Obstacle course-based versus traditional physical education: Which promotes more physical activity and less sedentary behaviour?

Abstract

Physical education (PE) offers an optimal setting for promoting higher moderate-to-vigorous physical activity (MVPA) and reducing sedentary behaviour (SB). This study examines the MVPA and SB among elementary schoolchildren during an obstacle course-based PE lesson and compares it to a traditional PE lesson, with the same students participating in both conditions. Moreover, it explores how gender, age and intrinsic motivation for PE relate to time spent in MVPA and SB during PE. A sample of 251 children within 24 classes in grades 1, 3 and 5 participated in this study. ActiGraph GT3x accelerometers monitored their PA during PE, while the Behavioral Regulations in Physical Education Questionnaire assessed their motivation for PE. Multi-level regression analyses indicated that MVPA was significantly higher (p < 0.001) and SB was significantly lower (p < 0.001) during an obstacle course-based PE lesson compared to the traditional PE lesson. Boys exhibited higher MVPA (p < 0.001) and lower SB (p < 0.001) than girls, with no notable grade differences. Intrinsic motivation was positively associated with MVPA (p = 0.04). These findings suggest that children displayed higher MVPA and lower SB during the obstacle course-based PE lesson when compared to their traditional PE lesson. It could be a practical and effective strategy for improving PA behaviours, though future interventions should explore long-term impact, sustainability, and how class factors such as classroom management and teacher behaviours relate to MVPA and SB.