Page 55 - Sember, Vedrana, and Shawnda A. Morrison. 2018. The Mind-Body Connection. Koper: University of Primorska Press.
P. 55
Physical Activity in Numbers
with age (Nader, Bradley, Houts, McRitchie, & O’Brien, 2008). Sev-
eral studies has been researching intensity of physical activity and
and rate of energy expenditure. It has been shown, that moderate-
to vigorous physical activity is important for normal growth, devel-
opment, body composition and decrease in acquiring risk factors
for development of chronic disease. Moderate- to vigorous physic-
al activity is associated with physical, social and mental health be-
nefits (Warburton, Nicol, & Bredin, 2006; Janssen & Leblanc, 2010;
Hallal, Victora, Azevedo, & Wells, 2006) and is positively related to
adult physical activity (Hallal et al., 2006; Telama et al., 2005) and
health (Hallal et al., 2006).
Valid and reliable measures of physical activity are required (Cas-
persen, Nixon, & DuRant, 1998; Trost, Loprinzi, Moore, & Pfeiffer,
2011), therefore several studies has been made determinating ob-
jectively (Rowlands, 2007; Reilly et al., 2008; Guinhouya et al., 2006;
Schneider, Crouter, Bassett, 2004; Trost et al., 2011) and subjectively
measures (Sirard & Pate, 2001; Corder, Ekelund, Steele, Wareham,
& Brage, 2008) of physical activity. Subjectively measured physical
activity is more appropriate for large samples because it is much
cheaper than objectively measured physical activity, although the
reliability of the measured data is better when measuring with ob-
jective assessments. In physical activity research very interesting
and hot topics are also (Kohl & Cook, 2013): recess, physical educa-
tion, active transport, sedentary or light- intensity physical activity,
state and local policies on school-based physical activity, vigorous-
or moderate-intensity physical activity.
It is known very well, that school-related physical activity must be
a large contributor to overall physical activity among youth (Kohl
& Cook, 2013). Overall contribution, including every segment of
school day – transportation to and from school (McDonald, 2007;
Bassett et al., 2013), physical education (Simons-Morton, Taylor,
Snider, & Huang, 1993; McKenzie et al., 2006), recess (Lee, Burgeon,
Fulton, & Spain, 2007; Bassett et al., 2013), classroom time – be-
fore and after school activities. Guidelines, recommendations and
policies from all national, supranational levels and from various
organizations, are known to influence children’s and adolescent’s
53
with age (Nader, Bradley, Houts, McRitchie, & O’Brien, 2008). Sev-
eral studies has been researching intensity of physical activity and
and rate of energy expenditure. It has been shown, that moderate-
to vigorous physical activity is important for normal growth, devel-
opment, body composition and decrease in acquiring risk factors
for development of chronic disease. Moderate- to vigorous physic-
al activity is associated with physical, social and mental health be-
nefits (Warburton, Nicol, & Bredin, 2006; Janssen & Leblanc, 2010;
Hallal, Victora, Azevedo, & Wells, 2006) and is positively related to
adult physical activity (Hallal et al., 2006; Telama et al., 2005) and
health (Hallal et al., 2006).
Valid and reliable measures of physical activity are required (Cas-
persen, Nixon, & DuRant, 1998; Trost, Loprinzi, Moore, & Pfeiffer,
2011), therefore several studies has been made determinating ob-
jectively (Rowlands, 2007; Reilly et al., 2008; Guinhouya et al., 2006;
Schneider, Crouter, Bassett, 2004; Trost et al., 2011) and subjectively
measures (Sirard & Pate, 2001; Corder, Ekelund, Steele, Wareham,
& Brage, 2008) of physical activity. Subjectively measured physical
activity is more appropriate for large samples because it is much
cheaper than objectively measured physical activity, although the
reliability of the measured data is better when measuring with ob-
jective assessments. In physical activity research very interesting
and hot topics are also (Kohl & Cook, 2013): recess, physical educa-
tion, active transport, sedentary or light- intensity physical activity,
state and local policies on school-based physical activity, vigorous-
or moderate-intensity physical activity.
It is known very well, that school-related physical activity must be
a large contributor to overall physical activity among youth (Kohl
& Cook, 2013). Overall contribution, including every segment of
school day – transportation to and from school (McDonald, 2007;
Bassett et al., 2013), physical education (Simons-Morton, Taylor,
Snider, & Huang, 1993; McKenzie et al., 2006), recess (Lee, Burgeon,
Fulton, & Spain, 2007; Bassett et al., 2013), classroom time – be-
fore and after school activities. Guidelines, recommendations and
policies from all national, supranational levels and from various
organizations, are known to influence children’s and adolescent’s
53
