RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
74
Articles
Kevin Alexander Catuche Sánchez
Universidad Estatal de Milagro, Ecuador
kcartuches@unemi.edu.ec
ORCID https://orcid.org/0009-0005-0197-7619
Abstract: Introduction: Sedentary behavior is one of the
most telling signs of a decline in quality of life across
different age groups, including children. Promoting
physical and recreational activities at an early age is a
priority in the school setting. Objective: To evaluate the
effects of a physical-recreational activity program on
reducing sedentary behavior indicators in middle school
students. Methodology: A sample of 42 students (n=42)
was used. The Body Mass Index (BMI), the International
Physical Activity Questionnaire (IPAQ), and the Four by
One-Day Physical Activity Questionnaire (CPAF) were
administered. These instruments allowed researchers to
determine body composition, the level of participation in
physical activities, the number of hours dedicated to
activities per day, and calorie consumption, thus revealing
sedentary tendencies among the participants.
Results: The proposed structured program of
extracurricular activities led to significant changes in BMI,
as demonstrated by the Wilcoxon signed-rank test (p-value
= 0.02 < 0.05). The IPAQ was corroborated by the
student’s t-test, which showed highly significant changes
after the program's implementation (p-value = 0.000 <
0.005). The Wilcoxon test for CPAF also yielded p-values
of 0.00 < 0.05 for the indicators of more intense physical
activity.
Conclusions: The program's implementation was
effective, demonstrating highly significant results after its
application in most indicators, thus confirming the research
hypothesis.
Keywords: Extracurricular program; Physical-recreational
activities; Sedentary lifestyle.
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Noncommercial-No Derivatives 4.0 International License.
Effects of a physical-recreational activity program on reducing sedentary
behavior indicators in middle school students
Kevin Alexander Catuche Sánchez
1
RIAF. International Journal of Physical Activity
Universidad de Guayaquil, Ecuador
Frequency: Semestral
Vol. 4, N. 1, 2026
revista.riaf@ug.edu.ec
Received: December 11, 2025
Approved: January 14, 2026
URL: https://revistas.ug.edu.ec/index.php/riaf
DOI: https://doi.org/10.53591/25rykd25
Authors who publish in RIAF acknowledge and accept the following
conditions: The authors retain the copyright of their works and grant
RIAF the right to first publication of the work under an
international Creative Commons license.
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
75
Introduction
Sedentary behavior among school-age populations is a growing public health concern. Various
studies have warned that a significant proportion of children and adolescents worldwide fail to meet
the recommended minimum levels of physical activity, contributing to chronic diseases, impaired
physical and mental health, and the entrenchment of sedentary habits that persist into adulthood
(Zhou et al., 2024; Wardle et al., 2022; Lermanda et al., 2023).
According to Montero et al. (2015) and Hernández et al. (2017), a lack of physical activity—or
sedentary behavior—is directly associated with a wide range of health problems, including
cardiovascular disorders and certain types of cancer such as colon cancer, as well as conditions like
osteoporosis and diabetes. These authors note that sedentary behavior can be understood as a
condition in which an individual does not engage in at least 30 minutes of daily physical activity for
five days a week, nor performs muscle-strengthening exercises at least twice a week.
The current trend among young people toward physical inactivity and the accumulation of
sedentary behaviors places them within a vulnerable population group, with a higher likelihood of
developing diseases linked to these behaviors (Navarrete et al., 2019; Chávez & Sandoval, 2016).
Among the factors explaining this phenomenon, the excessive use of technological resources and
electronic devices stands out, as these have increased time spent in low-energy-expenditure activities
(Sotomayor, Pineda, Jiménez, & Castillo, 2014), among other elements characteristic of
contemporary lifestyles.
Regarding physical-recreational activities, these encompass all actions performed by individuals
during their free time that generate enjoyment, emotional well-being, and contribute to the acquisition
of positive values and attitudes that foster holistic development (Mateo, 2014; Andradas et al., 2015;
Vázquez & Márquez, 2017).
Furthermore, the relevance of programs based on physical-recreational activities lies in their
ability to adapt to the developmental characteristics and preferences of participants, allowing them to
be carried out in natural or everyday environments that enhance physical, social, and intellectual
growth (Chávez & Sandoval, 2014; Celis-Morales et al., 2020).
The school environment, where students spend a significant portion of their time, represents a
strategic opportunity for intervention. Recent studies indicate that interventions conducted in school
settings (before, during, or after school hours) can substantially modify movement habits
Results: The proposed structured program of
extracurricular activities led to significant changes in BMI,
as demonstrated by the Wilcoxon signed-rank test (p-value
= 0.02 < 0.05). The IPAQ was corroborated by the
student’s t-test, which showed highly significant changes
after the program's implementation (p-value = 0.000 <
0.005). The Wilcoxon test for CPAF also yielded p-values
of 0.00 < 0.05 for the indicators of more intense physical
activity.
Conclusions: The program's implementation was
effective, demonstrating highly significant results after its
application in most indicators, thus confirming the research
hypothesis.
Keywords: Extracurricular program; Physical-recreational
activities; Sedentary lifestyle.
Abstract: Introduction: Sedentary behavior is one of the
most telling signs of a decline in quality of life across
different age groups, including children. Promoting
physical and recreational activities at an early age is a priority
in the school setting. Objective: To evaluate the effects of
a physical-recreational activity program on reducing
sedentary behavior indicators in middle school students.
Methodology: A sample of 42 students (n=42) was used.
The Body Mass Index (BMI), the International Physical
Activity Questionnaire (IPAQ), and the Four by One-Day
Physical Activity Questionnaire (CPAF) were administered.
These instruments allowed researchers to determine body
composition, the level of participation in physical activities,
the number of hours dedicated to activities per day, and
calorie consumption, thus revealing sedentary tendencies
among the participants.
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
76
reducing sedentary time and promoting
moderate to vigorous physical activity (Xie et al.,
2025).
For example, the most recent review on
correlates of physical activity and sedentary
behavior during school recess—including 72
studies up to December 2024—found that
structured recess interventions increase light,
moderate, and vigorous physical activity in
school-aged children. However, their effect on
reducing sedentary time was not always
significant, highlighting the need for more robust
and systematic programs (Zhu et al., 2025).
Another study focusing on before- and after-
school care identified multiple correlates of
physical activity and sedentary behavior,
emphasizing the importance of trained staff,
scheduling active play, and eliminating
elimination games to promote physical
participation, especially among girls (Wardle et al.,
2022).
Additionally, leisure-time habits—such as
homework, screen time, or studying—continue
to be limiting factors for physical activity,
although some recent studies argue that sedentary
behavior and physical activity are not always
mutually exclusive. This underscores the need for
comprehensive strategies to promote movement.
Regarding interventions based on theoretical
models of behavior change, a recent systematic
review using the transtheoretical model reported
that such programs can promote positive changes
in physical behavior among children and
adolescents, provided they are well-designed and
include motivational, educational, and follow-up
components (Xie et al., 2025).
For populations with special needs—such as
youth with motor coordination disorders—there
is also evidence that school-based exercise
programs can improve motor development,
physical fitness, and foster enjoyment of
movement which suggests its broad applicability
(Lermanda et al., 2023).
On the other hand, the effects of prolonged
sedentary behavior in school-aged children have
been documented in recent longitudinal reviews,
which warn that sustained sedentary behavior is
associated with overweight, obesity, reduced
physical abilities, and metabolic problems from
an early age (Ortiz-Sánchez et al., 2023).
Consequently, implementing a structured
program of physical-recreational activities for
middle basic education students—integrating
playful, motor, social, and cognitive
dimensions—emerges as a viable and necessary
strategy to reverse negative trends and promote
healthy lifestyles. This study aims to provide
recent and localized empirical evidence,
strengthening the scientific foundation for
promoting school-based physical activity policies
in Latin American contexts. Its objective is to
evaluate the effects of a physical-recreational
activity program on reducing indicators of
sedentary behavior in middle basic education
students.
Materials and Methods
This is an explanatory study with a quantitative
cross-sectional approach and an experimental
design following a single-group pre-experiment
model. It was conducted at the "Profesor Jorge
Amable Quezada Pinzón" Educational Unit,
located in Ceiba Chica neighborhood, Zapotillo
canton, Loja Province. The diagnostic phase
began in May 2025. The study was experimental
in nature, using a single-group pre-experimental
pedagogical design with a sample of (n=42)
middle basic education students.
Participants
The population of middle basic education
students consisted of 42 children from the
aforementioned institution during the 2025-2026
Academic Year. The sample used included
(n=42) students, of which 24 were male (57.1 %)
and 18 were female (42.9 %), within the morning
shift.
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
77
The ages range from 9-10 years old, with a
mean of 9.43 and a Standard Deviation (SD) =
0.42. The average height M = 1.26 meters with an
SD = 0.09. The average body weight in kilograms
was M = 36.33 kg with an SD = 1.75.
Instruments
The following techniques were used for data
collection:
• Body Mass Index (BMI) Test: To
assess body weight status and possible
manifestations of obesity in children, as
well as nutritional difficulties.
• International Physical Activity
Questionnaire (IPAQ): This
instrument was applied to corroborate
the level and regularity of physical activity
undertaken by the children. It is a
questionnaire validated in several studies
across Europe, Asia, and the Americas, in
countries such as Spain, Great Britain, the
Netherlands, the United States, among
others.
• The CPAF (Cuestionario de Actividad
Física para niños), taken from Beltrán-
Carrillo et al. (2012), whose reliability and
validity have been demonstrated in
samples from different countries,
including Great Britain and Spain, was
used to measure the children's energy
expenditure. It was administered at two
different time points during the school
year.
Procedures
The research was conducted in three stages: one
for Diagnosis of the state of activity practice
and manifestations of sedentarism, one
for Design and implementation of the
physical-recreational activities program, and
one for Evaluation of the physical-
recreational activities program. The content of
each stage is described below:
• Stage of Diagnosis of the state of
activity practice and manifestations of
sedentarism: This stage began in the
second week of May of the first course
period 2025-2026. During this period, the
development and application of empirical
research techniques and instruments were
carried out, and the results were analyzed. The
conclusions of the diagnosis were drawn up as a
starting point for the experimentation.
Design and implementation stage of the
physical-recreational activity program:
In this stage, the objectives of the program and
its theoretical foundation were determined, and
activities, games, exercises, etc., were established
to reduce manifestations of sedentary behavior.
Evaluation stage of the physical-
recreational activity program:
This was applied after the 8-week
intervention during the first period of the 2025-
2026 school schedule. The data from the results
of each instrument were processed using the
SPSS Program, version 25.0, to verify the
statistical variations of the main indicators.
Ethical Considerations
The ethical principles of confidentiality,
informed consent, and the voluntariness of the
children's participation through their parents and
guardians were respected, as well as the clinical
and health criteria for the children, with
information from the Student Counseling
Department (DECE).
Results
To complete the Diagnosis Stage, the methods,
techniques, and instruments were applied to
identify the state of indicators of sedentary
behavior manifestations in the sample used,
through measurements of the students under
study.
The BMI Test was applied to verify the
nutritional status and level of obesity in the
children. A scale and a measuring tape were used
as materials, and compliance with some
methodological criteria for its application was
guided.
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
78
Below are the results obtained from the
research subjects.
The BMI test result (pretest) showed a mean
M=22.89 and SD=1.37, with a general tendency
for students to be within normal weight.
However, 38.09% of the children (16) were
overweight, which demonstrates a result above
the average for this age group according to the
WHO and statistical data in Ecuador.
The IPAQ questionnaire was applied to the 42
children participating in the study regarding their
physical activity levels, the results of which appear
in the table described below:
Table 1.
Results of the International Physical Activity Questionnaire (IPAQ) in the participating children
(n=42)
IPAQ Pretest
Category
0 days
1 day
2 days
3 days
>3 days
% 2 days
or more
VPA Days/Week
32
6
1
1
2
9.5%
Category
<30 Min
30-40 Min
40-45 Min
45-50 Min
>50 Min
% + 40
Min
Daily VPA Time
2
1
2
0
1
9.5%
Category
0 days
1-2 days
3 days
4 days
>4 days
% 3 or
more days
MPA Days/Week
16
8
8
6
4
23.8%
Category
<30 Min
31-35 Min
35-40 Min
41-45 Min
>45 Min
% + 35
Minutes
Daily MPA Time
8
4
8
4
2
33.3%
LPA Days/Week
12
8
12
4
6
52.4%
Category
<30 Min
31-35 Min
35-40 Min
41-45 Min
>45 Min
% + 35
Minutes
Note: VPA: Vigorous Physical Activity. Daily VPA Time; MPA: Moderate physical activity; Daily
MPA Time; LPA: Light Physical Activity; Daily LPA Time.
Source: Own elaboration 2025.
The results of the International Physical
Activity Questionnaire (IPAQ) in the 42 children
show very low levels of VPA and MPA, as well as
in the time spent on daily activity. It is noteworthy
that 32 of the 42 children do not engage in VPA
any day of the week (76.2%) and only one child
does it for more than 50 minutes. Similarly, for
MPA, 16 children do not practice any day
(38.09%), which is highly noteworthy in terms of
sedentary levels, and only 14 children (33.3%)
practice it for more than 35 minutes per session
Regarding Light Physical Activity, which has
the least physiological impact on physical
condition, it is observed that 12 children (28.5%)
do not engage in any practice, indicating signs of
sedentary behavior among them.
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
79
Furthermore, only 22 (52.3%) practice it more
than 2 days a week.
The figures point to evidence of sedentary
behavior in the sampled students, which demands
the need to design and implement a physical-
recreational activity program that promotes
increases in physical activity levels and
consequently a reduction in sedentary behavior
among the subjects.
The application of the CPAF to measure the
children's energy expenditure was applied
according to the protocol of Beltrán-Carrillo et al.
(2012), allowing to obtain the energy expenditure,
the time in hours for each activity, and the
multiplication by the corresponding METs
(metabolic unit representative of basal
metabolism, equivalent to 1 Kcal/kg/h) for each
category of physical work intensity (see table
below).
Table 2.
METs and examples of activities for each
intensity category
Intensity
Cat.
M
ET
s
Examples
Sleeping
1
-------
Very Light
Activities
1.5
Board games, watching TV,
playing a musical
instrument, reading, etc.
Light
Activities
2.5
Personal hygiene, shopping,
strolling, household chores,
passive motor games, etc.
Moderate
Activities
4
Brisk walking, dancing,
cycling, going up and down
stairs, chasing games, etc.
Vigorous
Activities
6
Running, swimming at a
normal pace, aerobics,
practicing recreational
sports, etc.
Very
Vigorous
Activities
10
Soccer match or other team
sport, martial arts, training
for sports like athletics, etc.
Based on the mean energy expenditure, the
subjects were classified into different physical
activity levels, following the classification
established by literature related to an active
lifestyle (Blair and Meredith, 1994; Sallis, 1993):
Active (40 or more Kcal/kg/day); Moderately
Active (37 - 39.99 Kcal/kg/day), Inactive (33 -
36.99 Kcal/kg/day) and Very Inactive (less than
33 Kcal/kg/day). After coding and grouping the
data, the following statistical analyses were
performed with the help of SPSS software
version 24.
Below are the results of the CPAF questionnaire
to measure calorie expenditure in the studied
children:
Table 3.
Results of the estimation of time and mean
energy expenditure by intensity categories
during the pretest.
Hours Kcal/Kg/day
INTENSITY
CATEGORIES
n
Mean*
SD
Mea
n
S
D
Sleeping
4
2
8.75
2.3
8
8.75
2.
3
7
Very Light
Activities
4
2
11.60
2.4
8
17.3
9
3.
8
1
Light
Activities
2
8
2.31
1.8
5
5.77
4.
5
3
Moderate
Activities
1
4
0.86
1.2
6
3.43
5.
7
6
Vigorous
Activities
4
0.33
0.6
1
2.00
5.
2
5
Very Vigorous
Activities
3
0.15
0.49
1.55
4.
95
Note: Values related to hours are expressed in
decimal notation.
Regarding the descriptive analysis, the mean
and standard deviation of the quantitative
variables (time dedicated to different activities
and energy expenditure) were calculated, yielding
a mean of 38.89 Kcal/kg/day in average Energy
Expenditure, which evaluates them as Moderately
Active according to the assessment scale.
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80
It is worth highlighting the inadequate number
of subjects dedicating hours to vigorous and very
vigorous activities, which demonstrates a
manifestation of sedentary behavior due to the
level of physical activity the subjects develop.
The children dedicated a daily average of 8.75
hours to 'sleeping'. 'Very light' activities were the
most performed, occupying half the day
(M=11.60 hours). For the rest of physical
practices, a considerable decrease is observed in
vigorous and very vigorous activities (M=0.33
hours and M=2.00 Kcal/kg/day and M=0.15 and
M=1.55 Kcal/kg/day). As can be seen, as the
intensity of activities increases, both the number
of children who performed them and the mean
dedicated to the activities and their corresponding
energy expenditure decrease. The lesser time
dedicated to 'moderate', 'vigorous', and 'very
vigorous' activities and the scarce energy
expenditure derived from them.
The design and implementation stage of the
physical-recreational activity program was
structured in three fundamental phases:
determination of program objectives, justification
and theoretical foundation, and development of
activities, methods, and procedures aimed at
reducing sedentary indicators in Middle Basic
Education students at the educational institution.
Phase 1. Determination of the program
objectives
In this phase, the objectives that guided the
design and execution of the physical-recreational
activity program were established, taking as
reference the results obtained in the diagnostic
stage and the biopsychosocial characteristics of
the Middle Basic Education students.
General Objective
Reduce sedentary indicators in Middle Basic
Education students through the systematic
application of a physical-recreational activity
program, favoring the adoption of active and
healthy habits.
Specific Objectives
• Increase the daily physical activity level of
students through planned recreational
activities.
• Reduce time allocated to sedentary
behaviors, such as prolonged use of
electronic devices.
• Foster active participation and interest in
the regular practice of physical activity.
• Develop basic physical capacities through
games and recreational dynamics.
• Promote active lifestyle habits that
contribute to the physical and emotional
well-being of students.
Phase 2. Justification and foundation of the
program
Sedentary behavior constitutes one of the
main health problems in the school-age
population, directly affecting the physical,
emotional, and social development of students.
In the Middle Basic Education stage, the increase
in time dedicated to passive activities, such as the
use of electronic devices and the decrease in
physical activity practice, favors the appearance
of problems such as overweight, poor physical
condition, and demotivation towards exercise.
Given this problem, the design and
implementation of a physical-recreational activity
program is justified, allowing the reduction of
sedentary indicators through playful, motivating
strategies adapted to the students' age. The
program seeks to generate a dynamic and
participatory environment that incentivizes
movement, strengthens school coexistence, and
promotes active and healthy lifestyles.
Theoretical Foundation
Physical-recreational activity in school contexts
has been identified as a key element to reduce
sedentary behaviors and promote healthy
lifestyles in adolescents.
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
81
Studies show that these interventions not only
increase physical activity but also favor
motivation, social interaction, and the willingness
to actively participate in group experiences
(Quimuña, 2025). Furthermore, structured
physical exercise programs have been shown to
decrease sedentary indicators and improve
physical and emotional health parameters in
youth (Silva Filho et al., 2023). Systematic reviews
show a positive relationship between high levels
of physical activity and better health perception,
while sedentary behavior is associated with
negative outcomes in children and adolescents.
Finally, physical-school interventions contribute
not only to physical activity itself but also to
mental well-being and school engagement
(Lubans et al., 2020).
Phase 3. Development of activities, methods,
and procedures for reducing sedentary
behavior
In this phase, the activities, methods, and
procedures that made up the physical-recreational
activity program were designed. Activities were
selected considering the age, motor development
level, and preferences of the students, prioritizing
the playful, inclusive, and participatory nature
over 8 weeks with a frequency of three days per
week and a duration of 45 minutes.
The program included dynamic games, motor
circuits, recreational aerobic activities, and
cooperative games, organized progressively and
structured. Active and participatory methods
were employed, such as the playful method and
cooperative learning, favoring the constant
involvement of students and reducing inactivity
time during sessions.
Methodological procedures included structured
sessions with warm-up, main part, and cool-down
phases, ensuring safety and adequate control of
activity intensity. Likewise, evaluation and follow-
up criteria were established to assess
participation, physical activity level, and reduction
of sedentary indicators.
See activities below:
Table 4.
Methodological structure of each session
Phase
Time
Activities
Warm-up
10 min
Dynamic games, joint
mobility, cardiovascular
activation
Main part
30 min
Planned physical-
recreational activities
Cool-down
5 min
Stretching, breathing,
relaxation
Proposed Exercises (per session): General
Warm-up: Methodological guidelines
Included exercises are: Neck Rotations:
worked in the cervical zone; consists of slowly
rotating the head in wide circles, either seated or
standing. 3 turns per side are performed. It is
essential to maintain an upright posture and avoid
dizziness.
Shoulder Circles: directed at the shoulders;
rotations forward and backward, 10 repetitions
per direction. Breathing should be controlled,
avoid shrugging the shoulders, and ensure
smooth movement.
Wrist Rotations: for the wrists; gentle
rotations with both hands for 15 seconds per
direction, ensuring elbows remain close to the
body to isolate the wrist joint and avoid
unnecessary tension.
Hip Flexion-Extension: action on hips; lift
knee to chest and then extend backward, 10
repetitions per leg. Should be done with fluid
movement, without bouncing, maintaining
control to not generate brusque forces on the hip
or lumbar joint.
Ankle Mobility: focused on ankles; drawing
circles with the foot in the air, 10 repetitions per
foot, avoiding tensing the supporting leg, keeping
it relaxed.
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82
Hamstring Stretch (standing): involving legs;
lean forward keeping knees slightly bent, 3
repetitions of 20 seconds each. It is important not
to force the flexion, keep the back as straight as
possible to avoid lumbar tension.
Lateral Trunk Stretch: acting on the trunk; lean
to each side with arm raised, 3 repetitions of 20
seconds per side. Lifting the feet or tensing the
neck should be avoided, concentrating on
controlled lateral leaning.
Deep Breathing + Resting Posture: general
exercise for all musculatures; at the end, sit or lie
down and perform deep breaths for 3 minutes,
observing general body relaxation, allowing
muscles to relax before starting the main part of
the training.
Table 5.
Weekly activities (repeated progressively over 8 weeks)
Monday – Dynamic games and coordination
Phase
Activity
Methodology
Materials
Worked-on
Indicators
Warm-up
Game "Catch the Colors"
Playful,
participatory
Cones, cards
Motor
activation
Main part
Coordination circuit
(jumps, zigzag, throws)
Station work
Hoops, balls,
ropes
Reduction of
sedentary time
Main part
Collective game "Pass and
Run"
Cooperative
Ball
Active
participation
Cool-down
Guided stretches
Directed
None
Recovery
Table 6.
Wednesday activities – Recreational aerobic activities
Phase
Activity
Methodology
Materials
Worked-on Indicators
Warm-up
Joint mobility with music
Rhythmic
Speaker
Activation
Main part
Chasing games
Playful
Cones
Reduction of inactivity
Main part
Relay races
Healthy
competition
Batons
Increase in energy
expenditure
Cool-down
Breathing and stretching
Guided
None
Relaxation
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83
Weekly analysis and interpretation of the
program
The weekly table of the physical-recreational
activity program shows a balanced and
progressive planning, aimed at reducing sedentary
indicators in Middle Basic Education students.
The distribution of activities throughout the week
integrates dynamic games, aerobic exercises, and
cooperative activities, which favors active and
sustained participation. The use of playful and
participatory methodologies increases motivation
and reduces physical inactivity time.
Furthermore, the inclusion of warm-up and cool-
down phases guarantees safe and organized
practice. The indicators worked on reflect an
increase in energy expenditure and greater motor
activation. Together, the proposal contributes to
the development of active habits, improves
school coexistence, and promotes the physical
and social well-being of students. The following
progression by weeks is proposed: Weeks 1-2
(Low Intensity - Adaptation and motivation),
Weeks 3-4 (Medium Intensity - Increase in active
time), Weeks 5-6 (Medium-High Intensity -
Greater motor complexity) and Weeks 7-8 (High
Intensity - Consolidation of active habits).
Análisis e interpretación
The program's progression by weeks shows a
gradual and systematic structure that favors the
students' progressive adaptation to physical
activity.
During weeks 1 and 2, the low intensity
allowed for adequate motor and motivational
adaptation, reducing the risk of fatigue or
dropout. In weeks 3 and 4, the increase to
medium intensity favored an increase in active
time and sustained participation. Subsequently, in
weeks 5 and 6, the medium-high intensity
incorporated greater motor complexity,
stimulating the development of physical skills and
the reduction of sedentary behavior. Finally, in
weeks 7 and 8, the high intensity contributed to
the consolidation of active habits, strengthening
adherence to the regular practice of physical
activity and promoting healthy lifestyles.
The evaluation stage of the effectiveness of
the physical-recreational activity program aimed
to verify the effectiveness of the program's
application using descriptive and inferential
statistical variables to test the research hypothesis.
In this phase, posttest tests were applied to the
children, the results of which are described below.
The results of the BMI Test show favorable
results in the anthropometric indicators of the
evaluated children, demonstrating changes in
their lifestyle after the program's application. The
mean result was M=22.57, indicating that besides
remaining at normal weight, there is a general
decrease among all children. As a significant fact,
from a total of 16 overweight children in the
pretest, only 8 were diagnosed in the posttest.
Table 7.
Friday – Recreational games and teamwork
Phase
Activity
Methodology
Materials
Worked-on Indicators
Warm-up
Game "Simon Says"
Playful
None
Active attention
Main part
Mini-sports games (soccer,
dodgeball)
Adapted
Balls
Reduction of sedentary
behavior
Main part
Cooperative games
Collaborative
Hoops
Social integration
Cool-down
Body relaxation
Directed
Mats
Well-being
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
84
sobrepeso en el pretest, solo se diagnosticaron 8
en el postest.
To corroborate effectiveness, the Shapiro-
Wilk normality test was applied to the results of
this test, which showed that the BMI data for the
pretest and posttest yield a Sig. level of p=0.21
(pretest) and 0.56 (postest), in both cases greater
than 0.05, assuming the data do not have a normal
distribution. Therefore, the Wilcoxon signed-
rank test was applied, which yielded the following
results: P=0.02 < 0.05, so there are differences
between the BMI before and the BMI after
applying the proposed program.
Regarding the International Physical Activity
Questionnaire (IPAQ) in the 42 children during
the posttest after applying the program, changes
are observed in each of the activity type variables
by intensity of participation per days of the week.
Concerning VPA, 28 children (67% of the
sample) practice exercises of this intensity at least
twice a week, which demonstrates a significant
change related to the pretest.
For MPA, 71.4% (30 children) practice at this
intensity level at least twice a week, showing
commendable progress in the use of free time for
moderate physical activities compared to the
pretest and a decrease in sedentary indicators.
Regarding Light Physical Activity, only 13
children (39.4%) practice it at least twice a week,
demonstrating a more massive incorporation into
moderate and vigorous activities after applying
the proposal. To corroborate the researcher's
hypothesis, the data were subjected to the
Shapiro-Wilk normality test, which showed that
the data have a distribution with p-value results >
0.05. Therefore, effectiveness was corroborated
using the parametric Student's t-test, which
showed that in the three variables (VPA, MPA,
and LPA) there were highly significant changes
after applying the proposal with p=0.000 <0.005,
as can be seen in the following table:
Table 8.
Results of the Student's t hypothesis test for physical activity intensity levels by days per week
Variable
Paired Differences
Sig. (2-
tailed)
Mean
Std.
Deviation
Std. Error
Mean
VPA Days/Week Pretest - VPA
Days/Week Postest
22.1048
3.5538
0.5484
0.000
MPA Days/Week Pretest - MPA
Days/Week Postest
-0.690
0.680
0.105
0.000
LPA Days/Week Pretest - LPA
Days/Week Postest
2.167
1.724
0.374
0.000
As a result of the CPAF Questionnaire posttest to measure energy expenditure, the following result was
obtained, which contrasts with the pretest:
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
85
Table 9.
Results of the CPAF Questionnaire during pretest and posttest
Pretest Caloric Expenditure
Posttest Caloric Expenditure
INTENSITY
CATEGORIES
n
Mean
SD
INTENSI
TY
CATEG
ORIES
n
Mean
SD
INTE
NSITY
CATE
GORI
ES
n
Mean
SD
Sleeping
42
8.75
2.38
8.75
2.37
Sleeping
42
8.70
2.11
8.70
2,37
Very light
activities
42
11.6
2.48
17.39
3.81
Very light
activities
42
10.83
2.35
16.25
2.14
Light
activities
28
2.31
1.85
5.77
4.53
Light
activities
42
0.48
1.25
1.19
1.12
Moderate
activities
14
0.86
1.26
3.43
5.76
Moderate
activities
21
1.95
1.26
7.81
2.1
Vigorous
activities
4
0.33
0.61
2
5.25
Vigorous
activities
11
1.45
0.63
8.71
3.12
Very vigorous
activities
3
0.15
0.49
1.55
4.95
Very
vigorous
activities
3
0.58
0.69
5.83
2.11
TOTAL
24
38.89
TOTAL
24
48.50
kcal/kg/day, which classifies them as Very active.
These results were subjected to the Shapiro-Wilk
normality test, which showed a P-value < 0.05 for
all indicators. The null hypothesis (H₀) was
accepted, assuming that the data do not follow a
normal distribution. Therefore, a non-parametric
hypothesis test was applied—specifically, the
Wilcoxon signed-rank test. The results are shown
below:
The results show easily perceptible differences
during the posttest compared to the pretest in
Caloric Expenditure for Physical Activity,
especially in activities of greater physical work
intensity. In this sense, the increase in energy
expenditure in activities such as moderate,
vigorous, and very vigorous activities is easily
perceptible, suggesting a greater tendency to
practice physical activities during free time and a
decrease in sedentary indicators. The final result
of calories expended increased to 48.50
Table 10.
Results of the Wilcoxon Test on Caloric Expenditure by Physical Activity Levels During the Pretest
and Posttest
Sleep_cal
oric_expe
nditure_p
osttest -
Sleep_cal
oric_expe
nditure_p
retest
Light_activities
_caloric_expend
iture_posttest -
Light_activities
_caloric_expend
iture_pretest
Caloric
Expenditure in
Light Activities
Posttest -
Caloric
Expenditure in
Light Activities
Pretest
Caloric
Expenditure in
Moderate
Activities
Posttest -
Caloric
Expenditure in
Moderate
Activities
Pretest
Caloric
Expenditure
in Vigorous
Activities
Posttest -
Caloric
Expenditure
in Vigorous
Activities
Pretest
Caloric
Expenditure in
Very Vigorous
Activities
Posttest -
Caloric
Expenditure in
Very Vigorous
Activities
Pretest
Z
-.640b
-1.823b
-5.547b
-4.414c
-3.962c
-3.681c
Sig.
0.522
0.068
0.00
0.00
0.00
0.00
Wilcoxon signed-rank test
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
86
These results indicate that there were highly
significant changes in the following indicators:
Caloric expenditure in light activities, Caloric
expenditure in moderate activities, Caloric
expenditure in vigorous activities, and Caloric
expenditure in very vigorous activities, with
results of P-value = 0.00 < 0.05. This
demonstrates a greater number of hours and
average energy expenditure in the post-test for
high-energy-expenditure activities compared to
the pre-test.
However, for activities with lower energy
expenditure (Caloric expenditure while sleeping
and Caloric expenditure in very light activities,
with P-values = 0.522 and 0.068 > 0.05), there
were no differences in the consumption and
hours dedicated to low-intensity activities among
the studied subjects. This corroborates the
researcher's hypothesis (Hi), which posits that
there were significant differences in caloric
expenditure (Kcal/kg/day) after the
implementation of the proposal among the
studied subjects, and consequently, greater
participation in physical activities and a reduction
in sedentary behavior.
Discussion
The results of the present study demonstrate
that the implementation of a structured physical-
recreational activity program over eight weeks
had a positive and statistically significant impact
on reducing indicators of sedentary behavior in
Middle Basic Education students. The observed
improvements in Body Mass Index (BMI), the
increase in moderate and vigorous physical
activity (IPAQ), and the rise in daily energy
expenditure (CPAF) confirm the effectiveness of
the intervention.
These findings align with those reported by
Lubans et al. (2020), who demonstrated that
school-based recreational physical activity
interventions not only increase students' active
time but also generate benefits for physical health
and emotional well-being. In both studies, the use
of playful and participatory strategies proved key
to increasing adherence and reducing time spent
in sedentary behaviors.
,
Similarly, Celis-Morales et al. (2020) reported
that systematic school programs can lead to
significant reductions in sedentary behavior and
improve anthropometric indicators in children
and adolescents, which supports the changes
observed in BMI in the present study. Here, the
number of students with overweight was halved
following the intervention.
The results related to the increase in energy
expenditure and the transition from a
"moderately active" to a "very active" level concur
with the observations of Silva Filho et al. (2023).
They evidenced that well-structured recreational
programs promote a sustained increase in daily
caloric expenditure and greater participation in
moderate- and vigorous-intensity activities, which
are determining factors in preventing childhood
sedentary behavior.
Furthermore, the significant changes observed
in vigorous and moderate physical activity
coincide with the findings of Xie et al. (2025).
Based on a systematic review, they concluded that
school interventions based on behavioral change
models and progressive follow-up generate
substantial improvements in children's physical
activity patterns. In the present study, the weekly
progression of the program appears to have
favored this behavioral adaptation.
On the other hand, Zhu et al. (2025) pointed
out that while many interventions increase
physical activity during school hours, they do not
always manage to consistently reduce sedentary
behavior outside this context. Nevertheless, the
results of the present work show that the program
positively influenced the students' free time, as
evidenced by the increased energy expenditure in
vigorous and very vigorous activities. This
suggests a transfer of active habits beyond the
classroom.
RIAF Journal ISSN: 2953-6693 Vol. – 4 No. 1, January 2026
87
From a public health perspective, the findings
align with those noted by Ortiz-Sánchez et al.
(2023), who warned that prolonged sedentary
behavior in early ages is associated with
overweight, obesity, and metabolic disorders. In
this sense, the reduction in sedentary indicators
observed in the study reinforces the need to
implement sustained, preventive school-based
programs.
Collectively, the comparative evidence
demonstrates that the results obtained are not
isolated but rather integrate into a scientific trend
that supports school-based intervention through
physical-recreational activities as an effective,
viable, and high-impact strategy to combat
sedentary behavior in children, particularly in
Latin American contexts where such programs
remain limited.
Conclusions
The quantitative results demonstrated that
implementing the physical-recreational activity
program over eight weeks produced statistically
significant changes in sedentary indicators. These
changes were reflected in a reduction of the Body
Mass Index (BMI) from an average of 22.89 to
22.57, a decrease in the number of students with
overweight from 16 to 8, an increase in the
practice of moderate and vigorous physical
activity reaching at least two days per week in
71.4% and 67% of participants, respectively, and
an increase in daily energy expenditure from
38.89 to 48.50 Kcal/kg/day, classifying the
sample as "very active" (p < 0.05).
From the qualitative perspective, greater
motivation, sustained participation, enjoyment of
the activities, and a positive attitude toward
regular physical exercise were observed. The
integration of both approaches confirms that the
program not only generated objective
improvements in physical fitness but also
favorable changes in students' active habits and
behaviors.
It thus establishes itself as an effective, replicable,
and high-impact school-based intervention for
reducing sedentary behavior and promoting
healthy lifestyles.
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Conflict of Interest Statement
The author declares no conflicts of interest
related to the execution of this research.
.
