What’s even possible? How physically active are our 21st century children? Dr Kristy Howells Photo credit @niccollsanddimes.com

Introduction Chief Medical Officer in England (2005) and World Health Organisation (2010) – min level of ‘at least 60 mins of moderate to vigorous physical activity per day’ Goals – encourage activity in early years But what is even possible?

Why infants? Owens (2000) 7 out of 14 waking hours spent in school setting. School big influence, yet complex and chaotic (Radford, 2006) Gap in field, recommended further research is needed (Ridgers, et al. 2010)

The Infants Volunteered 5 girls, 5 boys. School set in SE England, rural Church of England school. Class teacher was a PE specialist. Day includes: 236 mins curriculum time, 20 min morning break, 60 mins lunch break and 15 mins afternoon break 2 x 40 minute PE lessons per week.

Data Collection 60 second cycle time sampling interval ActiGraph accelerometers Measure activity volume – frequency, intensity and duration. (METs) (McClain and Tudor-Locke, 2009) Worn in a pouch around the waist (Welk, 2002) – preferred site. 60 second cycle time sampling interval

Pilot Study ‘To store our leaves’ ‘To record our PA for you’ ‘Because it is new’ Photo Credits – Star Jumps – www.musicalmonekysni.co.uk Dry leaves – www.thealternative.in Ribbons – homerton.cambs.sch.uk

Main Study Data Analysis Different intensity levels MVPA = at and over 3 METs LPA = at and over 2 METs and under 3 METs SA = all METs under 2 METs   Time (mins) Part of day \ Type of day PE days Non PE days Curriculum time 236 276 Morning break 20 Lunch time 60 Afternoon break~ 15 Physical Education 40 *

Overall results Gender \ Day Type PE Non PE Boys 53 ± 22 (14.29%) 46 ± 17 (12.40%) Girls 42 ± 13 (11.32%) 38 ± 11 (10.24%) Overall mean number of minutes ± SD of MVPA during school day for gender and type of day

Results MVPA LPA SA PE Non PE Curriculum time (minutes) Boys 7 ± 4   MVPA LPA SA PE Non PE Curriculum time (minutes) Boys 7 ± 4 (2.96%) 7 ± 3 (2.54%) 27 ± 5 (11.44%) 26 ± 5 (9.42%) 65 ± 8 (27.54%) 66 ± 7 (23.91%) Girls 6 ± 2 7 ± 2 25 ± 4 (10.59%) 25 ± 5 (9.06%) 68 ± 8 (28.81%) 69 ± 6 (25%) Morning break (minutes) 10 ± 4 (50%) 8 ± 3 (40%) 10 ± 2 3 ± 2 (15%) 4 ± 2 (20%) 8 ± 2 5 ± 1 9 ± 2 (45%) 11 ± 1 (55%) 5 ± 2 Lunch time (minutes) 15 ± 6 15 ± 7 22 ± 3 (36.67%) 23 ± 3 (38.34%) 23 ± 6 11 ± 4 (18.34%) 21 ± 2 (35%) 28 ± 5 (46.67%) (43.33%) Afternoon break (minutes) 3 ± 1 6 ± 1 7 ± 1 2 ± 1 (13.34%) 6 ± 0

PE lessons Gender \ PA levels MVPA LPA SA Boys 9 ± 3 (22.5%) 15 ± 2 (37.5%) 16 ± 2 (40%) Girls 7 ± 2 (17.5%) 18 ± 2 (45%)

Analysis of Results Boys completed more overall MVPA, than girls Boys completed more MVPA on PE days Girls completed more LPA during lunch and breaktimes PE days had the greatest impact on girls, during morning break increase MVPA by 15% and a decrease of 6.7% in afternoon break, yet lunchtime was consistent.

Discussion Surprising what is actually possible. Almost able to reach MVPA recommended levels. Need to know what happens within own setting. Need to encourage all children especially girls

Playground enhancement .

Recommendations Physical activity not a simple single behaviour (Smith, 2010). Recognise opportunities and impact that primary schools have to engage children in physical activity. School can be place that develop lifelong participation habits in physical activity (Howells, 2012)

Questions