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Kääpä M, Palomäki S, Fedewa A, Valleala UM, Hirvensalo M. The Role of Parental Support and the Students' Opinions in Active Finnish Physical Education Homework. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11924. [PMID: 36231254 PMCID: PMC9565897 DOI: 10.3390/ijerph191911924] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Revised: 09/12/2022] [Accepted: 09/19/2022] [Indexed: 06/16/2023]
Abstract
Prior research indicates that adolescent boys are often more active than girls, implying a need for special attention to increase the physical activity levels of adolescent girls. Adolescents are at an age where they are especially susceptible to environmental and social influences but still have a limited amount of autonomy over their own behaviors. The effective physical activity programs implemented at this age may benefit health into adulthood. The fact that adolescents' physical activity is influenced by many factors indicates that to achieve any behavioral change, interventions must target several levels across the socio-ecological model. During childhood, the family is the primary factor in socializing and shaping engagement in physical activity. This study is part of the Physical Education (PE) Homework Study project which was implemented in a midsized secondary school in the middle of Finland from 2016 to 2020. The goal was to develop one easily approachable way to prevent the decreasing physical activity of adolescent girls. This was done by increasing physical activity times of adolescent girls outside of the school by giving them active PE assignments. The aim was also to explore students' and their parents' perceptions of physically active physical education homework. In this part of the study, there were 43 interviews: 38 student interviews and 5 interviews with parents. The analysis process followed the qualitative content analysis (QCA) strategy by Schreirer. In this study, we combined the views of students and parents, and obtained a broad picture of the PE homework assignments given at school but completed at home. According to students and parents, PE homework assignments should be diverse, interesting, and challenging, they should also be provided at flexible schedules outside of school hours with family support. Physical education homework could be a potential approach to influence the physical activity of the student population by involving school curriculum and families.
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Affiliation(s)
- Mari Kääpä
- Faculty of Sport and Health Science, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland
| | - Sanna Palomäki
- Faculty of Sport and Health Science, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland
| | - Alicia Fedewa
- Educational, School and Counseling Psykology, University of Kentucky, Lexington, KY 40506, USA
| | - Ulla Maija Valleala
- Faculty of Education and Psychology, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland
| | - Mirja Hirvensalo
- Faculty of Sport and Health Science, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland
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Greenspan SB, Whitcomb SA, Santana ZA, Fefer S, Hayden L. Social‐emotional learning and physical activity in schools: Practitioner perspectives and initial measurement development. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22733] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Scott B. Greenspan
- Department of Student Development, College of Education, School Psychology Program University of Massachusetts Amherst Amherst Massachusetts USA
| | - Sara A. Whitcomb
- Department of Student Development, College of Education, School Psychology Program University of Massachusetts Amherst Amherst Massachusetts USA
| | - Zachary A. Santana
- Department of Student Development, College of Education, School Psychology Program University of Massachusetts Amherst Amherst Massachusetts USA
| | - Sarah Fefer
- Department of Student Development, College of Education, School Psychology Program University of Massachusetts Amherst Amherst Massachusetts USA
| | - Laura Hayden
- College of Education and Human Development University of Massachusetts Boston Boston Massachusetts USA
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Smith NDW, Bradley-Klug KL, Suldo SM, Dedrick RF, Shaffer-Hudkins EJ. Associations Between Multiple Health-Promoting Behaviors and Subjective Well-Being in High School Age Youth. THE JOURNAL OF SCHOOL HEALTH 2022; 92:52-62. [PMID: 34778962 DOI: 10.1111/josh.13103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2020] [Revised: 03/13/2021] [Accepted: 05/20/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Conceptualizations of health have expanded to include indicators of adolescents' physical and mental wellness, rather than solely the absence of diseases or disorders. Although extensive research has identified links between mental and physical wellness, few studies have investigated the relationship between health promotion and happiness, particularly in adolescent populations who may be at particular risk for engaging in health-compromising behaviors, such as alcohol consumption. METHODS This cross-sectional study examined the relationship between 12 health-promoting behaviors and subjective well-being in a sample of 450 high school students from 2 states. Participants reported on their diet, physical activity, sleep hygiene habits, as well as abstinence from tobacco and alcohol products, and completed a multidimensional assessment of subjective well-being. RESULTS Findings demonstrated that 7 of the 12 health-promoting behaviors were significantly correlated with adolescents' subjective well-being. A sizeable portion of the variance in adolescents' subjective well-being (39.8%) was accounted for by the linear combination of the 12 health-promoting behaviors of interest. Increased physical activity, sleep hygiene cognitive/emotional factors, and bedtime routine all were identified as unique predictors of subjective well-being. CONCLUSIONS These findings bring attention to the salience of daily physical activity and sleep hygiene and their associations with adolescents' happiness.
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Affiliation(s)
- Nicholas David W Smith
- Johns Hopkins All Children's Hospital, 501 6th Avenue S, St., Petersburg, FL, 33701, USA
| | - Kathy L Bradley-Klug
- College of Education, University of South Florida, 4202 East Fowler Avenue, EDU 105, Tampa, FL, 33620, USA
| | - Shannon M Suldo
- School Psychology Program, Department of Educational and Psychological Studies, College of Education, University of South Florida, 4202 East Fowler Avenue, EDU 105, Tampa, FL, 33620, USA
| | - Robert F Dedrick
- Measurement and Research Program, Department of Educational and Psychological Studies, College of Education, University of South Florida, 4202 East Fowler Avenue, EDU 105, Tampa, FL, 33620, USA
| | - Emily J Shaffer-Hudkins
- Department of Pediatrics, Morsani College of Medicine, University of South Florida, 4202 East Fowler Avenue, Tampa, FL, 33620, USA
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Blewitt C, Morris H, O'Connor A, Ifanti A, Greenwood D, Skouteris H. Social and emotional learning in early childhood education and care: a public health perspective. Aust N Z J Public Health 2021; 45:17-19. [PMID: 33460217 DOI: 10.1111/1753-6405.13058] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023] Open
Affiliation(s)
- Claire Blewitt
- School of Public Health and Preventive Medicine, Monash University, Victoria
| | - Heather Morris
- School of Public Health and Preventive Medicine, Monash University, Victoria
| | - Amanda O'Connor
- School of Public Health and Preventive Medicine, Monash University, Victoria
| | - Amalia Ifanti
- Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
| | | | - Helen Skouteris
- School of Public Health and Preventive Medicine, Monash University, Victoria.,Warwick Business School, Warwick University, United Kingdom
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Greenspan SB, Fefer SA, Whitcomb SA, Kemp JM. Incorporating physical activity‐based interventions in school psychology research and practice: A systematic review. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22246] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Affiliation(s)
- Scott B. Greenspan
- Department of Student Development in the College of EducationUniversity of Massachusetts AmherstAmherst Massachusetts
| | - Sarah A. Fefer
- Department of Student Development in the College of EducationUniversity of Massachusetts AmherstAmherst Massachusetts
| | - Sara A. Whitcomb
- Department of Student Development in the College of EducationUniversity of Massachusetts AmherstAmherst Massachusetts
| | - Jessica M. Kemp
- Department of Student Development in the College of EducationUniversity of Massachusetts AmherstAmherst Massachusetts
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Mezcua-Hidalgo A, Ruiz-Ariza A, Suárez-Manzano S, Martínez-López EJ. 48-Hour Effects of Monitored Cooperative High-Intensity Interval Training on Adolescent Cognitive Functioning. Percept Mot Skills 2019; 126:202-222. [PMID: 30665339 DOI: 10.1177/0031512518825197] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Physical activity has been positively related to better cognitive performance though the effects of varied exercise type and intensity and the duration of cognitive benefits are unclear. This study analyzed the effect of 16 minutes of monitored cooperative high-intensity interval training (monitored C-HIIT) at the start of the school day, on various cognitive variables over the next 24-48 hours. We randomly assigned 158 participants either to a control group ( n = 81) that engaged only in static stretching or to an experimental group ( n = 77) that performed monitored C-HIIT. We assessed cognitive functioning before the exercise, immediately afterward, and for five follow-up time points over the next two days (i.e., at 2, 3, 4, 24, and 48 hours). We analyzed age, sex, body mass index, and moderate-to-vigorous physical activity as potential confounder variables. Adolescents in the monitored C-HIIT group increased selective attention by 17.39% during the next hour ( p = .015) and increased concentration by 20.31% and 15.26% during the first ( p = .022) and second ( p = .059) subsequent hours, respectively. This positive short-term benefit of monitored C-HIIT during immediate subsequent hours is an important finding with implications for the school curricula and schedule.
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Affiliation(s)
| | - Alberto Ruiz-Ariza
- 1 Faculty of Humanities and Educational Sciences, University of Jaén, Spain
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Dauenhauer B, Keating X, Lambdin D. Effects of a Three-Tiered Intervention Model on Physical Activity and Fitness Levels of Elementary School Children. J Prim Prev 2018; 37:313-27. [PMID: 27059849 DOI: 10.1007/s10935-016-0430-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Response to intervention (RtI) models are frequently used in schools to tailor academic instruction to the needs of students. The purpose of this study was to examine the effects of using RtI to promote physical activity (PA) and fitness in one urban elementary school. Ninety-nine students in grades 2-5 participated in up to three tiers of intervention throughout the course of one school year. Tier one included 150 min/week of physical education (increased from 90 min/week the previous year) and coordinated efforts to improve school health. Tier two consisted of 30 min/week of small group instruction based on goal setting and social support. Tier three included an after-school program for parents and children focused on healthy living. PA, cardiovascular fitness, and body composition were assessed before and after the interventions using pedometers, a 20-m shuttle run, and height/weight measurements. From pre- to post-testing, PA remained relatively stable in tier one and increased by 2349 steps/day in tier two. Cardiovascular fitness increased in tiers one and two by 1.17 and 1.35 ml/kg/min, respectively. Although body mass index did not change, 17 of the 99 students improved their weight status over the course of the school year, resulting in an overall decline in the prevalence of overweight/obesity from 59.6 to 53.5 %. Preliminary results suggest that the RtI model can be an effective way to structure PA/health interventions in an elementary school setting.
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Affiliation(s)
- Brian Dauenhauer
- University of Northern Colorado, Gunter Hall 2650, Campus Box 39, Greeley, CO, 80639, USA.
| | - Xiaofen Keating
- Curriculum and Instruction, The University of Texas at Austin, 1912 Speedway Stop D5000, Austin, TX, 78712, USA
| | - Dolly Lambdin
- Department of Kinesiology and Health Education, The University of Texas at Austin, 2109 San Jacinto Blvd., Austin, TX, 78712-1415, USA
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Hughes TL, Minke KM, Sansosti FJ. Expanding School Psychology Service Delivery Within the Context of National Health and Mental Health Reform. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2017. [DOI: 10.1080/15377903.2017.1317139] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Tammy L. Hughes
- Department of Counseling, Psychology & Special Education, Duquesne University, Pittsburgh, Pennsylvania, USA
| | | | - Frank J. Sansosti
- College of Education, Health, and Human Services, Kent State University, Kent, Ohio, USA
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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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Frömel K, Svozil Z, Chmelík F, Jakubec L, Groffik D. The Role of Physical Education Lessons and Recesses in School Lifestyle of Adolescents. THE JOURNAL OF SCHOOL HEALTH 2016; 86:143-51. [PMID: 26762826 PMCID: PMC4722847 DOI: 10.1111/josh.12362] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2015] [Revised: 05/14/2015] [Accepted: 04/13/2015] [Indexed: 05/21/2023]
Abstract
BACKGROUND This study investigates school lifestyle among adolescents in terms of physical activity (PA) structure: (1) adolescents participating in a physical education lesson (PEL) versus (2) aggregate recess time exceeding 60 minutes. METHODS The research was conducted in 24 secondary schools in the Czech Republic (boys N = 208, girls N = 433). For the whole day (1-3 days) participants wore the ActiTrainer accelerometer, which monitored PA, and heart rate. A total of 1122 school days were recorded. RESULTS Both boys and girls participating in a PEL reported significantly better results compared with nonparticipating individuals regarding all indicators of volume and intensity of school PA (SPA). In most SPA indicators, longer aggregate recess time (>60 minutes) had a statistically significant effect, particularly on the volume of SPA. The recommended 500 steps/hours for SPA was achieved by 83% of boys participating in PEL and 69% of girls. In contrast just 32% of nonparticipating boys and 31% of girls reached this level. With longer recess time the recommendation was met by 43% of boys (42% of girls) compared with 26% of boys (23% of girls) with shorter recess time. CONCLUSIONS An increase in SPA and an improved lifestyle in adolescents on school days are significantly supported more by PELs than by longer recess time.
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Affiliation(s)
- Karel Frömel
- Faculty of Physical Culture, Palacký University Olomouc, třída Míru 117, 77111 Olomouc, Czech Republic.
| | - Zbyněk Svozil
- Faculty of Physical Culture, Palacký University Olomouc, třída Míru 117, 77111 Olomouc, Czech Republic.
| | - František Chmelík
- Faculty of Physical Culture, Palacký University Olomouc, třída Míru 117, 77111 Olomouc, Czech Republic.
| | - Lukáš Jakubec
- Faculty of Physical Culture, Palacký University Olomouc, třída Míru 117, 77111 Olomouc, Czech Republic.
| | - Dorota Groffik
- Department of Physical Education, The Jerzy Kukuczka Academy of Physical Education, Ul. Mikolowska 72A, 40065 Katowice, Poland.
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Taymoori P, Berry TR. Longitudinal changes in beliefs by stage of physical activity adoption in Iranian girls. THE JOURNAL OF SCHOOL HEALTH 2015; 85:299-308. [PMID: 25846309 DOI: 10.1111/josh.12251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/12/2014] [Revised: 10/21/2014] [Accepted: 11/21/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND The aims of this study were to examine the relationships among physical activity (PA)-related beliefs and to determine to what extent Iranian adolescents in different stages of PA adoption differ in perceived benefits and barriers during a 3-year transition from junior high school to high school. METHODS Data were collected from female adolescents in 2010 (N = 558), of whom 412 provided follow-up data in 2013. One-way analysis of variance and logistic regression were conducted for statistical analysis. RESULTS Participants in the action and maintenance stages reported the greatest agreement with benefits. Pre-contemplators were about 4 times more likely to cite "not enough time" than preparers (OR = 3.95). Pre-contemplators were over 4 times more likely to cite not liking exercise than those in action and maintenance stages at baseline (OR = 4.32 and 4.85), a finding which was maintained at follow-up (OR = 3.66 and 8.65). CONCLUSIONS These findings could help with the creation of interventions tailored to encourage pre-contemplators to progress toward adoption of PA. Providing transportation supports, enhancing time management, and mitigating boredom may be helpful strategies either to prevent relapse in adoption stages or to move females in early stages of change toward action and maintenance.
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Affiliation(s)
- Parvaneh Taymoori
- Kurdistan Research Center for Environment Health, School of Health, Kurdistan University of Medical Sciences, PO Box 66177-13391, Pasdaran Street Sanandaj, Iran.
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Ling J, Anderson LM, Ji H. Self-management training for Chinese obese children at risk for metabolic syndrome: Effectiveness and implications for school health. SCHOOL PSYCHOLOGY INTERNATIONAL 2015. [DOI: 10.1177/0143034314564613] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This article reviews the results of a school-based self-management intervention for Chinese obese children at risk for metabolic syndrome. Twenty-eight Chinese obese children ( M age = 10 years) and their parents participated in the study. Metabolic syndrome risk factors were measured pre- and post-intervention. The risk factors included Body Mass Index, waist circumstance, systolic blood pressure, diastolic blood pressure, triglycerides, high-density lipoprotein cholesterol, low-density lipoprotein cholesterol, High-sensitivity C-reactive Protein, fasting plasma glucose, and fasting blood insulin. After 6 months of school-based self-management intervention, all risk factors with the exception of triglycerides and fasting plasma glucose changed significantly in the healthful direction ( p < 0.01). This pilot study offers promising implications for school interventions that are delivered by school-based practitioners collaborating with parents, teachers, and children. An individualized program based on a self-care and -management framework may have utility as a relatively cost-effective, school-based intervention to improve children’s health.
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Affiliation(s)
| | | | - Hong Ji
- Qianfoshan Hospital, P.R. China
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Boddy LM, Downs SJ, Knowles ZR, Fairclough SJ. Physical activity and play behaviours in children and young people with intellectual disabilities: A cross-sectional observational study. SCHOOL PSYCHOLOGY INTERNATIONAL 2015. [DOI: 10.1177/0143034314564242] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The benefits of physical activity and active play for children and young people are well established. However, there is a lack of physical activity research involving children and young people with intellectual disabilities. This study investigated habitual physical activity and recess play behaviour in 70 5- to 15-year-old participants with intellectual disabilities using objective methods (accelerometers) and systematic observation techniques. Results showed that few children were active enough to benefit their physical health (23% of the cohort). No differences in habitual physical activity, sedentary behaviour, or recess play behaviours were observed between boys and girls. Participants spent most of their recess time alone or playing in small groups, with no participants engaging in large group play. Older participants spent more recess time playing in small groups rather than playing alone and participants with Autistic Spectrum Disorder spent more time engaged in active pursuits and less time standing than non-Autism Spectrum Disorder participants. Positive correlations were observed between time spent alone and physical activity. These findings contrast with those typically observed in a mainstream school setting. In conclusion, interventions designed from formative research are needed to promote physical activity within this population. Implications for school psychologists are discussed.
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Shaw SR, Gomes P, Polotskaia A, Jankowska AM. The relationship between student health and academic performance: Implications for school psychologists. SCHOOL PSYCHOLOGY INTERNATIONAL 2015. [DOI: 10.1177/0143034314565425] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Children who are unhealthy are at higher risk for school problems than students who are free from medical problems. Students with poor health have a higher probability of school failure, grade retention, and dropout. The relationship between student health and academic success is complex. Common manageable factors of student health are nutrition, maintaining healthy weight, and physical fitness. Through a comprehensive literature review the relationships among school achievement and nutrition, maintaining healthy weight, and physical fitness are examined. Furthermore, the efficacy of educational programs to improve nutrition, maintain healthy weight, and increase physical fitness is evaluated. The complexity of the relationship among variables is presented and areas for future research and practice for school psychologists are described.
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Dudley DA, Pearson P, Okely AD, Cotton WG. Recommendations for policy and practice of physical education in culturally and linguistically diverse Australian secondary schools based on a two-year prospective cohort study. SCHOOL PSYCHOLOGY INTERNATIONAL 2015. [DOI: 10.1177/0143034314566489] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Physical activity affords a host of physical and cognitive benefits for children. Physical education classes are one such venue where children can reap recommended amounts of physical activity. However, little research has explored evidence-based physical education instruction, particularly in culturally and linguistically diverse schools. No studies to date have provided recommendations for a range of educational stakeholders that serve these students. The Physical Activity in Linguistically Diverse Communities study examined the evidence-based physical education opportunities and barriers at six culturally and linguistically diverse high schools in New South Wales, Australia. This article provides implications and synthesized recommendations based on Phase One (systematic review) and Phase Two (prospective cohort study of students in six schools) of Physical Activity in Linguistically Diverse Communities for school leadership and psychologists targeting policy and practice changes on a systems level.
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Fedewa AL, Ahn S, Erwin H, Davis MC. A randomized controlled design investigating the effects of classroom-based physical activity on children’s fluid intelligence and achievement. SCHOOL PSYCHOLOGY INTERNATIONAL 2015. [DOI: 10.1177/0143034314565424] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Existing literature shows promising effects of physical activity on children’s cognitive outcomes. This study assessed via a randomized, controlled design whether additional curricular physical activity during the school day resulted in gains for children’s fluid intelligence and standardized achievement outcomes. Participants were children ( N = 460) from four urban schools in the Southeast United States. Schools were randomly assigned to treatment and control conditions. Treatment schools received additional physical activity breaks throughout the school day while control schools maintained a typical schedule without curricular activity breaks. Results from the one-year study show positive effects for children’s mathematics and reading achievement but no differences across treatment and control groups for children’s fluid intelligence scores. Implications for school psychologists in promoting physical activity breaks on a systems-wide level are discussed.
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Su TT, Sim PY, Nahar AM, Majid HA, Murray LJ, Cantwell MM, Al-Sadat N, Jalaludin MY. Association between self-reported physical activity and indicators of body composition in Malaysian adolescents. Prev Med 2014; 67:100-5. [PMID: 25016043 DOI: 10.1016/j.ypmed.2014.07.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/17/2014] [Revised: 06/27/2014] [Accepted: 07/01/2014] [Indexed: 11/16/2022]
Abstract
BACKGROUND Obesity and lack of physical activity are fast becoming a concern among Malaysian adolescents. OBJECTIVE This study aims to assess physical activity levels among Malaysian adolescents and investigate the association between physical activity levels and body composition such as body mass index (BMI), waist circumference (WC) and percentage of body fat. SUBJECTS AND METHODS 1361 school-going 13 year old multi-ethnic adolescents from population representative samples in Malaysia were involved in our study. Self-reported physical activity levels were assessed using the validated Malay version of the Physical Activity Questionnaire for Older Children (PAQ-C). Height, weight, body fat composition and waist circumference (WC) were measured. Data collection period was from March to May 2012. RESULTS 10.8% of the males and 7.4% of the females were obese according to the International Obesity Task Force standards. A majority of the adolescents (63.9%) were physically inactive. There is a weak but significant correlation between physical activity scores and the indicators of obesity. The adjusted coefficient for body fatness was relatively more closely correlated to physical activity scores followed by waist circumference and lastly BMI. CONCLUSION This study demonstrates that high physical activity scores were associated with the decreased precursor risk factors of obesity.
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Affiliation(s)
- Tin Tin Su
- Centre for Population Health (CePH), Department of Social and Preventive Medicine, Faculty of Medicine, University of Malaya, Malaysia.
| | - Pei Ying Sim
- Centre for Population Health (CePH), Department of Social and Preventive Medicine, Faculty of Medicine, University of Malaya, Malaysia
| | - Azmi Mohamed Nahar
- Department of Sports Medicine, Faculty of Medicine, University of Malaya, Malaysia
| | - Hazreen Abd Majid
- Centre for Population Health (CePH), Department of Social and Preventive Medicine, Faculty of Medicine, University of Malaya, Malaysia
| | - Liam J Murray
- Centre for Public Health, School of Medicine, Dentistry and Biomedical Sciences, Queen's University of Belfast, Belfast, UK
| | - Marie M Cantwell
- Centre for Public Health, School of Medicine, Dentistry and Biomedical Sciences, Queen's University of Belfast, Belfast, UK
| | - Nabilla Al-Sadat
- Centre for Population Health (CePH), Department of Social and Preventive Medicine, Faculty of Medicine, University of Malaya, Malaysia
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