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Flores P, Coelho E, Mourão-Carvalhal MI, Forte P. Motor activities to improve maths performance in pre-school children with typical development. Front Psychol 2024; 15:1332741. [PMID: 38840733 PMCID: PMC11150562 DOI: 10.3389/fpsyg.2024.1332741] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 04/22/2024] [Indexed: 06/07/2024] Open
Abstract
Poor maths skills are associated with negative outcomes throughout life, such as lower academic qualifications, decreased professional success and socio-economic results. Mathematical skills emerge continuously throughout childhood and those that children acquire in pre-school are crucial for activities that support analytical thinking, problem-solving and reasoning and argumentation skills. Many of these activities are related to motor skills, since certain cognitive and motor areas of the brain are activated simultaneously when solving maths problems. Of all motor skills, visuomotor integration skills have been documented as those that are most consistently positively and significantly associated with maths performance in pre-school children. These skills are influenced by visual perception (spatial and attention skills), fine motor coordination and gross motor skills. Early intervention can improve visuomotor integration skills in pre-school children. Of all skills that make up visuomotor integration, spatial skills, in addition to being the first skills to influence numerical knowledge and the recognition of geometric shapes, are also those skills that form part of the majority of programs and activities to be worked on with pre-school children for the development of mathematical concepts. However, most intervention programs or activities to develop spatial skills are carried out in the classroom, usually through activities involving handling small objects. In this sense and given the significant association between visuomotor integration skills and gross motor skills, the main objective of this study was to list a set of activities to develop spatial skills, with a strong involvement of gross motor skills, in a classroom, playground or home context.
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Affiliation(s)
- Pedro Flores
- Department of Sports, Higher Institute of Education and Sciences of the Douro, Penafiel, Portugal
- Department of Sports, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
- Research Center in Sports, Health and Human Development, Covilhã, Portugal
| | - Eduarda Coelho
- Department of Sports, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
- Research Center in Sports, Health and Human Development, Covilhã, Portugal
| | - Maria Isabel Mourão-Carvalhal
- Department of Sports, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
- Research Center in Sports, Health and Human Development, Covilhã, Portugal
| | - Pedro Forte
- Department of Sports, Higher Institute of Education and Sciences of the Douro, Penafiel, Portugal
- Research Center in Sports, Health and Human Development, Covilhã, Portugal
- Research Center for Active Living and Well Being (Livewell), Instituto Politécnico de Bragança, Bragança, Portugal
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Lu AKM, Tsai SY, Lin CY, Hsieh JL. Discriminating factors of body composition characteristics for academic performance in nursing college students: a cross-sectional study. BMC Nurs 2024; 23:305. [PMID: 38702723 PMCID: PMC11069266 DOI: 10.1186/s12912-024-01969-y] [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: 05/03/2023] [Accepted: 04/22/2024] [Indexed: 05/06/2024] Open
Abstract
BACKGROUND Poor body composition may affect health status, and better body composition is often associated with better academic performance. Nursing students face heavy academic and practical pressures, and the relationship between body composition and academic performance in this group is not fully understood. METHODS This cross-sectional observational study used de-identified student data from a university of technology in southern Taiwan to analyze the correlation between body composition characteristics and academic performance using regression models. RESULTS A total of 275 nursing college students were divided into four groups according to academic performance. The group with the lowest academic performance had a lower percentage of body fat (P < 0.05) but a higher percentage of muscle mass (P < 0.05) than the other three groups. Academic performance was positively correlated with percentage of body fat (R = 0.16, P < 0.01) and body age (R = 0.41, P < 0.01), but was negatively correlated with percentage of muscle mass (R = - 0.16, P < 0.01). Percentage of body fat, visceral fat area, and body age were significant discriminators of academic performance (P < 0.05). CONCLUSIONS The relationship between academic performance and body composition among nursing college students is not straightforward. Contrary to our initial hypothesis, students with higher academic performance tended to have a higher percentage of body fat and a lower percentage of muscle mass. Percentage of body fat, visceral fat area, and body age were significant discriminators of academic performance, indicating that body composition should be considered an important factor in nursing education and practice.
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Affiliation(s)
- Andrew Ke-Ming Lu
- Department of Nursing, College of Nursing, Chung Hwa University of Medical Technology, Tainan, Taiwan
- Healthcare Information Technology Education Center, College of Nursing, Chung Hwa University of Medical Technology, Tainan, Taiwan
| | - Shi-Yen Tsai
- Department of Nursing, Kuo General Hospital, Tainan, Taiwan
| | - Ching-Yi Lin
- Library and Information Office, Chung Hwa University of Medical Technology, Tainan, Taiwan
| | - Jeng-Long Hsieh
- Department of Nursing, College of Nursing, Chung Hwa University of Medical Technology, Tainan, Taiwan.
- Healthcare Information Technology Education Center, College of Nursing, Chung Hwa University of Medical Technology, Tainan, Taiwan.
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Capio CM, Cheung SK, Fung SSW, Hu X. Integrating Fundamental Movement Skills and Mathematics in Early Childhood: A Pilot Study. CHILDREN (BASEL, SWITZERLAND) 2024; 11:457. [PMID: 38671674 PMCID: PMC11048741 DOI: 10.3390/children11040457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2024] [Revised: 04/04/2024] [Accepted: 04/07/2024] [Indexed: 04/28/2024]
Abstract
This project involved a co-design process involving researchers and kindergarten teachers to produce learning activities that integrated fundamental movement skills (FMS) and mathematics. We piloted the co-designed activities (i.e., motor-math program) in a local kindergarten and examined the effects on FMS proficiency, mathematics skills, and accrued physical activity (PA). The participants comprised pupils (N = 39) from two matched kindergarten classes, in which we compared the motor-math program with typical mathematics lessons. All participants wore pedometers to measure their number of steps during class, one day per week. FMS proficiency (i.e., locomotor, object control) and mathematics skills (numeracy, geometry, math problem solving) were measured before and after implementation. Significant improvements in locomotor and object control skills were found only in the pilot group (p < 0.001); there were no differences in the changes in mathematics skills between the pilot and comparison groups. During implementation days, the participants in the pilot group accrued significantly greater step counts (p < 0.001) than those in the comparison group. Participating in the motor-math program appears to have benefits associated with improvements in FMS proficiency and accrued PA time, suggesting a promising potential for integrated activities as a means of PA promotion in kindergarten settings. Future work that examines the effects of the integration of movement with mathematics should consider randomization, greater sample size, and a longer intervention period.
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Affiliation(s)
- Catherine M. Capio
- Department of Physiotherapy, Hong Kong Metropolitan University, Kowloon, Hong Kong SAR, China
| | - Sum Kwing Cheung
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China; (S.K.C.); (X.H.)
| | - Serena S. W. Fung
- School of Arts and Humanities, Tung Wah College, Kowloon, Hong Kong SAR, China;
| | - Xinyun Hu
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China; (S.K.C.); (X.H.)
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Hermassi S, Ketelhut S, Konukman F, Ayari MA, Al-Marri S, Al Rawahi N, Bouhafs EG, Nigg CR, Schwesig R. Differences in Physical Activity, Sedentary Behavior, Health-Related Physical Performance Indices and Academic Achievement: A Comparative Study of Normal-Weight and Obese Children in Qatar. J Clin Med 2024; 13:1057. [PMID: 38398370 PMCID: PMC10888728 DOI: 10.3390/jcm13041057] [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: 11/28/2023] [Revised: 12/19/2023] [Accepted: 02/06/2024] [Indexed: 02/25/2024] Open
Abstract
Background: The relationship between physical activity (PA), health-related physical performance (PP), and academic achievement (AA) plays an important role in childhood. This study examined the differences in PA, sedentary behavior, health-related PP, maturity status, and AA between normal-weight and obese school children in Qatar. Methods: Eighty schoolchildren were recruited (age: 12.1 ± 0.6 years). Based on age-specific BMI percentiles, the children were classified as normal weight (n = 40) or obese (n = 40). Moore's equations were used to estimate their maturity status (PHV). The measurements encompassed anthropometric data as well as PP tests (medicine ball throw, postural stability, handgrip strength). AA was assessed by reviewing school records for grade point average in Mathematics, Science, and Arabic courses. The total amount of time spent participating in PA each week was calculated using the International Physical Activity Questionnaire Short Form. Results: Handgrip strength was the only parameter that showed a relevant group difference (p < 0.001, ηp2 = 0.15; normal weight: 19.7 ± 3.46 N; obese: 21.7 ± 2.80 N). We found only one moderate correlation between PHV and handgrip strength (r = 0.59). Conclusions: The findings suggest that obesity status alone might not serve as a sufficient predictor of AA in school or PA levels.
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Affiliation(s)
- Souhail Hermassi
- Physical Education Department, College of Education, Qatar University, Doha 2713, Qatar; (F.K.); (S.A.-M.); (N.A.R.)
| | - Sascha Ketelhut
- Institute of Sport Science, University of Bern, 3012 Bern, Switzerland; (S.K.)
| | - Ferman Konukman
- Physical Education Department, College of Education, Qatar University, Doha 2713, Qatar; (F.K.); (S.A.-M.); (N.A.R.)
| | - Mohammed Ali Ayari
- Department of Mathematics, Statistics, and Physics, College of Arts and Sciences, Qatar University, Doha 2713, Qatar;
| | - Senaid Al-Marri
- Physical Education Department, College of Education, Qatar University, Doha 2713, Qatar; (F.K.); (S.A.-M.); (N.A.R.)
| | - Nasser Al Rawahi
- Physical Education Department, College of Education, Qatar University, Doha 2713, Qatar; (F.K.); (S.A.-M.); (N.A.R.)
| | - El Ghali Bouhafs
- Department of Sports Science, Martin-Luther-University Halle-Wittenberg, 06120 Halle (Saale), Germany;
| | - Claudio R. Nigg
- Institute of Sport Science, University of Bern, 3012 Bern, Switzerland; (S.K.)
| | - René Schwesig
- Department of Orthopedic and Trauma Surgery, Martin-Luther-University Halle-Wittenberg, 06120 Halle (Saale), Germany;
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Coudevylle GR, Sinnapah S, Ginoux C, Bouchard JP. [Impact of adapted physical activities on the health and psychological factors involved in the learning of pupils and students]. REVUE DE L'INFIRMIERE 2023; 72:34-35. [PMID: 37952993 DOI: 10.1016/j.revinf.2023.09.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/14/2023]
Abstract
The literature documenting the positive role of adapted physical activities (APA) in academic success is flourishing. It's widely accepted that practicing APA helps you succeed. However, the pathway linking the impact of physical activity on student health to academic success remains unclear, and there is still a great deal of ground to cover. With this in mind, the aim of this article is to review what is known about the health benefits of physical activity and the psychological factors involved in learning in the school and university context.
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Affiliation(s)
- Guillaume R Coudevylle
- Université des Antilles, laboratoire Actes (EA 3596), 97157 Pointe-à-Pitre, Guadeloupe, France
| | - Stéphane Sinnapah
- Université des Antilles, laboratoire Actes (EA 3596), 97157 Pointe-à-Pitre, Guadeloupe, France
| | | | - Jean-Pierre Bouchard
- Psychologie-Criminologie-Victimologie (PCV), 33000 Bordeaux, France; Centre hospitalier de Cadillac (IPJP/UMD), 33410 Cadillac, France; Statistics and Population Studies Department, Faculty of Natural Sciences, University of the Western Cape, Bellville, 7535 Cape-Town, South Africa.
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Estevan I, García-Massó X, Menescardi C, Ortega-Benavent N, Montalt-García S, Romero-Martínez J, Castillo I, Álvarez O, Queralt A, Molina-García J. A Classroom-Based Intervention to Promote Physical Literacy in Children: ALPHYL Study Protocol. Behav Sci (Basel) 2023; 13:609. [PMID: 37504056 PMCID: PMC10376495 DOI: 10.3390/bs13070609] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Revised: 06/24/2023] [Accepted: 07/12/2023] [Indexed: 07/29/2023] Open
Abstract
Physical literacy is crucial for children's appropriate development and physical, social and mental health. In a school setting, class-based physical activity (PA) interventions are considered to be appropriate programs to foster PA participation and cognitive development. The purpose of this project, named the Active Learning in PHYsical Literacy (ALPHYL) study, was to describe a multicomponent classroom-based physically-active learning randomised control trial (RCT) in primary school children. The main purpose was to promote children's physical literacy, academic achievement and cognitive function. The ALPHYL study is mainly based on physical literacy, active school models and the Supportive, Active, Autonomous, Fair and Enjoyable principles. The ALPHYL is an 8-10-week RCT to be conducted in six primary schools (12 classes) in Valencia (Spain) and its metropolitan area. Schools will be randomly assigned to the intervention or waiting-list control group. After a 30 h in-person training course for teachers and weekly meetings in the three months of resource preparation, the ALPHYL intervention will be conducted in physical education (PE) and non-PE lessons by teachers. The intervention consists of at least three daily sessions of physically active learning in addition to model-based PE teaching. Its feasibility will be evaluated weekly according to the Reach, Effectiveness, Adoption, Implementation and Maintenance framework. To assess its effectiveness, a pre-test, post-test and retention (8-10 weeks post-intervention) with primary outcomes (i.e., PA level, motor competence, perceived motor competence and PL, motivation, perceived social support, academic achievement and cognitive function), secondary outcomes and covariates will be collected.
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Affiliation(s)
- Isaac Estevan
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Xavier García-Massó
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Cristina Menescardi
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Nuria Ortega-Benavent
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Sergio Montalt-García
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Jorge Romero-Martínez
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Isabel Castillo
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
- Department of Social Psychology, Faculty of Psychology and Speech Therapy, University of Valencia, Av. Blasco Ibañez, 21, 46010 Valencia, Spain
| | - Octavio Álvarez
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
- Department of Social Psychology, Faculty of Psychology and Speech Therapy, University of Valencia, Av. Blasco Ibañez, 21, 46010 Valencia, Spain
| | - Ana Queralt
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
- Department of Nursing, University of Valencia, Avda. Menendez Pelayo, s/n, 46010 Valencia, Spain
- Epidemiology and Environmental Health Joint Research Unit, FISABIO-UJI-UV, 46020 Valencia, Spain
| | - Javier Molina-García
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
- Epidemiology and Environmental Health Joint Research Unit, FISABIO-UJI-UV, 46020 Valencia, Spain
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7
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Alonso-Vargas JM, Melguizo-Ibáñez E, Puertas-Molero P, Salvador-Pérez F, Ubago-Jiménez JL. Relationship between Learning and Psychomotor Skills in Early Childhood Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16835. [PMID: 36554716 PMCID: PMC9779624 DOI: 10.3390/ijerph192416835] [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: 11/02/2022] [Revised: 12/05/2022] [Accepted: 12/14/2022] [Indexed: 06/17/2023]
Abstract
Psychomotor skills are, among others, an aspect particularly valuable for structuring the teaching-learning process of infant schoolchildren. For this reason, a study was carried out with the aim of describing and comparing the socio-demographic, psychomotor, and learning levels of schoolchildren in the second stage of infant education. Ninety-five pupils from the second cycle of infant education in the capital of Granada took part in this study. A sociodemographic questionnaire, the movement assessment battery for children-2 (MABC-2), and the preschool learning behaviour scale (PLBS) were used to collect data. The main results show that manual dexterity appears as the main motor factor and similar figures in the three dimensions of learning behaviours. On the other hand, balance and learning behaviours were higher in 6-year-old schoolchildren. In terms of gender, girls obtained higher values for the level of the learning behaviour variables. A positive correlation was found between the dimensions of learning and motor activity.
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Affiliation(s)
- José Manuel Alonso-Vargas
- Faculty of Education Sciences, Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain
| | - Eduardo Melguizo-Ibáñez
- Faculty of Education Sciences, Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain
| | - Pilar Puertas-Molero
- Faculty of Education Sciences, Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain
| | | | - José Luis Ubago-Jiménez
- Faculty of Education Sciences, Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain
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Beserra V, Nussbaum M, Navarrete M, Garrido N. Online physically active academic lessons in COVID-19 times: A pilot study. TEACHING AND TEACHER EDUCATION 2022; 116:103750. [PMID: 35498547 PMCID: PMC9042788 DOI: 10.1016/j.tate.2022.103750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Revised: 03/14/2022] [Accepted: 04/19/2022] [Indexed: 06/14/2023]
Abstract
Schools play an important role in promoting physical activity among students. This paper studies the perception of educators, students, and parents about the use of online physically active academic lessons during COVID-19 in the north of Chile. Starting the first week of November 2020, and for a period of five weeks, 323 students, alongside 11 educators, practiced a geometry-based dance routine online. The qualitative analysis results reveal a positive perception of the experience and an increase in physical activity without reducing the amount of time spent on academic activities. There were also improvements in learning, social relationships, and enjoyment.
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Affiliation(s)
- Vagner Beserra
- Universidad de Tarapacá, Escuela de Diseño e Innovación Tecnológica, 18 de Septiembre 2222, Arica y Parinacota, Chile
| | - Miguel Nussbaum
- Escuela de Ingeniería, Departamento Ciencia de la Computación, Av. Vicuña Mackenna 4860, Santiago, Chile
| | - Mónica Navarrete
- Universidad de Tarapacá, Escuela de Administración y Negocios, 18 de Septiembre 2222, Arica y Parinacota, Chile
| | - Norman Garrido
- Universidad de Tarapacá, Departamento de Ciencias Sociales, Av. Luis Emilio Recabarren 2477, Tarapacá, Chile
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Hermassi S, Hayes LD, Sanal-Hayes NEM, Schwesig R. Differences in Health-Related Physical Fitness and Academic School Performance in Male Middle-School Students in Qatar: A Preliminary Study. Front Psychol 2022; 13:791337. [PMID: 35391970 PMCID: PMC8980685 DOI: 10.3389/fpsyg.2022.791337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 01/24/2022] [Indexed: 11/13/2022] Open
Abstract
This study examined the differences in the level of physical fitness and academic performance among male middle-school children based on different body status categories. A total of 69 male children [age: 12.4 ± 0.7 years; body mass: 58.5 ± 7.2 kg; height: 1.62 ± 0.09 m; and body mass index (BMI): 22.4 ± 3.3 kg/m2] participated and were divided into BMI age-adjusted groups (i.e., lowest, middle, and highest BMI). Height, mass, BMI, stork test of static balance, 10 and 15 m sprint as an indicator for speed, hand-grip strength test, agility T-half test, medicine ball throw (MBT), and the Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1) were assessed. School records were retrieved for grade point averages (GPA) of mathematics, science, and Arabic. We found significant group differences regarding anthropometric (height: ηp2 = 0.24, mass: ηp2 = 0.33, and BMI: ηp2 = 0.66), physical (sprint 10 m: ηp2 = 0.26), and academic (mathematics: ηp2 = 0.19 and science: ηp2 = 0.15) performance parameters. The largest difference (p < 0.001) was observed between the lowest and highest group for the 10 m sprint. All pairwise differences were between the lowest and highest BMI group or the lowest and middle BMI group. No relevant (r > 0.5) correlation between parameters of different dimensions (e.g., anthropometric vs. physical performance parameters) was found. In conclusion, the highest BMI group exhibited similar physical and academic performances than the lowest group. Thus, these data emphasize the importance and appropriateness to engage young Qatari schoolchildren in physical activity as it associates with superior academic performance.
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Affiliation(s)
- Souhail Hermassi
- Physical Education Department, College of Education, Qatar University, Doha, Qatar
| | - Lawrence D Hayes
- Institute of Clinical Exercise and Health Science, School of Health and Life Sciences, University of the West of Scotland, Glasgow, United Kingdom
| | - Nilihan E M Sanal-Hayes
- Institute of Clinical Exercise and Health Science, School of Health and Life Sciences, University of the West of Scotland, Glasgow, United Kingdom
| | - René Schwesig
- Department of Orthopaedic and Trauma Surgery, Martin-Luther-University Halle-Wittenberg, Halle, Germany
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A Systematic Review of the Effects of Physical Activity on Specific Academic Skills of School Students. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12020134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This systematic review examined the effects of distinct physical activity interventions on the academic achievement of school students based on an analysis of four distinct outcomes: mathematics, language, reading, and composite scores. This study was performed in accordance with the PRISMA guidelines and the QUORUM statement. A literature search was conducted using the PubMed-MEDLINE, Scopus, and Web of Science databases. Peer-reviewed studies published in English, Portuguese, and Spanish were considered. A random-effect meta-analysis was employed to determine the effect of interventions on academic performance. The effects between interventions and control groups were expressed as standardized mean differences. Thirty-one studies were included in the meta-analysis based on the inclusion and exclusion criteria. The exercise programs were not capable of significantly improving language, reading skills, and composite scores. Conversely, performance in math tests increased significantly after the interventions compared with the control groups. Regarding the overall effect, a significant improvement in academic achievement was detected after physical activity programs compared with controls. In conclusion, the positive effects of school-based physical education on academic performance are not uniform and may be higher for math skills. The implementation of evidence-based exercise programs in school settings emerges as a promising strategy to increase overall academic achievement in school-aged students.
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Ferreira Vorkapic C, Alves H, Araujo L, Joaquim Borba-Pinheiro C, Coelho R, Fonseca E, Oliveira A, Dantas EHM. Does Physical Activity Improve Cognition and Academic Performance in Children? A Systematic Review of Randomized Controlled Trials. Neuropsychobiology 2022; 80:454-482. [PMID: 33887743 DOI: 10.1159/000514682] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/01/2020] [Accepted: 01/21/2021] [Indexed: 11/19/2022]
Abstract
INTRODUCTION In the last decades, different studies have investigated the effects of exercise or physical activity (PA) on cognitive functions and academic performance in children and adolescents. But given the inconsistencies regarding methodologies and the fact that many studies do not have controlled or randomized designs, a more recent review is needed in order to summarize the different outcomes and methodologies employed and correlate them from an applied perspective. OBJECTIVES The purpose of the present review is to systematically review and analyze the effects of acute and chronic PA interventions exclusively from randomized controlled trials (RCTs) on cognitive functions and academic performance of children and adolescents. METHODS A literature search was conducted using MEDLINE (via PubMed), EMBASE, Web of Science, and PsycINFO databases for all RCTs published between January 2014 and July 2020. Authors searched these databases using controlled vocabularies, keywords, and Boolean logic, and data were later extracted from the studies. Effect sizes were calculated based on means and SDs at posttest using Hedge's g formula. RESULTS A total of 20 studies met the inclusion criteria. They were assessed for eligibility and later included in the review. Although most of the articles did not show any robust effect size and had significant methodological differences, 80% of the studies analyzed showed positive results, indicating a significant impact of exercise or PA on cognition. DISCUSSION Due to the heterogeneity in the design of the interventions and the variables analyzed, most of the studies showed small or medium effect sizes. Studies with big effect size in all variables had in common the fact that they involved team game variations and coordination activities. The combination of physical exertion (high intensity) and cognitive engagement with social interactions seems to have the strongest effect on executive functions. This ecological and attractive model reflects children's typical PA and might represent an ideal model for exercise in this population. CONCLUSIONS Although grouping different studies based on PA type, control groups, and comparison treatments is a limitation and results should be interpreted with caution, this review suggests that PA interventions, in particular, team game variations and coordination activities, have positive effects on children's cognitive functions.
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Affiliation(s)
- Camila Ferreira Vorkapic
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil
| | - Heloisa Alves
- Department of Psychology, University of Massachusetts, Dartmouth, Massachusetts, USA
| | - Larissa Araujo
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil
| | - Claudio Joaquim Borba-Pinheiro
- Campus Tucuruí, State University of Pará (UEPA), Tucurui, Brazil.,Campus Tucuruí, Federal Institute of Pará (IFPA), Tucurui, Brazil
| | - Renato Coelho
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil.,Multidisciplinary Residence Program, Health Secretariat of the City of Contagem, Contagem, Brazil
| | - Eugenio Fonseca
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil
| | - Ana Oliveira
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil
| | - Estelio H M Dantas
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil.,Postgraduate Program in Health and Environment, Laboratory of Biosciences of Human Kinetics - LABIMH, Aracaju, Brazil
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Alsalhe TA, Bragazzi NL. The Effectiveness of Physical Education Games on Mathematics Achievement in a Sample of Students with Intellectual Disabilities. JMIR Serious Games 2021. [PMID: 34506298 DOI: 10.2196/29142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
UNSTRUCTURED Background: Innovative techniques for teaching to students with intellectual disabilities are applied across the world, since conventional methods may work less efficaciously for them. In this investigation, an innovative method was applied to teach simple mathematics problems to students with intellectual disability. Objective: The purpose of the study was to determine the effectiveness of physical education (PE) games on mathematics achievements in a sample of students with intellectual disabilities in Riyadh, Kingdom of Saudi Arabia. Method: Participants of this study were 34 students with intellectual disabilities from inclusive middle school in Riyadh city. Participants were randomly recruited and, based on severity of their intellectual disability, allocated to an experimental and a control group. The former studied mathematics in PE classes, whereas the control group studied mathematics in pure mathematics classrooms. Results: Results showed significant improvements in post- versus pre-test in both groups. However, participants in the experimental group reported higher improvements compared to the participants in the control group. Conclusions: The present investigation seems to recommend the importance of using PE games during classes to improve learning skills, especially mathematics ones.
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Differences in Fitness and Academic Attainment between Obese, and Non Obese School-Age Adolescent Handball Players: An Explorative, Cross-Sectional Study. APPLIED SCIENCES-BASEL 2021. [DOI: 10.3390/app11094185] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
This study investigated differences in physical fitness and academic attainment in obese and non-obese adolescent handball players. A total of 31 males (age: 15.5 ± 1.2 years; body mass: 77.8 ± 17.7 kg; height: 1.71 ± 0.10 m; body mass index (BMI): 26.8 ± 6.9 kg/m2; body fat: 26.4 ± 6.34%) from the Qatar handball first division participated and were divided into two body fat percentage (%BF) groups (i.e., obese or non-obese). Anthropometrics (height, mass, BMI, and %BF) and physical performance testing ability (T-half test for change-of-direction (COD); squat jump (SJ), countermovement jump (CMJ), and 10 and 15 m sprints; medicine ball throw (MBT), and aerobic capacity (Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1)) were determined. Academic attainment was determined through grade point averages (GPA). Non-obese participants had superior performances in mathematics (p < 0.001) and science (p = 0.013), agility T-half test (p = 0.001), CMJ (p < 0.001), and 15 m sprint (p = 0.019). Correlations were found between T-half test and mathematics (r = 0.500) and science (r = 0.484). To conclude, obese school-age handball players have poorer fitness and academic performances than normal body weight adolescents.
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Hermassi S, Chelly MS, Michalsik LB, Sanal NEM, D. Hayes L, Cadenas-Sanchez C. Relationship between fatness, physical fitness, and academic performance in normal weight and overweight schoolchild handball players in Qatar State. PLoS One 2021; 16:e0246476. [PMID: 33606780 PMCID: PMC7895367 DOI: 10.1371/journal.pone.0246476] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Accepted: 01/11/2021] [Indexed: 12/17/2022] Open
Abstract
The aim of this study was to examine the correlation between physiological parameters (namely fatness and physical fitness) with academic performance (namely mathematics and science grade point average [GPA]) in normal weight and overweight schoolchild handball players. Thirty-six young male team handball players (age: 9±1 years; body mass: 45.5±14.2 kg; height: 1.38±9.1 m; body fat: 19.7±5.6%) at the highest national league for their age group participated. Anthropometry was examined by measuring body mass, body fat percentage (%BF), and body mass index (BMI). Fitness testing included the Yo-Yo Intermittent Recovery Test (level 1), squat jumps (SJ) and counter-movement jumps (CMJ), and upper-limb throwing performance (2 kg medicine ball seated front throw), a 15 m sprint test, and a T-half test for change-of-direction (COD) ability. Academic performance was evaluated through school records of grade point average (GPA) of mathematics and science. BMI was negatively correlated with science GPA (r = -0.57, p<0.001) and mathematics GPA (r = -0.39, p<0.001). Significant correlations between Yo-Yo test performance and science GPA (r = 0.73, p<0.001) and mathematics GPA (r = 0.66, p<0.001) existed. T-half test score (less time taken meant a superior performance) was negatively correlated with science GPA (r = 0.48, p = 0.003) and mathematics GPA (r = 0.63, p<0.01). In conclusion, fatness and physical fitness (except for the upper-muscular strength) were significantly related to academic performance in in schoolchild handball players. Based on results of this study, it seems pragmatic and appropriate to engage young schoolchild in physical activity as it associates with superior academic performance.
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Affiliation(s)
- Souhail Hermassi
- Physical Education Department, College of Education, Qatar University, Doha, Qatar
- * E-mail:
| | - Mohamed Souhaiel Chelly
- Research Unit (UR17JS01) « Sport Performance, Health & Society», Higher Institute of Sport and Physical Education of Ksar-Saîd, University of “La Manouba”, Tunis, Tunisia
| | - Lars Bojsen Michalsik
- Department of Sport Science and Clinical Biomechanics, Muscle Physiology and Biomechanics Research Unit, University of Southern Denmark, Odense, Denmark
| | | | - Lawrence D. Hayes
- School of Health and Life Sciences, University of the West of Scotland, Glasgow, United Kingdom
| | - Cristina Cadenas-Sanchez
- Institute for Innovation & Sustainable Development in Food Chain (IS-FOOD), Public University of Navarra, Pamplona, Spain
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Jansen P, Pietsch S. Sports and mathematical abilities in primary school-aged children: How important are spatial abilities? An explorative study. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-01190-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
AbstractIt is well known that sports and mathematical abilities are related to spatial abilities, also a relation between sport and mathematical abilities is assumed. However, the relation between all three aspects has not been investigated until now. Therefore, the main goal of the study is to examine the relationship between sport, spatial and mathematical ability in elementary school aged children. 50 boys and 42 girls from third grade solved spatial and sport tasks, which can be differentiated into the following: intrinsic-dynamic, intrinsic-static and extrinsic-static. Furthermore, their performances in mathematical (separated into numerical/arithmetical and geometrical) abilities were analyzed. The results showed significant correlations between the static spatial and sporting activities. This correlation is due to the strong correlation within the group of girls. Furthermore, a good performance in the intrinsic-spatial ability was related to a high geometrical ability of the children, especially in boys. However, the geometrical ability could not be predicted by sport abilities.
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Analysis of Motor Intervention Program on the Development of Gross Motor Skills in Preschoolers. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17134891. [PMID: 32645892 PMCID: PMC7369920 DOI: 10.3390/ijerph17134891] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Revised: 06/27/2020] [Accepted: 07/02/2020] [Indexed: 11/18/2022]
Abstract
This study aimed to investigate the influence of a structured movement activity program on the motor development of children aged three to five years attending preschool. Participants were 136 preschool students with normative development at three to four years old who lived in the Region of Murcia (Spain). The McCarthy Children’s Psychomotricity and Aptitude Scales (MSCA) battery of psychomotor tests was used to evaluate the motor development profiles of preschoolers before and after the intervention. The sample was divided into two groups: an intervention group (28 students) and a comparison group (108 students). A structured 24 week physical education program was used in the intervention group. An experiential program based on free play was used in the comparison group during the same period. Preschoolers in both groups got a significant improvement in the contrast of pre-intervention with post-intervention in limb coordination. Statistically significant differences in the post-intervention measurements between the comparison group and the intervention group on arm and leg coordination were observed, whereby the intervention group presented higher arm coordination values (F1,134 = 14,389, p = 0.000, η2 = 0.097) and higher leg coordination values (F1,134 = 19,281, p = 0.000, η2 = 0.126) than the comparison group. It was pointed out that structured physical activity education is better educational methodology than free play to achieve adequate motor development in preschool children.
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Sneck S, Viholainen H, Syväoja H, Kankaapää A, Hakonen H, Poikkeus AM, Tammelin T. Effects of school-based physical activity on mathematics performance in children: a systematic review. Int J Behav Nutr Phys Act 2019; 16:109. [PMID: 31752903 PMCID: PMC6873534 DOI: 10.1186/s12966-019-0866-6] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2019] [Accepted: 10/21/2019] [Indexed: 11/28/2022] Open
Abstract
BACKGROUND The benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. METHODS We systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4-16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis. RESULTS Of the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES = 0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups. CONCLUSIONS Adding PA to the school day may enhance children's mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day.
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Affiliation(s)
- S Sneck
- LIKES Research Centre for Physical Activity and Health, Rautpohjankatu 8, 40700, Jyväskylä, Finland.
- Faculty of Education, University of Oulu, Oulu, Finland.
| | - H Viholainen
- Department of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - H Syväoja
- LIKES Research Centre for Physical Activity and Health, Rautpohjankatu 8, 40700, Jyväskylä, Finland
| | - A Kankaapää
- LIKES Research Centre for Physical Activity and Health, Rautpohjankatu 8, 40700, Jyväskylä, Finland
| | - H Hakonen
- LIKES Research Centre for Physical Activity and Health, Rautpohjankatu 8, 40700, Jyväskylä, Finland
| | - A-M Poikkeus
- Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - T Tammelin
- LIKES Research Centre for Physical Activity and Health, Rautpohjankatu 8, 40700, Jyväskylä, Finland
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Hermassi S, Sellami M, Bouhafs EG, Schwesig R, De Giorgio A. Effect of Verbal Instruction on Motor Learning Ability of Anaerobic and Explosive Exercises in Physical Education University Students. Front Psychol 2019; 10:2097. [PMID: 31681055 PMCID: PMC6798030 DOI: 10.3389/fpsyg.2019.02097] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2019] [Accepted: 08/28/2019] [Indexed: 11/28/2022] Open
Abstract
This study investigated the effect of motor learning with informational feedback into response to anaerobic exercises with and without motor learning tasks in handball physical education university students. Participants were randomly divided into two groups: experimental group (EG, n = 10) and control group (CG, n = 10). Measurements of T-half test, 15-m and 30-m sprints, and ZIG-ZAG test were assessed in both groups before (T1), between (T2) a 4-week intervention program, and after (T3) an 8-week intervention program, which included agility and speed teaching with (EG) or without (CG) informational feedback (i.e., verbal instruction). The test-retest reliability for all tests was excellent, and the ICC ranged from 0.76 (ZIG-ZAG test) to 0.99 (Agility T test). The interday measurement error was clearly below 1% in all tests (CV range: 0.2–0.8). Time effects for the Agility T test (p = 0.012, ηp2 = 0.245) and the 15-m sprint (p = 0.035, ηp2 = 0.190) were found. For the Agility T test, a total interaction effect (p = 0.001, ηp2 = 0.380) and a partial interaction effect were calculated between T2 and T3 (p < 0.001, ηp2 = 0.603). A large effect size (d = 0.87) was observed in the EG from T2 to T3. The second relevant (d ≥ 0.5) effect size was calculated for the parameter sprint 30 m. The CG showed a significant sprint performance reduction from T2 to T3 (d = −0.60; parameter: sprint 30 m). All other effect sizes were less than 0.44. The ZIG-ZAG test revealed the largest main and partial effect sizes for all parameters. The EG showed the largest improvement (d = 2.00) between T2 and T3. The results demonstrate that motor learning with informational feedback improves performances of Agility T test, sprint, and ZIG-ZAG performance. It appears that a well-formulated verbal instruction may induce performance enhancement in young trainees in educational environment.
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Affiliation(s)
- Souhail Hermassi
- Sport Science Program, College of Arts and Sciences, Qatar University, Doha, Qatar
| | - Maha Sellami
- Sport Science Program, College of Arts and Sciences, Qatar University, Doha, Qatar
| | - El Ghali Bouhafs
- Department of Sports Science, Prevention Rehabilitation, Martin-Luther-University Halle-Wittenberg, Halle, Germany
| | - René Schwesig
- Department of Orthopaedic and Trauma Surgery, Martin-Luther-University Halle-Wittenberg, Halle, Germany
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Norris E, van Steen T, Direito A, Stamatakis E. Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: a systematic review and meta-analysis. Br J Sports Med 2019; 54:826-838. [PMID: 31619381 DOI: 10.1136/bjsports-2018-100502] [Citation(s) in RCA: 77] [Impact Index Per Article: 15.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/10/2019] [Indexed: 01/12/2023]
Abstract
OBJECTIVE This review provides the first meta-analysis of the impact of physically active lessons on lesson-time and overall physical activity (PA), as well as health, cognition and educational outcomes. DESIGN Systematic review and meta-analysis of controlled studies. Six meta-analyses pooled effects on lesson-time PA, overall PA, in-class educational and overall educational outcomes, cognition and health outcomes. Meta-analyses were conducted using the metafor package in R. Risk of bias was assessed using the Cochrane tool for risk of bias. DATA SOURCES PubMed, Embase, PsycINFO, ERIC and Web of Science, grey literature and reference lists were searched in December 2017 and April 2019. STUDIES ELIGIBILITY CRITERIA Physically active lessons compared with a control group in a randomised or non-randomised design, within single component interventions in general school populations. RESULTS 42 studies (39 in preschool or elementary school settings, 27 randomised controlled trials) were eligible to be included in the systematic review and 37 of them were included across the six meta-analyses (n=12 663). Physically active lessons were found to produce large, significant increases in lesson-time PA (d=2.33; 95% CI 1.42 to 3.25: k=16) and small, increases on overall PA (d=0.32; 95% CI 0.18 to 0.46: k=8), large, improvement in lesson-time educational outcomes (d=0.81; 95% CI 0.47 to 1.14: k=7) and a small improvement in overall educational outcomes (d=0.36; 95% CI 0.09 to 0.63: k=25). No effects were seen on cognitive (k=3) or health outcomes (k=3). 25/42 studies had high risk of bias in at least two domains. CONCLUSION In elementary and preschool settings, when physically active lessons were added into the curriculum they had positive impact on both physical activity and educational outcomes. These findings support policy initiatives encouraging the incorporation of physically active lessons into teaching in elementary and preschool setting. TRIAL REGISTRATION NUMBER CRD42017076933.
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Affiliation(s)
- Emma Norris
- Centre for Behaviour Change, University College London, London, UK
| | - Tommy van Steen
- Institute of Security and Global Affairs, Leiden University, Leiden, The Netherlands
| | - Artur Direito
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Emmanuel Stamatakis
- School of Public Health, University of Sydney, Sydney, New South Wales, Australia
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Bedard C, St John L, Bremer E, Graham JD, Cairney J. A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children. PLoS One 2019; 14:e0218633. [PMID: 31237913 PMCID: PMC6592532 DOI: 10.1371/journal.pone.0218633] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2019] [Accepted: 06/04/2019] [Indexed: 01/22/2023] Open
Abstract
Objectives Despite the relationship between physical activity (PA) and learning outcomes, the school system has not been able to support the inclusion of PA throughout the day. A solution to this problem integrates PA into the academic classroom. The objective of this review is to determine the impact of active classrooms compared to traditional sedentary classrooms on educational outcomes of school-aged children. Design We searched ERIC, PubMed, PsychINFO, and Web of Science, reference lists of included studies for randomised controlled studies. Independent reviewers screened the texts of potentially eligible studies and assessed the risk of bias. Data were pooled using random-effects models on standardized mean differences. Results This review identified 25 studies examining educational outcomes, including approximately 6,181 students. Risk of bias was assessed as either some or high risk of bias for most of the studies and outcomes. Pooled data from 20 studies and 842 participants measuring academic performance shows a small positive effect of active classrooms compared with traditional, sedentary classrooms (SMD = 0.28, 95% CI: 0.09 to 0.47). Conclusions Physically active classrooms may slightly improve academic achievement compared to the traditional sedentary lessons. Future research is needed to ensure that studies are adequately powered, employ appropriate methods of randomization, and measure a wide range of important student outcomes across the full spectrum of the school-age.
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Affiliation(s)
- Chloe Bedard
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
- INfant and Child Health (INCH) Lab, Department of Family Medicine, Master University, Hamilton, Ontario, Canada
- * E-mail:
| | - Laura St John
- INfant and Child Health (INCH) Lab, Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Ontario, Canada
| | - Emily Bremer
- INfant and Child Health (INCH) Lab, Department of Family Medicine, Master University, Hamilton, Ontario, Canada
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Ontario, Canada
| | - Jeffrey D. Graham
- INfant and Child Health (INCH) Lab, Department of Family Medicine, Master University, Hamilton, Ontario, Canada
| | - John Cairney
- INfant and Child Health (INCH) Lab, Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Ontario, Canada
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