Teachers were encouraged to be creative with how they integrated physical activity into daily schedules and were asked to conduct two, 5-minute physically active lessons per day for a total of 10 minutes daily.
For example, a class focused on PA types and the relation between PA and a healthy diet would be structured in active lessons.
In the sections below, results are presented by the four levels described above.> Child engagement Child engagement Interviews with teachers and Headteachers indicated that if a project does not involve the children and capture their interest it is not likely to succeed and active lessons in which there are practical components are likely to be more successful.
To assess the intensity of the F&V lessons, part of the children wore heart rate monitors during each physically active F&V lesson that was followed by observations.> -wrap-foot> *Hearateate measurements were performed.
Planned PA - as a part of an active, academic lesson - positively impacted TOT.
Other studies used other instruments to assess MVPA, i.e. accelerometers [ 32, 33] or indirect calorimeters [ 33], and also showed that the physical activity level of physically active academic lessons was mainly MVPA.
Summarized, in the literature we found an increase in time-on-task after physically active academic lessons and physical activity of moderate to vigorous intensity seems to be an important prerequisite in order to find positive effects.
In this study a within-subject design was used to determine whether physically active F&V lessons affected the time-on-task in the regular classroom lessons that immediately followed the F&V lessons.
Therefore we analyzed the riding teachers' speech during lessons in order to evaluate if 1) they were active during lessons, 2) they were strongly or not monitoring the riders' postures, 3) when they were doing that, what parts of the riders' actions they were paying most attention to.
