. 2020 Oct 30;8:527442. doi: 10.3389/fpubh.2020.527442

Table 1.

School physical activity on days with and without a physical education lesson.

Characteristics of school physical activity (measuring instrument)	n	School time				F	p	*$η_{p}^{2}$*
		Boys		Girls
		with PEL	without PEL	with PEL	without PEL
		M (SD)	M (SD)	M (SD)	M (SD)
Steps (pedometer)	2,103	5,538	2,950	4,496	2,930	154.93^a,b	<0.001	0.181
		(2,507)	(1,853)	(1,850)	(1,846)
Steps/h (pedometer)	2,103	857	477	714	471	140.86^a,b	<0.001	0.168
		(388)	(290)	(296)	(289)
Steps (accelerometer)	3,329	4,418	2,402	4,019	2,200	314.98^a.b	<0.001	0.218
		(1,832)	(1,582)	(1,753)	(1,386)
Steps/h (accelerometer)	3,329	730	402	640	368	333.88^a,b	<0.001	0.228
		(281)	(256)	(252)	(201)
PA-min (accelerometer)	3,329	145.8	106.7	134.5	89.3	265.31^a,b	<0.001	0.190
		(44.8)	(44.1)	(39.6)	(38.7)
PA-min/h (accelerometer)	3,329	24.2	18.4	21.5	15.1	280.44^a,b	<0.001	0.199
		(6.7)	(6.6)	(5.5)	(5.7)
MVPA-min (accelerometer)	3,329	26.2	12.0	20.8	9.4	273.40^a,b	<0.001	0.195
		(15.4)	(11.8)	(12.7)	(9.3)
MVPA-min/h (accelerometer)	3,329	4.3	2.0	3.3	1.5	285.19^a,b	<0.001	0.202
		(2.4)	(1.9)	(2.0)	(1.4)

PEL, physical education lesson; M, Mean; SD, Standard deviation; F, value of ANOVA; p, level of significance; $η_{p}^{2}$ , effect size coefficient; ^asignificant difference between boys with and without PELs; ^bsignificant difference between girls with and without PELs.