Relationship between school rhythm and physical activity in adolescents: the HELENA study

ABSTRACT

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.

KEYWORDS:

• Physical activity
• school rhythm
• health
• adolescents

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The HELENA study is made possible by the financial support of the European Community Sixth RTD Framework Programme (Contract FOOD-CT-20056007034) and the Spanish Ministry of Science and Innovation (RYC-2010-05957 and RYC-2011-09011). The content of this paper reflects only the authors’ views, and the European Community is not liable for any use that may be made of the information contained therein.