In-class caloric expenditure in this study was defined as the total amount of caloric expenditure

in physical education minus the resting (basal metabolic) caloric expenditure. Caloric expenditure in physical education was recorded using RT3 accelerometers (Stayhealthy.com™). RT3 accelerometers have been determined as a device that can generate valid and reliable caloric expenditure data in physical activity settings.17 Each of the six students’ caloric value recorded in a lesson was converted individually to metabolic equivalent (MET/min). One MET represents the average energy cost set at 3.5 mL/kg/min of oxygen, Selleckchem Vismodegib or 1 kcal/kg/h at seated, resting condition adjusted for age and gender.18 Any additional caloric expenditure is considered due to physical activity the individual

engages in such as those resulted from participating in physical education classes. The MET values were aggregated to represent the average caloric expenditure of the class and the aggregated MET were used also to signify the categorical physical activity levels (intensity) of a lesson: light (<3 METs), moderate (3–6 METs), or rigorous (>6 METs).17 Student BMI values were calculated using the formula, weight (kg)/height2 (m). Students’ height and weight were measured using standard Cell Cycle inhibitor equipment in inches and pounds which were converted into meters and kilograms. In addition to being used to calculate BMI, height and weight data were used to pre-program the accelerometers to collect accurate caloric expenditure data. Gender and grade information was identified by data collectors when the data collection began. The information was confirmed with the demographic information reported by the students and teachers in various occasions during the data collection period.

Self-reported date of birth was used to determine age. The gender and age information was also used to pre-program the accelerometers. The lesson lengths on schools’ official schedules were recorded. Content categories included fitness development, sport skill development, game play, and multi-activities. The category for each lesson was determined by viewing teacher lesson plans’ lesson-focus portion and on-site observation. Rutecarpine For example, a lesson on lacrosse passing and receiving was determined as a sport skill lesson. A fitness lesson was one that provided physical activities to develop one or more specific fitness components; such as a lesson of jump-rope and aerobic relays for developing cardio-respiratory capacity. A lesson was determined as game when the lesson focus was on playing games that were not regulation sports such as scooter soccer. A multi-activity lesson focused on several activities that did not fall into the other three categories and did not have an activity theme. For example, playing kickball, playground activities, or field-day activities were typical multi-activity lessons.