Longitudinal Associations Between Enjoyment of Physical Education, Cardiorespiratory Fitness, and Muscular Fitness Among Finnish Adolescents.

INTRODUCTION: Students' experiences in physical education (PE) can shape future physical activity (PA) behaviors. PE enjoyment is associated with PA; however, the relationship between PE enjoyment and fitness has not been extensively investigated. The aim of this study was to examine if changes in PE enjoyment were associated with changes in cardiorespiratory fitness (CRF) and muscular fitness (MF) among Finnish adolescents. METHODS: Study participants were students (n = 1147; 11.27 [±0.32] years at baseline) attending public schools in Finland. Data were collected yearly (2017-2021). The 20 m shuttle run assessed CRF, curl-up/push-up tests assessed MF, and the enjoyment subscale of the Sport Commitment Questionnaire-2 measured PE enjoyment. The random intercept cross-lagged panel model, including repeated measures (within-level) and latent levels (between-level) of PE enjoyment, CRF and MF, was tested. Sex, body mass index, moderate to vigorous PA, and peak height velocity were included as covariates in the analysis. RESULTS: Over 5 years, PE enjoyment decreased, CRF increased until Timepoint 3, and MF remained stable. Positive associations between PE enjoyment and fitness were observed, indicating the greater the PE enjoyment, the higher the fitness. For PE enjoyment, CRF and MF repeated measures were positively associated with measurement of the next year. PE enjoyment was positively related to CRF and MF the years thereafter. CONCLUSION: Our findings highlight the importance of quality PE experiences for enjoyment and fitness gains during the transition from primary to secondary school. These findings are important given youth fitness levels are associated with future health status.

Secular trends in 20 m shuttle run test performance of 14- to 15-year-old adolescents from 1995 to 2020.

PURPOSE: To investigate whether Finnish adolescents' cardiorespiratory fitness measured using the 20 m shuttle run test (20mSRT) changed between 1995 and 2020 and to examine between-group variation in the five datasets during the past 25 years. METHODS: Data on five cohorts were collected in 1995 (n = 498), 1998 (n = 796), 2003 (n = 2383), 2010 (n = 1383), and 2020 (n = 719). The 20mSRT was administered, following the exact same protocol, to all cohorts. A general linear contrast model was used to examine cohort differences in the 20mSRT scores. Variation across cohorts was tested using chi-square-based between-group tests. RESULTS: Girls' 20mSRT scores decreased from 1995 to 2010 and remained stable from 2010 to 2020. Boys' 20mSRT scores decreased continuously from 1995 to 2020. In addition, the variation in girls' 20mSRT scores was larger in the 2020 than 2003 cohort, indicating the growth of SRT differences between individuals in 2020 cohort compared to 2003 cohort. Similarly, boys' scores showed greater variation, especially in the 2010 and 2020 cohorts than in the 1998 cohort. CONCLUSION: The results of this study showed an overall decline in the cardiorespiratory fitness performance measured by 20mSRT of Finnish adolescents. Boys' scores decreased continuously from 1995 to 2020, whereas girls' scores remained stable after 2010. Examination of the variation in scores further revealed that the gap in scores between the adolescents with the highest and lowest scores increased over time.

Development of accelerometer-based light to vigorous physical activity in fitness profiles of school-aged children.

This study examined the developmental trajectories of light (LPA) and moderate-to-vigorous physical activity (MVPA) in fitness profiles derived from motor competence, perceived motor competence, health-related fitness, and MVPA behavior. Locomotor, stability, and object control skills, muscular and cardiovascular fitness, and physical activity were assessed in 510 (girls 285 and boys 225) Finnish school-aged children (Mage  = 11.26 ± 33 years) over three years. Physical activity was measured using hip-mounted accelerometers. Fitness profiles were identified using latent profile analysis, and the development of physical activity levels across four assessments was analyzed with latent growth curve models. Results showed that (1) three homogeneous profiles were identified: At-risk, Intermediate, and Desirable; (2) the Desirable group was more physically active than the other groups, the Intermediate group was more physical active than the At-risk group; and (3) LPA decreased similarly over time, while MVPA remained stable in all three profiles. Initial more advanced motor competence, perceived motor competence, health-related fitness, and higher MVPA behavior were associated with higher levels of long-term LPA and MVPA. This finding supports the importance of motor competence skills acquisition in the early school years. Attention should also be paid to increasing engagement in light physical activities, especially in inactive or insufficiently active children with low motor competence skills.

Identifying childhood movement profiles and comparing differences in mathematical skills between clusters: A latent profile analysis.

The aims of this study were; 1) to identify different movement profiles in sixth graders, and 2) to investigate if there are differences in their mathematical basic (BasicMath) and problem solving (ProbSol) skills between existing movement profiles. The sample included 461 (223 girls, 238 boys) students with a mean age of 11.27 ± .32 years from southern and middle Finland. A latent profile analysis (LPA) revealed four movement profiles: "poor movers", "average movers", "skilled movers" and "expert movers". These profiles differed substantially in their motor competence (MC) and health-related fitness (HRF). A multivariate analysis of variance (MANOVA) also revealed that "poor movers" and "average movers" obtained lower results in BasicMath comparing with "skilled movers". The results of this study suggest that cardiorespiratory and muscular fitness, MC and BasicMath are interrelated.

A Motivational Model of Physical Education and Links to Enjoyment, Knowledge, Performance, Total Physical Activity and Body Mass Index.

The present paper examined the full sequence of the Hierarchical Model of Motivation in physical education (PE) including motivational climate, basic psychological needs, intrinsic motivation, and related links to contextual enjoyment, knowledge, performance, and total moderate to vigorous physical activity (MVPA). Gender differences and correlations with body mass index (BMI) were also analyzed. Cross-sectional data was represented by self-reports and objective assessments of 770 middle school students (52% of girls) in North-East Finland. The results showed that task-involving climate in girls' PE classes was related to enjoyment and knowledge through physical competence and intrinsic motivation, whereas task-involving climate was associated with enjoyment and knowledge via competence and autonomy, and total MVPA via autonomy, intrinsic motivation, and knowledge within boys. This may indicate that girls and boys perceive PE classes in a different way. Graded PE assessments appeared to be essential in motivating both girls and boys to participate in greater total MVPA, whereas BMI was negatively linked with competence and social relatedness only among girls. Although, the current and previous empirical findings supported task-involving teaching methods in PE, in some cases, ego-involving climate should be considered. Therefore, both task- and ego-involving teaching practices can be useful ways of developing preferred behaviors in PE classes.

Development and validation of the Perceived Game-Specific Soccer Competence Scale.

The objective of this study was to create a valid, self-reported, game-specific soccer competence scale. A structural model of perceived competence, performance measures and motivation was tested as the basis for the scale. A total of 1321 soccer players (261 females, 1060 males) ranging from 12 to 15 years (13.4 ± 1.0 years) participated in the study. They completed the Perceived Game-Specific Soccer Competence Scale (PGSSCS), self-assessments of tactical skills and motivation, as well as technical and speed and agility tests. Results of factor analyses, tests of internal consistency and correlations between PGSSCS subscales, performance measures and motivation supported the reliability and validity of the PGSSCS. The scale can be considered a suitable instrument to assess perceived game-specific competence among young soccer players.

Development of perceived competence, tactical skills, motivation, technical skills, and speed and agility in young soccer players.

The objective of this 1-year, longitudinal study was to examine the development of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics of young Finnish soccer players. We also examined associations between latent growth models of perceived competence and other recorded variables. Participants were 288 competitive male soccer players ranging from 12 to 14 years (12.7 ± 0.6) from 16 soccer clubs. Players completed the self-assessments of perceived competence, tactical skills, and motivation, and participated in technical, and speed and agility tests. Results of this study showed that players' levels of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics remained relatively high and stable across the period of 1 year. Positive relationships were found between these levels and changes in perceived competence and motivation, and levels of perceived competence and speed and agility characteristics. Together these results illustrate the multi-dimensional nature of talent development processes in soccer. Moreover, it seems crucial in coaching to support the development of perceived competence and motivation in young soccer players and that it might be even more important in later maturing players.

Trajectories of osteogenic physical activity in children and adolescents: A 3-year cohort study.

OBJECTIVES: We explored the latent profiles based on locomotor skills and cardiorespiratory fitness in Finnish schoolchildren and examined their associations with latent growth curves of osteogenic physical activity (PA) over three years. DESIGN: Prospective cohort study. METHODS: Altogether 1147 Finnish adolescents aged 11-13 years participated in the study. Osteogenic PA in terms of osteogenic index (OI) was calculated based on acceleration peak histograms using all of the peaks with acceleration >1.3 g. Locomotor skills were assessed using the five-leap and side-to-side jumping tests and cardiorespiratory fitness (CRF) using 20-metre shuttle run test. The latent growth curve models for the locomotor skills and cardiorespiratory fitness profiles were tested to examine the longitudinal development of OI scores over time three years (from T0 to T3). RESULTS: OI scores were lower amongst children in the "Low locomotor profile" compared with "Moderate" and "High locomotor" profiles. The OI scores linearly decreased from T0 to T3 in each locomotor profile and the decrease was similar in all the profiles. Moreover, OI scores were lower in the "Low CRF profile" compared with "Moderate" and "High CRF" profiles. The OI scores decreased in each profile over time, but the decrease was steepest in the "Low CRF profile", whereas "Moderate" and "High CRF profiles" had similar developmental trajectories. CONCLUSIONS: Children with the highest locomotor skills and higher CRF accumulate more osteogenic PA than their least skilful and fit peers, which can have important implications on bone health in this critical period for bone growth.

Impact of Motor Competence Profiles on Adolescents' Physical Activity and Cardiorespiratory Fitness across Four Years.

INTRODUCTION: Physical activity levels have decreased over past decades with most adolescents neither meeting the current physical activity recommendations nor demonstrating adequate cardiorespiratory fitness (CRF). Motor competence (MC) is foundational for a physically active lifestyle; however, children demonstrate significant differences in their levels of MC in a broad foundation of movement skills. This study investigated developmental patterns of physical activity and CRF in children across 4 yr based on their longitudinal MC profiles. METHODS: The data included annual measurements of MC, accelerometry-measured moderate-to-vigorous physical activity (MVPA), and CRF over 4 yr from the age 11 to 15 ( n = 1147, girls 582, boys 565). Latent profile analysis was used to identify longitudinal MC profiles and latent growth curve modeling to examine intercepts and slopes (s) of MVPA and CRF in these MC profiles. RESULTS: Three different longitudinal MC profiles were identified: low, moderate, and high. The MC profiles showed significant differences in intercepts of CRF and MVPA. The high MC profile showed the highest intercepts for both, but also a statistically significant decline in MVPA over time (s = -3.36, P < 0.001). Cardiorespiratory fitness increased similarly in all three profiles over time: low (s = 1.20, P < 0.01), moderate (s = 1.28, P < 0.001), high (s = 2.21, P < 0.001). CONCLUSIONS: These results highlight the long-term associations between different MC profiles and development of MVPA and CRF. Adolescents with lower MC demonstrated lower levels of MVPA and CRF, indicating decreased participation in physical activities that can optimally enhance CRF. However, significant differences in MVPA levels between MC profiles faded over time in adolescence, whereas significant differences in CRF remained.

Prediction of enjoyment in school physical education.

The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE enjoyment via perceived physical competence and intrinsic motivation at Grade 9 for both girls and boys.Ego-involving climate did not fit either the data for the girls or boys, as PE lessons based on ego-involving motivational climate did not significantly influence on the level of PE enjoyment.The results of the current study and previous practical findings support task-involving teaching methods to promote adolescent's PE enjoyment through secondary school years. School PE could be most effective if based on task-involving motivational climate, in which the main objective is increasing students' perceived physical competence, intrinsic motivation, and enjoyment.

Associations between Teacher- and Student-directed Sexual and Physical Violence in Physical Education.

This study examined relationships between teachers' perceptions of verbal and non-verbal sexual harassment and physical violence against teachers and among students in physical education (PE). Participants were 175 (females 122, males 53) Finnish PE teachers between 27 and 62 years (M = 44.8 ± 9.2 years). The cross-sectional data were collected by an anonymous online survey in the fall semester 2018. The findings showed that (a) higher levels of verbal sexual harassment and physical violence among students were associated with higher levels of equivalent types of violence against PE teachers, (b) higher levels of verbal and non-verbal sexual harassment among students were associated with higher levels of physical assaults among students, whereas only non-verbal sexual harassment was associated with physical violence against teachers, and (c) verbal sexual harassment and physical violence among students occurred more frequently in PE classes instructed by less experienced teachers. The results indicated that to prevent both teacher- and student-directed verbal sexual harassment and physical violence in school PE, special attention could be given to the positive development of student-student relationships.

School-Age Children's Actual Motor Competence and Perceived Physical Competence: A 3-Yr Follow-up.

PURPOSE: This study examined school-age children's actual motor competence (MC) and perceived physical competence (PC) over 3 yr along with the covariate effects of gender and body mass index (BMI). METHODS: Participants were 1121 (girls 573, boys 548) children (mean age, 11.26 ± 0.32 yr) from 35 randomly selected public schools across Finland. MC was assessed using three movement tests targeting locomotor, stability, and object control skills, and PC was assessed using the sport competence subscale of the Physical Self-Perception Profile via four-phase monitoring. RESULTS: MC and PC remained stable over time. Of the three variables, locomotor skills showed the strongest association with PC. Lower BMI was associated with advanced MC skills and a less steep decrease in locomotor and stability skills over time. CONCLUSIONS: The acquisition of fundamental motor skills in childhood and early adolescence is a prerequisite for enhancing MC and PC. The contribution of locomotor skills to PC indicated that versatile lower limb strength, speed, dynamic balance, and movement skills are important for positive subjective beliefs about PC capability. Increasing the MC skills of the children in most need, particularly those with high BMI scores, merits special attention.

Developmental associations of accelerometer measured moderate-to-vigorous physical activity and sedentary time with cardiorespiratory fitness in schoolchildren.

OBJECTIVES: This study examined the developmental associations of accelerometer-based moderate-to-vigorous physical activity (MVPA) and sedentary time (ST) with cardiorespiratory fitness (CRF) in schoolchildren. DESIGN: A three-year follow-up study. METHODS: Participants were 446 (girls 57 %) Finnish children (M = 11.26 ±â€¯0.32 years) from 17 randomly selected public schools in Finland. Accelerometer-based MVPA and ST were assessed using waist-worn activity monitors and CRF using the 20 m shuttle run test at four measurement points from 2017 to 2020. The developmental associations were tested using the Random Intercept Cross-Lagged Panel Model (RI-CLPM) reflecting MVPA, CRF, and ST overall levels and repeated measures over time. RESULTS: The key findings were 1) MVPA was positively associated with CRF, whereas ST was negatively associated with CRF; 2) associations between repeated measures of MVPA and ST with CRF were found only at the final time point; 3) CRF was lower in girls than boys, CRF and MVPA were lower in children with higher BMI, and vice versa; and 4) CRF was higher in children who were still experiencing or had already passed their peak growth spurt than children whose growth spurts had not yet begun. CONCLUSIONS: The results contribute to the growing evidence of a positive developmental association between MVPA engagement and CRF. Furthermore, the inverse association between ST and CRF calls for the avoidance of excessive sedentary behaviour. More effort should be made to promote physically active lifestyles in children and youth.

Development of Children's Actual and Perceived Motor Competence, Cardiorespiratory Fitness, Physical Activity, and BMI.

PURPOSE: To examine synergistic associations between developmental trajectories of motor competence, perceived motor competence, cardiorespiratory fitness, moderate-to-vigorous physical activity (MVPA), and body mass index (BMI) from late childhood to adolescence. METHODS: In this 3-yr follow-up study, motor competence, perceived motor competence, cardiorespiratory fitness, MVPA, and BMI were assessed in 1167 Finnish school-age children (girls = 583, boys = 565; Mage = 11.27 ± 0.33). Moderate-to-vigorous physical activity was measured using hip-mounted accelerometers. Developmental trajectories were analyzed using latent growth curve modeling. RESULTS: The development of motor competence, cardiorespiratory fitness, and BMI was positive over time, whereas the development of perceived motor competence and physical activity was negative. The development of BMI was inversely associated with the development of cardiorespiratory fitness and physical activity. CONCLUSIONS: In the transition from late childhood to adolescence, motor competence, cardiorespiratory fitness, and BMI increased, and perceived motor competence and physical activity decreased. However, individual variance in the developmental trajectories was significant. Moreover, children with a greater increase in BMI showed a greater decrease in cardiorespiratory fitness and physical activity from late childhood to adolescence.

Motor Competence and Health-related Fitness of School-Age Children: A Two-Year Latent Transition Analysis.

PURPOSE: The aims of this study were twofold: 1) to identify latent physical performance profiles of motor competence (MC) and cardiorespiratory (CF) and muscular fitness (MF) among school-age children and 2) explore transition probabilities in physical performance profiles over a 2-yr period. METHODS: The present sample comprised 1148 (583 girls, 565 boys) elementary school students (baseline Mage = 11.27 ± 0.32), and data were collected annually (equal intervals) over a period of 2 yr which resulted in a total of three measurements. The measures used were the throwing-catching combination test, 5-leaps and two-legged jumps from side-to-side test (MC), 20-meter shuttle run test (CF), and curl-up and push-up tests (MF). Latent transition analysis was used to identify and track physical performance profiles derived from the measurements of MC, CF, and MF scores. RESULTS: The key findings were: 1) three physical performance profiles were identified: (a) low (28% of the sample; lowest level in each category), (b) moderate (43% of the sample; higher MC, CF, and MF than low), (c) high (29% of the sample; highest MF); 2) the number of physical performance profiles and probability to belong to a given profile were stable across time; 3) the highest transition probability was found in the high group, where some students had transitioned to the moderate group at T2; and 4) girls were most likely to belong to the low group. CONCLUSIONS: Results demonstrated that children's physical performance profiles are stable from late childhood to early adolescence. This study suggests that the early elementary school years are essential for the development of children's MC and health-related fitness.

Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist.

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students' social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students' social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students' PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students' MVPA through motivational climates, co-operation, PA motivation and PA intention.

The Patterns of Moderate to Vigorous Physical Activity and Physical Education Enjoyment Through a 2-Year School-Based Program.

BACKGROUND: In this study, we examined the development of children's moderate to vigorous physical activity (MVPA) and physical education (PE) enjoyment through the Physical Activity as Civil Skill Program 2012-2014. METHODS: Participants were 661 (265 intervention, 396 control) elementary school children in central and northeast Finland. The program was implemented across 2 years with 3 measurement phases using self-reported MVPA and PE enjoyment, and accelerometer-determined MVPA of a random subsample (N = 76). RESULTS: The proportion of children meeting the current MVPA guidelines declined from 38% to 22% (intervention) and 14% to 9% (control), whereas PE enjoyment was stable in both groups. Boys were more physically active than girls only within control group children. Teachers' feedback indicated that violence and bullying among intervention students reduced during the program, which can be considered as an additional benefit. CONCLUSIONS: It may be that both MVPA and PE enjoyment may require more tailored actions to be increased across a long-term program. It is important to ensure that school-based physical activity programs, especially including transition from elementary to middle school level, provide all children positive experiences, and thus, may improve their motivation, and MVPA participation during school days and leisure time.

Effects of School-Based Physical Activity Program on Students' Moderate-to-Vigorous Physical Activity and Perceptions of Physical Competence.

BACKGROUND: The study examined the effects of school-based program on students' self-reported moderate to vigorous physical activity and physical competence, and associated links to gender, grade, body mass index, and physical education assessments. METHODS: Participants were 240 middle school students (143 intervention, 97 control) from 3 small cities in North-East Finland. The intervention group received task-involving climate support in physical education classes and additional physical activities during school days across 1 year. RESULTS: The intervention group's physical competence increased, whereas the control group's competence remained stable across the period. However, physical activity levels were stable in both groups. The findings also showed that body mass index was negatively associated with physical competence and activity in the intervention group at the follow-up measure. Physical education assessments were positively related with only the baseline scores of physical competence in the intervention group. In contrast, the assessments had positive relationships with physical competence and activity of control group students. CONCLUSIONS: The present program was an effective protocol to increase student's perceptions of physical competence. Since the quantity of school physical education including recess activities cannot be dramatically increased, positive learning experiences should be provided, and thus, support perceptions of physical competence.

Children's expectancy beliefs and subjective task values through two years of school-based program and associated links to physical education enjoyment and physical activity.

PURPOSE: The present study examined the patterns of children's expectancy beliefs and subjective task values through the Physical Activity as Civil Skill Program and associated links to physical education enjoyment and total physical activity. METHODS: The sample comprised 401 children aged 9-13 years from 3 small towns located in North-East Finland. All children received school-based activities across 2-year program from Grades 5 to 7. The present data were collected using questionnaires across 3 measurement phases during 2012-2014. RESULTS: The levels of expectancy beliefs and subjective task values indicated to be relatively high and the development was stable through the program, especially in terms of expectancy beliefs, attainment value, and cost. In contrast, interest value and utility value decreased over the particular period of time. Boys believed they are physically more competent when compared to other students and valued physical education classes more important than girls. In addition, the higher the physical activity level the children reported, the higher the physical education enjoyment they perceived. CONCLUSION: The current program including actions to increase physical activity through manipulation of psychological and physical school environment modifications indicated to be an effective strategy to prohibit declining levels of children's expectancy beliefs and task values.

Effectiveness of school-initiated physical activity program on secondary school students' physical activity participation.

BACKGROUND: The promotion of physical activity and health has become a universal challenge. The Sotkamo Physical Activity as Civil Skill Program was implemented to increase students' physical activity by promoting supportive psychological and physical school environment. The aim of this study was to evaluate the effectiveness of the school-initiated physical activity program on secondary school students' self-reported physical activity. METHODS: The sample included 847 students (experimental condition school = 208, control school = 639) at the age of 12 to 14 years from northeast and central Finland. The program was conducted across 1 academic year and 2 measurement phases were carried out using self-report questionnaires in April 2011 and 2012. RESULTS: The findings highlighted that the program appeared to be effective as an approach to change the sharp decline in the pattern of Grade 7 students' self-reported physical activity across 1 school year. Specifically, change in the experimental condition students' self-reported physical activity was 13.4% higher compared the students in the control condition. CONCLUSION: On the basis of current findings, increased opportunities for school day physical activities have the potential to affect large number of students and are an efficient strategy for promoting regular physical activity.