![]() ![]() Instead of activity resulting in energy expenditure, the WHO referred to bodily movement that “ requires energy expenditure” (2018, p. In 2018, the World Health Organisation's (WHO) Global Strategy on Physical Activity deployed a slight variation of Caspersen's definition. There are small variations on this definition. There does not appear to have been published analysis or critique of this dominant definition of physical activity, except for some small variations of the definition, explained below. This definition informs many health policies around the world ( Australian Government Department of Health, 2011 World Health Organisation, 2018 UK Chief Medical Officers, 2019), as well as academic textbooks ( Biddle and Mutrie, 2001 Hardman and Stensel, 2003), and journals ( Howley, 2001 Haseler et al., 2019). (1985) has been cited 9490 times in Google Scholar (at the time of writing), an indication of its popularity. This definition is widely used and accepted within the research community. Technically, the kJ is preferred because it is a measure of energy expenditure however, historically the kcal, a measure of heat, has been employed more often (pp. The amount of energy required to accomplish an activity can be measured in kilojoules (kJ) or kilocalories (kcal) 4.184 kJ is essentially equivalent to 1 kcal (1). This is illustrated by the emphasis immediately following the definition where the authors focus on how energy is measured: The focus on “skeletal muscles” and “energy expenditure” frames physical activity as a specific mechanistic act. This definition produces a very specific way of understanding physical activity. They define physical activity as “any bodily movement produced by skeletal muscles that results in energy expenditure” (p. To contextualize the status quo regarding definitions of physical activity, I trace the origin and growth of the most widely accepted definition, published by Caspersen et al. Physical Activity-the Predominant Definition Further, we might more appropriately connect the language we use with the physical activity we are concerned with. ![]() However, by offering a change to the orthodox definition, teachers, students, researchers, and policy makers can reflect on the strengths and limitations of various definitions. And so what follows here is not an argument for the exclusion of traditional definitions of physical activity. On this point, Schiappa (2003) notes there is space to consider the ethical and normative ramifications of the act of defining, and that problems faced by citizens might be better addressed with the acknowledgment that definitions are rhetorically induced social knowledge. Therefore, this conceptual analysis presents a new, broader definition which might provide opportunities for physical activity to be understood in a more ethical and holistic manner. ![]() There is an apparent inadequacy in the existing dominant definitions of physical activity to account for its complexity. Schiappa (2003) argues that all definitions are linguistic propositions and as such are historically situated, “and the beliefs that inform definitions are human beliefs that are always subject to revision…” (p. As such, it seems an opportune moment to critique some of the taken-for-granted ideas which inform and guide educational settings, research, and policy about physical activity. In this vein, as a researcher involved in physical activity, sport studies, and health promotion, I have witnessed over the last decade increasing attention and interdisciplinarity in the area of “physical activity”. Rorty (1999) notes that we define the way we do “because of our needs and interests” (p. In aiming to produce a consensus definition of sedentary behavior, the research group found at least 12 definitions of “sedentary behavior” being used in the academic literature. Also recently, a Sedentary Behavior Research Network conducted a literature review to gather “any evidence of inconsistencies, differences, conflicts, or concerns over variations in definitions” of sedentary behavior and related terms ( Tremblay et al., 2017). (2018) found 102 (English) definitions of “epidemiology” and highlighted the evolving nature of the definition over time. However, definitions can be contentious and confusing. Choices about whether to intervene in a health or social problem depend on how the problem is framed and what measures are used to understand the problem. Definitions set boundaries on phenomena and processes. Definitions in educational settings, research, and policy are important for various reasons. ![]()
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