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ERIC Number: EJ1013510
Record Type: Journal
Publication Date: 2012-Jul
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0022-4391
Examining School-Based Pedometer Step Counts among Children in Grades 3 to 6 Using Different Timetables
Gauthier, Alain P.; Laurence, Michelle; Thirkill, Laura; Dorman, Sandra C.
Journal of School Health, v82 n7 p311-317 Jul 2012
Background: Advocates for the implementation of the Balanced School Day (BSD) schedule argue that this schedule will increase opportunities for physical activity. However, the relationship between this scheduling change and its impact on physical activity has not been examined. Thus, this study assessed levels of physical activity in students attending 2 different schools: 1 using the BSD and the other using the Traditional School Day (TSD) schedule. Methods: Participation of students between grades 3 and 6 was sought. Data were collected over 4 school days using pedometers. Independent Sample "t" tests and 1-way analysis of variance (ANOVA) were performed. Results: A total of 117 students participated. Overall, average daily step counts for boys (6972 plus or minus 1952) were significantly higher than girls (5742 plus or minus 1495; p less than 0.001). These average step counts represent 47% and 48% of the recommended amount of steps needed for health benefits for children between the ages of 6 and 12. The average daily step count for students using the BSD schedule was 6017 (plus or minus 1666), while the average daily step count for students using the TSD schedule was 6788 (plus or minus 1987). The difference in steps (771) was statistically significant (p = 0.03). Conclusions: These results do not support claims that the BSD offers increased physical activity. In fact, these results suggest that students enrolled in schools using the BSD schedule may have reduced daily physical activity. In addition, these results demonstrate that overall school-based physical activity is less than half of the recommended level; independent of school scheduling. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A