The purpose of this master’s thesis was to determine whether, and if so in what way, teachers can integrate physically active teaching into regular lessons in order to reduce sedentary time, while still covering the planned curriculum content. The study involved 72 fifth-grade pupils from Kolezija Primary School, of whom the results of 59 pupils were included in the analysis. For the purposes of the research, we used ActiGraph wGT3X-BT accelerometers, which the pupils wore during lessons, to compare sedentary time between traditional lessons and specially designed lessons emphasizing physically active teaching.
The findings showed that the introduction of physically active teaching methods can influence the amount of sitting during lessons. The applied techniques reduced sedentary time in both boys and girls. Furthermore, it was observed that boys were more physically active than girls during both traditional and physically active lessons. Based on these findings, we confirm that the implementation of physically active teaching techniques in regular lessons can contribute to reducing prolonged sitting and is effective for both genders. However, further research is needed to explore the long-term effects of such approaches.
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