INTENSITY AND DURATION OF PHYSICAL EFFORTS IN PHYSICAL EDUCATION CLASSES IN PRIMARY SCHOOL

The aim of this study was to evaluate the intensity and duration of physical efforts in physical education (PE) classes in primary school, according to the different types of planning. 240 sixth graders students from 10 elementary schools form Nuevo Leon state Mexico, participated in this research. 120 boys and 120 girls between 11 and 13 years old. Also, eight PE teachers, four of them made a written lesson plan and the other four planned it using a software. Students used an Accelerometer (Actigraph gt3x) placed on their non-dominant hand during the class. The accelerometer was set according to each student's height, weight and sex. The results show that the average motor action time differs significantly between the two schedules in the levels of sedentary, moderate and moderate + vigorous physical activity (PA). This indicates that, in written planning, there is a lower percentage of motor action time in the level of sedentary PA (M = 4.90) and higher in the levels of moderate PA (M = 71.51), and moderate + vigorous (M = 72.01), compared to planning with software. As a next analysis, the types of planning were compared, according to gender, where it is also observed that the levels of sedentary, moderate and MVPA differ significantly by the type of planning in both girls and boys. Written planning has a shorter motor action time in the level of sedentary PA (M-girls = 4.96, M-boys = 4.83), and higher in the levels of moderate PA (M-girls = 69.82, M-boys = 73.21), and MVPA (M-girls = 70.82, M-boys = 73.21), compared with planning with software. According to the analysis of the effect, it is also observed that the level of sedentary PA is lower in the written planning in both boys and girls, compared to the planning with software.