Factors affecting first-grade pupils' physical activity during the school day: A pilot study

Abstract

Physical activity (PA) plays a crucial role in the healthy development of children, yet many school-aged pupils fail to meet recommended daily activity levels. This study explores how school environments and educational practices influence pupils’ PA during the school day, with an emphasis on the importance of supportive school conditions and structured physical activity opportunities. The pilot research was conducted with 43 children attending three primary schools in the Olomouc region of the Czech Republic. Pupils’ PA levels were objectively measured using digital pedometers. Information on school conditions and family lifestyle factors was gathered through two structured questionnaires. Statistical analyses included variance inflation factor analysis, principal component analysis (PCA), multiple linear regression, and Spearman’s correlation coefficient to determine the key predictors of PA. The results revealed that the most influential factors affecting PA were passive conditions within the school environment, particularly school size and availability of sports facilities. Active conditions, such as scheduled physical activity breaks and outdoor learning sessions, were also positively associated with increased PA levels. Conversely, family lifestyle factors showed no significant direct effect on children’s PA during school hours. These findings highlight the decisive role of schools in shaping opportunities for physical activity and underline the need for policies and educational initiatives that foster active school environments. The implementation of comprehensive school-based PA programs is recommended to support children’s overall health, motor development, and well-being.