The Effect Of Daily Physical Education On Health-related Physical Fitness Among Hungarian Youth

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Standardized fitness testing in schools can be a powerful tool in policy evaluation and evidence-based advocacy. From the Hungarian perspective, an essential question is how daily physical education (DPE), affects the school aged youth’s physical fitness state. The implementation of DPE since 2011 has provided a chance to examine the effect of additional two lessons on the Health-Related Physical Fitness (HRPF) of adolescents. PURPOSE:The study aim was to determine differences of HRPF level between DPE (5 lessons/wk) and control (2-3 lessons/wk) groups in a nationally representative sample. METHODS:The HRPF data from the National Youth Fitness (NETFIT®) database from the academic years of 2014-16 provided the DPE sample of 2125 boys (14.8 + 0.5 yrs.) and 2646 girls (14.7 + 0.5 yrs.), with 2532 boys (14.8 + 5 yrs.) and 2402 girls (14.7 + 0.5 yrs.) in control (C). In 3 tests [20 m Shuttle run (SR); Grip Strength (GS) and Standing Long Jump (SLJ)], the raw HRPF test scores were categorized into 1 of 3 categories, based on their test results compared with the age and sex specific NETFIT® criterion-referenced fitness standards: Healthy Fitness Zone (HFZ), Needs Improvement Zone (NIZ), Needs Improvement - Health Risk Zone, (NIHR). Percentages of students that achieved HFZ, NIZ and NIHR were calculated in both groups (%). Two-way (group × sex) ANOVA were used to examine differences in HFZ among students in different sexes. RESULTS:HFZ achievement rates were significantly higher among DPE group in both sexes in all tests (p < 0.05). SR boys = 60.2%(C) vs 68.8%(DPE); SR girls =46.8%(C) vs 59.3%(DPE); GS boys =59.3%(C) vs 63.9%(DPE); GS girls =57.6%(C) vs 63.0%(DPE); SLJ boys =69.8%(C) vs 74.5 (DPE); SLJ girls =71.1%(C) vs 79.2% (DPE). CONCLUSIONS:Adolescents with DPE showed significantly better HRPF in comparison with their peers with less PE lesson time. DPE as a national, quantity-based policy has the potential providing a positive public health effect alone in the school system.

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