Accelerometer-measured sedentary volume and bouts during the segmented school day among Chinese school students

• Published in: Journal of exercise science and fitness 2024-04, Vol.22 (2), p.145-151
• Main Authors: Xie, Zhen-wen, Wang, Li-juan, Chen, Huan, Liang, Guo, Yang, Xing-long
• Format: Article
• Language: English
• Subjects: Bouts; School students; Sedentary behaviour; Segments
• ISSN: 1728-869X; 2226-5104
• DOI: 10.1016/j.jesf.2024.02.003

This study examined sedentary volume and bouts of Chinese primary and middle school students during different segments of a school day and determined whether gender and school level are associated with their sedentary volume and bouts. A total of 472 students participated in this study. Accelerometers were used to measure the sedentary volume and sedentary bouts of different durations (i.e., 1–4 min, 5–9 min and ≥10 min) during all segments. The participants spent the majority of their time in sitting (61.7%) and sitting bouts of ≥10 min (37.3%). They spent higher percentages of time in sitting during regular classes (76.7%) and out-of-school time (54.5%), and lower during physical education (PE) classes (32.2%), lunch break (35.4%) and recess (38.0%). The highest proportions of time were in sedentary bouts of ≥10 min during regular classes (50.2%), out-of-school time (28.0%) and lunch break (18.8%), while the greatest percentages occurred in sitting bouts of 1–4 min during PE class (16.4%) and recess (18.6%). Girls and middle school students had higher percentages of sedentary volume than boys and primary school students during most segments. They spent greater proportions of time in sitting bouts of ≥10 min during regular classes, lunch break, and out-of-school time, and higher proportions in sedentary bouts of 1–4 min than boys and primary students during PE classes. Regular class and out-of-school time were identified as key segments for reducing sedentary volume and breaking up prolonged sitting. Interventions on interrupting prolonged sitting during lunch break should also be explored. Girls and middle school students should receive more attention in future interventions.