The volume and intensity of motoric load of primary school children in the implementation of integrated fieldwork education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F17%3A00101740" target="_blank" >RIV/00216224:14410/17:00101740 - isvavai.cz</a>

Výsledek na webu

<a href="https://conference.fsps.muni.cz/media/3065171/proceedings-of-the-11th-conference-on-kinanthropology.pdf" target="_blank" >https://conference.fsps.muni.cz/media/3065171/proceedings-of-the-11th-conference-on-kinanthropology.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The volume and intensity of motoric load of primary school children in the implementation of integrated fieldwork education

Popis výsledku v původním jazyce

This paper focuses on children´s physical activity during the school day. It also deals with the integrated fieldwork as one of the forms of teaching and its possible influence on the children´s physical activity throughout a school day at primary schools. In the research we analysed each method of teaching in terms of the number of steps the pupils made and their metabolic rate. The minor aim was to verify the use of ActiGraph accelerometers by teachers at schools and to provide basic information about the devices to the potential users. The paper compares three types of school day, i.e. a day of frontal teaching, a day comprising a physical education lesson, and finally a day where integrated fieldwork education (IFE) is implemented. Each type of day is analysed in terms of the number of steps the pupils made and the metabolic rate in MET units. The physical education class had the highest volume of movement – 1,202 steps in 45 minutes. However, the IFE with 1,118 steps in 45 minutes may be compared to a class of physical education in terms of the number of steps. The weakest in terms of the steps made and the amount of physical activity was a habitual education class, where students walked an average of 218 steps in 45 minutes. We also tried to find out the intensity of the physical load of pupils of early school age. Again, the physically most demanding form of teaching was the physical education lesson, during which pupils achieved medium physical load above 3 MET. For integrated fieldwork education, the metabolic output was below 3 MET, namely 2.63. The lesson of habitual teaching was characterized by a low intensity motoric load of 1.81 MET. The research results in IFE being significantly more physically demanding than a habitual class, and being comparable with a physical education class.

Název v anglickém jazyce

The volume and intensity of motoric load of primary school children in the implementation of integrated fieldwork education

Popis výsledku anglicky

This paper focuses on children´s physical activity during the school day. It also deals with the integrated fieldwork as one of the forms of teaching and its possible influence on the children´s physical activity throughout a school day at primary schools. In the research we analysed each method of teaching in terms of the number of steps the pupils made and their metabolic rate. The minor aim was to verify the use of ActiGraph accelerometers by teachers at schools and to provide basic information about the devices to the potential users. The paper compares three types of school day, i.e. a day of frontal teaching, a day comprising a physical education lesson, and finally a day where integrated fieldwork education (IFE) is implemented. Each type of day is analysed in terms of the number of steps the pupils made and the metabolic rate in MET units. The physical education class had the highest volume of movement – 1,202 steps in 45 minutes. However, the IFE with 1,118 steps in 45 minutes may be compared to a class of physical education in terms of the number of steps. The weakest in terms of the steps made and the amount of physical activity was a habitual education class, where students walked an average of 218 steps in 45 minutes. We also tried to find out the intensity of the physical load of pupils of early school age. Again, the physically most demanding form of teaching was the physical education lesson, during which pupils achieved medium physical load above 3 MET. For integrated fieldwork education, the metabolic output was below 3 MET, namely 2.63. The lesson of habitual teaching was characterized by a low intensity motoric load of 1.81 MET. The research results in IFE being significantly more physically demanding than a habitual class, and being comparable with a physical education class.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA16-00695S" target="_blank" >GA16-00695S: Terénní výuka jako silná výuková strategie</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 11th International Conference on Kinanthropology

ISBN

9788021089174

ISSN

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e-ISSN

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Počet stran výsledku

11

Strana od-do

932-942

Název nakladatele

Masarykova univerzita

Místo vydání

Brno, Česká republika

Místo konání akce

Brno, Česká republika

Datum konání akce

29. 11. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000467203700093