 0.27）。两组儿童均达到国际MVPA建议的儿童百分比相似（UDA：12.7％，传统儿童：13.2％，p  = .504）。

结论：

与传统的PE方法相比，UDA的课程及其方法论鼓励更多地参与MVPA。更改PE方法（包括持续时间，频率和重点）以实现MVPA目标至关重要。