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Leshem R, De Fano A, Ben-Soussan TD. The Implications of Motor and Cognitive Inhibition for Hot and Cool Executive Functions: The Case of Quadrato Motor Training. Front Psychol 2020; 11:940. [PMID: 32508720 PMCID: PMC7250031 DOI: 10.3389/fpsyg.2020.00940] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Accepted: 04/15/2020] [Indexed: 11/13/2022] Open
Abstract
Enabling the ceasing of ongoing or prepotent responses and the controlling of interference, motor inhibition facilitates the development of executive functions (EFs) such as thought before action, decision-making, self-regulation of affect, motivation, and arousal. In the current paper, a characterization is offered of the relationship between motor inhibition and the executive functioning system, in the context of a proposed division into predominantly affective (hot) and cognitive (cool) components corresponding to neural trajectories originating in the prefrontal cortex. This division is central to understanding the effects of a specifically-structured sensorimotor movement training practice, known as Quadrato Motor Training (QMT), on hot and cool EFs. QMT's effects on crucial mechanisms of integrating different EF components are discussed.
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Affiliation(s)
- Rotem Leshem
- Department of Criminology, Bar Ilan University, Ramat Gan, Israel
| | - Antonio De Fano
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation, Assisi, Italy
| | - Tal Dotan Ben-Soussan
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation, Assisi, Italy
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Andersen MP, Valeri L, Starkopf L, Mortensen RN, Sessa M, Kragholm KH, Vardinghus-Nielsen H, Bøggild H, Lange T, Torp-Pedersen C. The Mediating Effect of Pupils' Physical Fitness on the Relationship Between Family Socioeconomic Status and Academic Achievement in a Danish School Cohort. Sports Med 2020; 49:1291-1301. [PMID: 31111445 DOI: 10.1007/s40279-019-01117-6] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
INTRODUCTION Family socioeconomic status influences pupils' academic achievements, and studies have established positive associations between physical fitness and academic achievements. However, whether physical fitness mediates the relationship remains unknown. OBJECTIVE We investigated if pupils' physical fitness mediates the pathway between family socioeconomic status and academic achievement using causal inference-based mediation analysis. METHODS This study included 527 girls and 552 boys between 13 and 15 years of age from the Danish municipality of Aalborg. Physical fitness was measured through VO2max tests in 2010 and demographic data were obtained from nationwide registers. Family socioeconomic status was classified into four levels ranging from 1 to 4, where level 1 represents the lowest and level 4 the highest based on either family income or education. RESULTS Controlling for sex, ethnicity, age, and parents' cohabitation status, all total effects display higher academic achievement with increased family socioeconomic status. Splitting the effects, the direct effects reveal the existence of other pathways not involving physical fitness. The indirect effects established physical fitness as a mediator showing that pupils from family socioeconomic status levels one, three, and four changes grade by - 0.13 [95% confidence interval (CI) - 0.26, - 0.01], 0.07 (95% CI 0.00, 0.14), and 0.24 (95% CI 0.14, 0.34), respectively, compared to socioeconomic status level two. The corresponding proportions mediated are 18% (95% CI 1, 57), 6% (95 CI 0, 13), and 12% (95% CI 7, 18) when family socioeconomic status is based on education. Classifying family socioeconomic status on income, pupils from family socioeconomic status levels one, three, and four show grade changes of - 0.07 (95% CI - 0.16, 0.02), 0.22 (95% CI 0.13, 0.32), and 0.26 (95% CI 0.15, 0.37), respectively, compared to socioeconomic status level two. The corresponding proportions mediated are 12% (95% CI - 6, 41), 30% (95% CI 16, 54), and 20% (95% CI 12, 32). CONCLUSION In conclusion, pupils' physical fitness partially mediated the pathway between family socioeconomic status and academic achievement.
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Affiliation(s)
- Mikkel Porsborg Andersen
- Unit of Epidemiology and Biostatistics, Aalborg University Hospital, Sdr. Skovvej 15, 9000, Aalborg, Denmark.
| | - Linda Valeri
- McLean Hospital, Belmont Campus-North Belknap, Room 310A, Belmont, MA, USA.,Harvard Medical School Boston, Boston, MA, USA
| | - Liis Starkopf
- Section of Biostatistics, Department of Public Health, Faculty of Health and Medical Sciences, University of Copenhagen, Øster Farimagsgade 5, 1353, Copenhagen, Denmark
| | - Rikke Nørmark Mortensen
- Unit of Epidemiology and Biostatistics, Aalborg University Hospital, Sdr. Skovvej 15, 9000, Aalborg, Denmark
| | - Maurizio Sessa
- Department of Experimental Medicine, Section of Pharmacology "L. Donatelli", University of Campania "L. Vanvitelli", Via De Crecchio 7, 80138, Naples, Italy
| | - Kristian Hay Kragholm
- Unit of Epidemiology and Biostatistics, Aalborg University Hospital, Sdr. Skovvej 15, 9000, Aalborg, Denmark
| | - Henrik Vardinghus-Nielsen
- Public Health and Epidemiology Group, Department of Health Science and Technology, Faculty of Medicine, Aalborg University, Niels Jernes Vej 12, 9220, Aalborg, Denmark
| | - Henrik Bøggild
- Unit of Epidemiology and Biostatistics, Aalborg University Hospital, Sdr. Skovvej 15, 9000, Aalborg, Denmark.,Public Health and Epidemiology Group, Department of Health Science and Technology, Faculty of Medicine, Aalborg University, Niels Jernes Vej 12, 9220, Aalborg, Denmark
| | - Theis Lange
- Section of Biostatistics, Department of Public Health, Faculty of Health and Medical Sciences, University of Copenhagen, Øster Farimagsgade 5, 1353, Copenhagen, Denmark.,Center for Statistical Science, Peking University, Beijing, China
| | - Christian Torp-Pedersen
- Unit of Epidemiology and Biostatistics, Aalborg University Hospital, Sdr. Skovvej 15, 9000, Aalborg, Denmark.,Public Health and Epidemiology Group, Department of Health Science and Technology, Faculty of Medicine, Aalborg University, Niels Jernes Vej 12, 9220, Aalborg, Denmark
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Physical activity of first graders in Norwegian after-school programs: A relevant contribution to the development of motor competencies and learning of movements? Investigated utilizing a mixed methods approach. PLoS One 2020; 15:e0232486. [PMID: 32353056 PMCID: PMC7192409 DOI: 10.1371/journal.pone.0232486] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Accepted: 04/15/2020] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND Development of motor competencies and learning of movements in children is dependent on varied physical activity (PA). After-school programs (ASP) might provide opportunities for young schoolchildren to participate in PA. The aim of the current study was to investigate the PA of first graders in ASP and to consider its contribution to the development of motor competencies and the learning of movements. METHODS The study was performed utilizing a mixed methods design. A total of 42 first graders were sampled from 14 ASPs in Norway. Direct observations of the children's activities were conducted for the duration of one entire ASP day. PA intensity was measured using ActiGraph accelerometers. Qualitative data were analyzed using qualitative content analysis, while the Mann-Whitney U test and the Wilcoxon signed-rank test were used to analyze the quantitative data. RESULTS The median PA time among the observed children was 61.5 minutes. The median stationary time was 75.9 minutes. There was considerable variation within the sample. Girls were significantly more engaged in stationary behavior than boys. Frequent changes in activity type and intensity were typical features of the children's ASP day. PA duration and intensity were significantly higher outdoors than indoors. Adult-managed time had longer periods of stationary behavior than child-managed time. The PA at all intensity levels contained barrier-breaking movements-especially at light intensity levels. CONCLUSION Most of the first graders studied were engaged in a variety of activity types of different duration and intensity levels, favorable for the development of motor competencies and for the learning of movements. Hence, it is reasonable to highlight that light PA, in combination with moderate and vigorous PA, is also of great importance for children during the time they spend in ASP. Ultimately, there is a need for staff members who can also stimulate varied PA among the most stationary children.
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Holfelder B, Klotzbier TJ, Eisele M, Schott N. Hot and Cool Executive Function in Elite- and Amateur- Adolescent Athletes From Open and Closed Skills Sports. Front Psychol 2020; 11:694. [PMID: 32373029 PMCID: PMC7177013 DOI: 10.3389/fpsyg.2020.00694] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2020] [Accepted: 03/23/2020] [Indexed: 01/12/2023] Open
Abstract
BACKGROUND Executive functions (EFs) not only play an important role in shaping adolescent's goal-directed, future-oriented cognitive skills under relatively abstract, non-affective conditions (Cool EF), but also under motivationally significant, affective conditions (Hot EF). Empirical evidence suggest a link between EF, exercise and physical activity, specifically elite adult athletes appear to outperform amateur athletes in Cool EF; however, no previous studies have examined the relationship between Hot and Cool EFs and impulsivity during the developmentally sensitive period of adolescence comparing different types of sport (open- vs. closed-skills), and levels (elite athletes vs. amateurs). METHODS A total 86 boys and girls between 13 and 15 years of age (mean: 14.0, SD: 0.79) from different sports (track-and-field; team handball) were recruited. Participants were further divided into two groups: (a) 40 elite, and (b) 46 amateur athletes. They completed four Cool EF tasks including Trail-Making Test, Trail-Walking-Test, Flanker task, n-back-task, and one Hot EF task on Game of Dice task. Data on subjective impulsivity (UPPS Impulsive Behavior Scale; Barratt Impulsiveness Scale-15) was also collected. RESULTS There was a significant overall effect for expertise in favor of elite athletes (Wilks' Lambda = 0.61, F(14,69) = 3.19, p = 0.001, η p 2 = 0.393), but no overall main effect for type of sport or an interaction for expertise by type of sport. Specifically, elite athletes showed significantly better performances on dual tasks. For Hot EF, there were no main effects for type of sport, expertise level, training experience or training duration. We also found positive correlations among Cool EF and impulsivity measures, and between Hot EF and Impulsivity, but no significant relationship between Cool and Hot EF. CONCLUSION The current understanding of the decisive cognitive abilities does not correspond to sporting reality, so that the tests frequently used are not sensitive enough to distinguish between elite and amateur athletes or different sports. However, it should also be remembered that the factors underlying complex sporting performance are multidimensional and are obviously difficult to trace back to selected partial aspects. Without being able to answer this question conclusively, we proposed a 4-D classification of experimental paradigms, in which we differentiate between tasks of different specificity, between Cool and Hot EF, and between task complexity, and type of sport.
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Affiliation(s)
| | | | | | - Nadja Schott
- Department of Sport Psychology & Human Movement Performance, Institute of Sport- and Exercise Science, Faculty of Economic and Social Sciences, University of Stuttgart, Stuttgart, Germany
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Fernández-Bustos JG, Pastor-Vicedo JC, González-Martí I, Cuevas-Campos R. Physical Fitness and Peer Relationships in Spanish Preadolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17061890. [PMID: 32183282 PMCID: PMC7143475 DOI: 10.3390/ijerph17061890] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Revised: 03/04/2020] [Accepted: 03/12/2020] [Indexed: 12/28/2022]
Abstract
Several studies have linked physical fitness (PF) with improvements in health, at a physiological and psychological level; however, there is little evidence of its relationship with health in the social field. Hence, the main aim of this study was to determine the existing relationship between PF and peer relations, as an indicator of social health in Spanish pre-teens. For that purpose, 642 participants aged 9 to 12 were chosen and given the high-priority Alpha Fitness battery in order to assess the PF, as well as the Classroom Social Experiences Query (CESC) to assess their social status. The results showed that those students with a better cardio-respiratory fitness obtained more nominations from their classmates in pro-sociality and positive status, and fewer in victimisation and negative status. Additionally, although to a lesser extent, muscular fitness was also related to a higher positive status and lower victimisation. The weight condition was also related to social behaviours, although the resulting data were differentiated by sex. While females with a standard weight stood out for their positive status, underweight males obtained worse results in positive status and fewer in negative status. These results all correspond with the aesthetic models imposed by society for females and males, respectively. These results show that PF is related to social health, which makes necessary the promotion of physical activity and the development of PF within the school environment, with attention to its relationship with the social health of the students.
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Affiliation(s)
| | - Juan Carlos Pastor-Vicedo
- Faculty of Education, University of Castilla La Mancha, 02071 Albacete, Spain; (J.G.F.-B.); (I.G.-M.)
- Correspondence: ; Tel.: +34967599200 (ext. 2562)
| | - Irene González-Martí
- Faculty of Education, University of Castilla La Mancha, 02071 Albacete, Spain; (J.G.F.-B.); (I.G.-M.)
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Cox A, Fairclough SJ, Kosteli MC, Noonan RJ. Efficacy of School-Based Interventions for Improving Muscular Fitness Outcomes in Adolescent Boys: A Systematic Review and Meta-analysis. Sports Med 2020; 50:543-560. [PMID: 31729638 PMCID: PMC7018678 DOI: 10.1007/s40279-019-01215-5] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
BACKGROUND It has been reported that boys' and girls' physical activity (PA) levels decline throughout adolescence. Boys are at risk of physical inactivity during adolescence; however, in intervention research, they are an under-represented group relative to girls. It is suggested that the school environment may be central to developing interventions that support adolescents in meeting the current PA guidelines. The aim of this systematic review and meta-analysis was to investigate the efficacy of school-based physical activity interventions for improving muscular fitness (MF) in adolescent males. METHODS This systematic review and meta-analysis followed the preferred reporting systems for meta-analyses guidelines and was registered on PROSPERO (Registration number: CRD42018091023). Eligible studies were published in English within peer-reviewed articles. Searches were conducted in three databases, with an additional grey literature search in Google Scholar. Studies investigating MF outcomes were included. RESULTS There were 43 data sets identified across 11 studies, from seven countries. Overall methodological quality of the studies was moderate-to-strong. Interventions targeting MF evidenced a small-to-medium effect (g = 0.32, CI 0.17, 0.48, p < 0.00). Subgroup analyses of MF delivery method resulted in small-to-medium effects: upper limb MF measures (g = 0.28, 95% CI - 0.02, 0.58, p = 0.07), lower limb MF measures (g = 0.28, 95% CI 0.09, 0.68, p = 0.03), combined MF activities (g = 0.24, 95% CI - 0.04 to 0.49, p = 0.05), plyometric activities (g = 0.39, 95% CI 0.09, 0.68, p = 0.01), body weight (g = 0.27, 95% CI - 0.10, 0.65, p = 0.15), and traditional MF methods (g = 0.43, 95% CI 0.09, 0.78, p = 0.01). CONCLUSIONS School-based interventions which aimed to increase MF outcomes in adolescent boys demonstrated small-to-moderate effects. Traditional and plyometric methods of resistance training appear to be the most effective form of PA delivery in adolescent males. More quality research is required to assess the impact of MF delivered in the school environment to inform future intervention design.
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Affiliation(s)
- Ashley Cox
- Movement Behaviours, Health and Wellbeing Research Group, Department of Sport and Physical Activity, Edge Hill University, Ormskirk, UK.
| | - Stuart J Fairclough
- Movement Behaviours, Health and Wellbeing Research Group, Department of Sport and Physical Activity, Edge Hill University, Ormskirk, UK
| | - Maria-Christina Kosteli
- Movement Behaviours, Health and Wellbeing Research Group, Department of Sport and Physical Activity, Edge Hill University, Ormskirk, UK
| | - Robert J Noonan
- Appetite and Obesity Research Group, Department of Psychological Sciences, University of Liverpool, Liverpool, UK
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108
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Frömel K, Šafář M, Jakubec L, Groffik D, Žatka R. Academic Stress and Physical Activity in Adolescents. BIOMED RESEARCH INTERNATIONAL 2020; 2020:4696592. [PMID: 32185205 PMCID: PMC7060887 DOI: 10.1155/2020/4696592] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/29/2019] [Revised: 05/20/2019] [Accepted: 02/04/2020] [Indexed: 12/13/2022]
Abstract
The issue of work-related mental health needs to be addressed at the school level. The aim of this study was to explore the associations between academic stress (AS) of adolescent boys and girls and their physical activity (PA) during recesses and after school and to propose measures to promote the adoption of lifelong healthy working habits. Adolescents from 16 schools in the Czech Republic and 6 schools in Poland participated in the study (187 boys and 339 girls). Monitoring of PA and cognitive stress was conducted during one school day. We used ActiTrainer accelerometers to monitor PA and physical inactivity. Data on time of PA and self-reported AS in school lessons were collected using recording sheets. We split the participants into two groups: those without a self-reported stressor and those who indicated one or more stressors. Differences in overall PA during recesses, as well as after-school PA, between boys with and without AS were not statistically significant for any PA characteristics. We observed similar results for girls. Repeated measures ANOVA confirmed that differences in PA (steps/hour) during recesses following particular lessons between participants with and without AS were not statistically significant in boys or girls (F (4,1612) = 1.83, p=0.121 , η p 2=0.005). It is noteworthy that girls with AS were statistically significantly more likely to meet the 6000 steps after school time recommendation (39%) than girls without AS (18%; p < 0.001). The study did not confirm the assumption that adolescents reporting AS have less PA during recesses or even after school than adolescents without AS. However, the overall low PA of adolescents during recesses and after school highlights the need to compensate for AS by adequate PA. This is especially true for adolescents with recurrent AS in several consecutive lessons.
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Affiliation(s)
- Karel Frömel
- Faculty of Physical Culture, Palacký University Olomouc, třída Míru, Olomouc 771 11, Czech Republic
- Institute of Sport Sciences, The Jerzy Kukuczka Academy of Physical Education in Katowice, Mikołowska 72a, Katowice 40-065, Poland
| | - Michal Šafář
- Faculty of Physical Culture, Palacký University Olomouc, třída Míru, Olomouc 771 11, Czech Republic
| | - Lukáš Jakubec
- Faculty of Physical Culture, Palacký University Olomouc, třída Míru, Olomouc 771 11, Czech Republic
| | - Dorota Groffik
- Institute of Sport Sciences, The Jerzy Kukuczka Academy of Physical Education in Katowice, Mikołowska 72a, Katowice 40-065, Poland
| | - Radim Žatka
- Faculty of Physical Culture, Palacký University Olomouc, třída Míru, Olomouc 771 11, Czech Republic
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Alvarez-Pitti J, Casajús Mallén JA, Leis Trabazo R, Lucía A, López de Lara D, Moreno Aznar LA, Rodríguez Martínez G. [Exercise as medicine in chronic diseases during childhood and adolescence]. An Pediatr (Barc) 2020; 92:173.e1-173.e8. [PMID: 32061527 DOI: 10.1016/j.anpedi.2020.01.010] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2019] [Revised: 01/14/2020] [Accepted: 01/15/2020] [Indexed: 12/30/2022] Open
Abstract
Physical activity (PA) and exercise improve the overall quality of life, as well as prevent the onset of diseases in healthy children and adolescents, and as an aid to treat prevalent chronic diseases in childhood. PA and exercise are like medicine, but sedentary lifestyle and inactivity cause disease. In this article, the existing scientific evidence in this field is reviewed and recommendations for professionals involved in child health are updated. A good knowledge of how to prescribe exercise and PA in paediatrics in different diseases is necessary. Interventions to avoid inactivity of children and adolescents must be supported by the appropriate increase in the level of PA, through integration and training programs, which achieve both an overall improvement of the neuromuscular physical condition and also physical, cognitive, and psychosocial performance. The Health Promotion Committee of Spanish Paediatric Association proposes strategies that help to obtain this objective, aiming to improve the health of our patients through the practice of exercise and the increase in PA.
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Affiliation(s)
- Julio Alvarez-Pitti
- Unidad contra la Obesidad y el Riesgo Cardiovascular, Servicio de Pediatría, Consorcio Hospital General Universitario de Valencia, Valencia, España; Comité de Promoción de la Salud, Asociación Española de Pediatría, Madrid, España; CIBER Fisiopatología Obesidad y Nutrición (CIBEROBN), Instituto de Salud Carlos III, Madrid, España.
| | - José A Casajús Mallén
- CIBER Fisiopatología Obesidad y Nutrición (CIBEROBN), Instituto de Salud Carlos III, Madrid, España; Grupo GENUD (Growth, Exercise, Nutrition and Development), Universidad de Zaragoza, Zaragoza, España; Departamento de Fisiatría y Enfermería, Área de Educación Física y Deportiva, Facultad de Ciencias de la Salud, Universidad de Zaragoza, Zaragoza, España
| | - Rosaura Leis Trabazo
- CIBER Fisiopatología Obesidad y Nutrición (CIBEROBN), Instituto de Salud Carlos III, Madrid, España; Unidad de Gastroenterología, Hepatología y Nutrición Pediátrica, Departamento de Pediatría, Hospital Clínico Universitario de Santiago, Universidad de Santiago de Compostela, Santiago de Compostela, España; Instituto de Investigación Sanitaria de Santiago (IDIS), Santiago de Compostela, A Coruña, España
| | - Alejandro Lucía
- Laboratorio de Fisiología del Ejercicio, Universidad Europea de Madrid. Facultad de Ciencias de la Salud
| | | | - Luis A Moreno Aznar
- CIBER Fisiopatología Obesidad y Nutrición (CIBEROBN), Instituto de Salud Carlos III, Madrid, España; Grupo GENUD (Growth, Exercise, Nutrition and Development), Universidad de Zaragoza, Zaragoza, España; Instituto Agroalimentario de Aragón (IA2), Zaragoza, España; Instituto de Investigación Sanitaria Aragón (IIS Aragón, Zaragoza), Zaragoza, España
| | - Gerardo Rodríguez Martínez
- Comité de Promoción de la Salud, Asociación Española de Pediatría, Madrid, España; Grupo GENUD (Growth, Exercise, Nutrition and Development), Universidad de Zaragoza, Zaragoza, España; Instituto de Investigación Sanitaria Aragón (IIS Aragón, Zaragoza), Zaragoza, España; Red Salud Materno Infantil y del Desarrollo (SAMID, RETICS ISCIII, España), Baracaldo, Vizcaya, España
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Bruijns BA, Truelove S, Johnson AM, Gilliland J, Tucker P. Infants' and toddlers' physical activity and sedentary time as measured by accelerometry: a systematic review and meta-analysis. Int J Behav Nutr Phys Act 2020; 17:14. [PMID: 32028975 PMCID: PMC7006115 DOI: 10.1186/s12966-020-0912-4] [Citation(s) in RCA: 32] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2019] [Accepted: 01/12/2020] [Indexed: 12/24/2022] Open
Abstract
BACKGROUND Early experiences in physical activity (PA) are important to shape healthy movement behaviours long-term; as such, it is critical that PA is promoted from infancy, and that detrimental behaviours (e.g., prolonged sedentary time [ST]) are minimized. The purpose of this systematic review and meta-analysis was to examine infants' and toddlers' movement behaviours across daytime hours. METHODS Seven online databases were searched for terms related to infants (< 12 months), toddlers (12-35.9 months), PA, ST, and accelerometry. Two independent reviewers examined 4873 articles for peer-reviewed original research, published in English, that assessed infants' (counts/min) and/or toddlers' PA or ST (min/day) using accelerometry across daytime hours. Infants' mean PA level (counts/min) was averaged across studies, and ranges were produced. Estimates of toddlers' movement behaviours were aggregated meta-analytically to produce average daily rates, and accelerometer placement, cut-point validity, device type, and epoch length were tested as a moderating variables. RESULTS Twenty-four studies from 16 countries (published 2011-2019), representing 3699 participants, were included in the systematic review. Five studies reported on infants' PA, which ranged from 78.2 to 2580.5 cpm. Across 20 studies, toddlers' total PA, light PA, moderate-to vigorous-intensity PA, and ST ranged from 72.9 to 636.5, 48.5 to 582.4, 6.5 to 89.9, and 172.7 to 545.0 min/day, respectively. After taking into account accelerometer placement, cut-point validity, device type, and epoch length, we found that toddlers engaged in 246.19 min/day (SE = 28.50; 95% CI: 190.34, 302.04) of total PA, 194.10 min/day (SE = 28.76; 95% CI: 137.73, 250.47) of light PA, and 60.16 min/day (SE = 5.88; 95% CI: 48.64, 71.69) of moderate-to vigorous-intensity PA. Toddlers engaged in 337.04 min/day (SE = 32.67; 95% CI: 273.01, 401.07) of ST. CONCLUSIONS With limited studies conducted in infants (n = 5), PA estimates are inconclusive and largely heterogeneous. Overall, toddlers tend to exceed the total PA recommendation of 180 min/day; however, very little of this time is spent at higher movement intensities. Even with high PA rates, toddlers still engage in substantial ST. More consistent and valid measurement protocols are needed to improve comparability across studies.
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Affiliation(s)
- Brianne A. Bruijns
- Health and Rehabilitation Sciences Program, Faculty of Health Sciences, University of Western Ontario, London, Ontario Canada
| | - Stephanie Truelove
- Health and Rehabilitation Sciences Program, Faculty of Health Sciences, University of Western Ontario, London, Ontario Canada
| | - Andrew M. Johnson
- School of Health Studies, Faculty of Health Sciences, University of Western Ontario, London, Ontario Canada
| | - Jason Gilliland
- Department of Geography, Faculty of Social Sciences, University of Western Ontario, London, Ontario Canada
| | - Patricia Tucker
- School of Occupational Therapy, Faculty of Health Sciences, University of Western Ontario, 1201 Western Road, Elborn College, Room 2547, London, ON N6G 1H1 Canada
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Álvarez-Bueno C, Hillman CH, Cavero-Redondo I, Sánchez-López M, Pozuelo-Carrascosa DP, Martínez-Vizcaíno V. Aerobic fitness and academic achievement: A systematic review and meta-analysis. J Sports Sci 2020; 38:582-589. [PMID: 32005082 DOI: 10.1080/02640414.2020.1720496] [Citation(s) in RCA: 42] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
This study aims to quantify the association between aerobic fitness and academic achievement, and determine how different aerobic fitness tests and individual demographic characteristics may modify this association. It includes 41 cross-sectional and 7 longitudinal studies focusing on children and adolescents, from MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, Cochrane Database and Web of Science. Pooled effect sizes (ES) were estimated for the association between aerobic fitness and specific domains of academic achievement. Subgroup analyses and meta-regressions were based on aerobic fitness tests and demographic characteristics. The ES for the association between aerobic fitness with language/reading-skills, mathematics-related skills and composite scores, were 0.23 (95% CI: 0.12; 0.34); 0.27 (95% CI: 0.19; 0.36) and 0.28 (95% CI: 0.12; 0.45), respectively. Subgroup analyses by aerobic fitness test modified these associations; additionally, analyses by sex or age showed differences between boys and girls as well as between children and adolescents. Finally, meta-regressions revealed a slight effect of body mass index on these associations. Cardiorespiratory fitness is positively associated with academic achievement. Associations were dependent on demographic and aerobic fitness test characteristics, being stronger in boys than in girls, and in children than in adolescents.Systematic review registration: PROSPERO CRD42017069677.
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Affiliation(s)
- Celia Álvarez-Bueno
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain
| | - Charles H Hillman
- Department of Psychology, Department of Physical Therapy, Movement & Rehabilitation Sciences, Northeastern University, Boston, MA, USA
| | - Iván Cavero-Redondo
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain
| | - Mairena Sánchez-López
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain.,School of Education, Universidad de Castilla-La Mancha, Ciudad Real, Spain
| | | | - Vicente Martínez-Vizcaíno
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain.,Facultad de Ciencias de la Salud, Universidad Autónoma de Chile, Talca, Chile
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A classroom-based physical activity intervention for adolescents: Is there an effect on self-efficacy, physical activity, and on-task behavior? HEALTH PSYCHOLOGY REPORT 2020. [DOI: 10.5114/hpr.2020.99002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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113
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Abstract
PURPOSE To explore the relationships of school-based physical therapy services to student goal achievement. METHODS One hundred nine physical therapists and 296 students participated in a practice-based study. Therapists formatted goals using goal attainment scaling and evaluated goal achievement. Using the School-Physical Therapy Interventions for Pediatrics system, therapists documented services weekly for 20 weeks. Group comparisons and logistic regressions were conducted. RESULTS For primary goals, no documented physical therapy services were associated with exceeding goal expectation. For posture/mobility goals, more minutes in self-care activities and services on behalf of the students were associated with exceeding goal expectation; use of cognitive and behavioral training interventions was associated with not exceeding goal expectation (P < .05). For recreation/fitness goals, greater use of functional strength and mobility for playground access and cognitive/behavioral interventions were associated with exceeding goal expectation (P < .05). CONCLUSION A limited number of physical therapy services was associated with exceeding goal expectation.
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114
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Van Waelvelde H, Vanden Wyngaert K, Mariën T, Baeyens D, Calders P. The relation between children's aerobic fitness and executive functions: A systematic review. INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2163] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Affiliation(s)
- Hilde Van Waelvelde
- Faculty of Medicine and Health Science, Department of Rehabilitation SciencesGent University Gent Belgium
| | - Karsten Vanden Wyngaert
- Faculty of Medicine and Health Science, Department of Rehabilitation SciencesGent University Gent Belgium
| | - Tineke Mariën
- Faculty of Medicine and Health Science, Department of Rehabilitation SciencesGent University Gent Belgium
| | - Dieter Baeyens
- Faculty of Psychology and Educational Sciences LeuvenKU Leuven Leuven Belgium
| | - Patrick Calders
- Faculty of Medicine and Health Science, Department of Rehabilitation SciencesGent University Gent Belgium
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Phansikar M, Ashrafi SA, Khan NA, Massey WV, Mullen SP. Active Commute in Relation to Cognition and Academic Achievement in Children and Adolescents: A Systematic Review and Future Recommendations. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16245103. [PMID: 31847267 PMCID: PMC6950697 DOI: 10.3390/ijerph16245103] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/30/2019] [Revised: 12/06/2019] [Accepted: 12/12/2019] [Indexed: 12/15/2022]
Abstract
Active commuting to school (ACS) is an important source of physical activity among children. Recent research has focused on ACS and its benefits on cognition and academic achievement (AA), factors important for success in school. This review aims to synthesize literature on the relationship between ACS and cognition or AA among children and adolescents. Peer-reviewed articles in PubMed, Web of Science, PsycINFO and Cochrane Library assessing ACS with cognition and/or AA among children, until February 2019, were selected. Twelve studies across nine countries (age range 4–18.5 years) were included. One study used accelerometers, whereas all others used self-report measures of ACS. A wide range of objective assessments of cognitive functioning and AA domains were used. Five among eight studies, and four among six found a positive relationship between ACS and cognitive or AA measure, respectively. Four studies found dose–response relationships, and some studies found sex differences. The quantitative analysis found that ACS was not significantly associated with mathematics score (odds ratio = 1.18; CI = 0.40, 3.48). Findings are discussed in terms of methodological issues, potential confounders, and the strength of the evidence. Future studies should conduct longitudinal studies and use objective measures of ACS to understand this relationship further.
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Affiliation(s)
- Madhura Phansikar
- Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA; (M.P.); (S.A.A.); (N.A.K.)
| | - Sadia Anjum Ashrafi
- Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA; (M.P.); (S.A.A.); (N.A.K.)
| | - Naiman A. Khan
- Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA; (M.P.); (S.A.A.); (N.A.K.)
| | - William V. Massey
- College of Public Health and Human Sciences, Oregon State University, Corvallis, OR 97331, USA;
| | - Sean P. Mullen
- Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA; (M.P.); (S.A.A.); (N.A.K.)
- Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana, IL 61801, USA
- Illinois Informatics Institute, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA
- Correspondence: ; Tel.: +1-217-244-4502
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116
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Cassar S, Salmon J, Timperio A, Naylor PJ, van Nassau F, Contardo Ayala AM, Koorts H. Adoption, implementation and sustainability of school-based physical activity and sedentary behaviour interventions in real-world settings: a systematic review. Int J Behav Nutr Phys Act 2019; 16:120. [PMID: 31791341 PMCID: PMC6889569 DOI: 10.1186/s12966-019-0876-4] [Citation(s) in RCA: 90] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2019] [Accepted: 11/04/2019] [Indexed: 12/16/2022] Open
Abstract
BACKGROUND Globally, many children fail to meet the World Health Organization's physical activity and sedentary behaviour guidelines. Schools are an ideal setting to intervene, yet despite many interventions in this setting, success when delivered under real-world conditions or at scale is limited. This systematic review aims to i) identify which implementation models are used in school-based physical activity effectiveness, dissemination, and/or implementation trials, and ii) identify factors associated with the adoption, implementation and sustainability of school-based physical activity interventions in real-world settings. METHODS The review followed PRISMA guidelines and included a systematic search of seven databases from January 1st, 2000 to July 31st, 2018: MEDLINE, EMBASE, CINAHL, SPORTDiscus, PsycINFO, CENTRAL, and ERIC. A forward citation search of included studies using Google Scholar was performed on the 21st of January 2019 including articles published until the end of 2018. Study inclusion criteria: (i) a primary outcome to increase physical activity and/or decrease sedentary behaviour among school-aged children and/or adolescents; (ii) intervention delivery within school settings, (iii) use of implementation models to plan or interpret study results; and (iv) interventions delivered under real-world conditions. EXCLUSION CRITERIA (i) efficacy trials; (ii) studies applying or testing school-based physical activity policies, and; (iii) studies targeting special schools or pre-school and/or kindergarten aged children. RESULTS 27 papers comprising 17 unique interventions were included. Fourteen implementation models (e.g., RE-AIM, Rogers' Diffusion of Innovations, Precede Proceed model), were applied across 27 papers. Implementation models were mostly used to interpret results (n = 9), for planning evaluation and interpreting results (n = 8), for planning evaluation (n = 6), for intervention design (n = 4), or for a combination of designing the intervention and interpreting results (n = 3). We identified 269 factors related to barriers (n = 93) and facilitators (n = 176) for the adoption (n = 7 studies), implementation (n = 14 studies) and sustainability (n = 7 studies) of interventions. CONCLUSIONS Implementation model use was predominately centered on the interpretation of results and analyses, with few examples of use across all study phases as a planning tool and to understand results. This lack of implementation models applied may explain the limited success of interventions when delivered under real-world conditions or at scale. TRIAL REGISTRATION PROSPERO (CRD42018099836).
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Affiliation(s)
- Samuel Cassar
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - Anna Timperio
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - Patti-Jean Naylor
- School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, Canada
| | - Femke van Nassau
- Department of Public and Occupational Health and Amsterdam Public Health research institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Ana María Contardo Ayala
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - Harriet Koorts
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
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117
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Voices from Pupil Participation in the Health Promotion Intervention "Pulse for Learning and Health [PuLH]" in Primary and Middle School. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16224543. [PMID: 31744178 PMCID: PMC6888574 DOI: 10.3390/ijerph16224543] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/19/2019] [Revised: 11/11/2019] [Accepted: 11/12/2019] [Indexed: 01/01/2023]
Abstract
In order to improve the learning conditions and health of schoolchildren, the Pulse for Learning and Health [PuLH] program in Sweden has introduced additional mandatory moderate to vigorous physical activity [MVPA] that lasts for 30 min three times a week. The PE teachers used a child-centered coaching approach to support all pupils. The aim of this study was to explore pupils’ perception and experience of PuLH that has been implemented in primary and middle schools in Sweden. We have taken into account children’s rights perspectives and adopted an exploratory and interpretive approach. In total, 73 pupils (34 girls, 39 boys, grades 4–9) were recruited through purposive sampling. 13 focus group interviews (n = 71) and individual interviews (n = 2) were carried out. All interviews were analyzed using qualitative content analysis. The analysis resulted in three major themes: ‘promotes academic performance and a learning school environment’, ‘promotes health and well-being’, and ‘individual and structural barriers’. From children’s perspective, the results highlight the importance of teachers and principals taking into account the interests and needs of all pupils, to have a well-planned MVPA intervention and to deal with issues regarding body ideals.
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118
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Mnich C, Weyland S, Jekauc D, Schipperijn J. Psychosocial and Physiological Health Outcomes of Green Exercise in Children and Adolescents-A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:E4266. [PMID: 31684109 PMCID: PMC6862643 DOI: 10.3390/ijerph16214266] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/05/2019] [Revised: 10/19/2019] [Accepted: 10/31/2019] [Indexed: 11/16/2022]
Abstract
Both physical activity (PA) and nature exposure are associated with several youth health benefits. However, the health outcomes when being physically active in nature, called Green Exercise (GE), are less clear. Thus, the purpose of this systematic review was to provide an overview of the psychosocial and physiological outcomes of GE in children and adolescents and to outline future GE research directions. The PRISMA statement guided the review. Web of Science, PubMed, ERIC, and APA PsychNET were systematically searched in February 2019, including studies between 2000 and 2019. Fourteen of 1175 identified publications were included, which reported 15 different psychosocial and six different physiological outcomes, with some studies reporting more than one outcome. For 16 outcomes, studies reported either similar or no effects for both GE and comparison groups. For six outcomes, studies reported stronger effects for GE, for three outcomes, studies reported stronger effects in the comparison group. Evidence was rated as weak, using the EPHPP tool. Thus, GE does not have deleterious effects for children and adolescents compared to PA in other settings. GE might be beneficial; however, due to the study's heterogeneity and quality, it is premature to make definite conclusions. Future research should build the quality of evidence for GE, use more rigorous research designs, and investigate the underlying effects and mechanisms of GE.
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Affiliation(s)
- Carina Mnich
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, Karlsruhe 76149, Germany.
| | - Susanne Weyland
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, Karlsruhe 76149, Germany.
| | - Darko Jekauc
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, Karlsruhe 76149, Germany.
| | - Jasper Schipperijn
- Department of Sport Science and Clinical Biomechanics, University of Southern, Odense 5230, Denmark.
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119
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Chandler MC, McGowan AL, Payne BR, Hampton Wray A, Pontifex MB. Aerobic fitness relates to differential attentional but not language-related cognitive processes. BRAIN AND LANGUAGE 2019; 198:104681. [PMID: 31514088 DOI: 10.1016/j.bandl.2019.104681] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Revised: 08/07/2019] [Accepted: 08/22/2019] [Indexed: 06/10/2023]
Abstract
Compelling evidence supports an association between the attribute of aerobic fitness and achievement scores on standardized tests of reading. However, such standardized assessments provide only a broad valuation of a complex network of language related sub-processes that contribute to reading and are heavily confounded by other attention-related processes. The present investigation sought to clarify the nature of the association between aerobic fitness and language processing in a sample of college-aged adults. Participants were bifurcated based on aerobic fitness level and on a separate day were asked to complete a lexical decision task while neuroelectric activity was recorded. Analysis of word-level language-related ERP components revealed no fitness differences. However, lower aerobically-fit individuals elicited smaller amplitude for attention-related ERP components relative to the higher aerobically-fit group. These data provide initial evidence to suggest that fitness-related differences in reading achievement may result from attentional processes rather than acting upon specific language-related processes.
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Affiliation(s)
- Madison C Chandler
- Department of Kinesiology, Michigan State University, 308 W. Circle Drive, East Lansing, MI 48824, United States.
| | - Amanda L McGowan
- Department of Kinesiology, Michigan State University, 308 W. Circle Drive, East Lansing, MI 48824, United States.
| | - Brennan R Payne
- Department of Psychology, University of Utah, 380 S 1530 E Beh S 502, Salt Lake City, UT 84112, United States.
| | - Amanda Hampton Wray
- Department of Communication Science & Disorders, University of Pittsburgh, 6035 Forbes Tower, Pittsburgh, PA 15260, United States.
| | - Matthew B Pontifex
- Department of Kinesiology, Michigan State University, 308 W. Circle Drive, East Lansing, MI 48824, United States.
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120
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Assessing the Mental Health, Physical Activity Levels, and Resilience of Today's Junior College Students in Self-Financing Institutions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16173210. [PMID: 31484300 PMCID: PMC6747327 DOI: 10.3390/ijerph16173210] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/27/2019] [Revised: 08/18/2019] [Accepted: 08/30/2019] [Indexed: 12/20/2022]
Abstract
In recent decades, the number of adolescents and young adults with poor mental health has been increasing, particularly among students in tertiary institutions. This study investigates the physical activities, resilience, and mental health status of junior college students in Hong Kong. The questionnaire consisted of demographic characteristics, the Positive Mental Health Scale, the Brief Resilience Scale, and the Godin-Shephard Leisure-Time Physical Activity Questionnaire. Four hundred and sixteen students participated in the study. The results showed a moderate positive correlation (r = 0.485) between resilience and mental health, and a low positive correlation (r = 0.258) between resilience and physical activity. The one-way analysis of variance (ANOVA) with a post hoc test showed that arts students engaged in more physical activity than students from other disciplines. A multiple regression analysis was used to examine the predictors of a positive mental health status. The significant predictors are: resilience (β = 0.704; 95% CI = 0.575-0.833; P < 0.001), physical activity score (β = 0.032; 95% CI = 0.016-0.048; P < 0.001), the male gender (β = 1.035, 95% CI = 0.171-1.900; P < 0.05), and students' enrollment in a health science discipline (β = 1.052, 95% CI = 0.175-1.930; P < 0.05). Preventive measures, such as strengthening resilience, a broad curriculum and taking note of the demographic and cognitive characteristics of students are essential for improving the mental health of freshmen in colleges.
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121
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Wunsch K, Meier M, Ueberholz L, Strahler J, Kasten N. Acute psychosocial stress and working memory performance: the potential of physical activity to modulate cognitive functions in children. BMC Pediatr 2019; 19:271. [PMID: 31382947 PMCID: PMC6683391 DOI: 10.1186/s12887-019-1637-x] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/13/2018] [Accepted: 07/18/2019] [Indexed: 01/21/2023] Open
Abstract
Background Research suggests that physical activity (PA) enhances cognitive performance and prevents stress-related impairments of higher order cognitive functions like working memory (WM) performance. The aim of the current study was to investigate the effect of PA on WM performance after acute stress exposure in preadolescent children. Methods Regular PA was assessed for seven consecutive days during a typical school week using accelerometers in a sample of 44 preadolescent children (14 girls, Mage = 11.29 years, SDage = 0.67). Following this period, participants performed an automated operational span (OSPAN) task immediately after being exposed to the Trier Social Stress Test for Children (TSST-C). Results Children exhibited prototypical response slopes in salivary cortisol and salivary α-amylase as markers of the endocrine and autonomic stress response immediately after psychosocial stress induction. A subsequent two-way ANOVA comparing high- and low-stress responders revealed a significant interaction between group affiliation and PA level on WM performance for both stress markers. Interestingly, best WM performance was demonstrated in children showing both high PA levels and high cortisol (or low α-amylase, respectively) stress responses. Conclusions Though patterns differed for salivary cortisol and salivary α-amylase, overall findings suggest that PA buffers the negative effects of stress on cognitive performance in children.
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Affiliation(s)
- Kathrin Wunsch
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, Building 40.40, 76131, Karlsruhe, Germany. .,Department of Sport Science, University of Freiburg, Freiburg, Germany.
| | - Maria Meier
- Department of Sport Science, University of Freiburg, Freiburg, Germany.,Department of Psychology, University of Konstanz, Konstanz, Germany
| | - Lea Ueberholz
- Department of Sport Science, University of Freiburg, Freiburg, Germany.,Department of Safety and Quality Regulations, University of Wuppertal, Wuppertal, Germany
| | - Jana Strahler
- Department of Psychotherapy and Systems Neuroscience, Justus Liebig University Giessen, Giessen, Germany
| | - Nadine Kasten
- Department of Sport Science, University of Freiburg, Freiburg, Germany.,Department of Psychology, University of Trier, Trier, Germany
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Faught EL, Qian W, Carson VL, Storey KE, Faulkner G, Veugelers PJ, Leatherdale ST. The longitudinal impact of diet, physical activity, sleep, and screen time on Canadian adolescents' academic achievement: An analysis from the COMPASS study. Prev Med 2019; 125:24-31. [PMID: 31108133 DOI: 10.1016/j.ypmed.2019.05.007] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/05/2018] [Revised: 05/10/2019] [Accepted: 05/16/2019] [Indexed: 11/28/2022]
Abstract
Adequate amounts of physical activity, sleep, and screen time along with a healthy diet have been demonstrated to have positive associations with academic achievement. No longitudinal study has investigated the simultaneous relationship between all of these behaviours and academic achievement. Data from 11,016 adolescent participants of the COMPASS study in Alberta and Ontario were analysed. Students self-reported their adherence to Canadian recommendations for health behaviours and academic achievement in Math and English on school-based surveys administered in the 2015/16 and 2016/17 waves of COMPASS. Multinomial generalized estimating equations were used to evaluate the association between longitudinal changes in adherence to recommendations and academic achievement at follow-up. Models were adjusted for self-reported sociodemographic information, body weight status, and baseline academic achievement. Students who adhered to a greater number of recommendations performed better than students who adhered to fewer recommendations. Meeting recommendations for Meat and Alternatives (protein-rich foods) and screen time were consistently associated with higher academic achievement compared to students who did not meet these recommendations. A change from not meeting recommendations for Vegetables and Fruit to meeting the recommendation in the following year was associated with higher achievement in both subjects. There was no association between sleep behaviours or physical activity and academic achievement. Results indicate that adherence to recommendations for protein-rich foods, screen time, and vegetables and fruit show promise as behavioural targets for higher academic achievement among youth. Further study using objectives measurements of behaviours and further consideration of socioeconomic variables is merited.
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Affiliation(s)
- E L Faught
- School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street NW, Edmonton, AB T6G 2T4, Canada.
| | - W Qian
- School of Public Health and Health Systems, University of Waterloo, 200 University Avenue West, Waterloo, Ontario N2L 3G1, Canada.
| | - V L Carson
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, 1-151 University Hall, Van Vliet Complex, 116 Street and 85 Avenue, Edmonton, AB T6G 2R3, Canada.
| | - K E Storey
- School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street NW, Edmonton, AB T6G 2T4, Canada.
| | - G Faulkner
- Faculty of Education, School of Kinesiology, Lower Mall Research Station Room 337, 2259 Lower Mall, Vancouver, BC V6T 1Z3, Canada.
| | - P J Veugelers
- School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street NW, Edmonton, AB T6G 2T4, Canada.
| | - S T Leatherdale
- School of Public Health and Health Systems, University of Waterloo, 200 University Avenue West, Waterloo, Ontario N2L 3G1, Canada.
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Dapp LC, Roebers CM. The Mediating Role of Self-Concept between Sports-Related Physical Activity and Mathematical Achievement in Fourth Graders. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16152658. [PMID: 31349603 PMCID: PMC6695979 DOI: 10.3390/ijerph16152658] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/29/2019] [Revised: 07/18/2019] [Accepted: 07/22/2019] [Indexed: 11/22/2022]
Abstract
Being physically active has many benefits for children and adolescents. It is essential for various aspects of physical and mental health, and also positively influences academic performance and school achievement. In addressing the still incomplete understanding of the link between physical activity (PA) and academic achievement, the present study scrutinized the open issues regarding different roles of PA type and PA duration within the relation between self-reported PA and objectively measured mathematical achievement in fourth graders. As to the type of PA, the current study distinguished between structured and unstructured sports activities children perform in their leisure time. Moreover, the current study investigated the indirect effect of PA on mathematical achievement by controlling for the mathematical self-concept as a mediating variable. Results showed PA to be positively related to mathematical outcomes if implemented in a structured setting and pursued for at least two hours per week. As to the mediation, the results revealed a full mediation, indicating PA to improve mathematical self-concept, which, in turn, positively affected mathematical achievement. Thus, engaging in structured PA for two hours or more a week may have additional benefits for children’s and adolescents’ self-concept in a way that is favorable and encouraging for promoting their academic achievement.
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Affiliation(s)
- Laura C Dapp
- Department of Psychology, University of Bern, Hochschulzentrum vonRoll, Fabrikstrasse 8, 3012 Bern, Switzerland.
| | - Claudia M Roebers
- Department of Psychology, University of Bern, Hochschulzentrum vonRoll, Fabrikstrasse 8, 3012 Bern, Switzerland
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Effects of Exercise on Cognitive Performance in Children and Adolescents with ADHD: Potential Mechanisms and Evidence-based Recommendations. J Clin Med 2019; 8:jcm8060841. [PMID: 31212854 PMCID: PMC6617109 DOI: 10.3390/jcm8060841] [Citation(s) in RCA: 48] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2019] [Revised: 06/04/2019] [Accepted: 06/06/2019] [Indexed: 12/14/2022] Open
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder with a complex symptomatology, and core symptoms as well as functional impairment often persist into adulthood. Recent investigations estimate the worldwide prevalence of ADHD in children and adolescents to be ~7%, which is a substantial increase compared to a decade ago. Conventional treatment most often includes pharmacotherapy with central nervous stimulants, but the number of non-responders and adverse effects call for treatment alternatives. Exercise has been suggested as a safe and low-cost adjunctive therapy for ADHD and is reported to be accompanied by positive effects on several aspects of cognitive functions in the general child population. Here we review existing evidence that exercise affects cognitive functions in children with and without ADHD and present likely neurophysiological mechanisms of action. We find well-described associations between physical activity and ADHD, as well as causal evidence in the form of small to moderate beneficial effects following acute aerobic exercise on executive functions in children with ADHD. Despite large heterogeneity, meta-analyses find small positive effects of exercise in population-based control (PBC) children, and our extracted effect sizes from long-term interventions suggest consistent positive effects in children and adolescents with ADHD. Paucity of studies probing the effect of different exercise parameters impedes finite conclusions in this regard. Large-scale clinical trials with appropriately timed exercise are needed. In summary, the existing preliminary evidence suggests that exercise can improve cognitive performance intimately linked to ADHD presentations in children with and without an ADHD diagnosis. Based on the findings from both PBC and ADHD children, we cautiously provide recommendations for parameters of exercise.
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125
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Zurita-Ortega F, Badicu G, Chacón-Cuberos R, Castro-Sánchez M. Motivational Climate and Physical Activity: A Multigroup Analysis in Romanian and Spanish University Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16112013. [PMID: 31195759 PMCID: PMC6604027 DOI: 10.3390/ijerph16112013] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/13/2019] [Revised: 05/28/2019] [Accepted: 06/04/2019] [Indexed: 01/09/2023]
Abstract
BACKGROUND Motivational climate in sport is a psychosocial construct which is related with several factors, such as healthy habits and well-being, and is influenced by teachers, trainers, and parents. The aim of this study was to assess the relationships between motivational climate, family functionality, and physical activity within a population of students from Spain and Romania. METHODS A cross-sectional study was conducted on a sample of university students specialization: physical education (n = 605; 20.71 ± 2.42 years old), using the perceived motivational climate in sport questionnaire-2 (PMCSQ-2), the physical activity questionnaire for adolescents (PAQ-A), and the family functionality scale (APGAR) as the main instruments. IBM SPSS Amos was used for data analysis in the structural equation model that was developed. RESULTS We observed positive relationships between task-oriented climate, family functionality, and the level of physical activity, showing higher regression weights for Spanish university students. Ego-oriented climate was negatively related to family functionality in Spanish university students, while this association was positive in Romanian students. Moreover, the relationship between physical activity and functional family was stronger in respondents from Spain. CONCLUSIONS It can be pointed out that a better family functionality can promote higher levels of physical activity and self-determined motivations in sports shown by task-oriented motivational climates. Thus, it is essential to take into account the influence of family in the promotion of healthy lifestyles.
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Affiliation(s)
- Félix Zurita-Ortega
- Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain.
| | - Georgian Badicu
- Department of Physical Education and Special Motility, Faculty of Physical Education and Mountain Sports, Transilvania University of Brasov, 500068 Brasov, Romania.
| | - Ramón Chacón-Cuberos
- Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain.
| | - Manuel Castro-Sánchez
- Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain.
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Scholz L, Schulze J, Ohlendorf D. Influence of additional exercise in class on the concentration behaviour of first grade primary school pupils. MANUELLE MEDIZIN 2019. [DOI: 10.1007/s00337-019-0544-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Ruiz-Hermosa A, Álvarez-Bueno C, Cavero-Redondo I, Martínez-Vizcaíno V, Redondo-Tébar A, Sánchez-López M. Active Commuting to and from School, Cognitive Performance, and Academic Achievement in Children and Adolescents: A Systematic Review and Meta-Analysis of Observational Studies. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16101839. [PMID: 31126148 PMCID: PMC6571885 DOI: 10.3390/ijerph16101839] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/09/2019] [Revised: 05/15/2019] [Accepted: 05/17/2019] [Indexed: 12/19/2022]
Abstract
BACKGROUND Physical activity has a beneficial effect on the brain's development process and cognitive function. However, no review to date has evaluated the effects of active commuting to and from school (ACS) on cognitive performance and academic achievement. The aim of this systematic review and meta-analysis was to evaluate the link between ACS and cognitive performance and academic achievement in children and adolescents. METHODS We systematically searched MEDLINE, EMBASE, Web of Science and PsycINFO databases for all observational studies published until May 2019 that examined the association between ACS and cognitive performance or academic achievement. Studies were classified into two groups according to their measured outcomes: cognitive performance (nonexecutive cognitive functions, core executive functions, and metacognition) and academic achievement (marks of different areas). A pooled effect size (ES) was estimated using the DerSimonian and Laird random-effects method for cognitive performance and each area of academic achievement. RESULTS Twelve studies that evaluated the relationship between ACS and cognitive performance or academic achievement were included in the systematic review: four studies analyzed both cognitive performance and academic achievement, one study provided data regarding cognitive performance and seven provided data on academic achievement. Finally, nine of 12 studies provided enough data for inclusion in the meta-analysis. Our findings suggest that ACS was not significantly associated with cognitive performance (ES= -0.02; 95% CI: -0.06 to 0.03) or academic achievement (ES= -0.33; 95% CI: -0.83 to 0.17 for mathematics-related skills; ES= -0.37; 95% CI: -0.88 to 0.15 for language-related skills). CONCLUSIONS There was insufficient evidence regarding the relationship between ACS and cognitive performance and academic achievement. Future studies should include potential confounders in their analyses and consider the use of standardized self-reports or objective measures of ACS.
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Affiliation(s)
- Abel Ruiz-Hermosa
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain.
- Universidad de Castilla-La Mancha, School of Education, Ronda de Calatrava, 3, 13071 Ciudad Real, Spain.
| | - Celia Álvarez-Bueno
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain.
| | - Iván Cavero-Redondo
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain.
| | - Vicente Martínez-Vizcaíno
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain.
- Universidad Autónoma de Chile, Facultad de Ciencias de la Salud, Av. Pedro de Valdivia 425 (Sede Santiago), Providencia, Chile.
| | - Andrés Redondo-Tébar
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain.
| | - Mairena Sánchez-López
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain.
- Universidad de Castilla-La Mancha, School of Education, Ronda de Calatrava, 3, 13071 Ciudad Real, Spain.
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Leahy AA, Eather N, Smith JJ, Hillman C, Morgan PJ, Nilsson M, Lonsdale C, Plotnikoff RC, Noetel M, Holliday E, Shigeta TT, Costigan SA, Walker FR, Young S, Valkenborghs SR, Gyawali P, Harris N, Kennedy SG, Lubans DR. School-based physical activity intervention for older adolescents: rationale and study protocol for the Burn 2 Learn cluster randomised controlled trial. BMJ Open 2019; 9:e026029. [PMID: 31122975 PMCID: PMC6537983 DOI: 10.1136/bmjopen-2018-026029] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
INTRODUCTION This trial aims to investigate the impact of a school-based physical activity programme, involving high-intensity interval training (HIIT), on the physical, mental and cognitive health of senior school students. METHODS AND ANALYSIS The Burn 2 Learn (B2L) intervention will be evaluated using a two-arm parallel group cluster randomised controlled trial with allocation occurring at the school level (to treatment or wait-list control). Schools will be recruited in two cohorts from New South Wales, Australia. The trial will aim to recruit ~720 senior school students (aged 16-18 years) from 20 secondary schools (ie, 10 schools per cohort). A range of implementation strategies will be provided to teachers (eg, training, equipment and support) to facilitate the delivery of HIIT sessions during scheduled classes. In phase I and II (3 months each), teachers will facilitate the delivery of at least two HIIT sessions/week during lesson-time. In phase III (6 months), students will be encouraged to complete sessions outside of lesson-time (teachers may continue to facilitate the delivery of B2L sessions during lesson-time). Study outcomes will be assessed at baseline, 6 months (primary end point) and 12 months. Cardiorespiratory fitness (shuttle run test) is the primary outcome. Secondary outcomes include: vigorous physical activity, muscular fitness, cognition and mental health. A subsample of students will (i) provide hair samples to determine their accumulated exposure to stressful events and (ii) undergo multimodal MRI to examine brain structure and function. A process evaluation will be conducted (ie, recruitment, retention, attendance and programme satisfaction). ETHICS AND DISSEMINATION This study has received approval from the University of Newcastle (H-2016-0424) and the NSW Department of Education (SERAP: 2017116) human research ethics committees. TRIAL REGISTRATION NUMBER ACTRN12618000293268; Pre-results.
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Affiliation(s)
- Angus A Leahy
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Education and Arts, University of Newcastle, Callaghan, New South Wales, Australia
| | - Narelle Eather
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Education and Arts, University of Newcastle, Callaghan, New South Wales, Australia
| | - Jordan J Smith
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Education and Arts, University of Newcastle, Callaghan, New South Wales, Australia
| | - Charles Hillman
- Department of Psychology, Northeastern University, Boston, Massachusetts, USA
- Department of Physical Therapy, Movement and Rehabilitation Sciences, Northeastern University, Boston, Massachusetts, USA
| | - Philip J Morgan
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Education and Arts, University of Newcastle, Callaghan, New South Wales, Australia
| | - Michael Nilsson
- Centre for Rehab Innovations(CRI), School of Biomedical Sciences and Pharmacy and the Priority Research Centre for Stroke and Brain Injury, Hunter Medical Research Institute (HMRI), University of Newcastle, Callaghan, New South Wales, Australia
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Faculty of Health Sciences, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Ronald C Plotnikoff
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Education and Arts, University of Newcastle, Callaghan, New South Wales, Australia
| | - Michael Noetel
- Institute for Positive Psychology and Education, Faculty of Health Sciences, Australian Catholic University, Strathfield, New South Wales, Australia
- School of Behavioural and Health Sciences, Faculty of Health Sciences, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Elizabeth Holliday
- School of Medicine and Public Health, University of Newcastle, Callaghan, New South Wales, Australia
| | - Tatsuya T Shigeta
- Department of Psychology, Northeastern University, Boston, Massachusetts, USA
| | - Sarah A Costigan
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Education and Arts, University of Newcastle, Callaghan, New South Wales, Australia
- School of Exercise and Nutrition Sciences, Deakin University, Geelong, Victoria, Australia
| | - Frederick R Walker
- School of Biomedical Sciences and Pharmacy, University of Newcastle, Callaghan, New South Wales, Australia
| | - Sarah Young
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Education and Arts, University of Newcastle, Callaghan, New South Wales, Australia
| | - Sarah R Valkenborghs
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
- School of Biomedical Sciences and Pharmacy, University of Newcastle, Callaghan, New South Wales, Australia
| | - Prajwal Gyawali
- School of Biomedical Sciences and Pharmacy, University of Newcastle, Callaghan, New South Wales, Australia
| | - Nigel Harris
- Auckland University of Technology, Human Potential Centre, Auckland, New Zealand
| | - Sarah G Kennedy
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Education and Arts, University of Newcastle, Callaghan, New South Wales, Australia
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Education and Arts, University of Newcastle, Callaghan, New South Wales, Australia
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Low Childhood Nature Exposure is Associated with Worse Mental Health in Adulthood. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16101809. [PMID: 31121806 PMCID: PMC6572245 DOI: 10.3390/ijerph16101809] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/28/2019] [Revised: 04/23/2019] [Accepted: 04/24/2019] [Indexed: 12/22/2022]
Abstract
Exposure to natural outdoor environments (NOE) is associated with health benefits; however, evidence on the impact of NOE exposure during childhood on mental health (MH) and vitality in adulthood is scarce. This study was based on questionnaire data collected from 3585 participants, aged 18-75, in the PHENOTYPE project (2013) in four European cities. Mixed models were used to investigate associations between childhood NOE exposure and (i) MH; (ii) vitality (perceived level of energy and fatigue); and (iii) potential mediation by perceived amount, use, satisfaction, importance of NOE, and residential surrounding greenness, using pooled and city-level data. Adults with low levels of childhood NOE exposure had, when compared to adults with high levels of childhood NOE exposure, significantly worse mental health (coef. -4.13; 95% CI -5.52, -2.74). Childhood NOE exposure was not associated with vitality. Low levels of childhood NOE exposure were associated with lower importance of NOE (OR 0.81; 95% CI 0.66, 0.98) in adulthood. The association with perceived amount of NOE differed between cities. We found no evidence for mediation. Childhood NOE exposure might be associated with mental well-being in adulthood. Further studies are needed to confirm these findings and to identify mechanisms underlying long-term benefits of childhood NOE exposure.
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130
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A Preliminary Study of Physical Fitness in 8- to 10-Year-Old Primary School Children From North East England in Comparison With National and International Data. Pediatr Exerc Sci 2019; 31:229-237. [PMID: 30651046 DOI: 10.1123/pes.2018-0135] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Purpose: Despite recent updates to international normative values for physical fitness in young people, contemporary data sets from England are sparse with no published data available from the North East. We compared physical fitness in children from one primary school in North East England to International and European reference data, and other English regions. Methods: Eighty participants (mean age [SD]: 9.1 [0.6] y) completed a testing battery of 20-m shuttle run test, handgrip strength, standing broad jump, and sit-and-reach. Scores for each component were assessed against International or European age- and sex-specific centiles, then grouped into quintiles. Differences between our sample and European and English data sets were explored using z scores and t tests. Results: For all components, ≥58% of participants were classified as having "moderate" or lower levels. Twenty-meter shuttle run test performance was not substantially different compared with other English data sets. For handgrip and sit-and-reach, our sample scored significantly worse than South East children. Standing broad jump distance in girls, and handgrip in boys and girls, was significantly lower than North West equivalents. Conclusion: Physical fitness levels in primary school children from North East England are suboptimal, highlighting a need for large-scale monitoring studies to build on our preliminary findings.
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131
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Van Dyck D, D'Haese S, Plaete J, De Bourdeaudhuij I, Deforche B, Cardon G. Opinions towards physical activity interventions using Facebook or text messaging: Focus group interviews with vocational school-aged adolescents. HEALTH & SOCIAL CARE IN THE COMMUNITY 2019; 27:654-664. [PMID: 30398291 DOI: 10.1111/hsc.12679] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2017] [Revised: 09/01/2018] [Accepted: 10/08/2018] [Indexed: 06/08/2023]
Abstract
Feasible and effective interventions to promote physical activity among vocational school-aged adolescents are strongly needed. Text messaging and Facebook are feasible and acceptable delivery modes for PA interventions among youth. However, little is known about the opinion of vocational school-aged adolescents regarding behavioural change techniques that can be applied through Facebook or text messaging. Therefore, our aim was to gain insight into the opinions of vocational school-aged adolescents towards the use of different behaviour change techniques and towards Facebook/text messaging as a delivery mode for PA interventions. Six focus groups were conducted with 41 adolescents from the first grade (12-14 years) of secondary vocational schools in Flanders (Belgium). In total 41 adolescents participated and completed a questionnaire about their text messaging and Facebook use prior to group discussions. Focus group discussions were audio-recorded and analysed using a thematic analysis method in Nvivo. Participants thought that different behaviour change techniques (e.g., providing feedback, goal setting, self-monitoring, social comparison) could be integrated in a PA intervention using text messaging and Facebook and were enthusiastic about participating in such an intervention. They indicated that text messages are an easy way to receive information about PA, and that a group page on Facebook is ideal to share information with others. Participants deemed it very important that the group page on Facebook would only include peers with whom they also share an offline connection. Furthermore, adolescents stressed the importance of having autonomy (e.g., to determine their personal activity goals, to self-monitor their behaviour) and of being active together with friends. This qualitative study revealed that the use of Facebook and text messaging is promising as a delivery method for PA interventions among vocational school-aged adolescents. The adolescents were keen to participate in an intervention that integrates behaviour change techniques using text messaging or Facebook.
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Affiliation(s)
- Delfien Van Dyck
- Research Foundation Flanders, Brussels, Belgium
- Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
| | - Sara D'Haese
- Research Foundation Flanders, Brussels, Belgium
- Flemish Institute Healthy Living, Brussels, Belgium
| | | | - Ilse De Bourdeaudhuij
- Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
| | - Benedicte Deforche
- Department of Public Health, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
| | - Greet Cardon
- Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
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132
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Lee MC, Byun K, Kim JS, Lee H, Kim K. Trends in exercise neuroscience: raising demand for brain fitness. J Exerc Rehabil 2019; 15:176-179. [PMID: 31110997 PMCID: PMC6509468 DOI: 10.12965/jer.1938046.023] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2019] [Accepted: 02/17/2019] [Indexed: 12/13/2022] Open
Abstract
Physical exercise is increasingly recognized as an important component in the neuroscience related field. What is the targeting of exercise and what accounts for the exercise's benefits observed in neuroscience? Several types of exercise have been studied in various fields across physiological, psychological, and biochemical experiments of neuroscience. However, more clarity is needed to unveil optimal exercise conditions such as frequency, intensity, type, and time. In this review, we briefly highlight the positive effects of exercise on promoting brain function. Key areas relate to exercise neuroscience are as follow: structural level with synaptic plasticity and neurogenesis, functional level with behavioral development, and molecular level with possible mechanisms that involved in exercise-induced brain plasticity. Overall, we provide the importance of understanding the exercise neuroscience and highlight suggestions for future health research.
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Affiliation(s)
- Min Chul Lee
- Department of Sports Medicine, College of Health Science, CHA University, Pocheon, Korea
| | - Kyeongho Byun
- Faculty of Health and Sport Sciences, University of Tsukuba, Tsukuba, Japan
| | - Ji-Seok Kim
- Department of Physical Education, College of Education, Gyeongsang National University, Jinju, Korea
| | - Hojun Lee
- School of Sports & Health Science, College of Arts, Kyungsung University, Busan, Korea
| | - Kijeong Kim
- School of Exercise & Sport Science, College of Natural Sciences, University of Ulsan, Ulsan, Korea
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133
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Jarraya S, Wagner M, Jarraya M, Engel FA. 12 Weeks of Kindergarten-Based Yoga Practice Increases Visual Attention, Visual-Motor Precision and Decreases Behavior of Inattention and Hyperactivity in 5-Year-Old Children. Front Psychol 2019; 10:796. [PMID: 31024412 PMCID: PMC6467975 DOI: 10.3389/fpsyg.2019.00796] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2018] [Accepted: 03/25/2019] [Indexed: 12/12/2022] Open
Abstract
The present study assesses the impact of Kindergarten-based yoga on cognitive performance, visual-motor coordination, and behavior of inattention and hyperactivity in 5-year-old children. In this randomized controlled trial, 45 children (28 female; 17 male; 5.2 ± 0.4 years) participated. Over 12 weeks, 15 children performed Hatha-yoga twice a week for 30 min, another 15 children performed generic physical education (PE) twice a week for 30 min, and 15 children performed no kind of physical activities, serving as control group (CG). Prior to (T0) and after 12 weeks (T1), all participants completed Visual Attention and Visuomotor Precision subtests of Neuropsychological Evaluation Battery and teachers evaluated children’s behavior of inattention and hyperactivity with the Attention-Deficit/Hyperactivity Disorder (ADHD) Rating Scale-IV. At T0, no significant differences between groups appeared. Repeated measures analysis of variance revealed that following Bonferroni–Holm corrections yoga, in comparison to PE and CG, had a significant positive impact on the development on behavior of inattention and hyperactivity. Further, yoga has a significant positive impact on completion times in two visumotor precision tasks in comparison to PE. Finally, results indicate a significant positive effect of yoga on visual attention scores in comparison to CG. 12 weeks of Kindergarten-based yoga improves selected visual attention and visual-motor precision parameters and decreases behavior of inattention and hyperactivity in 5-year-old children. Consequently, yoga represents a sufficient and cost-benefit effective exercise which could enhance cognitive and behavioral factors relevant for learning and academic achievement among young children.
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Affiliation(s)
- Sana Jarraya
- Research Unit, High Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia
| | - Matthias Wagner
- Department of Sport Science, Bundeswehr University Munich, Neubiberg, Germany
| | - Mohamed Jarraya
- Research Unit, High Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia
| | - Florian A Engel
- Department Movement and Training Science, Institute of Sport and Sport Science, Heidelberg University, Heidelberg, Germany
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134
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Cognitive Performance, Aerobic Fitness, Motor Proficiency, and Brain Function Among Children Newly Diagnosed With Craniopharyngioma. J Int Neuropsychol Soc 2019; 25:413-425. [PMID: 31050329 PMCID: PMC6499492 DOI: 10.1017/s1355617718001170] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
OBJECTIVES Craniopharyngioma survivors experience cognitive deficits that negatively impact quality of life. Aerobic fitness is associated with cognitive benefits in typically developing children and physical exercise promotes recovery following brain injury. Accordingly, we investigated cognitive and neural correlates of aerobic fitness in a sample of craniopharyngioma patients. METHODS Patients treated for craniopharyngioma [N=104, 10.0±4.6 years, 48% male] participated in fitness, cognitive and fMRI (n=51) assessments following surgery but before proton radiation therapy. RESULTS Patients demonstrated impaired aerobic fitness [peak oxygen uptake (PKVO2)=23.9±7.1, 41% impaired (i.e., 1.5 SD<normative mean)], motor proficiency [Bruininks-Oseretsky (BOT2)=38.6±9.0, 28% impaired], and executive functions (e.g., WISC-IV Working Memory Index (WMI)=96.0±15.3, 11% impaired). PKVO2 correlated with better executive functions (e.g., WISC-IV WMI r=.27, p=.02) and academic performance (WJ-III Calculation r=.24, p=.04). BOT2 correlated with better attention (e.g., CPT-II omissions r=.26, p=.04) and executive functions (e.g., WISC-IV WMI r=.32, p=.01). Areas of robust neural activation during an n-back task included superior parietal lobule, dorsolateral prefrontal cortex, and middle and superior frontal gyri (p<.05, corrected). Higher network activation was associated with better working memory task performance and better BOT2 (p<.001). CONCLUSIONS Before adjuvant therapy, children with craniopharyngioma demonstrate significantly reduced aerobic fitness, motor proficiency, and working memory. Better aerobic fitness and motor proficiency are associated with better attention and executive functions, as well as greater activation of a well-established working memory network. These findings may help explain differential risk/resiliency with respect to acute cognitive changes that may portend cognitive late effects. (JINS, 2019, 25, 413-425).
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135
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Sasayama K, Nonoue K, Tada T, Adachi M. Cross-sectional and longitudinal relationship between physical fitness and academic achievement in Japanese adolescents. Eur J Sport Sci 2019; 19:1240-1249. [DOI: 10.1080/17461391.2019.1593509] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Kensaku Sasayama
- Faculty of Education, Okayama University of Science, Okayama, Japan
| | - Keiko Nonoue
- Kansai University of Social Welfare, Ako, Hyogo, Japan
| | - Takayo Tada
- Faculty of Sciences of Human Life, Chugoku Gakuen University, Okayama, Japan
| | - Minoru Adachi
- Graduate School of Education, Okayama University, Okayama, Japan
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Hansen SL, Lorentzen J, Pedersen LT, Hendrich FL, Jorsal M, Pingel J, Nielsen JB, Kiens B. Suboptimal Nutrition and Low Physical Activity Are Observed Together with Reduced Plasma Brain-Derived Neurotrophic Factor (BDNF) Concentration in Children with Severe Cerebral Palsy (CP). Nutrients 2019; 11:E620. [PMID: 30875771 PMCID: PMC6470501 DOI: 10.3390/nu11030620] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2019] [Revised: 02/28/2019] [Accepted: 03/08/2019] [Indexed: 01/08/2023] Open
Abstract
Brain-derived neurotrophic factor (BDNF) is a mediator of exercise and nutrition-induced neural plasticity. In children with cerebral palsy (CP), neuromuscular deficits and mobility impairment have a negative impact on their physical activity level and nutritional status, but whether these children have reduced BDNF concentrations is unknown. Therefore, the aim of the present study was to investigate the plasma BDNF concentration, nutritional status, and physical activity level in children with mild to severe CP. Blood sampling, dietary registration, and questionnaires were completed for children with mild CP (gross motor function classification system (GMFCS) I⁻II, n = 31, age 10.6 ± 0.6 years), severe CP (GMFCS IV⁻V, n = 14, age 10.9 ± 1.1 years) and typically developed (TD) children (n = 22, age 10.9 ± 0.6 years). Children with severe CP had ~40% lower plasma BDNF concentration than TD children (p < 0.05). Furthermore, children with severe CP had lower daily physical activity level than TD children (p < 0.01), and a daily intake of energy, n-3 fatty acids, and dietary fibers that was only ~50% of TD (p > 0.001). Reduced plasma BDNF concentrations were observed in children with severe CP. This may be of significance for optimal neural growth and plasticity. This was observed together with low physical activity levels and a suboptimal intake of energy, n-3 fatty acids, and dietary fibers.
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Affiliation(s)
- Solvejg L Hansen
- Molecular Physiology Section, Department of Nutrition, Exercise and Sports, University of Copenhagen, 2100 Copenhagen Ø, Denmark.
- Department of Neuroscience, University of Copenhagen, 2200 Copenhagen N, Denmark.
| | - Jakob Lorentzen
- Department of Neuroscience, University of Copenhagen, 2200 Copenhagen N, Denmark.
- Elsass Institute, 2920 Charlottenlund, Denmark.
| | - Lin T Pedersen
- Molecular Physiology Section, Department of Nutrition, Exercise and Sports, University of Copenhagen, 2100 Copenhagen Ø, Denmark.
| | - Frederikke L Hendrich
- Molecular Physiology Section, Department of Nutrition, Exercise and Sports, University of Copenhagen, 2100 Copenhagen Ø, Denmark.
| | - Martin Jorsal
- Geelsgårdskolen, Region Hovedstaden, 2830 Virum, Denmark.
| | - Jessica Pingel
- Department of Neuroscience, University of Copenhagen, 2200 Copenhagen N, Denmark.
| | - Jens B Nielsen
- Department of Neuroscience, University of Copenhagen, 2200 Copenhagen N, Denmark.
- Elsass Institute, 2920 Charlottenlund, Denmark.
| | - Bente Kiens
- Molecular Physiology Section, Department of Nutrition, Exercise and Sports, University of Copenhagen, 2100 Copenhagen Ø, Denmark.
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137
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Neudecker C, Mewes N, Reimers AK, Woll A. Exercise Interventions in Children and Adolescents With ADHD: A Systematic Review. J Atten Disord 2019; 23:307-324. [PMID: 25964449 DOI: 10.1177/1087054715584053] [Citation(s) in RCA: 64] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
OBJECTIVE Exercise has attracted attention as a potential helpful intervention in children with ADHD. Effects are emphasized on cognition, social-emotional, and motor development. METHOD A systematic literature search was conducted using the electronic databases Web of Science, PubMed, Scopus, and ERIC to analyze the efficacy of different types of exercise interventions in children and adolescents with ADHD. Seven studies examining the acute and 14 studies examining the long-term effects were included. RESULTS The largest effects were reported for mixed exercise programs on ADHD symptomatology and fine motor precision. However, because of the large differences in the study designs, the comparability is limited. CONCLUSION At this time, no evidence-based recommendation can be formulated regarding frequency, intensity, or duration of exercise. Nevertheless, some first trends regarding the effects of certain types of exercise can be identified. When focusing on long-term health benefits in children and adolescents with ADHD, qualitative exercise characteristics might play an important role.
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Affiliation(s)
| | | | - Anne K Reimers
- 1 Karlsruhe Institute of Technology, Germany
- 2 University of Konstanz, Germany
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138
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Physical Activity and Sedentary Time Are Positively Associated With Academic Performance: A 3-Year Longitudinal Study. J Phys Act Health 2019; 16:177-183. [PMID: 30696322 DOI: 10.1123/jpah.2017-0587] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
BACKGROUND To analyze the longitudinal association between academic performance and moderate to vigorous physical activity (MVPA), vigorous physical activity (VPA), and sedentary (SED) in a 3-year longitudinal study. A secondary aim was to determine whether MVPA and VPA were indirectly related with academic performance via waist circumference (WC). METHODS Physical activity (PA) and SED were measured by accelerometers. Academic performance was assessed by national tests in Danish and Math. Structural equation modeling was performed to evaluate whether MVPA, VPA, and SED were associated with academic performance and the potential PA-academic performance indirect relationship via WC. RESULTS MVPA and VPA were associated with academic performance, mediated via WC (β = 0.036; 95% confidence interval [CI], 0.002 to 0.070 and β = 0.096; 95% CI, 0.027 to 0.164, respectively). SED was directly associated with academic performance (β = 0.124; 95% CI, 0.030 to 0.217, MVPA model and β = 0.132; 95% CI, 0.044 to 0.221, VPA model). WC was negatively associated with academic performance. CONCLUSIONS Both PA and SED time were positively associated with academic performance. Based on this, PA should be encouraged in children and youth not only to promote physical health but also to promote academic performance. Future studies should distinguish between school-related SED and other SED activities and their relationship with academic performance.
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139
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Mattson MP. An Evolutionary Perspective on Why Food Overconsumption Impairs Cognition. Trends Cogn Sci 2019; 23:200-212. [PMID: 30670325 DOI: 10.1016/j.tics.2019.01.003] [Citation(s) in RCA: 47] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2018] [Revised: 11/02/2018] [Accepted: 01/07/2019] [Indexed: 01/01/2023]
Abstract
Brain structures and neuronal networks that mediate spatial navigation, decision-making, sociality, and creativity evolved, in part, to enable success in food acquisition. Here, I discuss evidence suggesting that the reason that overconsumption of energy-rich foods negatively impacts cognition is that signaling pathways that evolved to respond adaptively to food scarcity are relatively disengaged in the setting of continuous food availability. Obesity impairs cognition and increases the risk for some psychiatric disorders and dementias. Moreover, maternal and paternal obesity predispose offspring to poor cognitive outcomes by epigenetic molecular mechanisms. Neural signaling pathways that evolved to bolster cognition in settings of food insecurity can be stimulated by intermittent fasting and exercise to support the cognitive health of current and future generations.
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Affiliation(s)
- Mark P Mattson
- Department of Neuroscience, Johns Hopkins University School of Medicine, Baltimore, MD 21205, USA; Laboratory of Neurosciences, National Institute on Aging Intramural Research Program, Baltimore, MD 21224, USA.
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140
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Kadri A, Slimani M, Bragazzi NL, Tod D, Azaiez F. Effect of Taekwondo Practice on Cognitive Function in Adolescents with Attention Deficit Hyperactivity Disorder. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:E204. [PMID: 30642062 PMCID: PMC6352161 DOI: 10.3390/ijerph16020204] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/14/2018] [Revised: 12/23/2018] [Accepted: 01/08/2019] [Indexed: 11/17/2022]
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neuro-developmental/behavioral disorders among adolescents. Sport and physical activity seem to play a major role in the development of cognition, memory, selective attention and motor reaction time, especially among adolescents with ADHD. In this context, the objective of this study was to investigate the effects of a one-and-a-half-year-long Taekwondo (TKD) intervention on cognitive function in adolescents with ADHD. Two cognitive instruments, namely the Stroop and the Ruff 2 and 7 tests, were administered to assess attentional inhibitory control and sustained and selective visual attention, respectively. Comparisons between the TKD and control groups at baseline did not reveal significant differences. For post-test scores, there were statistically significant differences on the Stroop color block test (large effect size or ES = 1.26 [95% confidence interval or CI 0.30⁻2.22]), the color-word interference test (large ES = 2.16 [95% CI 1.10⁻3.26]), the interference test (large ES = 1.63 [95% CI 0.62⁻2.64]) and error (large ES = -2.20 [95% CI -3.31 to -1.10]). Similar trends were reported for the Ruff 2 and 7 automated detection trials (large ES = 2.78 [95% CI 1.55⁻4.01]), controlled search trials (large ES = 2.56 [95% CI 1.38⁻3.75]) and total speed (large ES = -2.90 [95% CI -4.15 to -1.64]). In conclusion, TKD practice increased selective attention in adolescents with ADHD. Practitioners should implement martial art programs in their general plans to favorably influence attention and health in adolescents with ADHD.
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Affiliation(s)
- Abdelmotaleb Kadri
- Higher Institute of Sport and Physical Education of Ksar Said, University of La Manouba, Manouba 2010, Tunisia.
| | - Maamer Slimani
- Higher Institute of Sport and Physical Education of Gafsa, Gafsa University, Gafsa 2100, Tunisia.
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), Genoa University, 16132 Genoa, Italy.
- Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health (DINOGMI), Section of Psychiatry, Genoa University, 16132 Genoa, Italy.
| | - Nicola Luigi Bragazzi
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), Genoa University, 16132 Genoa, Italy.
- Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health (DINOGMI), Section of Psychiatry, Genoa University, 16132 Genoa, Italy.
| | - David Tod
- School of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L3 3AF, UK.
| | - Fairouz Azaiez
- Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax 3000, Tunisia.
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141
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Priesmeyer J, Fedewa AL, Toland M. Long-Term Trends of Participation in Physical Activity During Adolescence With Educational Ambition and Attainment. THE JOURNAL OF SCHOOL HEALTH 2019; 89:20-30. [PMID: 30506699 DOI: 10.1111/josh.12709] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2017] [Revised: 01/15/2018] [Accepted: 05/07/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Insufficient physical activity is a significant concern because a growing body of research demonstrates that physical activity during adolescence has numerous benefits on physical health, mental health, and educational achievement. A less-studied area of physical activity research is how physical activity participation in adolescence relates to educational and career aspirations and attainment. METHODS Using the Add Health dataset consisting of over 15,000 participants, this study addressed several research questions relating to the long-term benefits of habitual physical activity in adolescence. Physical activity levels in adolescence and associations with activity participation in later adolescence and young adulthood were explored as were relationships with physical activity participation in adolescence and educational ambition and attainment in young adulthood. Moderator variables including adolescent sex, race, and age were also examined. RESULTS Results indicated several significant relationships between physical activity in adolescence and future physical activity and educational attainment outcomes. CONCLUSIONS Given short- and long-term benefits of physical activity, school personnel and parents should ensure children are meeting the required activity guidelines for children and find ways to keep children active as they approach adolescence.
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Affiliation(s)
- Jill Priesmeyer
- Fairfax County Public Schools, 8270 Willow Oaks Corporate Drive, Suite 3069, Fairfax, VA 22031-4516
| | - Alicia L Fedewa
- University of Kentucky, 170H Taylor Hall, Lexington, KY 40506
| | - Michael Toland
- University of Kentucky, 251C Dickey Hall, Lexington, KY 40506
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142
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Have M, Nielsen JH, Ernst MT, Gejl AK, Fredens K, Grøntved A, Kristensen PL. Classroom-based physical activity improves children's math achievement - A randomized controlled trial. PLoS One 2018; 13:e0208787. [PMID: 30557397 PMCID: PMC6296522 DOI: 10.1371/journal.pone.0208787] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2018] [Accepted: 11/24/2018] [Indexed: 11/18/2022] Open
Abstract
This RCT investigated the effect on children of integrating physical activity (PA) into math lessons. The primary outcome was math achievement and the secondary outcomes were executive functions, fitness and body mass index. Twelve Danish schools were randomized to either an intervention group or a control group. A total of 505 children with mean age 7.2 ± 0.3 years were enrolled in the study. Change in math achievement was measured by a 45-minute standardized math test, change in executive function by a modified Eriksen flanker task, aerobic fitness by the Andersen intermittent shuttle-run test, and body mass index by standard procedures. PA during the math lessons and total PA (including time spent outside school) were assessed using accelerometry (ActiGraph, GT3X and GT3X+). Children in the intervention group improved their math score by 1.2 (95% CI 0.3; 2.1) more than the control group (p = 0.011) and had a tendency towards a higher change in physical activity level during math lessons of 120,4 counts/min (95% CI -9.0;249.8.2, p = 0.067). However, the intervention did not affect executive functions, fitness or body mass index. Participation in a 9-month PA intervention (from 2012-2013) improved math achievement among elementary school children. If replicated, these findings would suggest that implementation of physical activity in school settings could lead to higher academic achievement.
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Affiliation(s)
- Mona Have
- Centre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark
- * E-mail:
| | - Jacob Have Nielsen
- Centre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark
| | - Martin Thomsen Ernst
- Centre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark
| | - Anne Kaer Gejl
- Centre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark
| | - Kjeld Fredens
- Department of Learning and Philosophy, Aalborg University, Aalborg, Denmark
| | - Anders Grøntved
- Centre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark
| | - Peter Lund Kristensen
- Centre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern, Odense, Denmark
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143
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Lin TW, Tsai SF, Kuo YM. Physical Exercise Enhances Neuroplasticity and Delays Alzheimer's Disease. Brain Plast 2018; 4:95-110. [PMID: 30564549 PMCID: PMC6296269 DOI: 10.3233/bpl-180073] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022] Open
Abstract
Accumulating evidence indicates that exercise can improve learning and memory as well as attenuate neurodegeneration, including Alzheimer's disease (AD). In addition to improving neuroplasticity by altering the synaptic structure and function in various brain regions, exercise also modulates systems like angiogenesis and glial activation that are known to support neuroplasticity. Moreover, exercise helps to maintain a cerebral microenvironment that facilitates synaptic plasticity by enhancing the clearance of Aβ, one of the main culprits of AD pathogenesis. The purpose of this review is to highlight the positive impacts of exercise on promoting neuroplasticity. Possible mechanisms involved in exercise-modulated neuroplasticity are also discussed. Undoubtedly, more studies are needed to design an optimal personalized exercise protocol for enhancing brain function.
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Affiliation(s)
- Tzu-Wei Lin
- Institute of Basic Medical Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan.,Department of Neuroscience and Regenerative Medicine, Medical College of Georgia, Augusta, Georgia, USA
| | - Sheng-Feng Tsai
- Institute of Basic Medical Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan
| | - Yu-Min Kuo
- Institute of Basic Medical Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan.,Department of Cell Biology and Anatomy, College of Medicine, National Cheng Kung University, Tainan, Taiwan
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144
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Mavilidi MF, Ruiter M, Schmidt M, Okely AD, Loyens S, Chandler P, Paas F. A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning: The Importance of Relevancy and Integration. Front Psychol 2018; 9:2079. [PMID: 30464752 PMCID: PMC6234858 DOI: 10.3389/fpsyg.2018.02079] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Accepted: 10/09/2018] [Indexed: 11/13/2022] Open
Abstract
Engaging in regular physical activity can have substantial cognitive and academic benefits for children, and is generally promoted for its beneficial effects on children's physical and mental health. Although embodied cognition research has convincingly shown the integral relationship of the human body and mind, in schools physical activity and cognitive activity are typically treated as unrelated processes. Consequently, most physical activities used are neither sufficiently relevant for nor fully integrated into the learning tasks. In reviewing the literature regarding the integration of physical activity into education to promote cognition and learning, two main lines of research emerged: exercise and cognition research vs. embodied cognition research. In this narrative review, we describe these two separately evolved schools of thought, highlighting their differences and commonalities. In categorising the existing studies on a 2 × 2 matrix, concerning the two main categories of relevance for and integration into the learning task, it becomes clear where the different foci lie, and how both lines of research could profit from learning from each other. Finally, a new instructional model that integrates task-relevant physical activities into the cognitive/learning task is proposed to inform both further research and educational practice.
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Affiliation(s)
- Myrto Foteini Mavilidi
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Newcastle, NSW, Australia
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Margina Ruiter
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Mirko Schmidt
- Institute of Sport Science, Universität Bern, Bern, Switzerland
| | - Anthony D. Okely
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Sofie Loyens
- University College Roosevelt, Utrecht University, Middelburg, Netherlands
| | - Paul Chandler
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Fred Paas
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands
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145
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Hsieh SS, Tsai JR, Chang SH, Cheng CF, Sung YT, Hung TM. The Relations between 3-year Changes in Physical Fitness and Academic Performance in Nationally Representative Sample of Junior High School Students. Sci Rep 2018; 8:15978. [PMID: 30374046 PMCID: PMC6206081 DOI: 10.1038/s41598-018-34370-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2018] [Accepted: 10/09/2018] [Indexed: 01/22/2023] Open
Abstract
The objective of the current study was to examine the relationship between different components of physical fitness across 3 years of junior high school with academic performance assessed at the end of the period. Two nationwide representative datasets were used. The first was the physical fitness profile assessed at the beginning of each of the three school years. The second contained the scores on a standardized test administered at the end of the third year. All data were standardized by calculating percentile rank (PR). Students were classified as "High-fit" if their fitness scores ≧ top 25% PR on the age- and sex-adjusted norms. All other students were classified as "not high-fit". The relationships between fitness and exam performance were tested adjusting for sex, body mass index, and level of urbanization. Students who were in the high-fit group in both years 1 and 3 academically outperformed those who were outside this classification during both assessments. The degree of outperformance was greatest for those who were aerobically fit, followed by those who were high-fit in terms of muscular endurance, muscular strength, and flexibility, respectively. It is therefore concluded that the relationship between physical fitness and academic performance in Taiwanese junior high school students is strongest in the case of aerobic fitness.
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Affiliation(s)
- Shu-Shih Hsieh
- Department of Physical Education, National Taiwan Normal University, Taipei, Taiwan
| | - Jia-Ren Tsai
- Department of Statistics and Information Science, Fu Jen Catholic University, New Taipei, Taiwan
| | - Shao-Hsi Chang
- Department of Physical Education, National Taiwan Normal University, Taipei, Taiwan
| | - Chih-Fu Cheng
- Department of Physical Education, National Taiwan Normal University, Taipei, Taiwan
| | - Yao-Ting Sung
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
| | - Tsung-Min Hung
- Department of Physical Education, National Taiwan Normal University, Taipei, Taiwan. .,Institute for Research Excellence in Learning Science, National Taiwan Normal University, Taipei, Taiwan.
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146
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Wickel EE, Howie EK. Prospective bi-directional associations between sedentary time and physical activity with cognitive performance: a cohort study. J Sports Sci 2018; 37:630-637. [PMID: 30289049 DOI: 10.1080/02640414.2018.1522685] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
This prospective study determined whether: (1) objective physical activity (PA) and sedentary (SED) time at 9 years was associated with cognition at 15 years, (2) cognition at 9 years was associated with PA and SED at 15 years, and (3) the change in PA and SED from 9 to 15 years was associated with the change in cognition. Cognitive performance was assessed from picture vocabulary, verbal analogy, passage comprehension, and applied problem tasks. Regression models were used to explore each aim while adjusting for covariates. Among the combined sample, SED (min· day-1) at 9 years was unrelated with cognitive performance at 15 years, whereas participating in ≥ 60 min· day-1 of moderate-to-vigorous PA (MVPA) at 9 years predicted lower cognitive scores at 15 years. In the reverse direction, cognitive performance at 9 years was unrelated with SED and MVPA (min· day-1) at 15 years. Over 6 years, increased SED (min· day-1) predicted lower improvement to verbal analogy scores (B = -0.01, p = 0.028). In comparison, an increase (or relatively smaller decline) in MVPA (min· day-1) predicted greater improvement in applied problem scores (B = 0.06, p = 0.007). Contextual information regarding SED and MVPA behavior would help understand bi-directional associations of activity and cognition.
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Affiliation(s)
- Eric E Wickel
- a Department of Kinesiology and Rehabilitative Sciences , University of Tulsa , Tulsa , OK , USA
| | - Erin K Howie
- b Department of Health, Human Performance, & Recreation , University of Arkansas , Fayetteville , AR , USA
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147
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Law B, Bruner B, Scharoun Benson SM, Anderson K, Gregg M, Hall N, Lane K, MacDonald DJ, Saunders TJ, Sheehan D, Stone MR, Woodruff SJ, Belanger K, Barnes JD, Longmuir PE, Tremblay MS. Associations between teacher training and measures of physical literacy among Canadian 8- to 12-year-old students. BMC Public Health 2018; 18:1039. [PMID: 30285690 PMCID: PMC6167764 DOI: 10.1186/s12889-018-5894-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Quality physical education (PE) contributes to the development of physical literacy among children, yet little is known about how teacher training relates to this development. We assessed the association between teacher training, and the likelihood that children met recommended achievement levels for components of physical literacy as defined by the Canadian Assessment of Physical Literacy (CAPL). METHODS Canadian children (n = 4189; M = 10.72 years, SD = 1.19) from six provinces completed the CAPL. Logistic regression was used to examine the relationship between teacher training (generalist/PE specialist), adjusting for children's age and gender, and physical competence protocols (sit and reach, handgrip, plank, Progressive Aerobic Cardiovascular Endurance Run [PACER], body mass index [BMI], waist circumference, Canadian Agility and Movement Skill Assessment [CAMSA]), the four CAPL domain scores, and the total CAPL score. RESULTS Teacher training, in addition to children's age and gender, explained only a very small proportion of variance in each model (all R2 < 0.03). Children taught by a generalist were less likely to reach recommended levels of motivation and confidence (OR = 0.83, 95% CI, 0.72-0.95) or CAMSA scores (OR = 0.77, 95% CI, 0.67-0.90), even when accounting for a significant increase in CAMSA score with age (OR = 1.18, 95% CI, 1.12-1.26). All other associations between measures of components of physical literacy and teacher training were not significant. CONCLUSIONS While teacher training is hypothesized to contribute to the development of physical literacy among elementary school students, the observed effects in this study were either small or null. Children taught by PE specialists were more likely than those taught by generalists to demonstrate recommended levels of motivation and confidence, and to have better movement skills, which are hypothesized to be critical prerequisites for the development of a healthy lifestyle. Further research with more robust designs is merited to understand the impact of teachers' training on the various components of physical literacy development.
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Affiliation(s)
- Barbi Law
- School of Physical and Health Education, Nipissing University, 100 College Dr, North Bay, ON P1B 8L7 Canada
| | - Brenda Bruner
- School of Physical and Health Education, Nipissing University, 100 College Dr, North Bay, ON P1B 8L7 Canada
| | | | - Kristal Anderson
- Centre for Sport and Exercise Education, Camosun College, Victoria, BC V8P 5J2 Canada
| | - Melanie Gregg
- Department of Kinesiology and Applied Health, University of Winnipeg, Winnipeg, MB R3B 2E9 Canada
| | - Nathan Hall
- Department of Kinesiology and Applied Health, University of Winnipeg, Winnipeg, MB R3B 2E9 Canada
| | - Kirstin Lane
- Centre for Sport and Exercise Education, Camosun College, Victoria, BC V8P 5J2 Canada
| | - Dany J. MacDonald
- Department of Applied Human Sciences, University of Prince Edward Island, PEI, Charlottetown, C1A 4P3 Canada
| | - Travis J. Saunders
- Department of Applied Human Sciences, University of Prince Edward Island, PEI, Charlottetown, C1A 4P3 Canada
| | - Dwayne Sheehan
- Faculty of Health, Community and Education, Mount Royal University, Calgary, AB T3E 6K6 Canada
| | - Michelle R. Stone
- School of Health and Human Performance, Dalhousie University, Halifax, NS B3H 4R2 Canada
| | - Sarah J. Woodruff
- Department of Kinesiology, University of Windsor, Windsor, ON N9B 3P4 Canada
| | - Kevin Belanger
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Joel D. Barnes
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Patricia E. Longmuir
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Mark S. Tremblay
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
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148
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Krüger M. Second language acquisition effects of a primary physical education intervention: A pilot study with young refugees. PLoS One 2018; 13:e0203664. [PMID: 30222753 PMCID: PMC6141098 DOI: 10.1371/journal.pone.0203664] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2017] [Accepted: 08/25/2018] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND A physical education (PE) intervention for young refugees was designed combining physical activity within the context of primary PE games with second language learning activities in German. The intervention was based on theoretical implications from the field of second language acquisition and evidence for positive effects of physical activity on cognitive outcomes (e.g. language acquisition). The aim of this study was to analyze short term effects on second language acquisition. METHODS Sixty-one young refugees were included in the study (age: 8.5 ± 1.4 years). The intervention group participated in language-enriched PE lessons based on an elaborated approach to second language learning acquisition. The control group did not receive any treatment. Both groups were pre-and post-tested in domain specific vocabulary, listening comprehension and use of local prepositions within the context of primary PE games. RESULTS Results from linear mixed-effect modelling suggest that the intervention group significantly improved domain specific vocabulary and listening comprehension in comparison to the control group. CONCLUSIONS The intervention was successful since the PE lessons contributed to the second language acquisition of young refugees. Therefore, this learning approach might also be useful for physical activity based second language learning activities in other PE contexts for early second language learners in primary school.
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Affiliation(s)
- Mirko Krüger
- Division of Social Sciences in Sports, University of Duisburg-Essen, Essen, North-Rhine Westfalia, Germany
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149
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The Need for Local, Multidisciplinary Collaborations to Promote Advances in Physical Activity Research and Policy Change: The Creation of the Boston Physical Activity Resource Collaborative (BPARC). ACTA ACUST UNITED AC 2018; 3:74-77. [PMID: 30310876 DOI: 10.12691/jpar-3-2-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
This commentary describes the development, vision, and initial progress of the newly-founded Boston Physical Activity Resource Collaborative (BPARC). Our aims are to move the field of physical activity forward, with broader dissemination and translation, by creating a local Boston and Massachusetts hub for researchers, practitioners, advocates, and policymakers. Participants come from multiple academic and medical centers, local advocacy groups, and government agencies, all of whom are working on components of physical activity promotion. We have had initial success in collaborating on study design, methodology, and grant applications. Future endeavors aim to produce streamlined methods and products with maximal impact for the field of physical activity research, policy, and practice.
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150
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Oosterhoff M, Bosma H, van Schayck OCP, Evers SMAA, Dirksen CD, Joore MA. A systematic review on economic evaluations of school-based lifestyle interventions targeting weight-related behaviours among 4-12 year olds: Issues and ways forward. Prev Med 2018; 114:115-122. [PMID: 29959951 DOI: 10.1016/j.ypmed.2018.06.015] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Revised: 06/22/2018] [Accepted: 06/23/2018] [Indexed: 12/12/2022]
Abstract
Current guidelines for economic evaluations do not provide specific recommendations for the evaluation of school-based lifestyle interventions. This study examined and discussed the key aspects in the design of economic evaluations on school-based interventions targeting weight-related behaviours among 4-12 year olds. The PubMed and CRD databases (NHS EED) were searched. Grey literature was identified from reference lists and websites of relevant organizations. Full economic evaluations on school-based interventions targeting physical activity, sedentariness, or diet were selected. Key aspects included the objective, audience, intervention, comparator, population, type of analysis, perspective, costs, outcomes, and time horizon. Information was also extracted on measuring and valuing costs and outcomes, linking and extrapolating outcomes, and the maintenance of intervention effects. The 23 included studies reported on cost-effectiveness (CEAs) (N = 12), cost-utility (CUAs) (N = 9), social cost benefit (SCBA) (N = 2), and social return on investment (SROI) (N = 1) analysis. The usual practice comparator was generally not clearly defined. The SROI analysis was the single study that included outcomes in other persons than the child. Healthcare costs (N = 14), productivity costs (N = 4), and costs to the household (N = 3), or education (N = 2) sector were examined. The outcome in trial-based CEAs consisted of a variety of weight-related measures. Seven distinctive models were used to extrapolate health and/or productivity costs. To enhance the usefulness of economic evaluations on school-based lifestyle interventions in allocating public health budgets, transparent reporting on key aspects, broadening the scope of economic evaluations, and standardizing the measurement, valuation, and extrapolation of costs and outcomes should be improved. This study was conducted in Maastricht, the Netherlands.
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Affiliation(s)
- Marije Oosterhoff
- Department of Clinical Epidemiology and Medical Technology Assessment (KEMTA), Maastricht University Medical Centre MUMC+/Care and Public Health Research Institute (CAPHRI), KEMTA, P. Debyelaan 25, P.O. Box 5800, 6202, AZ, Maastricht, the Netherlands.
| | - Hans Bosma
- Department of Social Medicine, Care and Public Health Research Institute (CAPHRI), Faculty of Health, Medicine and Life Sciences, Maastricht University, Social Medicine, P.O. Box 616, 6200, MD, Maastricht, the Netherlands
| | - Onno C P van Schayck
- Department of Family Medicine, Care and Public Health Research Institute (CAPHRI), Faculty of Health, Medicine and Life Sciences, Maastricht University, Family Medicine, P.O. Box 616, 6200, MD, Maastricht, the Netherlands
| | - Silvia M A A Evers
- Department of Health Services Research, Care and Public Health Research Institute (CAPHRI), Faculty of Health, Medicine and Life Sciences, Maastricht University, Health Services Research, P.O. Box 616, 6200, MD, Maastricht, the Netherlands; Trimbos, Netherlands Institute of Mental Health and Addiction, Trimbos, P.O. Box 725, 3500, AS, Utrecht, the Netherlands
| | - Carmen D Dirksen
- Department of Clinical Epidemiology and Medical Technology Assessment (KEMTA), Maastricht University Medical Centre MUMC+/Care and Public Health Research Institute (CAPHRI), KEMTA, P. Debyelaan 25, P.O. Box 5800, 6202, AZ, Maastricht, the Netherlands
| | - Manuela A Joore
- Department of Clinical Epidemiology and Medical Technology Assessment (KEMTA), Maastricht University Medical Centre MUMC+/Care and Public Health Research Institute (CAPHRI), KEMTA, P. Debyelaan 25, P.O. Box 5800, 6202, AZ, Maastricht, the Netherlands
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