This study explored the contribution of physical education and recess to children’s physical activity (PA) behavior and examined whether they compensate for missed PA opportunities. Participants’ (N = 115; age: 9.2 ± 0.6 years) PA was measured using accelerometry across multiple time periods, including data from school days and weekends. Data collection occurred over 6–7 weeks, with 2 weeks in between each period. Physical education and recess accounted for 22.98% (SD = 8.32) and 19.71% (SD = 6.87) moderate-to-vigorous PA, and 16.06% (SD = 4.54) and 14.65% (SD = 4.45) total PA, respectively. Analyses revealed differences between physical education and non-physical education days (Wilks’s λ = 0.80, p < .001; partial η² = 0.20) and physical education and weekend days (Wilks’s λ = 0.67, p < .001; partial η² = 0.33). Physical education contributed to habitual PA more than previously thought; schools should be increasing, not reducing, opportunities.

中文翻译：

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体育课和课间课对儿童习惯性体育活动的贡献

本研究探讨了体育教育和课间休息对儿童体育活动 (PA) 行为的贡献，并检查了他们是否弥补了错过的体育活动机会。参与者（N = 115；年龄：9.2 ± 0.6 岁）使用加速度计测量多个时间段的 PA，包括上学日和周末的数据。数据收集时间为 6-7 周，每个周期间隔 2 周。体育课和课间课分别占中到剧烈运动的 22.98% ( SD = 8.32) 和 19.71% ( SD = 6.87)，以及总运动的 16.06% ( SD = 4.54) 和 14.65% ( SD = 4.45)。分析揭示了体育教育和非体育教育日之间的差异（Wilks λ = 0.80，p < .001; 部分 η ² = 0.20）以及体育课和周末（Wilks 的 λ = 0.67，p < .001；部分 η ² = 0.33）。体育对习惯性 PA 的贡献比以前想象的要大；学校应该增加而不是减少机会。