Physical education: the effect of epoch lengths on children's physical activity in a structured context

Article Article scientifique Article Physical education: the effect of epoch lengths on children's physical activity in a structured context eng 2015 author Aibar Alberto 798519 author Chanal Julien 0000-0002-9670-1340 664254 e0121238 10.1371/journal.pone.0121238 1932-6203 https://dx.plos.org/10.1371/journal.pone.0121238 Background: Despite a consensus emerging that affirms that shorter epochs should be used in youth to correctly register physical activity levels in free-living conditions, little is known about its effect on children's physical activity conducted in structured periods of time. This study analyzed the effect that epoch length (1, 2, 3, 5, 10, 15, 30 and 60s) may have on different physical activity intensities in physical education lessons. Methods: A sample of 1912 individual measures of physical education lessons were measured with a GT3X accelerometer. Data were collected from 1227 Swiss Elementary school students recruited in 17 elementary schools. PE lessons lasted from 45 minutes to one and a half hours. Data, originally collected in 1-s epoch, were then reintegrated into 2s, – 3s – 5s – 10s – 15s – 30s –60s epochs... Dewey 150 108 Section de psychologie 71 false 599 Méthodologie et analyse des données (MAD) PLOS ONE 10 4 3b1dfc86-5882-47d6-8aa5-ff02179350b5 Article (Published version) Public Physical_Education_Chanal.pdf 698023 application/pdf openAccess Faculté de psychologie et des sciences de l'éducation / Section de psychologie

Title	Published in	Access level	OA Policy	Year	Views	Downloads

Physical education: the effect of epoch lengths on children's physical activity in a structured context	PLOS ONE			2015	282	252

Archive ouverte UNIGE

Aibar, Alberto