Physical activity and physical fitness of 11 -12 years students in Game play and Motor skills practice lessons.

Object of research: 11–12 years students’ physical activity (PA) in physical education (PE) lessons. Research problem: It is argued that PA in PE classes often do not meet MVPA recommendations (Pate et al., 2006), as it takes less than 50% of the total lesson time (McKenzie et al., 1995; Nader, 2003). Activity levels vary depending on the content of physical education lessons (McKenzie et al., 1995). High-quality physical education (physical education lessons) can contribute to the total (daily) improvement in students' physical activity and health (Veugelers, Fitzgerald, 2005; Bates, 2006; Ehrlich, 2008). The aim of the current research: Evaluate physical activity and physical fitness of 11 – 12 years Lithuanian students in Game play and Motor skills practice physical education lessons. Objectives of the research: 1. Identify and compare students' physical activity and time spent passively in Game play and Motor skills practice lessons. 2. Compare physical activity and time spent passively of boys and girls in Game play and Motor skills practice lessons. 3. Evaluate the relationship between physical activity and physical fitness. The research hypothesis: 1. Physical activity is higher and time spent passively lower in Game play rather than Motor skills practice lesson. 2. Boys are more physically active than girls in both Game play and Motor skills practice lessons. 3. Increased students' physical activity is associated with better physical fitness. Research Methodology: Students ‘physical activity during physical education lessons was assessed using a Tri-axis accelerometers ActiTrainer Activity Monitor. Students were asked to wear the device during PE lesson. The devices were worn on the left hip with elastic belt and was programmed to record PA every minute. PA level was determined by a computer program Actilife the six levels of intensity scales. In this study, we used a passive, moderate and vigorous intensity level scale. Students' PA and inactivity levels during PE lessons (44 min.) was evaluated by summing the moderate, vigorous and passive level of intensity equal number of each minute (the average number/min). Conclusions: 1. The average indicators of MVPA did not reach the 50 percent bound of time spent in it in neither of the lessons. Physical activity was higher and time spent passively lower in Game play rather than Motor skills practice lesson. 2. Boys and girls didn’t‘differ in terms of physical activity and passivity in neither of the lessons, except that girls spent more time in MVPA in Motor skills practice lesson than boys. 3. Increased students' physical activity was associated with physical performance indicators, such as the explosive power and quickness, hand-muscle strength and single-leg muscle strength. Key words: Physical inactivity, moderate to vigorous physical activity and accelerometer, Game play lesson, Motor skills practice lesson