RQES Table of Contents
Is a Cup Enough? Levels of Energy Expenditure
During Speed Stacking
Samuel C. Hymes, Ryan S. Sacko, Grace Duncan & Tim Bott
In an era where physical inactivity has become a global public
health concern, schools are increasingly viewed as a critical
and accessible environment for promoting physical activity
(PA) during childhood (Pate et al., 2006). For millions of
children and adolescents, the school day represents the primary,
and sometimes only, structured opportunity to engage
in moderate-to-vigorous physical activity (MVPA (Brazendale
et al., 2017). With limited time allocated to physical education
(PE) in many school systems, every minute counts, and the
selection of activities must reflect high-value opportunities,
those that combine high student engagement, sufficient PA
intensity, and positive affective experiences (i.e., fun and
enjoyment), to maximize health benefits and learning outcomes.
According to current PA guidelines established by the
World Health Organization (WHO), children and adolescents
aged five to 17 should accumulate at least 60 minutes of MVPA
daily (Chaput et al., 2020).
However, adherence remains alarmingly
low, with only 16.1% of U.S. adolescents meeting these
benchmarks (Nagata et al., 2022). This shortfall underscores
the need for intentional, evidence-based approaches within PE
curricula to ensure that the time allocated to PA translates into
meaningful health outcomes. In addition to meeting PA guidelines,
effective PE activities should align with established pedagogical
frameworks that define quality learning experiences
(Rink, 2020). Rink (2020) outlines four essential criteria for
a good learning experience in PE: the potential to improve
motor performance, the provision of maximal activity time,
developmental appropriateness, and the integration of cognitive,
affective, and psychomotor domains. Evaluating activities
through this lens provides a more comprehensive understanding
of their contribution to physical and educational outcomes.
This framework offers a critical context for assessing Speed
Stacking’s value within PE curricula, beyond energy expenditure
alone.
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