In primary education, we spend a week working across several learning areas on the theme of sedentary behaviour and movement.

In primary school, the children learn to translate the movement triangle into recognizable activities.

Using a movement diary, the children noted the different times of the day in the appropriate zones. They thought about which times they were sitting and which times they were moving with low, moderate or high intensity.

Using a (mechanical) pedometer, they also measure how many steps they take per school day. At the end of the week, they look at their results and think about what actions they can take to break the long periods of sitting still and move more throughout the school day.

The second week there is a pedometer competition in which two heterogeneous teams compete against each other to take as many steps as possible. Afterwards we look at which actions we can keep for the future. The result is that young children are good at naming which daily activities belong in which zone and know what they can do about it. The movement triangle is really lived through.