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Gil-Espinosa FJ, Cadenas-Sanchez C, Chillón P. Physical fitness predicts the academic achievement over one-school year follow-up period in adolescents. J Sports Sci 2018; 37:452-457. [PMID: 30084752 DOI: 10.1080/02640414.2018.1505184] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
The purposes of this study were to examine how fitness at the baseline could predict both academic achievement and academic achievement changes one school year in advance. A total of 194 adolescents (mean age: 14.15 ± 0.97 years old, 112 boys) who attended secondary school participated in our study. Cardiorespiratory fitness was measured with the 20 m endurance shuttle-run test. We also assessed the lower-limbs muscular strength with the standing long jump test and flexibility with the sit-and-reach test. The academic achievement was assessed by school grades. We performed linear regression analyses. Additionally, we examined the relationship between fitness and changes in the academic performance following the same statistical methodology. Cardiorespiratory fitness was positively associated with mathematics one school year in advance (p = 0.025). Cardiorespiratory fitness was also positively associated with changes in Spanish language (p = 0.005), mathematics (p = 0.023), and the grade point average (p = 0.006). Muscular strength was also positively associated with changes in Spanish language (p = 0.040) and mathematics (p = 0.010), while flexibility was associated with changes in Spanish language (p = 0.039) and the grade point average (0.027). Our results suggest that cardiorespiratory fitness was positively associated with academic achievement in adolescents.
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Affiliation(s)
- Francisco Javier Gil-Espinosa
- a Researching in Sport Sciences (RSS) research group. Department of Body Expression, Faculty of Science Education , University of Malaga, Andalusia-tech, IBIMA , Malaga , Spain
| | - Cristina Cadenas-Sanchez
- b PROFITH "PROmoting FITness and Health through physical activity" research group, Department of Physical Education and Sports, Faculty of Sport Sciences , University of Granada , Granada , Spain
| | - Palma Chillón
- b PROFITH "PROmoting FITness and Health through physical activity" research group, Department of Physical Education and Sports, Faculty of Sport Sciences , University of Granada , Granada , Spain
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152
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Singh AS, Saliasi E, van den Berg V, Uijtdewilligen L, de Groot RHM, Jolles J, Andersen LB, Bailey R, Chang YK, Diamond A, Ericsson I, Etnier JL, Fedewa AL, Hillman CH, McMorris T, Pesce C, Pühse U, Tomporowski PD, Chinapaw MJM. Effects of physical activity interventions on cognitive and academic performance in children and adolescents: a novel combination of a systematic review and recommendations from an expert panel. Br J Sports Med 2018; 53:640-647. [PMID: 30061304 DOI: 10.1136/bjsports-2017-098136] [Citation(s) in RCA: 214] [Impact Index Per Article: 35.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2017] [Revised: 04/15/2018] [Accepted: 06/20/2018] [Indexed: 01/10/2023]
Abstract
OBJECTIVE To summarise the current evidence on the effects of physical activity (PA) interventions on cognitive and academic performance in children, and formulate research priorities and recommendations. DESIGN Systematic review (following PRISMA guidelines) with a methodological quality assessment and an international expert panel. We based the evaluation of the consistency of the scientific evidence on the findings reported in studies rated as of high methodological quality. DATA SOURCES PubMed, PsycINFO, Cochrane Central, Web of Science, ERIC, and SPORTDiscus. ELIGIBILITY CRITERIA FOR SELECTING STUDIES PA-intervention studies in children with at least one cognitive or academic performance assessment. RESULTS Eleven (19%) of 58 included intervention studies received a high-quality rating for methodological quality: four assessed effects of PA interventions on cognitive performance, six assessed effects on academic performance, and one on both. All high-quality studies contrasted the effects of additional/adapted PA activities with regular curriculum activities. For cognitive performance 10 of 21 (48%) constructs analysed showed statistically significant beneficial intervention effects of PA, while for academic performance, 15 of 25 (60%) analyses found a significant beneficial effect of PA. Across all five studies assessing PA effects on mathematics, beneficial effects were reported in six out of seven (86%) outcomes. Experts put forward 46 research questions. The most pressing research priority cluster concerned the causality of the relationship between PA and cognitive/academic performance. The remaining clusters pertained to PA characteristics, moderators and mechanisms governing the 'PA-performance' relationship and miscellaneous topics. CONCLUSION There is currently inconclusive evidence for the beneficial effects of PA interventions on cognitive and overall academic performance in children. We conclude that there is strong evidence for beneficial effects of PA on maths performance.The expert panel confirmed that more 'high-quality' research is warranted. By prioritising the most important research questions and formulating recommendations we aim to guide researchers in generating high-quality evidence. Our recommendations focus on adequate control groups and sample size, the use of valid and reliable measurement instruments for physical activity and cognitive performance, measurement of compliance and data analysis. PROSPERO REGISTRATION NUMBER CRD42017082505.
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Affiliation(s)
- Amika S Singh
- Department of Public and Occupational Health and the Amsterdam Public Health Research Institute, VU University Medical Center, Amsterdam, The Netherlands
| | - Emi Saliasi
- Department of Public and Occupational Health and the Amsterdam Public Health Research Institute, VU University Medical Center, Amsterdam, The Netherlands
| | - Vera van den Berg
- Department of Public and Occupational Health and the Amsterdam Public Health Research Institute, VU University Medical Center, Amsterdam, The Netherlands
| | | | - Renate H M de Groot
- Welten Institute - Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, The Netherlands
| | - Jelle Jolles
- Centre for Brain & Learning, Faculty of Psychology and Education, LEARN! Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Lars B Andersen
- Department of Teacher Education and Sport, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Richard Bailey
- International Council of Sport Science and Physical Education, Berlin, Germany
| | - Yu-Kai Chang
- Department of Physical Education, National Taiwan Normal University, Taipei, Taiwan, Republic of China
| | - Adele Diamond
- Program in Developmental Cognitive Neuroscience, Department of Psychiatry, University of British Columbia, Vancouver, Canada
| | - Ingegerd Ericsson
- Department of Sport Sciences, Faculty of Learning and Society, Malmö University, Malmö, Sweden
| | - Jennifer L Etnier
- Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, North Carolina, USA
| | - Alicia L Fedewa
- Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Charles H Hillman
- Department of Psychology, Department of Physical Therapy, Movement, & Rehabilitation Sciences, Northeastern University, Boston, Massachusetts, USA
| | - Terry McMorris
- Department of Sport and Exercise Science, Institute for Sport, University of Chichester, Chichester, UK
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, Italian University Sport and Movement "Foro Italico", Rome, Italy
| | - Uwe Pühse
- Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland
| | | | - Mai J M Chinapaw
- Department of Public and Occupational Health and the Amsterdam Public Health Research Institute, VU University Medical Center, Amsterdam, The Netherlands
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153
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Domville MS, Watson PM, Richardson DJ, Graves LEF. Educator perspectives on factors influencing children’s school-based physical activity. Health Promot Int 2018; 34:931-940. [DOI: 10.1093/heapro/day041] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023] Open
Abstract
Summary
Formative research is an important first step in the design and development of children’s school-based physical activity (PA) interventions. Exploration of educator [headteacher and physical education (PE)-co-ordinator] perceptions toward the promotion of school-based PA, including PE delivery has however been limited. This study took a socio-ecological approach to explore the barriers and facilitators of children’s school-based PA from the perspective of school educators. Interviews were conducted with headteachers (n = 4), PE-co-ordinators (n = 4) and a deputy headteacher (n = 1) and data thematically analysed using Nvivo software (version 10). Findings suggested that, at an organizational level headteachers were the predominant driving force in the promotion of PA opportunities, yet institutional barriers including low priority for PA and PE were perceived to negate delivery. At an interpersonal level, strategies to increase the delivery of school-based PA were developed, however poor teacher-coach relationships and significant others reduced PA promotion opportunities. Child PA was further negated through intrapersonal factors, including lack of PE-specific teacher training and varying teacher interest in PA and sport. To increase primary school children’s school-based PA, barriers and facilitators at the organizational, interpersonal and intrapersonal level must be considered and targeted and researchers and schools should work in partnership to develop future interventions.
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Affiliation(s)
- Matthew S Domville
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, UK
| | - Paula M Watson
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, UK
| | - Dave J Richardson
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, UK
| | - Lee E F Graves
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, UK
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154
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Kueh YC, Abdullah N, Kuan G, Morris T, Naing NN. Testing Measurement and Factor Structure Invariance of the Physical Activity and Leisure Motivation Scale for Youth Across Gender. Front Psychol 2018; 9:1096. [PMID: 30018580 PMCID: PMC6037986 DOI: 10.3389/fpsyg.2018.01096] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Accepted: 06/08/2018] [Indexed: 11/14/2022] Open
Abstract
Measurement equivalence is often assumed across comparison groups, a pervasive problem related to many self-report instruments. Measurement equivalence, also known as measurement invariance, implies that a measure has the same meaning across different groups of people. In this study, we aimed to examine the measurement and structural invariance among gender of the Malay version of the Physical Activity and Leisure Motivation Scale for Youth (PALMS-Y-M). Seven-hundred-and-eighty-three secondary school students (female = 57.3%, male = 42.7%) with mean age 14.5 years (standard deviation = 1.25) from Kota Bharu, Malaysia, volunteered to participate in this study and completed the PALMS-Y-M, consisting of 28 items with seven subscales. We conducted the confirmatory factor analysis (CFA) and invariance tests on the seven motives of the PALMS-Y-M model. The hypothesized model consisted of 28 observed items and seven latent variables. We used estimator robust to maximum likelihood, MLR to examine the hypothesized measurement and structural invariance. Measurement invariance was tested for three different levels. We first established the configural invariance model, then we compared the metric invariance model and the scalar invariance model with the less restrictive model. Then structural invariance was tested for factor variance, covariance, and means. Findings provided evidence for full measurement and structural invariance of the PALMS-Y-M in males and females. The final CFA model fit the data well for males [comparative fit index (CFI) = 0.922, root mean square error of approximation (RMSEA) = 0.048, standardized root mean residual (SRMR) = 0.050] and females (CFI = 0.922, RMSEA = 0.047, SRMR = 0.053). When invariance of both factor loadings and item intercepts holds in PALMS-Y-M, underlying factors consisting of different motives for participating in PA can be meaningfully compared across gender. Accurate and valid measurement of PALMS-Y-M across comparison groups is crucial for future research that involves examining motives to physical activity in different genders and other socio-cultural variables.
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Affiliation(s)
- Yee Cheng Kueh
- Unit of Biostatistics and Research Methodology, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
| | - Nurzulaikha Abdullah
- Unit of Biostatistics and Research Methodology, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
| | - Garry Kuan
- Exercise and Sports Science, School of Health Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
| | - Tony Morris
- Institute of Sport, Health and Active Living, College of Sport and Exercise Science, Victoria University, Melbourne, VIC, Australia
| | - Nyi Nyi Naing
- Institute for Community (Health) Development (i-CODE), Universiti Sultan Zainal Abidin, Terengganu, Malaysia
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155
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Technology-Enhanced Classroom Activity Breaks Impacting Children's Physical Activity and Fitness. J Clin Med 2018; 7:jcm7070165. [PMID: 29966308 PMCID: PMC6068698 DOI: 10.3390/jcm7070165] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2018] [Revised: 06/25/2018] [Accepted: 06/28/2018] [Indexed: 11/23/2022] Open
Abstract
Background: This study examined the effects of a 4-week technology-enhanced physical activity (PA) interventions on students’ real-time daily PA and aerobic fitness levels. Methods: 116 fifth-graders were assigned to one intervention group (n = 31) participating in daily physical activity engaging the brain with Fitbit Challenge (PAEB-C), another intervention group (n = 29) wearing Fitbits only (Fitbit-O) daily, five days per week, or the comparison group (n = 56). Four-week real-time PA data were collected from the intervention students via Fitbase. Three groups were pre- and post-tested aerobic fitness. Results: The PAEB-C students showed significantly higher steps and minutes of being very active and fairly active (F = 7.999, p = 0.014, ŋ = 0.121; F = 5.667, p = 0.021, ŋ = 0.089; F = 10.572, p = 0.002, ŋ = 0.154) and lower minutes of being sedentary daily (F = 4.639, p = 0.035, ŋ = 0.074) than the Fitbit-O group. Both Fitbit groups exhibited significantly greater increases in aerobic fitness scores than the comparison group over time (F = 21.946, p = 0.001, ŋ = 0.303). Boys were more physically active and fit than girls. Conclusions: Technology-enhanced PA intervention was effective for improving real-time PA and aerobic fitness.
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156
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Allison KR, Philipneri AN, Vu-Nguyen K, Manson HE, Dwyer JJM, Hobin E, Ng B, Li Y. School and classroom effects on Daily Physical Activity (DPA) policy implementation fidelity in Ontario classrooms: a multi-level analysis. BMC Public Health 2018; 18:802. [PMID: 29945575 PMCID: PMC6020426 DOI: 10.1186/s12889-018-5720-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2017] [Accepted: 06/18/2018] [Indexed: 11/13/2022] Open
Abstract
Background This paper examines school and classroom effects on Daily Physical Activity (DPA) policy implementation in classrooms in Ontario, Canada. In 2005 the Ontario Ministry of Education mandated a policy requiring school boards to “ensure that all elementary students, including students with special needs, have a minimum of twenty minutes of sustained MVPA each school day during instructional time”. Based on an adaptation of Chaudoir’s conceptual framework, this paper contributes to understanding the extent to which school factors (as reported by administrators) and classroom factors (as reported by teachers) are associated with policy implementation fidelity at the classroom level. Methods Cross-sectional online surveys were conducted in 2014 with elementary school administrators and teachers, based on representative random samples of schools and classrooms. A measure assessing implementation fidelity was developed from the six required components of the policy and for this paper fidelity at the classroom level is treated as the outcome variable. Several school- and classroom-level measures were also included in the surveys and a number of these were selected for inclusion here. Data from the two surveys were merged and selected variables were included in the multi-level analysis. Two-level logistic regression models were conducted to account for nesting of classrooms within schools and a series of models were conducted to identify factors associated with implementation fidelity. Results The analytic sample for this study included 170 school administrators and 307 classroom teachers from corresponding schools. Findings from the multi-level logistic regression analyses indicated that only classroom/teacher-level factors were significantly associated with implementation fidelity at the classroom level. None of the school/administrator predictors were significantly related to fidelity. The most parsimonious model included five significant classroom/teacher predictors: teachers’ perception of DPA as realistic and achievable; confidence (self-efficacy); scheduling DPA in timetables; lack of space; and lack of time. Conclusions Findings from the study indicate the theoretical and practical importance of addressing classroom and teacher factors since they are most proximal to implementation fidelity to the policy. Several of these factors also reflect complex structural and organizational contexts, indicating that a systems approach to understanding and supporting DPA implementation fidelity is warranted.
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Affiliation(s)
- Kenneth R Allison
- KR Allison Research Consulting, 575 Windermere Avenue, Toronto, ON, M6S 3L9, Canada.
| | - Anne N Philipneri
- Public Health Ontario, 480 University Avenue, Suite 300, Toronto, ON, M5G 1V2, Canada
| | - Karen Vu-Nguyen
- The Regional Municipality of York, 50 High Tech Road, Richmond Hill, ON, L4B 4N7, Canada
| | - Heather E Manson
- Public Health Ontario, 480 University Avenue, Suite 300, Toronto, ON, M5G 1V2, Canada
| | - John J M Dwyer
- Department of Family Relations and Applied Nutrition, University of Guelph, Macdonald Institute Building, 50 Stone Road East, Guelph, ON, N1G 2W1, Canada
| | - Erin Hobin
- Public Health Ontario, 480 University Avenue, Suite 300, Toronto, ON, M5G 1V2, Canada
| | - Bessie Ng
- Peel Public Health, 7120 Hurontario Street, Mississauga, ON, L5W 1N4, Canada
| | - Ye Li
- Public Health Ontario, 480 University Avenue, Suite 300, Toronto, ON, M5G 1V2, Canada
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157
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Johnstone A, Hughes AR, Martin A, Reilly JJ. Utilising active play interventions to promote physical activity and improve fundamental movement skills in children: a systematic review and meta-analysis. BMC Public Health 2018; 18:789. [PMID: 29940923 PMCID: PMC6019649 DOI: 10.1186/s12889-018-5687-z] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2017] [Accepted: 06/11/2018] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND Children's physical activity levels are low and efforts to improve their physical activity levels have proven difficult. Freely chosen and unstructured physical activity (active play) has the potential to be promoted in a variety of settings and potentially every day of the year in contrast to other physical activity domains, but active play interventions are an under-researched area. Therefore, the primary aim of this systematic review was to determine the effect of active play interventions on children's physical activity levels, particularly moderate-to-vigorous intensity physical activity (MVPA), and fundamental movement skills (FMS). METHODS Studies were included if they were solely or predominantly active play randomised, or cluster randomised controlled trials that targeted children aged 3-12 years. They had to report on at least one of the following outcomes: objectively measured physical activity, FMS, cognition and weight status. During December 2016, four databases (PE Index, SPORTDiscus, Medline and ERIC) were searched for relevant titles. Duplicates and irrelevant titles and abstracts were removed. The included studies had their quality assessed using the Effective Public Health Practice Project (EPHPP) tool. Suitable studies were combined in a meta-analysis using a random-effect model. A narrative synthesis was conducted for all outcomes. RESULTS Of the 4033 records, 91 studies were eligible for full text screening, of which 87 were removed, leaving four studies (representing five papers). The meta-analysis of two studies highlighted there was no significant effect of active play interventions on MVPA. However, the narrative synthesis suggested that active play interventions may increase total volume of physical activity. Only two studies examined the effect of active play interventions on children's FMS, one study examined effects on weight status and none examined effects on cognition. CONCLUSIONS Due to the small number of eligible studies and their heterogeneity, the review could not draw firm conclusions on the effect of active play interventions on children's physical activity levels. High-quality active play interventions, targeting different times of the day (school and after school) in different populations and settings, and with a wider range of outcomes, are required to determine the potential of active play.
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Affiliation(s)
- Avril Johnstone
- Physical Activity for Health Group, University of Strathclyde, Glasgow, Scotland
| | - Adrienne R. Hughes
- Physical Activity for Health Group, University of Strathclyde, Glasgow, Scotland
| | - Anne Martin
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Glasgow, Scotland
| | - John J. Reilly
- Physical Activity for Health Group, University of Strathclyde, Glasgow, Scotland
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158
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Schwartz B, Kapellusch JM, Schrempf A, Probst K, Haller M, Baca A. Effect of alternating postures on cognitive performance for healthy people performing sedentary work. ERGONOMICS 2018; 61:778-795. [PMID: 29235967 DOI: 10.1080/00140139.2017.1417642] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2017] [Accepted: 12/08/2017] [Indexed: 06/07/2023]
Abstract
Prolonged sitting is a risk factor for several diseases and the prevalence of worksite-based interventions such as sit-to-stand workstations is increasing. Although their impact on sedentary behaviour has been regularly investigated, the effect of working in alternating body postures on cognitive performance is unclear. To address this uncertainty, 45 students participated in a two-arm, randomised controlled cross-over trial under laboratory conditions. Subjects executed validated cognitive tests (working speed, reaction time, concentration performance) either in sitting or alternating working postures on two separate days (ClinicalTrials.gov Identifier: NCT02863731). MANOVA results showed no significant difference in cognitive performance between trials executed in alternating, standing or sitting postures. Perceived workload did not differ between sitting and alternating days. Repeated measures ANOVA revealed significant learning effects regarding concentration performance and working speed for both days. These results suggest that working posture did not affect cognitive performance in the short term. Practitioner Summary: Prior reports indicated health-related benefits based on alternated (sit/stand) body postures. Nevertheless, their effect on cognitive performance is unknown. This randomised controlled trial showed that working in alternating body postures did not influence reaction time, concentration performance, working speed or workload perception in the short term.
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Affiliation(s)
- Bernhard Schwartz
- a Department of Sport Science , University of Vienna , Vienna , Austria
| | - Jay M Kapellusch
- b Department of Occupational Science & Technology , University of Wisconsin - Milwaukee , Milwaukee , WI , USA
| | - Andreas Schrempf
- c Department of Medical Engineering , University of Applied Sciences Upper Austria , Linz , Austria
| | - Kathrin Probst
- d Media Interactive Lab , University of Applied Sciences Upper Austria , Hagenberg , Austria
| | - Michael Haller
- d Media Interactive Lab , University of Applied Sciences Upper Austria , Hagenberg , Austria
| | - Arnold Baca
- a Department of Sport Science , University of Vienna , Vienna , Austria
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159
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Fedewa AL, Fettrow E, Erwin H, Ahn S, Farook M. Academic-Based and Aerobic-Only Movement Breaks: Are There Differential Effects on Physical Activity and Achievement? RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2018; 89:153-163. [PMID: 29474792 DOI: 10.1080/02701367.2018.1431602] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
PURPOSE This study investigated the academic achievement and physical activity differences between types of activity breaks implemented in elementary school classrooms. This study evaluated whether there was a difference between the impact of purely aerobic-based movement breaks and the impact of academic-based breaks on children's academic achievement outcomes. METHOD Participants included 460 children in 3rd grade through 5th grade at 4 elementary schools. There were 176 children in the schools that engaged in academic-based breaks and 284 in the schools that engaged in aerobic-only breaks. Schools were randomly assigned at the school level to implement either aerobic movement breaks with academic content infused within the breaks ("academic-based breaks") or aerobic-only movement breaks without the addition of academic material ("aerobic-only breaks") for approximately 10 min of activity per day. Math and reading achievement as well as children's step counts were measured before and after the intervention. A mixed-effects (multilevel-growth) model, in which the repeated measures of individuals nested within a classroom are analyzed, was used to answer all posited research questions. RESULTS Small to moderate effect sizes (ES) indicating gains in reading achievement (ES = .13) and steps (ES = .33) were found for classrooms that used aerobic-only movement breaks compared with those that used academic-based breaks. CONCLUSIONS The type of movement breaks that are implemented in classrooms may have differential outcomes for children's achievement and activity levels. Results from the present study indicate that children who were given aerobic-only movement breaks had slightly larger gains in reading achievement and physical activity levels than children who were given academic-based breaks.
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160
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Cöster ME, Fritz J, Karlsson C, Rosengren BE, Karlsson MK. Extended physical education in children aged 6-15 years was associated with improved academic achievement in boys. Acta Paediatr 2018; 107:1083-1087. [PMID: 29450903 DOI: 10.1111/apa.14278] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/29/2017] [Revised: 02/05/2018] [Accepted: 02/12/2018] [Indexed: 10/18/2022]
Abstract
AIM Physical activity (PA) has been associated with enhanced cognition, brain development and concentration. This study evaluated whether increased physical education (PE) improved academic achievement. METHODS We recruited 304 children (55% boys) from a Swedish school in Skane County in 1998-2002 when they were six to seven years of age and followed them through all nine mandatory school years. Their PE level was increased from 60 to 200 minutes per week, and their results were compared with 73 885 control children (51% boys) in the county who graduated in the same years and did the standard 60 minutes of PE per week. Their academic achievements were measured as their final grade scores and the proportion of students eligible for upper secondary school. RESULTS The eligibility for further education increased in the intervention boys by 6.8 percentage points and the mean grade score by 12.1 points, while in the control group as a whole, the eligibility rate decreased by 0.7 percentage points and the mean grade score increased by 1.7 points. No changes in eligibility rates or mean grade scores were seen in the intervention girls. CONCLUSION Increasing weekly PE over nine years was associated with improved academic achievement in boys.
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Affiliation(s)
- ME Cöster
- Department of Orthopedics and Clinical Sciences; Skåne University Hospital; Malmö Sweden
| | - J Fritz
- Department of Orthopedics and Clinical Sciences; Skåne University Hospital; Malmö Sweden
| | - C Karlsson
- Department of Orthopedics and Clinical Sciences; Skåne University Hospital; Malmö Sweden
| | - BE Rosengren
- Department of Orthopedics and Clinical Sciences; Skåne University Hospital; Malmö Sweden
| | - MK Karlsson
- Department of Orthopedics and Clinical Sciences; Skåne University Hospital; Malmö Sweden
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161
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Popeska B, Jovanova-Mitkovska S, Chin MK, Edginton CR, Mo Ching Mok M, Gontarev S. Implementation of Brain Breaks ® in the Classroom and Effects on Attitudes toward Physical Activity in a Macedonian School Setting. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15061127. [PMID: 29857491 PMCID: PMC6025620 DOI: 10.3390/ijerph15061127] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/11/2018] [Revised: 05/21/2018] [Accepted: 05/27/2018] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to explore the effects of Brain Break® activities on interest and motivation for physical activity among schoolchildren and the contribution of such activities on learning for health and holistic development. The study sample was comprised of 283 participants, primary school students from 3rd to 5th grades from two public schools in the Republic of Macedonia. Six experimental and six control groups were included in the study. Interventions in classroom settings—based Brain Break® video exercises were introduced in the experimental group during a period of three months. Students’ attitudes toward physical activity were tested using a self-report survey instrument entitled “Attitudes toward Physical Activity Scale (APAS)” before and after intervention. Applied factor analyses were completed and the results of these analysis support APAS validity and the successful use of this application in the measurement of the learning experience, self-awareness, self-efficacy, and self-confidence in developing physical fitness. Learning was enhanced by using video exercises. Information presented in this paper is meaningful for the promotion of better exercise habits and the holistic approach to better health by using personal motivation and motivation provided by others. The results from repeated ANCOVA suggest positive effects of the applied Brain Break® video exercises as an interventional program. The study confirms the effect of application of Brain Break® video exercises on children’s attitudes for physical activity, motivation for PA, internalization of movement habits as personal good.
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Affiliation(s)
- Biljana Popeska
- Faculty of Educational Sciences, Goce Delcev University, Krste Misirkov 10⁻A, Stip 2000, Macedonia.
| | | | - Ming-Kai Chin
- HOPSports, Inc., 4262 Blue Diamond Road #102-359, Las Vegas, NV 89139, USA.
| | | | - Magdalena Mo Ching Mok
- Department of Psychology and Assessment Research Centre, The Education University of Hong Kong, 10 Lo Ping Road, Tai Pol, Hong Kong, China.
| | - Serjoza Gontarev
- Faculty for Physical Education, Sport and Health, University "St. Chyril and Methodius", Zeleznicka bb, Skopje 1000, Macedonia.
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162
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Impact of Coordinated-Bilateral Physical Activities on Attention and Concentration in School-Aged Children. BIOMED RESEARCH INTERNATIONAL 2018; 2018:2539748. [PMID: 29998131 PMCID: PMC5994583 DOI: 10.1155/2018/2539748] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/30/2017] [Revised: 10/25/2017] [Accepted: 04/24/2018] [Indexed: 11/17/2022]
Abstract
Purpose This study examined the effects of 4-week, daily 6-minute coordinated-bilateral physical activity (CBPA) breaks in classroom on attention and concentration in school-aged children. Methods Participants (n=116) in fifth grade from two elementary schools were assigned to three groups: two intervention groups (n= 60) and one control group (n = 56). All three groups were pre- and post-tested with the d2 Test of Attention (d2 test). One intervention group (n = 31) took part in six minutes of daily classroom-based coordinated-bilateral physical activity (CBPA) break for four weeks. Another intervention group (n = 29), the Fitbit Only (Fitbit-O), wore Fitbits per day during a school, five days per week for four weeks without CBPA breaks. A 2 × 3 ANOVA was conducted, followed by the post hoc comparisons. Results The CBPA showed significant increases in processing speed (F1 = 6.876, p = .010), focused attention (F1 = 10.688, p = .002), concentration performance (F1 = 26.46, p = .000), and attention span (F1 = 14.090, p = .000) over the control, but not in accuracy (Error %). The CBPA showed significant improvement in concentration performance (F1 = 24.162, p = .000) and attention span (F1 = 6.891, p = .011), compared to the Fitbit-O. No significant changes in all five attention parameters were found between the Fitbit-O and the control. Conclusion It was concluded that daily brief coordinated-bilateral activities can improve attention and concentration in fifth-grade students over the course of four weeks.
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Abstract
Exercise and sports are an integral part of daily life for millions of Americans, with 16% of the US population older than age 15 years engaged in sports or exercise activities (Bureau of Labor statistics). The physical and psychological benefits of exercise are well-recognized. However, high-profile cases of athletes dying suddenly on the field, often due to undiagnosed genetic cardiomyopathies, raise questions about the risks and benefits of exercise for those with cardiomyopathy.
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164
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Harvey J, Pearson ES, Sanzo P, Lennon AE. Exploring the perspectives of 10-, 11-, and 12-year-old primary school students on physical activity engagement-"'Cause you can't just be sitting at a desk all the time!". Child Care Health Dev 2018; 44:433-442. [PMID: 29405339 DOI: 10.1111/cch.12555] [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: 05/25/2017] [Revised: 11/12/2017] [Accepted: 01/12/2018] [Indexed: 11/30/2022]
Abstract
BACKGROUND Research indicates that 91% of Canadian children are not engaging in enough physical activity (PA) to achieve health benefits. Physical education (PE) classes have been identified as a way to improve child health by facilitating engagement in movement-based activities. The daily physical activity (DPA) initiative was created with similar intentions and requires that students participate in at least 20 min of PA daily via PE classes and/or during instructional time for other subjects. Despite recommendations that 150 min of exercise/play be incurred weekly through either avenue, nearly half of Canadian schools fail to achieve this goal. The disconnect between PA-related school policies and low reported participation rates suggests that additional research is warranted. The purpose of this study was to explore the perspectives of primary students regarding the facilitators, barriers, and recommendations for PA engagement at their schools. METHODS Researchers conducted nine group interviews with 53 children aged 10-12, representing six primary schools in Northwestern Ontario using a semi-structured interview format. Sessions were analysed using inductive content analysis. RESULTS Participants discussed several facilitators of PA including enjoying activities (alleviating boredom and participating with others), accomplishment (skill building and enhanced self-image), and benefits in the classroom (thinking clearly and enhanced readiness to learn). Barriers to PA participation included school rules and culture (PA/PE restrictions, heavy workload, and "no work, no PA"), personal struggles (physical challenges and varied skill levels), and technology (being addictive and a replacement for being active). Recommendations for enhancing engagement that were outlined by the children centred around PE and daily physical activity (increase opportunities and involve students in planning/delivery) and recess-based themes (decrease focus on safety and make equipment more available). CONCLUSION These student perspectives and related recommendations may be beneficial for administrators and teachers in similar contexts who are seeking to enhance PA engagement among students with the goal of improving child health.
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Affiliation(s)
- J Harvey
- Lakehead University, Thunder Bay, ON, Canada
| | - E S Pearson
- Lakehead University, Thunder Bay, ON, Canada
| | - P Sanzo
- Lakehead University, Thunder Bay, ON, Canada
| | - A E Lennon
- Lakehead University, Thunder Bay, ON, Canada
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165
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Affiliation(s)
- Dennis J. Caine
- Department of Kinesiology and Public Health Education, University of North Dakota, Grand Forks, ND, USA
| | - Kasey Young
- Department of Kinesiology and Public Health Education, University of North Dakota, Grand Forks, ND, USA
| | - Aaron J. Provance
- Department of Orthopedics, University of Colorado School of Medicine, Aurora, CO, USA
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166
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Rosenberg M, Pettifor A, Duta M, Demeyere N, Wagner RG, Selin A, MacPhail C, Laeyendecker O, Hughes JP, Stein A, Tollman S, Kahn K. Executive function associated with sexual risk in young South African women: Findings from the HPTN 068 cohort. PLoS One 2018; 13:e0195217. [PMID: 29608615 PMCID: PMC5880379 DOI: 10.1371/journal.pone.0195217] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2017] [Accepted: 03/05/2018] [Indexed: 12/31/2022] Open
Abstract
PURPOSE Heightened sexual risk in adolescence and young adulthood may be partially explained by deficits in executive functioning, the set of cognitive processes used to make reasoned decisions. However, the association between executive function and sexual risk is understudied among adolescent girls and young women, particularly in low- and middle-income countries. METHODS In a cohort of 853 young women age 18-25 in rural Mpumalanga province, South Africa, we evaluated executive function with three non-verbal cognitive tests: I. a rule-finding test, II. a trail-making test, and III. a figure drawing test. Using log-binomial regression models, we estimated the association between lower executive function test scores and indicators of sexual risk (unprotected sex acts, concurrent partnerships, transactional sex, and recent HSV-2 infection). RESULTS In general, young women with lower executive function scores reported higher frequencies of sexual risk outcomes, though associations tended to be small with wide confidence intervals. Testing in the lowest quintile of Test I was associated with more unprotected sex [aPR (95% CI): 1.4 (1.0, 1.8)]. Testing in the lowest quintile of Test II was associated with more concurrent relationships and transactional sex [aPR (95% CI): 1.6 (1.1, 2.5) and 1.7 (1.3, 2.4), respectively], and testing in the lowest four quintiles of Test III was associated with more concurrent relationships [aPR (95% CI): 1.7 (1.0, 2.7)]. CONCLUSIONS These results demonstrate an association between low executive function and sexual risk in South African young women. Future work should seek to understand the nature of this association and whether there is promise in developing interventions to enhance executive function to reduce sexual risk.
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Affiliation(s)
- Molly Rosenberg
- Department of Epidemiology and Biostatistics, Indiana University School of Public Health-Bloomington, Bloomington, IN, United States of America
| | - Audrey Pettifor
- Department of Epidemiology, University of North Carolina-Chapel Hill, Chapel Hill, NC, United States of America
- Carolina Population Center, University of North Carolina-Chapel Hill, Chapel Hill, NC, United States of America
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Mihaela Duta
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom
| | - Nele Demeyere
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom
| | - Ryan G. Wagner
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
- INDEPTH Network, Accra, Ghana
- Umeå Centre for Global Health Research, Division of Epidemiology and Global Health, Department of Public Health and Clinical Medicine, Umeå University, Umeå, Sweden
| | - Amanda Selin
- Carolina Population Center, University of North Carolina-Chapel Hill, Chapel Hill, NC, United States of America
| | - Catherine MacPhail
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
- School of Health and Society, University of Wollongong, Wollongong, New South Wales, Australia
- Wits Reproductive Health and HIV Institute, University of the Witwatersrand, Johannesburg, South Africa
| | - Oliver Laeyendecker
- Laboratory of Immunoregulation, NIAID, NIH, Baltimore, MD, United States of America
- Department of Medicine, Johns Hopkins University, Baltimore, MD, United States of America
| | - James P. Hughes
- Department of Biostatistics, University of Washington, Seattle, WA, United States of America
| | - Alan Stein
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
| | - Stephen Tollman
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
- INDEPTH Network, Accra, Ghana
- Umeå Centre for Global Health Research, Division of Epidemiology and Global Health, Department of Public Health and Clinical Medicine, Umeå University, Umeå, Sweden
| | - Kathleen Kahn
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
- INDEPTH Network, Accra, Ghana
- Umeå Centre for Global Health Research, Division of Epidemiology and Global Health, Department of Public Health and Clinical Medicine, Umeå University, Umeå, Sweden
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167
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Whooten RC, Perkins ME, Gerber MW, Taveras EM. Effects of Before-School Physical Activity on Obesity Prevention and Wellness. Am J Prev Med 2018; 54:510-518. [PMID: 29449135 PMCID: PMC5901979 DOI: 10.1016/j.amepre.2018.01.017] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/10/2017] [Revised: 12/22/2017] [Accepted: 01/15/2018] [Indexed: 01/26/2023]
Abstract
INTRODUCTION The effects of Build Our Kids Success-a 12-week, 1-hour before-school physical activity program-on BMI and social-emotional wellness among kindergarten to eighth grade students was examined. STUDY DESIGN This was a nonrandomized trial. SETTING/PARTICIPANTS Participants were from 24 schools in Massachusetts; there were 707 children from kindergarten to eighth grade. INTERVENTION Children registered for Build Our Kids Success in 2015-2016 participated in a 2 days/week or 3 days/week program. Nonparticipating children served as controls. MAIN OUTCOME MEASURES At baseline and 12 weeks, study staff measured children's heights/weights; children aged ≥8 years completed surveys. Main outcomes were 12-week change in BMI z-score, odds of a lower BMI category at follow-up, and child report of social-emotional wellness. Analyses were completed in March-June 2017. RESULTS Follow-up BMI was obtained from 67% of children and self-reported surveys from 72% of age-eligible children. Children in the 3 days/week group had improvements in BMI z-score (-0.22, 95% CI= -0.31, -0.14) and this mean change was significantly different than the comparison group (-0.17 difference, 95% CI= -0.27, -0.07). Children in the 3 days/week group also had higher odds of being in a lower BMI category at follow-up (OR=1.35, 95% CI=1.12, 1.62); significantly different than the comparison group (p<0.01). Children in the 2 days/week program had no significant changes in BMI outcomes. Children in the 3 days/week group demonstrated improvement in their student engagement scores (0.79 units, p=0.05) and had nonsignificant improvements in reported peer relationships, affect, and life satisfaction versus comparison. The 2 days/week group had significant improvements in positive affect and vitality/energy versus comparison. CONCLUSIONS A 3 days/week before-school physical activity program resulted in improved BMI and prevented increases in child obesity. Both Build Our Kids Success groups had improved social-emotional wellness versus controls. TRIAL REGISTRATION This study is registered at www.clinicaltrials.gov NCT03190135.
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Affiliation(s)
- Rachel C Whooten
- Division of General Academic Pediatrics, Department of Pediatrics, Massachusetts General Hospital for Children, Boston, Massachusetts
| | - Meghan E Perkins
- Division of General Academic Pediatrics, Department of Pediatrics, Massachusetts General Hospital for Children, Boston, Massachusetts
| | - Monica W Gerber
- Division of General Academic Pediatrics, Department of Pediatrics, Massachusetts General Hospital for Children, Boston, Massachusetts
| | - Elsie M Taveras
- Division of General Academic Pediatrics, Department of Pediatrics, Massachusetts General Hospital for Children, Boston, Massachusetts; Kraft Center for Community Health, Massachusetts General Hospital, Boston, Massachusetts; Department of Nutrition, Harvard T.H. Chan School of Public Health, Boston, Massachusetts.
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168
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Glapa A, Grzesiak J, Laudanska-Krzeminska I, Chin MK, Edginton CR, Mok MMC, Bronikowski M. The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:E368. [PMID: 29466285 PMCID: PMC5858437 DOI: 10.3390/ijerph15020368] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/28/2018] [Revised: 02/15/2018] [Accepted: 02/17/2018] [Indexed: 12/20/2022]
Abstract
The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9-11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students' attitudes toward physical activities were assessed before and after the intervention using the "Attitudes toward Physical Activity Scale". Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in 'Self-efficacy on learning with video exercises', F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.
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Affiliation(s)
- Agata Glapa
- University School of Physical Education in Poznań, Królowej Jadwigi 27/39, 61-871 Poznań, Poland.
| | - Joanna Grzesiak
- University School of Physical Education in Poznań, Królowej Jadwigi 27/39, 61-871 Poznań, Poland.
| | - Ida Laudanska-Krzeminska
- University School of Physical Education in Poznań, Królowej Jadwigi 27/39, 61-871 Poznań, Poland.
| | - Ming-Kai Chin
- HOPSports, Inc., 4262 Blue Diamond Road #102-359, Las Vegas, NV 89139, USA.
| | | | - Magdalena Mo Ching Mok
- Assessment Research Centre, and Department of Psychology, The Education University of Hong Kong, 10 Lo Ping Rd, Taipo, Hong Kong.
| | - Michal Bronikowski
- University School of Physical Education in Poznań, Królowej Jadwigi 27/39, 61-871 Poznań, Poland.
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169
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Adaptive learning and forgetting in an unconventional experimental routine. Anim Cogn 2018; 21:315-329. [PMID: 29442251 DOI: 10.1007/s10071-018-1168-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2017] [Revised: 02/06/2018] [Accepted: 02/10/2018] [Indexed: 10/18/2022]
Abstract
Forgetting is often thought of as the inability to remember, but remembering and forgetting allow behavior to adapt to a changing environment in distinct and separable ways. Learning and forgetting were assessed concurrently in two pigeon experiments that involved the same unconventional routine where the schedule of reinforcement changed every session. Sessions were run back-to-back with a 23-h mid-session break such that in a single visit to the testing chamber, a pigeon completed the second half of one session and the first half of the next. The beginning of a new session was either signaled or unsignaled. Experiment 1 involved concurrent variable-interval variable-interval schedules with four possible reinforcer ratios. Response allocation was sensitive to the richer schedule and was retained through the mid-session break. Experiment 2 involved peak interval schedules of varying durations. Temporal discrimination was rapidly acquired before and after the mid-session break, but not retained. Signaling the session change decreased control by past contingencies in both experiments, demonstrating that learning and forgetting can be investigated separately. These results suggest that the temporal structure of training, such as multiple short daily sessions instead of one long session, can meaningfully impact measurement of animals' capacity to forget and remember.
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170
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Kulinna PH, Stylianou M, Dyson B, Banville D, Dryden C, Colby R. The Effect of an Authentic Acute Physical Education Session of Dance on Elementary Students' Selective Attention. BIOMED RESEARCH INTERNATIONAL 2018; 2018:8790283. [PMID: 29662903 PMCID: PMC5832167 DOI: 10.1155/2018/8790283] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/05/2017] [Revised: 12/09/2017] [Accepted: 01/03/2018] [Indexed: 01/19/2023]
Abstract
There have been calls to test the potential benefits of different forms of physical activity (PA) to executive function, particularly in authentic settings. Hence, the purpose of this study was to investigate the effect of an acute dance session within an existing physical education class on students' selective attention. The study employed a pre/posttest quasi-experimental design with a comparison group in one Aotearoa, New Zealand, primary school. Participants were 192 students (comparison group = 104 students) in Years 5 and 6. The intervention group participated in a dance-based physical education lesson while the comparison group continued their regular classroom work. PA during the physical education lesson was monitored using accelerometers. Selective attention was assessed at pretest and after the comparison/physical education sessions with the d2 Test of Attention. 2 × 2 ANOVA results suggested a significant time effect for all three measures, no significant group effects for any measures, and significant time by group interactions for TN and CP but not for E%. The intervention group improved significantly more than the comparison group for TN and CP. This study's findings suggest that existing school opportunities focused on cognitively engaging PA, such as dance, can improve aspects of students' selective attention.
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Affiliation(s)
| | - M. Stylianou
- The University of Queensland, Brisbane, QLD, Australia
| | - B. Dyson
- University of Auckland, Auckland, New Zealand
| | | | - C. Dryden
- University of Auckland, Auckland, New Zealand
| | - R. Colby
- University of Auckland, Auckland, New Zealand
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171
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Immediate and delayed effects of integrating physical activity into preschool children’s learning of numeracy skills. J Exp Child Psychol 2018; 166:502-519. [DOI: 10.1016/j.jecp.2017.09.009] [Citation(s) in RCA: 47] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2017] [Revised: 08/19/2017] [Accepted: 09/07/2017] [Indexed: 01/01/2023]
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172
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Dollman J. Social and Environmental Influences on Physical Activity Behaviours. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15010169. [PMID: 29361761 PMCID: PMC5800268 DOI: 10.3390/ijerph15010169] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/17/2018] [Revised: 01/19/2018] [Accepted: 01/19/2018] [Indexed: 11/29/2022]
Affiliation(s)
- James Dollman
- Alliance for Research in Exercise, Nutrition and Activity, University of South Australia, Adelaide 5000, Australia.
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173
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Jongenelis MI, Scully M, Morley B, Pratt IS, Slevin T. Physical activity and screen-based recreation: Prevalences and trends over time among adolescents and barriers to recommended engagement. Prev Med 2018; 106:66-72. [PMID: 28987330 DOI: 10.1016/j.ypmed.2017.10.006] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/07/2017] [Revised: 09/12/2017] [Accepted: 10/03/2017] [Indexed: 11/17/2022]
Abstract
Adolescence is a critical time for disengagement from physical activity making young people a priority group for interventions. To determine whether existing initiatives are working in this population segment and help inform future programs, the present study sought to (i) examine prevalences and trends in physical activity and screen-based recreation among Australian adolescents and (ii) identify the barriers to adolescents meeting recommended guidelines. Two cross-sectional representative samples of Western Australian secondary school students aged 12 to 17years were surveyed in 2009-2010 (n=1505) and 2012-2013 (n=1406). Around a quarter (24%) of boys and just 9% of girls reported engaging in the recommended 60min of physical activity per day in 2012-2013. A minority (13% of boys, 17% of girls) adhered to guidelines for time spent engaging in screen-based recreation (≤2h of electronic media use for entertainment). These findings were comparable to 2009-2010 prevalence levels. Multivariable logistic regression analyses conducted on data from the most recent wave found individual-level barriers to be significantly associated with lower odds of meeting physical activity guidelines in both boys (Adj. OR=0.52, 95% CI=0.38, 0.72) and girls (Adj. OR=0.41, 95% CI=0.25, 0.66). The consistently high proportion of adolescents not meeting physical activity recommendations over time suggests that current efforts to increase physical activity may be failing to have an impact on population-level trends in compliance. While initiatives to improve the built environment may reduce barriers at the environmental level, these initiatives risk having little impact on physical activity if individual level barriers remain unaddressed.
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Affiliation(s)
- Michelle I Jongenelis
- School of Psychology and Speech Pathology, Curtin University, Kent Street, Bentley, Western Australia 6102, Australia.
| | - Maree Scully
- Centre for Behavioural Research in Cancer, Cancer Council Victoria, 615 St Kilda Road, Melbourne, Victoria 3004, Australia.
| | - Belinda Morley
- Centre for Behavioural Research in Cancer, Cancer Council Victoria, 615 St Kilda Road, Melbourne, Victoria 3004, Australia.
| | - Iain S Pratt
- School of Psychology and Speech Pathology, Curtin University, Kent Street, Bentley, Western Australia 6102, Australia; Cancer Council Western Australia, 420 Bagot Road, Subiaco, Western Australia 6008, Australia.
| | - Terry Slevin
- School of Psychology and Speech Pathology, Curtin University, Kent Street, Bentley, Western Australia 6102, Australia; Cancer Council Western Australia, 420 Bagot Road, Subiaco, Western Australia 6008, Australia.
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174
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Kern BD, Graber KC, Shen S, Hillman CH, McLoughlin G. Association of School-Based Physical Activity Opportunities, Socioeconomic Status, and Third-Grade Reading. THE JOURNAL OF SCHOOL HEALTH 2018; 88:34-43. [PMID: 29224216 DOI: 10.1111/josh.12581] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2016] [Revised: 04/21/2017] [Accepted: 07/26/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Socioeconomic status (SES) is the most accurate predictor of academic performance in US schools. Third-grade reading is highly predictive of high school graduation. Chronic physical activity (PA) is shown to improve cognition and academic performance. We hypothesized that school-based PA opportunities (recess and physical education) would moderate the negative association between SES and third-grade reading. METHODS Schools serving third-grade students were surveyed (N = 1279) for minutes/week of PA opportunities. Allotted weekly PA time and achievement data from participating schools (N = 784) were recorded and analyzed. To test the moderator hypothesis, moderated multiple regression analysis was conducted. RESULTS The interaction of PA opportunities and SES explained a significant increase in variance in third-grade reading (b = .053, p < .001), thus moderating the relationship between SES and third-grade reading. Further analysis showed that schools offering greater than 225 minutes/week of PA opportunities experienced a greater (+5%) moderating effect. CONCLUSION School-based PA opportunities positively moderate the relationship between SES and third-grade reading, and lowest SES schools experience greater moderating effects. Future research should consider PA opportunities as a moderator of the SES-academic achievement relationship, and school policy makers should consider the influence that PA opportunities have on student achievement at varying SES levels.
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Affiliation(s)
- Ben D Kern
- School of Kinesiology, University of Louisiana at Lafayette, 138-A Bourgeois Hall, 225 Cajundome Blvd., Lafayette, LA 70506
| | - Kim C Graber
- Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, 127 Louise Freer Hall, 906 S. Goodwin Ave., Urbana, IL 61801
| | - Sa Shen
- Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, 110 Huff Hall, 1206 S. Fourth, Champaign, IL 61820
| | - Charles H Hillman
- Department of Kinesiology, Northeastern University, 125 Nightingale Hall, 360 Huntington Ave., Boston, MA 02115
| | - Gabriella McLoughlin
- Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, 131 Louise Freer Hall, 906 S. Goodwin Ave., Urbana, IL 61801
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175
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Physical Activity and Sedentary Behaviors of Urban Chinese Children: Grade Level Prevalence and Academic Burden Associations. BIOMED RESEARCH INTERNATIONAL 2017; 2017:7540147. [PMID: 29435459 PMCID: PMC5757099 DOI: 10.1155/2017/7540147] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/23/2017] [Revised: 11/09/2017] [Accepted: 12/04/2017] [Indexed: 11/17/2022]
Abstract
The objectives of this study were (a) to report grade level prevalence in physical activity and sedentary behaviors and (b) to examine academic burden associations with these behaviors. School-aged children (n = 48,118) reported their physical activity, perception of physical activity sufficiency, factors for activity insufficiency, homework hours, and screen time in a typical week. Data were analyzed using general linear models and logistic regression models of Complex Samples. Prevalence results showed that children had lower physical activity and lower screen viewing time, but higher homework time during transition grades (6th, 9th, and 12th) and high school years. Academic burden was cited as the primary reason for not having sufficient physical activity (76.6%). Compared to those citing academic burden, students who did not report academic burden were significantly more likely to meet physical activity guidelines (Odds Ratio (OR) = 5.38, 95% CI = 4.74–6.11), but less likely to meet screen time guidelines (OR = 0.78, 95% CI = 0.72–0.84), controlling for body mass index, gender, and grade level. Additionally, children who reported academic burdens had significantly longer average daily homework time than those who did not (p < 0.01). Policy makers should promote physical activity and help children find a balance between homework and physical activity time particularly among the educational transition grades.
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176
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Álvarez-Bueno C, Pesce C, Cavero-Redondo I, Sánchez-López M, Garrido-Miguel M, Martínez-Vizcaíno V. Academic Achievement and Physical Activity: A Meta-analysis. Pediatrics 2017; 140:peds.2017-1498. [PMID: 29175972 DOI: 10.1542/peds.2017-1498] [Citation(s) in RCA: 147] [Impact Index Per Article: 21.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/30/2017] [Indexed: 11/24/2022] Open
Abstract
CONTEXT The effect of physical activity (PA) on different areas of academic achievement and classroom behaviors and how different characteristics of PA interventions could modify the effect remain unclear. OBJECTIVE The objective was twofold: (1) to assess the effect of PA interventions on academic achievement and classroom behaviors in childhood and (2) to determine the characteristics of individuals and PA programs that enhance academic performance. DATA SOURCES We identified studies from the database inception to October 16, 2016. STUDY SELECTION We selected intervention studies aimed at examining the effect of exercise on academic achievement and classroom behaviors at developmental age. DATA EXTRACTION Random-effects models were used to calculate pooled effect size for all primary outcomes (language- and mathematics-related skills, reading, composite score, and time in on-task behavior). Positive values represent a direct relationship between PA programs and academic achievement scores or on-task behaviors. RESULTS A total of 26 studies (10 205 children, aged from 4 to 13) were included. Pooled effect size (95% confidence interval) estimates were as follows: (1) 0.16 (-0.06 to 0.37) for language-related skills; (2) 0.21 (0.09 to 0.33) for mathematics-related skills; (3) 0.13 (0.02 to 0.24) for reading; (4) 0.26 (0.07 to 0.45) for composite scores; and (5) 0.77 (0.22 to 1.32) for time in on-task behaviors. LIMITATIONS Limitations included the variety of tools used to measure academic achievement and the limited number of studies that reported the effect of after-school PA interventions. CONCLUSIONS PA, especially physical education, improves classroom behaviors and benefits several aspects of academic achievement, especially mathematics-related skills, reading, and composite scores in youth.
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Affiliation(s)
- Celia Álvarez-Bueno
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University "Foro Italico" of Rome, Rome, Italy
| | - Iván Cavero-Redondo
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain;
| | - Mairena Sánchez-López
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain.,School of Education, Universidad de Castilla-La Mancha, Ciudad Real, Spain; and
| | - Miriam Garrido-Miguel
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain
| | - Vicente Martínez-Vizcaíno
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain.,Facultad de Ciencias de la Salud, Universidad Autónoma de Chile, Talca, Chile
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177
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Classroom-Based Physical Activity: Minimizing Disparities in School-Day Physical Activity Among Elementary School Students. J Phys Act Health 2017; 15:161-168. [PMID: 28872390 DOI: 10.1123/jpah.2017-0323] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
BACKGROUND Evidence of the positive effects of school physical activity (PA) interventions, including classroom-based PA (CBPA), is rapidly growing. However, few studies examine how variations in scheduled PA opportunities and teacher-implemented CBPA affect students' PA outcomes. METHODS Teachers at 5 elementary schools attended training on how to implement CBPA. Data on school-day PA opportunities [physical education (PE), recess, and CBPA] were obtained via calendar and teacher-recorded CBPA logs. Daily step counts were measured via accelerometry in 1346 students across 65 classrooms in first through fifth grades. RESULTS PE, recess, and CBPA contributed significantly to students' daily steps. Males accrued more steps than females over the school day, during PE, and during recess. No gender disparity was seen in the amount of additional steps accrued during CBPA. Overall step counts were lower among fifth-grade students versus first-grade students, but CBPA attenuated this difference such that grade-level differences were not significant in fifth-grade students who received CBPA. CONCLUSIONS Gender disparities in step totals were present on PE and recess days, but not on CBPA days. CBPA appears to provide equal PA benefits for both genders and to potentially minimize the decline in PA among older students.
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178
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The use of bicycle workstations to increase physical activity in secondary classrooms. HEALTH PSYCHOLOGY REPORT 2017. [DOI: 10.5114/hpr.2018.71211] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
<b>Background</b><br />
To date, the majority of interventions have implemented classroom-based physical activity (PA) at the elementary level; however, there is both the potential and need to explore student outcomes at high-school level as well, given that very few studies have incorporated classroom-based PA interventions for adolescents. One exception has been the use of bicycle workstations within secondary classrooms. Using bicycle workstations in lieu of traditional chairs in a high school setting shows promise for enhancing adolescents’ physical activity during the school day. <br />
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<b>Participants and procedure</b><br />
The present study explored the effects of integrating bicycle workstations into a secondary classroom setting for four months in a sample of 115 adolescents using an A-B-A-B withdrawal design. The study took place in one Advanced Placement English classroom across five groups of students. Physical activity outcomes included average heart rate, and caloric expenditure. Behavioural outcomes included percentage of on-task/off-task behaviour and number of teacher prompts in redirecting off-task behaviour. Feasibility and acceptability data of using the bicycle workstations were also collected.<br />
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<b>Results</b><br />
Findings showed significant improvements in physical activity as measured by heart rate and caloric expenditure, although heart rate percentage remained in the low intensity range when students were on the bicycle workstations. No effects were found on students’ on-task behaviour when using the bicycle workstations. Overall, students found the bikes acceptable to use but noted disadvantages of them as well.<br />
<br />
<b>Conclusions</b><br />
Using bicycle workstations in high-school settings appears promising for enhancing low-intensity physical activity among adolescents. The limitations of the present study and implications for physical activity interventions in secondary schools are discussed.
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179
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Effects of Structured Physical Activity Program on Chinese Young Children's Executive Functions and Perceived Physical Competence in a Day Care Center. BIOMED RESEARCH INTERNATIONAL 2017; 2017:5635070. [PMID: 29238718 PMCID: PMC5697411 DOI: 10.1155/2017/5635070] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/23/2017] [Revised: 09/29/2017] [Accepted: 10/04/2017] [Indexed: 11/18/2022]
Abstract
Purpose To examine the effects of a structured physical activity program on executive functions and perceived physical competence as compared to a traditional recess among preschool children. Methods Participants were 40 preschool children aged 4-5 from an urban child care center in a southern Chinese metropolitan area. Prior to the intervention, baseline assessments of children's executive functions and perceived physical competence were conducted. Children were then assigned to (1) intervention condition: a structured physical activity intervention group; (2) control condition: free-activity recess. The structured physical activity or recess programs were provided to the intervention and control groups 30 minutes daily for 3 months, respectively, followed by the identical postintervention measures. Results Thirty-nine children (19 girls; mean age = 4.67 years old, BMI = 15.54 ± 1.21) were included in the analysis. In general, children's executive functions and perceived physical competence increased over time. Repeated measures analysis of variance revealed the intervention group had significant greater increases in executive functions compared to the control children (F(1, 37) = 4.20, p = 0.04, η2 = .10), yet there were no greater increases in perceived physical competence (F(1, 37) = 2.35, p = 0.13, η2 = .06). Conclusion The intervention exerted significant greater increases in executive functions in preschool children. It is meaningful to offer structured physical activity programs in day care centers.
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180
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Schroeder K, Ratcliffe SJ, Perez A, Earley D, Bowman C, Lipman TH. Dance for Health: An Intergenerational Program to Increase Access to Physical Activity. J Pediatr Nurs 2017; 37:29-34. [PMID: 28733128 PMCID: PMC5681394 DOI: 10.1016/j.pedn.2017.07.004] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/02/2017] [Revised: 07/11/2017] [Accepted: 07/11/2017] [Indexed: 11/17/2022]
Abstract
PURPOSE The purpose of this study was to evaluate Dance for Health, an intergenerational program to increase access to physical activity in an underserved, high risk urban community. DESIGN AND METHODS Dance for Health was developed using community-based participatory research methods and evaluated using an observational study design. The program entailed two hour line dancing sessions delivered by trained dance instructors in the neighborhood recreation center. The weekly sessions were delivered for one month in the spring and one month in the fall from 2012-2016. Nurse practitioner students mentored local high school students to assess outcomes: achievement of target heart rate, Borg Rating of Perceived Exertion, number of pedometer steps during dance session, Physical Activity Enjoyment Scale, and adiposity. Analytic methods included descriptive statistics and mixed effects models. RESULTS From 2012-2016, 521 participants ranging from 2-79 years attended Dance for Health. Approximately 50% of children and 80% of adults achieved target heart rate. Achievement of target heart rate was not related to perceived exertion, though it was related to pedometer steps in adults. All participants rated the program highly for enjoyment. There was no change in adiposity. CONCLUSIONS Dance for Health demonstrated high levels of community engagement and enjoyment. It led to adequate levels of exertion, particularly for adults. Our evaluation can inform program refinement and future intergenerational physical activity programs. PRACTICE IMPLICATIONS Dance is an enjoyable, culturally appropriate, low cost method for increasing access to physical activity for children and families.
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Affiliation(s)
- Krista Schroeder
- University of Pennsylvania School of Nursing, Philadelphia, PA, United States.
| | - Sarah J Ratcliffe
- University of Pennsylvania Perelman School of Medicine, Philadelphia, PA, United States
| | - Adriana Perez
- University of Pennsylvania School of Nursing, Philadelphia, PA, United States
| | | | - Cory Bowman
- University of Pennsylvania, Netter Center for Community Partnerships, Philadelphia, PA, United States
| | - Terri H Lipman
- University of Pennsylvania School of Nursing, Philadelphia, PA, United States
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181
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Correa-Burrows P, Burrows R, Ibaceta C, Orellana Y, Ivanovic D. Physically active Chilean school kids perform better in language and mathematics. Health Promot Int 2017; 32:241-249. [PMID: 24622534 DOI: 10.1093/heapro/dau010] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
We examined the association between the engagement in regular physical activity (PA) and the academic performance (AP) of school-age children from Santiago Metropolitan Region. In a random sample of 1271 students (13.3 ± 2.3 years old) we measured regular PA, accounting for hours of weekly scheduled exercise, and AP, using national standardized tests scores in Language and Mathematics. Bivariate and multivariate regression analyses were used to model the relation between academic and health-related behaviors. Two outcomes were considered: (i) sufficiency according to the Ministry of Education and (ii) discretionary sufficiency (tests z-scores ≥50th percentile). About 80% of students were poorly engaged in scheduled exercise (<2 h per week). Devoting more than 4 h per week to scheduled exercise significantly increased the odds of reaching the official and discretionary sufficiency in both Language and Mathematics. Moderate engagement (2-4 h per week) just improved the odds of reaching the discretionary sufficiency standard. These results confirm the poor engagement in regular exercise at the school level. School kids with the highest allocation of time to scheduled exercise have better AP in Language and Mathematics. Our findings support the notion that academic and health-related behaviors are linked and, similarly, that school health programs may have positive effects on educational outcomes.
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182
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Marques A, Santos DA, Hillman CH, Sardinha LB. How does academic achievement relate to cardiorespiratory fitness, self-reported physical activity and objectively reported physical activity: a systematic review in children and adolescents aged 6–18 years. Br J Sports Med 2017; 52:1039. [DOI: 10.1136/bjsports-2016-097361] [Citation(s) in RCA: 96] [Impact Index Per Article: 13.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/12/2017] [Indexed: 11/03/2022]
Abstract
ObjectiveThis report aimed to systematically review the evidence for a differential association between objective and self-reported physical activity and cardiorespiratory fitness on academic achievement.DesignSystematic review.Data sourcesStudies were identified from searches in Embase, Education Resources Information Center, PubMed, PsycINFO, SPORTdiscus and Web of Science databases from January 2000 to December 2016.Eligibility criteria for selecting studiesEligibility criteria included cross-sectional, longitudinal and interventional study designs. Outcomes included students’ school grade or a standardised test or measure of academic achievement. Explanatory variables were cardiorespiratory fitness and objective and self-reported physical activity. Inclusion criteria included school-aged children and adolescents aged–18 years (or students from primary to secondary school when student’s participants age was not described) and articles published in English, Portuguese or Spanish.ResultsA total of 51 articles met inclusion criteria: 41 cross-sectional, 2 intervention and 8 longitudinal studies. Results from 11 studies were inconsistent regarding the relationship between objectively measured physical activity and academic achievement. Ten of the 16 articles reported positive associations between self-reported physical activity and academic achievement. From the 22 studies that analysed the relationship between cardiorespiratory fitness and academic achievement, it was verified that they all generally support the beneficial effect of cardiorespiratory fitness on students’ academic achievement.ConclusionHigher cardiorespiratory fitness may be important to enhance children and adolescents’ health and, additionally, academic achievement. Due to a lack of consensus across studies, methodological issues associated with the assessment of physical activity should be considered when investigating physical activity and academic achievement.
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183
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Rasberry CN, Tiu GF, Kann L, McManus T, Michael SL, Merlo CL, Lee SM, Bohm MK, Annor F, Ethier KA. Health-Related Behaviors and Academic Achievement Among High School Students - United States, 2015. MMWR-MORBIDITY AND MORTALITY WEEKLY REPORT 2017; 66:921-927. [PMID: 28880853 PMCID: PMC5689037 DOI: 10.15585/mmwr.mm6635a1] [Citation(s) in RCA: 54] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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184
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Li JW, O’Connor H, O’Dwyer N, Orr R. The effect of acute and chronic exercise on cognitive function and academic performance in adolescents: A systematic review. J Sci Med Sport 2017; 20:841-848. [DOI: 10.1016/j.jsams.2016.11.025] [Citation(s) in RCA: 64] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2016] [Revised: 11/14/2016] [Accepted: 11/16/2016] [Indexed: 01/01/2023]
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185
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Promising Policies for Early Obesity Prevention. CURRENT PEDIATRICS REPORTS 2017. [DOI: 10.1007/s40124-017-0139-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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186
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Griffin TL, Clarke JL, Lancashire ER, Pallan MJ, Adab P. Process evaluation results of a cluster randomised controlled childhood obesity prevention trial: the WAVES study. BMC Public Health 2017; 17:681. [PMID: 28851329 PMCID: PMC5576245 DOI: 10.1186/s12889-017-4690-0] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2017] [Accepted: 08/21/2017] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Increasing prevalence of childhood obesity and its related consequences emphasises the importance of developing and evaluating interventions aimed at prevention. The importance of process evaluation in health intervention research is increasingly recognised, assessing implementation and participant response, and how these may relate to intervention success or failure. A comprehensive process evaluation was designed and undertaken for the West Midlands ActiVe lifestyle and healthy Eating in School children (WAVES) study that tested the effectiveness of an obesity prevention programme for children aged 6-7 years, delivered in 24 UK schools. The four intervention components were: additional daily school-time physical activity (PA); cooking workshops for children and parents; Villa Vitality (VV), a 6-week healthy lifestyle promotion programme run by a local football club; and signposting to local PA opportunities. METHODS Data relating to six dimensions (Fidelity, Reach, Recruitment, Quality, Participant Responsiveness, Context) were collected via questionnaires, logbooks, direct observations, focus groups and interviews. Multiple data collection methods allowed for data triangulation and validation of methods, comparing research observations with teacher records. The 6-stage WAVES study model ((i) Data collection, (ii) Collation, (iii) Tabulation, (iv) Score allocation and discussion, (v) Consultation, (vi) Final score allocation) was developed to guide the collection, assimilation and analysis of process evaluation data. Two researchers independently allocated school scores on a 5-point Likert scale for each process evaluation dimension. Researchers then discussed school score allocations and reached a consensus. Schools were ranked by total score, and grouped to reflect low, medium or high intervention implementation. RESULTS The intervention was predominantly well-implemented and well-received by teachers, parents and children. The PA component was identified as the most challenging, VV the least. Median implementation score across schools was 56/75 (IQR, 51.0 - 60.8). Agreement between teacher logbooks and researcher observations was generally high, the main discrepancies occurred in session duration reporting where in some cases teachers' estimations tended to be higher than researchers'. CONCLUSIONS The WAVES study model provides a rigorous and replicable approach to undertaking and analysing a multi-component process evaluation. Challenges to implementing school-based obesity prevention interventions have been identified which can be used to inform future trials. TRIAL REGISTRATION ISRCTN97000586 . 19 May 2010.
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Affiliation(s)
- T. L. Griffin
- Institute of Applied Health Research, Public Health Building, University of Birmingham, Birmingham, B15 2TT UK
| | - J. L. Clarke
- Institute of Applied Health Research, Public Health Building, University of Birmingham, Birmingham, B15 2TT UK
| | - E. R. Lancashire
- Institute of Applied Health Research, Public Health Building, University of Birmingham, Birmingham, B15 2TT UK
| | - M. J. Pallan
- Institute of Applied Health Research, Public Health Building, University of Birmingham, Birmingham, B15 2TT UK
| | - P. Adab
- Institute of Applied Health Research, Public Health Building, University of Birmingham, Birmingham, B15 2TT UK
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187
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Watson A, Timperio A, Brown H, Best K, Hesketh KD. Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. Int J Behav Nutr Phys Act 2017; 14:114. [PMID: 28841890 PMCID: PMC5574081 DOI: 10.1186/s12966-017-0569-9] [Citation(s) in RCA: 271] [Impact Index Per Article: 38.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2016] [Accepted: 08/14/2017] [Indexed: 01/31/2023] Open
Abstract
Background Physical activity is associated with many physical and mental health benefits, however many children do not meet the national physical activity guidelines. While schools provide an ideal setting to promote children’s physical activity, adding physical activity to the school day can be difficult given time constraints often imposed by competing key learning areas. Classroom-based physical activity may provide an opportunity to increase school-based physical activity while concurrently improving academic-related outcomes. The primary aim of this systematic review and meta-analysis was to evaluate the impact of classroom-based physical activity interventions on academic-related outcomes. A secondary aim was to evaluate the impact of these lessons on physical activity levels over the study duration. Methods A systematic search of electronic databases (PubMed, ERIC, SPORTDiscus, PsycINFO) was performed in January 2016 and updated in January 2017. Studies that investigated the association between classroom-based physical activity interventions and academic-related outcomes in primary (elementary) school-aged children were included. Meta-analyses were conducted in Review Manager, with effect sizes calculated separately for each outcome assessed. Results Thirty-nine articles met the inclusion criteria for the review, and 16 provided sufficient data and appropriate design for inclusion in the meta-analyses. Studies investigated a range of academic-related outcomes including classroom behaviour (e.g. on-task behaviour), cognitive functions (e.g. executive function), and academic achievement (e.g. standardised test scores). Results of the meta-analyses showed classroom-based physical activity had a positive effect on improving on-task and reducing off-task classroom behaviour (standardised mean difference = 0.60 (95% CI: 0.20,1.00)), and led to improvements in academic achievement when a progress monitoring tool was used (standardised mean difference = 1.03 (95% CI: 0.22,1.84)). However, no effect was found for cognitive functions (standardised mean difference = 0.33 (95% CI: -0.11,0.77)) or physical activity (standardised mean difference = 0.40 (95% CI: -1.15,0.95)). Conclusions Results suggest classroom-based physical activity may have a positive impact on academic-related outcomes. However, it is not possible to draw definitive conclusions due to the level of heterogeneity in intervention components and academic-related outcomes assessed. Future studies should consider the intervention period when selecting academic-related outcome measures, and use an objective measure of physical activity to determine intervention fidelity and effects on overall physical activity levels.
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Affiliation(s)
- Amanda Watson
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Science, Deakin University, Geelong, Australia
| | - Anna Timperio
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Science, Deakin University, Geelong, Australia
| | - Helen Brown
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Science, Deakin University, Geelong, Australia
| | - Keren Best
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Science, Deakin University, Geelong, Australia
| | - Kylie D Hesketh
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Science, Deakin University, Geelong, Australia.
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188
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Faught EL, Gleddie D, Storey KE, Davison CM, Veugelers PJ. Healthy lifestyle behaviours are positively and independently associated with academic achievement: An analysis of self-reported data from a nationally representative sample of Canadian early adolescents. PLoS One 2017; 12:e0181938. [PMID: 28753617 PMCID: PMC5533436 DOI: 10.1371/journal.pone.0181938] [Citation(s) in RCA: 44] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2017] [Accepted: 07/10/2017] [Indexed: 12/02/2022] Open
Abstract
Introduction The lifestyle behaviours of early adolescents, including diet, physical activity, sleep, and screen usage, are well established contributors to health. These behaviours have also been shown to be associated with academic achievement. Poor academic achievement can additionally contribute to poorer health over the lifespan. This study aims to characterize the associations between health behaviours and self-reported academic achievement. Methods Data from the 2014 Canadian Health Behaviour in School-Aged Children Study (n = 28,608, ages 11–15) were analyzed. Students provided self-report of academic achievement, diet, physical activity, sleep duration, recreational screen time usage, height, weight, and socioeconomic status. Multi-level logistic regression was used to assess the relationship of lifestyle behaviours and body weight status with academic achievement while considering sex, age, and socioeconomic status as potential confounders. Results All health behaviours exhibited independent associations with academic achievement. Frequent consumption of vegetables and fruits, breakfast and dinner with family and regular physical activity were positively associated with higher levels of academic achievement, while frequent consumption of junk food, not meeting sleep recommendations, and overweight and obesity were negatively associated with high academic achievement. Conclusions The present findings demonstrate that lifestyle behaviours are associated with academic achievement, potentially identifying these lifestyle behaviours as effective targets to improve academic achievement in early adolescents. These findings also justify investments in school-based health promotion initiatives.
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Affiliation(s)
- Erin L. Faught
- School of Public Health, University of Alberta, Edmonton, Alberta, Canada
- * E-mail:
| | - Doug Gleddie
- Department of Elementary Education, University of Alberta, Edmonton, Alberta, Canada
| | - Kate E. Storey
- School of Public Health, University of Alberta, Edmonton, Alberta, Canada
| | - Colleen M. Davison
- Departments of Public Health Sciences and Emergency Medicine, Queens University, Kingston, Ontario, Canada
| | - Paul J. Veugelers
- School of Public Health, University of Alberta, Edmonton, Alberta, Canada
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189
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Knowles O, Gastin PB, Kremer P. Time use and health and wellbeing outcomes of sport school students in Australia. SPORT SCIENCES FOR HEALTH 2017. [DOI: 10.1007/s11332-017-0378-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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190
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Baker EA, Elliott M, Barnidge E, Estlund A, Brownson RC, Milne A, Kershaw F, Hashimoto D. Implementing and Evaluating Environmental and Policy Interventions for Promoting Physical Activity in Rural Schools. THE JOURNAL OF SCHOOL HEALTH 2017; 87:538-545. [PMID: 28580669 DOI: 10.1111/josh.12522] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2015] [Revised: 10/17/2016] [Accepted: 01/27/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Schools are an important setting for improving behaviors associated with obesity, including physical activity. However, within schools there is often a tension between spending time on activities promoting academic achievement and those promoting physical activity. METHODS A community-based intervention provided administrators and teachers with a training on evidence-based public health and then collaborated with them to identify and implement environmental (walking track) and local school policy interventions (brain breaks). The evaluation included conducting in-depth interviews and SOPLAY observations to assess the facilitators and barriers and impact of the dissemination of environmental and policy changes. RESULTS Individual, organizational, intervention, and contextual factors influenced dissemination. Teachers reported that brain breaks increased student focus and engagement with classroom material and decreased student behavioral problems. Students decreased sedentary behavior and increased vigorous behavior. Of the 4 schools, 2 increased walking. CONCLUSIONS Active dissemination of environmental and policy interventions by engaging school administrators and teachers in planning and implementation shows potential for increasing physical activity in rural school settings.
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Affiliation(s)
- Elizabeth A Baker
- College for Public Health and Social Justice, Saint Louis University, 3545 Lafayette Avenue, St. Louis, MO 63130
| | - Michael Elliott
- College for Public Health and Social Justice, Saint Louis University, 3545 Lafayette Avenue, St. Louis, MO 63130
| | - Ellen Barnidge
- College for Public Health and Social Justice, Saint Louis University, 3545 Lafayette Avenue, St. Louis, MO 63130
| | - Amy Estlund
- College for Public Health and Social Justice, Saint Louis University, 3545 Lafayette Avenue, St. Louis, MO 63130
| | - Ross C Brownson
- Brown School, Division of Public Health Sciences and Siteman Cancer Center, Washington University School of Medicine, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130
| | - Anne Milne
- College for Public Health and Social Justice, Saint Louis University, 3545 Lafayette Avenue, St. Louis, MO 63130
| | - Freda Kershaw
- Saint Louis University College for Public Health and Social Justice, 3545 Lafayette Ave., St. Louis, MO 63130
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191
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Sævarsson ES, Svansdottir E, Sveinsson T, Asgeirsdottir TL, Arngrimsson SA, Johannsson E. Organized leisure-time sport participation and academic achievement in preadolescents. Scand J Public Health 2017; 45:861-868. [PMID: 28666392 DOI: 10.1177/1403494817705560] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
AIMS The aims of this study were to study the correlation between lifestyle-related factors, such as organized leisure-time sport participation (OLSP), cardiorespiratory fitness, and adiposity, and academic achievement among preadolescents. METHODS A cross-sectional study involving 248 nine-year-old school children was carried out. OLSP was self-reported with parental assistance, categorized as ≤ 1× a week, 2-3× a week, and ≥ 4× times a week or more. Academic achievement was estimated with results from standardized test scores in Icelandic and math. Cardiorespiratory fitness was estimated using a maximal cycle ergometer test. The sum of four skinfolds was used to estimate adiposity. RESULTS Tests of between-subjects effect indicated that OLSP significantly correlated with achievement in math only (F(2,235) = 3.81, p = 0.024). Further analysis showed that the two less active groups had significantly lower scores in math compared to the most active group with OLSP ≥ 4× times a week or more (2-3× times a week, unstandardized coefficient (b) = -4.08, 95% confidence interval (CI) [-7.09, -1.07]; ≤ 1× a week, b = -3.84, 95% CI [-7.59, -0.08]), independent of sex, age, maturity level (age to/from peak height velocity), family structure, and parental education. Neither cardiorespiratory fitness nor adiposity significantly correlated with academic achievements. CONCLUSIONS The study's result indicates that frequent (four times per week or more often) sport participation is not harmful but may be beneficial to learning. However, further intervention-based study of this topic is needed to determine if this relationship is causal.
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Affiliation(s)
- Elvar Smari Sævarsson
- 1 Centre for Health and Sport Sciences, School of Education, University of Iceland, Reykjavík, Iceland
| | - Erla Svansdottir
- 1 Centre for Health and Sport Sciences, School of Education, University of Iceland, Reykjavík, Iceland
| | - Thorarinn Sveinsson
- 2 Research Centre for Movements Sciences, University of Iceland, Reykjavik, Iceland
| | | | | | - Erlingur Johannsson
- 1 Centre for Health and Sport Sciences, School of Education, University of Iceland, Reykjavík, Iceland.,4 Department of Sport and Physical Activity, Bergen University College, Bergen, Norway
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192
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Sullivan RA, Kuzel AH, Vaandering ME, Chen W. The Association of Physical Activity and Academic Behavior: A Systematic Review. THE JOURNAL OF SCHOOL HEALTH 2017; 87:388-398. [PMID: 28382668 DOI: 10.1111/josh.12502] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2015] [Revised: 08/22/2016] [Accepted: 09/15/2016] [Indexed: 06/07/2023]
Abstract
BACKGROUND In this systematic review, we assessed the existing research describing the effects of physical activity (PA) on academic behavior, with a special focus on the effectiveness of the treatments applied, study designs, outcome measures, and results. METHODS We obtained data from various journal search engines and 218 journal articles were downloaded that were relevant to PA and academic performance topics. The abstracts of all the articles were independently peer reviewed to assess whether they met the inclusion criteria for further analysis. The literature search was ongoing. Of the reviewed articles, 9 were chosen on the topic of PA effects on academic behavior. Each article was analyzed and summarized using a standard summary template. RESULTS Overall, PA interventions commonly found positive effects on academic behavior, with few exceptions. There were additional unique findings regarding differences in outcome measures and PA treatments. CONCLUSIONS The findings from these studies are significant and support the implementation or continuation of PA in schools to improve academic behavior and associated performance. More research needs to be conducted using the effective aspects of the treatments from this review with consistent outcome measures.
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Affiliation(s)
- Rachel A Sullivan
- School of Kinesiology, University of Michigan, 1402 Washington Heights, Ann Arbor, MI 48109
| | - AnnMarie H Kuzel
- School of Kinesiology, University of Michigan, 1402 Washington Heights, Ann Arbor, MI 48109
| | - Michael E Vaandering
- School of Kinesiology, University of Michigan, 1402 Washington Heights, Ann Arbor, MI 48109
| | - Weiyun Chen
- School of Kinesiology, University of Michigan, 1402 Washington Heights, Ann Arbor, MI 48109
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193
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Mavilidi MF, Okely AD, Chandler P, Paas F. Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment. APPLIED COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1002/acp.3325] [Citation(s) in RCA: 49] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Affiliation(s)
- Myrto-Foteini Mavilidi
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
| | - Anthony D. Okely
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
| | - Paul Chandler
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
| | - Fred Paas
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
- Department of Psychology, Education and Child Studies; Erasmus University Rotterdam; Rotterdam The Netherlands
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194
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Johnsen NF, Toftager M, Melkevik O, Holstein BE, Rasmussen M. Trends in social inequality in physical inactivity among Danish adolescents 1991-2014. SSM Popul Health 2017; 3:534-538. [PMID: 29349244 PMCID: PMC5769051 DOI: 10.1016/j.ssmph.2017.04.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 04/07/2017] [Accepted: 04/11/2017] [Indexed: 11/04/2022] Open
Abstract
The aim of this study was to investigate social inequality in physical inactivity among adolescents from 1991 to 2014 and to describe any changes in inequality during this period. The analyses were based on data from the Danish part of the HBSC study, which consists of seven comparable cross-sectional studies of nationally representative samples of 11–15-year old adolescents. The available data consisted of weekly time (hours) spent on vigorous physical activity and parental occupation from 30,974 participants. In summary, 8.0% of the adolescents reported to be physically inactive, i.e. spend zero hours of vigorous leisure time physical activity per week. The proportion of physically inactive adolescents was 5.4% in high social class and 7.8% and 10.8%, respectively, in middle and low social class. The absolute social inequality measured as prevalence difference between low and high social class did not change systematically across the observation period from 1991 to 2014. Compared to high social class, OR (95% CI) for physical inactivity was 1.48 (1.32–1.65) in middle social class and 2.18 (1.92–2.47) in lower social class. This relative social inequality was similar in the seven data collection waves (p=0.971). Although the gap in physical inactivity between social classes does not seem to be widening in Danish adolescents, there are still considerable differences in the activity levels between high, middle and low social class adolescents. Consequently, there is a need for a targeted physical activity intervention among adolescents from low (and middle) social class. A lower prevalence of physical inactivity with higher family social class a persistent absolute social inequality across the entire observation period from 1991 to 2014 a persistent relative social inequality; the magnitude of the social class-difference in physical inactivity did not change with time
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Affiliation(s)
- N F Johnsen
- National Research Centre for the Working Environment, Lersø Parkallé 105, 2100 Copenhagen Ø, Denmark.,National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5A, 1353 Copenhagen K, Denmark
| | - M Toftager
- National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5A, 1353 Copenhagen K, Denmark
| | - O Melkevik
- National Research Centre for the Working Environment, Lersø Parkallé 105, 2100 Copenhagen Ø, Denmark.,National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5A, 1353 Copenhagen K, Denmark
| | - B E Holstein
- National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5A, 1353 Copenhagen K, Denmark
| | - M Rasmussen
- National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5A, 1353 Copenhagen K, Denmark
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195
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Oliveira T, Pizarro A, Costa M, Fernandes L, Silva G, Mota J, Ribeiro JC. Cardiorespiratory fitness, but not physical activity, is associated with academic achievement in children and adolescents. Ann Hum Biol 2017; 44:309-315. [DOI: 10.1080/03014460.2017.1308010] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Affiliation(s)
- Tânia Oliveira
- Research Centre in Physical Activity, Health and Leisure, Faculty of Sport, University of Porto, Portugal, Porto, Portugal
| | - Andreia Pizarro
- Research Centre in Physical Activity, Health and Leisure, Faculty of Sport, University of Porto, Portugal, Porto, Portugal
| | - Manuela Costa
- Research Centre in Physical Activity, Health and Leisure, Faculty of Sport, University of Porto, Portugal, Porto, Portugal
| | - Luís Fernandes
- Centre of Research, Education, Innovation and Intervention in Sport, Faculty of Sport, University of Porto, Portugal, Porto, Portugal
| | - Gustavo Silva
- Research Centre in Physical Activity, Health and Leisure, Faculty of Sport, University of Porto, Portugal, Porto, Portugal
| | - Jorge Mota
- Research Centre in Physical Activity, Health and Leisure, Faculty of Sport, University of Porto, Portugal, Porto, Portugal
| | - José Carlos Ribeiro
- Research Centre in Physical Activity, Health and Leisure, Faculty of Sport, University of Porto, Portugal, Porto, Portugal
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196
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INCREASING PHYSICAL ACTIVITY IN CHILDREN WITH AUTISM THROUGH MUSIC, PROMPTING, AND MODELING. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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197
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Macedonia M, Repetto C. Why Your Body Can Jog Your Mind. Front Psychol 2017; 8:362. [PMID: 28337170 PMCID: PMC5343044 DOI: 10.3389/fpsyg.2017.00362] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2016] [Accepted: 02/24/2017] [Indexed: 12/27/2022] Open
Affiliation(s)
- Manuela Macedonia
- Information Engineering, Johannes Kepler Universität LinzLinz, Austria
- Neural Mechanisms of Human Communication, Max-Planck Institute for Human Cognitive and Brain SciencesLeipzig, Germany
| | - Claudia Repetto
- Psychology, Università Cattolica del Sacro CuoreMilan, Italy
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198
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Fedewa AL, Abel M, Erwin HE. The effects of using stationary bicycle desks in classrooms on adolescents’ physical activity. JOURNAL OF OCCUPATIONAL THERAPY, SCHOOLS, & EARLY INTERVENTION 2017. [DOI: 10.1080/19411243.2016.1266457] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Alicia L. Fedewa
- Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, Kentucky
| | - Mark Abel
- Department of Kinesiology and Health Promotion, University of Kentucky, Lexington, Kentucky
| | - Heather E. Erwin
- Department of Kinesiology and Health Promotion, University of Kentucky, Lexington, Kentucky
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199
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Aaltonen S, Latvala A, Rose RJ, Kujala UM, Kaprio J, Silventoinen K. Leisure-Time Physical Activity and Academic Performance: Cross-Lagged Associations from Adolescence to Young Adulthood. Sci Rep 2016; 6:39215. [PMID: 27976699 PMCID: PMC5156951 DOI: 10.1038/srep39215] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2016] [Accepted: 11/21/2016] [Indexed: 12/18/2022] Open
Abstract
Physical activity and academic performance are positively associated, but the direction of the association is poorly understood. This longitudinal study examined the direction and magnitude of the associations between leisure-time physical activity and academic performance throughout adolescence and young adulthood. The participants were Finnish twins (from 2,859 to 4,190 individuals/study wave) and their families. In a cross-lagged path model, higher academic performance at ages 12, 14 and 17 predicted higher leisure-time physical activity at subsequent time-points (standardized path coefficient at age 14: 0.07 (p < 0.001), age 17: 0.12 (p < 0.001) and age 24: 0.06 (p < 0.05)), whereas physical activity did not predict future academic performance. A cross-lagged model of co-twin differences suggested that academic performance and subsequent physical activity were not associated due to the environmental factors shared by co-twins. Our findings suggest that better academic performance in adolescence modestly predicts more frequent leisure-time physical activity in late adolescence and young adulthood.
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Affiliation(s)
- Sari Aaltonen
- Department of Public Health, University of Helsinki, P.O. Box 20 (Tukholmankatu 8 B), FIN-00014 University of Helsinki, Finland.,Department of Social Research, University of Helsinki, P.O. Box 54, FIN-00014 University of Helsinki, Finland
| | - Antti Latvala
- Department of Public Health, University of Helsinki, P.O. Box 20 (Tukholmankatu 8 B), FIN-00014 University of Helsinki, Finland
| | - Richard J Rose
- Department of Psychological and Brain Sciences, Indiana University, 1101 East 10th St., Bloomington, IN 47405, USA
| | - Urho M Kujala
- Department of Health Sciences, University of Jyvaskyla, P.O. Box 35, FIN-40014 University of Jyvaskyla, Finland
| | - Jaakko Kaprio
- Institute for Molecular Medicine (FIMM), University of Helsinki, P.O. Box 20 (Tukholmankatu 8), FIN-00014 University of Helsinki, Finland
| | - Karri Silventoinen
- Department of Social Research, University of Helsinki, P.O. Box 54, FIN-00014 University of Helsinki, Finland
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200
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Rothman L, Macpherson AK, Howard A, Parkin PC, Richmond SA, Birken CS. Direct observations of active school transportation and stroller use in kindergarten children. Prev Med Rep 2016; 4:558-562. [PMID: 27818914 PMCID: PMC5094266 DOI: 10.1016/j.pmedr.2016.10.009] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2016] [Revised: 10/19/2016] [Accepted: 10/23/2016] [Indexed: 11/17/2022] Open
Abstract
Little is known about kindergarten students' active school transportation (AST) and stroller/wagon use as sedentary travel devices. The primary objective of this cross-sectional study was to determine the prevalence of kindergarten children arriving to school by active and sedentary modes, including strollers, in Toronto elementary schools and compare to students in kindergarten to grade 6 (K–6). The secondary objective was to examine factors associated with AST in kindergarten and K–6 students. School travel mode was counted using direct observations at elementary schools in the City of Toronto in 2015. Two samples were observed: 1) Kindergarten sample: a random sample of schools with separate kindergarten entrances (n = 26 schools, 1069 children); 2) Kindergarten to grade 6 sample: observations were conducted at arrival locations at 50% of eligible elementary schools for students of all ages (n = 88 schools, 17,224 children). Proportions arriving by different travel modes were compared using Chi-square analysis. Negative binomial regression was conducted to examine the association between school characteristics and AST. AST was lower in the kindergarten compared to the K–6 sample (60% versus 74%, χ2 = 91.37, p < 0.001). The predominant sedentary mode for kindergarten students was by vehicle (38%), with < 2% using strollers/wagons. Recent immigrant status was related to higher AST in kindergarten students; higher social disadvantage, crossing guards, school population and collision rates were related to higher AST in the K–6 sample. Factors influencing AST in young students require further investigation to influence the development of healthy active lifestyles at an early age. Observational counts of school transportation mode and stroller use was conducted. Active school transportation (AST) was less in kindergarten versus all age students. < 2% of kindergarten students use strollers for transportation to school. School proportion of recent immigrants was related to AST in kindergarten students. Higher social disadvantage was most strongly related to AST in all age students.
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Affiliation(s)
- Linda Rothman
- Child Health Evaluative Sciences, The Hospital for Sick Children, 555 University Ave, Toronto M5G 1X8, Canada; Faculty of Health, School of Kinesiology & Health Science, York University, Norman Bethune College, 4700 Keele St., Room 339, Toronto M3J 1P3, Canada
| | - Alison K Macpherson
- Faculty of Health, School of Kinesiology & Health Science, York University, Norman Bethune College, 4700 Keele St., Room 339, Toronto M3J 1P3, Canada
| | - Andrew Howard
- Child Health Evaluative Sciences, The Hospital for Sick Children, 555 University Ave, Toronto M5G 1X8, Canada; Orthopaedic Surgery, The Hospital for Sick Children, 555 University Ave, Toronto M5G 1X8, Canada
| | - Patricia C Parkin
- Child Health Evaluative Sciences, The Hospital for Sick Children, 555 University Ave, Toronto M5G 1X8, Canada; Pediatrics, The Hospital for Sick Children, 555 University Ave, Toronto M5G 1X8, Canada
| | - Sarah A Richmond
- Child Health Evaluative Sciences, The Hospital for Sick Children, 555 University Ave, Toronto M5G 1X8, Canada; Faculty of Health, School of Kinesiology & Health Science, York University, Norman Bethune College, 4700 Keele St., Room 339, Toronto M3J 1P3, Canada
| | - Catherine S Birken
- Child Health Evaluative Sciences, The Hospital for Sick Children, 555 University Ave, Toronto M5G 1X8, Canada; Pediatrics, The Hospital for Sick Children, 555 University Ave, Toronto M5G 1X8, Canada
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