This study examined the performance of a secondary physical education (PE) department committed to the Portuguese PE National Curriculum. PE department head perceptions, PE teachers’ educational believes, school and PE department characteristics, PE curriculum, and PE classes were analysed. The main goal set by PE teachers was to prepare students for an active and healthy lifestyle. PE teachers showed a shared commitment about what is important to teach and the best way to have an organized learning environment. They worked as a team, focusing their teaching in students’ learning. They showed high expectations, believing that students can succeed, which suggested a strong moral purpose. Teachers share different PE values orientations, however, students engaged in MVPA for more than 50% of the available class time. This reflected the teachers’ collective compromise to follow the same PE objectives, along with making students’ interests a top priority. To promote teamwork and coherent curricular decisions, as well as good educational practices in a school, the PE department is probably a crucial component to providing a positive learning environment.

The present study analysed the prevalence, potential correlates and physical activity (PA), body mass index (BMI), and academic performance outcomes, of active commuting to and from school (ACS), considering the home-to-school distance. A total of 391 Portuguese adolescents (189 boys, aged 14-18 years) completed a questionnaire about their active and passive commuting behaviours; potential correlates and perceived barriers of ACS; PA, BMI and academic performance. Multinomial regressions analyses were performed for ‘no walk/cycle’, ‘one-way commuters’ and for ‘both-ways commuters’ living near (<2 miles) school. The prevalence of one-way and both-ways active commuters decreased as the distance to school increased to more than two miles (66.5% to 23.5%). For the ‘near group’, walking to (47.8%) and from (55.5%) school was much more common than cycling (< 1%). The barrier with the greatest effect for one-way and both-ways active commuters was ‘distance’, followed by ‘stuff to carry’, ‘don’t enjoy walking/cycling’. No significant relations were found between walking or cycling one-way or both-ways and total PA, BMI and academic performance. To increase ACS, results suggest interventions promoting bicycling use and addressing multiple perceived barriers, such as ‘PA and ACS attitudes’, ‘stuff to carry’, perceptions of ‘hot and sweaty’ and ‘distance’.

Objetivos O conhecimento dos níveis de atividade física e dos comportamentos sedentários dos adolescentes é importante para que as intervenções no âmbito da promoção da saúde possam estar de acordo com a população-alvo. Assim sendo, o objetivo do estudo foi descrever a prática de atividade física, os comportamentos sedentários e diferentes perfis comportamentais de adolescentes citadinos. Métodos Participaram no estudo 651 adolescentes (273 rapazes e 378 raparigas), com idades compreendidas entre os 12-14 anos, que frequentavam 4 escolas do ensino público em Lisboa. Os dados foram recolhidos através de fichas de registo diário de avaliação momentânea ecológica, com intervalos de 15 minutos. Resultados Nos dias de semana, estudar foi o comportamento mais praticado (rapazes 114,5 min/dia; 11,3%, raparigas 135,4 min/dia; 13,1%); seguido de ver televisão (rapazes 97,8 min/dia; 9,6%, raparigas 59,7 min/dia; 5,8%); usar o computador, para os rapazes (42,7 min/dia; 4,2%), e falar com amigos (31,5 min/dia; 3%), para as raparigas. Rapazes e raparigas dedicaram 40,9 min/dia (4%) e 24 min/dia (2,3%) a praticar atividade física, respetivamente. No fim-de-semana, para os rapazes destacou-se o tempo a ver televisão (145,8 min/dia; 13,5%) e usar o computador (136,6 min/dia; 12,9%), e para as raparigas estudar (144,3 min/dia; 13,1%) e ver televisão (133,5 min/dia; 12,2%). Com base nos comportamentos mais praticados, foram traçados 3 perfis dos adolescentes. Para os rapazes destacaram-se: 1) pouco ativos, pouco dedicados aos estudos, mas que passavam muito tempo no computador, a ver televisão e a conversar com amigos (n = 63); 2) dedicados aos estudos, não praticavam atividade física e viam pouco a televisão e o computador (n = 126); 3) fisicamente ativos, muito tempo a ver televisão e pouco dedicados aos estudos (n = 84). Para as raparigas destacaram-se as: 1) fisicamente ativas, que passavam pouco tempo a estudar e a ver televisão (n = 28); 2) que passavam muito tempo a estudar e conversar com os amigos e pouco ativas (n = 77); 3) as que passavam muito tempo a ver televisão e pouco tempo a conversar com os amigos e a praticarem atividade física (n = 273). Conclusão As raparigas apresentaram níveis de atividade física inferiores aos rapazes. Os rapazes, apesar de apresentarem níveis mais elevados de atividade física do que as raparigas, apresentaram igualmente níveis mais elevados de comportamentos sedentários. Estes dados sugerem que é possível ser considerado fisicamente ativo e passar muito tempo em comportamentos sedentários. Isso deve ser considerado no planeamento de intervenções com vista a promover estilos de vida ativos e saudáveis junto dos adolescentes.

Purpose The knowledge of physical activity levels and sedentary behaviour of adolescents is important, so that interventions to promote health have to be in accordance with the target population. Therefore this study aimed to examine the prevalence and clustering of physical activity and sedentary behaviours among urban adolescents. Methods The study comprised a total of 651 adolescents (273 boys and 378 girls) aged 12-14, from 4 public urban schools. Ecological Momentary Assessment was used to measure sedentary behaviours and physical activity, using 15 minutes time intervals. Results On weekdays, studying was the activity on which adolescents spent more time (boys 114.5 min/day, 11.3%; girls 135.4 min/day, 13.1%). Followed by television (TV) (boys 97.8 min/day, 9.6%; girls 59.7 min/day, 5.8%), computer use (boys 42.7 min/day, 4.2%), and talking with friends (girls 31.5 min/day, 3%). On average boys practiced 40.9 min/day (4%) and girls 24 min/day (2.3%) on physical activity. On weekend days, the most consuming leisure time was TV (145.8 min/day, 13.5%) and computer use (136.6 min/day, 12.9%) for the boys, and studying (144.3 min/day, 13.1%) and TV (133.5 min/day, 12.2%) for the girls. Based on these behaviours three meaningful cluster solutions were found both for boys and girls, respectively. For the boys: cluster 1) less actives, spent less time studying, but spent more time watching TV and on the computer (n = 63); cluster 2) devoted more time studying and spent less time on physical activity, watching TV and using computer (n = 126); cluster 3) actives, spent less time watching TV and studying (n = 84). For the girls: cluster 1) actives, less time studying, watching TV and using computer (n = 28); cluster 2) devoted to studies, sociable and non-actives (n = 77); cluster 3) much time watching TV, non-sociable and non-actives (n = 273). Conclusion Girls were less active than boys. Despite having higher levels of physical activity than girls boys also presented higher levels of sedentary behaviours. These data suggest that it is possible to be considered physically active and spend a lot of time in sedentary behaviours. This should be considered in intervention programs aimed to promote active and healthy lifestyles among adolescents.

Este estudio tuvo como objetivo identificar los correlatos sociodemográficos de la actividad física, realizada durante el tiempo libre, en adultos portugueses. Los participantes con edades entre 31 y 60 años (1.079 hombres, 1.383 mujeres) fueron categorizados en dos grupos, de acuerdo con las recomendaciones de actividad física (≥ 10 MET.horas/semana ou < 10 MET.horas/semana). La actividad física fue auto-reportada. Se ha aplicado el análisis de regresión logística y el chi- cuadrado. Los hombres que tienen un alto estatus socioeconómico (OR = 1,89; IC95%: 1,30-2,76; p = 0,001) se asociaron con la consecución del nivel recomendado de actividad física. Para las mujeres, el nivel de educación medio (OR = 1,36; IC95%: 1,01-1,85) y el estado socioeconómico medio (OR = 1,45; IC95%: 0,80-1,91; p = 0,009) se asoció con la actividad física. Hombres y mujeres tienen diferentes patrones de correlatos sociodemográficos. Una intervención diseñada para mejorar los niveles de actividade física entre los adultos portugueses podrá adoptar dichas correlaciones en cuenta.

O objetivo do estudo foi identificar os correlatos sociodemográficos associados à atividade física dos adultos portugueses nos momentos de lazer. Sujeitos com idades entre os 31-60 anos (1.076 homens, 1.383 mulheres) foram categorizados como fisicamente ativos ou pouco ativos, de acordo com as recomendações da atividade física (≥ 10 MET.horas/semana ou < 10 MET.horas/semana). A atividade física foi autorreportada. O teste do qui-quadrado e regressões logísticas foram aplicados aos dados. Para os homens, um estatuto socioeconômico elevado estava associado ao cumprimento das recomendações da atividade física (OR = 1,89; IC95%: 1,30-2,76; p = 0,001). Para as mulheres, o nível educacional médio (OR = 1,36; IC95%: 1,01-1,85) e um estatuto socioeconômico médio (OR = 1,45; IC95%: 0,80-1,91; p = 0,009) estavam associados a cumprir as recomendações da atividade física. Homens e mulheres apresentaram diferentes correlatos associados à prática de atividade física. Intervenções com o objetivo de melhorar os níveis de atividade física devem considerar os diferentes correlatos identificados.

This study aimed to identify socio-demographic correlates of leisure time physical activity among Portuguese adults. Subjects aged 31-60 years (1,076 males, 1,383 females) were categorized into two groups according to recommended physical activities ranging from ≥ 10 or < 10 MET.hours.week-1. Leisure time physical activity data was self-reported, including activities, duration of each session and frequency. Chi-square and logistic regression analyses were applied to the results. Among men, having a high socioeconomic status (OR = 1.89; 95%CI: 1.30-2.76; p = 0.001) was associated with attaining the recommended level of physical activity. For women, middle education levels were associated with physical activity (OR = 1.36; 95%CI: 1.01-1.85). Moreover, middle socioeconomic status (OR = 1.45; 95%CI: 0.80-1.91; p = 0.009) was also positively associated with meeting physical activities recommendations in the unadjusted analysis. Men and women had different patterns of socio-demographic correlates. An intervention designed to improve the levels of physical activity among Portuguese adults may take these correlates into account.