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However, research evidence suggests that this criterion is somewhat ambitious and, as a consequence, is rarely achieved during regular PE lessons ( Stratton, 1997 US Department of Health and Human Services, 2000 Levin et al., 2001 Fairclough, 2003a). The third objective is to improve the number of students who are engaged in beneficial physical activity for at least 50% of lesson time ( US Department of Health and Human Services, 2000). These include three PE-associated objectives, two of which relate to increasing the number of schools providing and students participating in daily PE classes. The important role that PE has in promoting health-enhancing physical activity is exemplified in the US ‘Health of the Nation’ targets. However, there would appear to be some truth in the supposition because PE is commonly highlighted as a significant contributor to help young people achieve their daily volume of physical activity ( Biddle et al., 1998 Corbin and Pangrazi, 1998). The extent to which this rationale is accurate is arguable ( Koslow, 1988 Michaud and Andres, 1990) and has seldom been tested. To this end a common justification for PE's place in the school curriculum is that it contributes to children's health and fitness ( Physical Education Association of the United Kingdom, 2004 Zeigler, 1994). School physical education (PE) provides a context for regular and structured physical activity participation. This target may be addressed through weight-bearing activities that focus on developing muscular strength, endurance and flexibility, and bone health. A secondary recommendation is that children take part in activities that help develop and maintain musculo-skeletal health, on at least two occasions per week ( Biddle et al., 1998). the equivalent of brisk walking), through lifestyle, recreational and structured activity forms. The primary recommendation advocates the accumulation of 1 hour's physical activity per day of at least moderate intensity (i.e. In recognition of these health benefits, physical activity guidelines for children and youth have been developed by the Health Education Authority ( Biddle et al., 1998). Regular physical activity participation throughout childhood provides immediate health benefits, by positively effecting body composition and musculo-skeletal development ( Malina and Bouchard, 1991), and reducing the presence of coronary heart disease risk factors ( Gutin et al., 1994). Physical education may make a more significant contribution to young people's regular physical activity participation if lessons are planned and delivered with MVPA goals in mind. Students participated in most MVPA during team games (43.2 ± 19.5% P < 0.01), while the least MVPA was observed during movement activities (22.2 ± 20.0%). High-ability students were more active than the average- and low-ability students. Boys participated in MVPA for 39.4 ± 19.1% of lesson time compared to the girls (29.1 ± 23.4% P < 0.01). Students engaged in MVPA and VPA for 34.3 ± 21.8 and 8.3 ± 11.1% of lesson time, respectively. Percentages of lesson time spent in moderate-and-vigorous (MVPA) and vigorous intensity physical activity (VPA) were recorded for each student.
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Sixty-two boys and 60 girls (aged 11–14 years) wore heart rate telemeters during physical education lessons.
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The data were considered in relation to recommended levels of physical activity to ascertain whether or not physical education can be effective in helping young people meet health-related goals. The purpose of this study was to assess physical activity levels during high school physical education lessons.