Relationship between school rhythm and physical activity in adolescents: the HELENA study
Résumé
The aim was to assess the relationship between school rhythm and physical activity (PA) in adolescents. The study included 2024 adolescents (12.5–17.4 years). Participants wore an accelerometer for 7 days. A short school rhythm was defined as a short time at school with short recesses and less time in teaching per day (Group 1). A long school rhythm was defined as a longer time at school with more time in teaching and recess (Group 2). Adolescents in group 1 performed less moderate to vigorous PA (MVPA) than those in group 2 per week (P < .0001), especially during school days (recess: 3.9 ± 4.0 vs. 9.8 ± 7.9 min.day-1 ; P<.0001; teaching hours: 14.5 ± 9.8 vs. 19.1 ± 12.0 min.day-1 ; P<.0001). Adolescents in group 1 were less likely to meet the PA recommendations than were adolescents in group 2: 30.7% vs. 34.1% (P<.0001). During school days, the percentage of adolescents who spent more than 2 h.day-1 in sedentary activities was greater in the group 1 (P<.001). Our results
suggest that leisure-time out-of-school hours is used mainly for sedentary activities, and that school time provides a good opportunity for promoting PA.
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