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Abstract：
Globally, school-going children spend most of their days at school, sitting in lessons and unable to achieve the daily WHO recommendations for Physical Activity (PA) of at least 60 minutes per day. Limited studies have assessed the opportunities schools provide for PA to help the children achieve their daily recommended PA. We determined the level of and the factors associated with PA offered in primary schools in Makindye Division in Kampala during the school term.
This cross-sectional study was conducted in 36 selected government and private primary schools in Makindye Division, Kampala. PA was defined as the amount of time in minutes available for PA as per WHO recommendations - sufficient (60 minutes or more of PA) or insufficient (less than 60 minutes of PA) and assessed for any factors associated with provision of time for PA in schools. Data were collected by interview administered questionnaires and analysed descriptively. Factors associated with PA were assessed using a logistic regression model.
Of the 36 schools, 3 were government and 33 were private schools. The proportion of schools offering sufficient time for PA among Primary schools in the Makindye Division was (8/36) 22%. The average time for PA for all schools per week was 197 minutes (SD 70.7). Sufficient PA was associated with the provision of PE lessons after a break or after lunch (p-value 0.038). Sufficient PA was more likely in schools that offered volleyball (OR 8.69), had space in the school for PA (OR 13.27), provided athletics (OR 2.26) and whose fees were Ushs 700,000 (USD 187) or more (OR 1.30).
Only 22% of sampled schools offered sufficient time for PA among Primary schools in Kampala per WHO guidelines. Provision of sufficient time for PA was associated with PE scheduled either after break or lunch. Sufficient PA was more likely with schools that had space for PA, schools which offered volleyball and athletics, and whose fees were 700,000/= or more. Schools should consider scheduling PE lessons after break or after lunch to increase the likelihood of meeting the targeted time for PA. Primary schools need to be supported to establish facilities and to increase diversity in available activities to ensure children achieve their recommended PA.
This cross-sectional study was conducted in 36 selected government and private primary schools in Makindye Division, Kampala. PA was defined as the amount of time in minutes available for PA as per WHO recommendations - sufficient (60 minutes or more of PA) or insufficient (less than 60 minutes of PA) and assessed for any factors associated with provision of time for PA in schools. Data were collected by interview administered questionnaires and analysed descriptively. Factors associated with PA were assessed using a logistic regression model.
Of the 36 schools, 3 were government and 33 were private schools. The proportion of schools offering sufficient time for PA among Primary schools in the Makindye Division was (8/36) 22%. The average time for PA for all schools per week was 197 minutes (SD 70.7). Sufficient PA was associated with the provision of PE lessons after a break or after lunch (p-value 0.038). Sufficient PA was more likely in schools that offered volleyball (OR 8.69), had space in the school for PA (OR 13.27), provided athletics (OR 2.26) and whose fees were Ushs 700,000 (USD 187) or more (OR 1.30).
Only 22% of sampled schools offered sufficient time for PA among Primary schools in Kampala per WHO guidelines. Provision of sufficient time for PA was associated with PE scheduled either after break or lunch. Sufficient PA was more likely with schools that had space for PA, schools which offered volleyball and athletics, and whose fees were 700,000/= or more. Schools should consider scheduling PE lessons after break or after lunch to increase the likelihood of meeting the targeted time for PA. Primary schools need to be supported to establish facilities and to increase diversity in available activities to ensure children achieve their recommended PA.
摘要：
背景：在全球范围内，上学的孩子们大部分时间都在学校度过，坐着上课，无法达到世卫组织每天至少60分钟的身体活动（PA）建议。有限的研究评估了学校为PA提供的机会，以帮助孩子们实现每日推荐的PA。我们确定了本学期在坎帕拉Makindye部门的小学提供的PA的水平和相关因素。
方法：这项横断面研究是在Makindye部门的36所选定的政府和私立小学中进行的，坎帕拉.根据世卫组织的建议，PA被定义为PA可用的时间（分钟）-足够（PA的60分钟或更长时间）或不足（PA的60分钟以下），并评估与在学校提供PA时间相关的任何因素。通过访谈问卷收集数据，并进行描述性分析。使用逻辑回归模型评估与PA相关的因素。
结果：在36所学校中，3是政府，33是私立学校。在Makindye部门的小学中，为PA提供足够时间的学校比例为（8/36）22％。所有学校每周的平均PA时间为197分钟（SD70.7）。充足的PA与休息后或午餐后提供体育课相关（p值0.038）。在提供排球的学校中，足够的PA更有可能（OR8.69），在学校有PA的空间（OR13.27），提供田径运动（OR2.26），其费用为Ushs700,000（187美元）或更多（OR1.30）。
结论：根据WHO指南，只有22％的抽样学校在坎帕拉的小学中提供了足够的PA时间。为PA提供足够的时间与休息或午餐后安排的PE相关。有足够的PA的学校更有可能为PA提供空间，提供排球和田径运动的学校，费用在70万/=或以上。学校应考虑在休息后或午餐后安排体育课，以增加达到PA目标时间的可能性。需要支持小学建立设施并增加现有活动的多样性，以确保儿童达到建议的PA。
方法：这项横断面研究是在Makindye部门的36所选定的政府和私立小学中进行的，
结果：在36所学校中，
结论：根据WHO指南，只有22％的抽样学校在坎帕拉的小学中提供了足够的PA时间。
