Author(s): COSTA, J., VALE, A.2, CORDOVIL, R.3, RODRIGUES, L.4, CARDOSO, V.1, PROENÇA, R.5, COSTA, M.1, NETO, C.3, BRITO, J.1, GUILHERME, J.1,6, SEABRA, A.1 , Institution: PORTUGAL FOOTBALL SCHOOL, PORTUGUESE FOOTBALL FEDERATION, Country: PORTUGAL, Abstract-ID: 265

INTRODUCTION:
The lack of physical activity (PA) and increasing time spent in sedentary behaviors during childhood stress the importance of developing low-cost and easy-to-implement school-based interventions, aiming to increase PA in children. The “Super Quinas” project evaluated the effectiveness of an intervention program to improve PA, aerobic fitness, sleep, and motor competence (MC) on children in primary school.
METHODS:
This pilot project was conducted in 44 schools across the country (i.e., in Portugal), and involved over 1600 school-age children (6 to 10 years old). It took place between January and March 2023 at several school facilities, during extra-curricular activities and led by physical education teachers. All 1600 children completed the MC assessment (MCA) in the PRE test in the 1st week and the POST test in the 12th week. Additionally, a sub-group of 38 children underwent more specific tests (i.e., PA, sleep, body composition and aerobic fitness) for a detailed analysis of the impact of this intervention project. The experimental group (EG) comprised 8 girls and 11 boys (n =19), while the control group (CG) included 9 girls and 10 boys (n =19), all aged 9–10 years. All children attended the same school. The experimental group enrolled in a 12-week intervention program (one more extra-curricular activity class of 60 min per week compared to the CG). Heart rate (HR), external load and enjoyment level (1, no fun to 5, great fun) were recorded in all classes. PA and sleep were measured by accelerometry, aerobic fitness was measured by Children´s Yo-Yo test (YYIR1C) during 1st week (PRE), 6th week (DUR) and 12th week (POST) intervention. MC in PRE and POST intervention was assessed by the MCA instrument.
RESULTS:
Comparing the EG and CG in DUR and POST, the EG spent ~18 min and ~34 min more time in moderate to vigorous PA (MVPA) per day (P<0.001); had ~44 min and ~203 min less sedentary time per day (P<0.001); performed more 44 and 128 m in the Children´s Yo-Yo test compared to CG (P<0.001) and slept more 17 and 114 min per night (P<0.001). In POST motor competence was significantly better (27%) in the EG compared to CG (P<0.001). The %HRmax during the extra-curricular classes ranged between 65-81% (i.e., light to moderate intensities), and the enjoyment between fun and great fun.
CONCLUSION:
Our findings indicate that adding one more physical education lesson of 60 min per week (i.e., a total of 120 min of physical education weekly), over three months, resulted in significant improvements in PA levels, sleep patterns, aerobic fitness, and MC in children aged 9–10 years. Thus, this study highlights the role of the school-based programs as important determinants of PA levels in elementary school-children. These data reinforce and justify that priority should be given to the development of national action programs that encourage the adoption of healthier lifestyles and to the creation of structural and environmental conditions favorable to children’s health.