![]() Current school inactivity is also undoubtedly a contributor to high rates in childhood obesity: with 33.3% of children currently overweight or obese. Children additionally do not perform more activity outside school hours to compensate for this inactivity, leading to an inherently inactive lifestyle and children unable to reach the recommended 60 minutes of moderate to vigorous exercise (MVPA) a day. ![]() Longitudinal research is needed to assess prolonged effects of active VFTs in reducing sedentary time.Ĭhildren currently spend 7–8 hours a day being sedentary, with most of this time spent in obligatory seated school lessons. This one-day pilot provides early evidence of the ability of VFTs to convert sedentary academic time into active time. ![]() High acceptability was found in teachers and active VFT students rated their session significantly higher than sedentary pupils (p < 0.002). No differences in content recall were found between intervention groups: suggesting that adding physical activity into classroom teaching may not compromise attainment. Pupils in the active VFT displayed significantly less sedentary time (p < 0.001), and significantly more light (p < 0.001), moderate (p = 0.01) and vigorous physical activity (p < 0.001) than sedentary VFT pupils. Activity was measured using GT1M Actigraphs, content recall was assessed with a quiz and user evaluations were gained from teacher and pupil questionnaires. Participants (n = 85) were randomly assigned to a) a 30-minute physically active London 2012 Olympics-themed VFT, or b) a 30-minute sedentary version of the same VFT. This pilot aimed to assess the effects of a developed VFT on physical activity and learning in primary-school children. Virtual Field Trips (VFTs) using interactive whiteboards to explore virtual scenes are a potential method of converting sedentary class-time into physically active teaching. The modern classroom is an inherently sedentary environment.
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