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Ober P, Poulain T, Meigen C, Spielau U, Sobek C, Kiess W, Igel U, Lipek T, Vogel M. Modifiable factors influencing attention performance in healthy children: insights from a comprehensive school nutrition study. BMC Public Health 2024; 24:1629. [PMID: 38898432 PMCID: PMC11186167 DOI: 10.1186/s12889-024-19059-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Accepted: 06/05/2024] [Indexed: 06/21/2024] Open
Abstract
BACKGROUND There is inconclusive evidence for the effects of various leisure activities on attention performance in children. The literature reports inconsistent associations between activities such as physical activities or media use. To date, no study has thoroughly examined the various factors influencing attentional performance in a larger cohort of healthy children. This study aims to close this research gap. METHODS From 2018 to 2019, the Leipzig School Nutrition Study collected data from 1215 children and their families. The children report their dietary behavior (using CoCu- Questionnaire), especially their participation in school lunch and their breakfast habits, through a paper questionnaire. Furthermore, attention performance was assessed using a validated test (FAIR-2) at school. Data on physical activity, media consumption, family eating habits and socio-economic status (SES) were collected from parents using questionnaires. Associations between attention and influencing factors were estimated using hierarchical linear regression. Analyses were adjusted for age, SES, and school type. RESULTS Attending upper secondary schools (ßadj= 23.6, p < 0.001) and having a higher SES (ß= 1.28, p < 0.001) was associated with higher attention performance. Children doing leisure-time sports (ßadj= 4.18, p = 0.046) or reading books for at least one hour/weekday showed better attention performance (ßadj= 3.8, p = 0.040). Attention performance was also better in children having no electronic devices in the bedroom (ßadj= 13.0, p = 0.005) and in children whose parents limited their children's Internet access (ßadj= 5.2, p = 0.012). We did not find any association between nutritional habits and attention performance. CONCLUSIONS We found that fostering modifiable habits such as reading and physical activity could enhance attention performance. These findings have substantial implications for the development of prevention and intervention programs that aim to improve attention in schoolchildren. It is important to note, however, that social status as a hardly modifiable factor also impacts attention performance. Therefore, interventions should address personal habits in a systemic approach considering the child's social status. TRIAL REGISTRATION The study is retrospectively registered with the German Clinical Trials Register (DRKS00017317, registration: 05-29-2019).
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Affiliation(s)
- Peggy Ober
- LIFE Child - Leipzig Research Center for Civilization Diseases, Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany.
- Integrated Research and Treatment Center (IFB)Adiposity Diseases, Medical Faculty, Leipzig University, 04103, Leipzig, Germany.
| | - Tanja Poulain
- LIFE Child - Leipzig Research Center for Civilization Diseases, Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
- Center for Pediatric Research (CPL), Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
| | - Christof Meigen
- LIFE Child - Leipzig Research Center for Civilization Diseases, Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
- Center for Pediatric Research (CPL), Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
| | - Ulrike Spielau
- Center for Pediatric Research (CPL), Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
- Integrated Research and Treatment Center (IFB)Adiposity Diseases, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
| | - Carolin Sobek
- LIFE Child - Leipzig Research Center for Civilization Diseases, Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
- Center for Pediatric Research (CPL), Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
| | - Wieland Kiess
- LIFE Child - Leipzig Research Center for Civilization Diseases, Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
- Center for Pediatric Research (CPL), Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
| | - Ulrike Igel
- LIFE Child - Leipzig Research Center for Civilization Diseases, Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
- Center for Pediatric Research (CPL), Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
- Department of Applied Social Science, University of Applied Sciences Erfurt, 99085, Erfurt, Germany
| | - Tobias Lipek
- Center for Pediatric Research (CPL), Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
- Integrated Research and Treatment Center (IFB)Adiposity Diseases, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
| | - Mandy Vogel
- LIFE Child - Leipzig Research Center for Civilization Diseases, Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
- Center for Pediatric Research (CPL), Hospital for Children and Adolescents, Medical Faculty, Leipzig University, 04103, Leipzig, Germany
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Delgado-Floody P, Cristi-Montero C, Jerez-Mayorga D, Ruiz-Ariza A, Guzmán-Guzmán IP, Álvarez C, Gómez-López M, Carter-Thuillier B, Caamaño-Navarrete F. Exploring the mediating role of promoting school physical activity on the relationship between low socioeconomic status and academic achievement and school climate: evidence from 4,990 Chilean schools. Front Public Health 2024; 12:1426108. [PMID: 38903576 PMCID: PMC11188408 DOI: 10.3389/fpubh.2024.1426108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2024] [Accepted: 05/21/2024] [Indexed: 06/22/2024] Open
Abstract
There is evidence that promoting school physical activity (PSPA) benefits children and adolescents, but little is understood about how this promotion may relate to academic achievement and school climate across varying levels of socioeconomic status (SES). Hence, the study aimed to address this knowledge gap by examining two main objectives: (1) determining the association between PSPA and academic achievement and school climate according to schools' SES and (2) exploring the potential mediating role of PSPA in the relationship between schools' SES and academic achievement and school climate. This cross-sectional study at the school level focused on 4,990 schools (including public, subsidized, and private schools) that participated in the National Educational Study 2018 (Chile), which was applied to primary schoolchildren (4th grade, aged 8-10 years). Schools were divided into non-PSPA (n = 4,280) and PSPA (n = 710) during the year 2018. Changes in academic achievement from 2017 to 2018 and school climate were considered. PSPA was associated with improvements in maths (low-SES OR: 1.80, p < 0.001) and reading (middle-SES OR: 1.45, p = 0.029; low-SES OR: 1.47, p < 0.001). The indirect effect (IE) showed that PSPA partially mediated the relationship between SES and academic achievement in reading (IE = 1.017; SE = 0.12; 95%CI, -1.27, -0.77), maths (IE = -1.019; SE = 0.12; 95%CI, -1.25, -0.78), and school climate (IE = -0.46; SE = 0.52; 95%CI, -0.56, -0.35). In conclusion, PSPA was linked to positive changes in academic achievement, especially among low SES, and PSPA presented a potential mediating role in the relationship between SES of schools and academic achievement and school climate.
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Affiliation(s)
- Pedro Delgado-Floody
- Department of Physical Education, Sports and Recreation, Universidad de La Frontera, Temuco, Chile
| | - Carlos Cristi-Montero
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Daniel Jerez-Mayorga
- Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago de Chile, Chile
| | | | - Iris Paola Guzmán-Guzmán
- Faculty of Chemical-Biological Sciences, Universidad Autónoma de Guerrero, Chilpancingo, Guerrero, Mexico
| | - Cristian Álvarez
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago de Chile, Chile
| | - Manuel Gómez-López
- Department of Physical Activity and Sport, Faculty of Sports Sciences, University of Murcia, Santiago de la Ribera, Murcia, Spain
| | - Bastian Carter-Thuillier
- Department of Education, Universidad de Los Lagos, Osorno, Chile
- Programa de Investigación en Deporte, Sociedad y Buen Vivir, Universidad de Los Lagos, Osorno, Chile
- Departamento de Didáctica y Práctica, Facultad de Educación, Universidad Católica de Temuco, Temuco, Chile
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Atakan MM, Atakan B. Acute Pilates and plyometric exercise in school-based settings improve attention and mathematics performance in high school students. SPORTS MEDICINE AND HEALTH SCIENCE 2024; 6:185-192. [PMID: 38708323 PMCID: PMC11067860 DOI: 10.1016/j.smhs.2023.12.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 12/20/2023] [Accepted: 12/27/2023] [Indexed: 05/07/2024] Open
Abstract
The aim of this study was to examine the effects of acute Pilates and plyometric exercise in a school-based setting on attention and mathematics test performance in high school students. Forty 10th-grade students (21 females and 19 males; age: [15.0 ± 0.5] years, body mass index: [21.4 ± 2.8] kg/m2) participated in this crossover and quasi-experimental study. In week 1, students were familiarized with the d2 test of attention and Pilates and plyometric exercises activities, and body composition measurements were taken. In both weeks 2 and 3, students completed the d2 test of attention and mathematics test with 20 questions following a single session of low-to-moderate-intensity exercise and a classroom-based non-exercise activity, in a non-randomized order. The exercise sessions included 30 mins of plyometric exercises for male students and Pilates exercise for female students, with intensities corresponding to 10-14 on the Borg rating of perceived exertion scale6-20. Compared to the non-exercise activity, a 30-min of Pilates and plyometric exercise resulted in significant improvements in attention score (mean difference [Δ] = 54.5 score; p < 0.001; Cohen's effect sizes [d] = 1.26) and concentration performance (Δ = 20.7 score; p = 0.003; d = 0.51). The students scored significantly higher on the mathematics test after participating in the exercise sessions compared to the non-exercise condition (Δ% = 11.7; p < 0.001; d = 0.76). There were no significant differences between genders (p > 0.05). These findings demonstrate the effectiveness of acute light-to-moderate-intensity Pilates and plyometric exercises in school-based settings for improving attention and mathematics performance in adolescents.
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Affiliation(s)
- Muhammed M. Atakan
- Division of Exercise Nutrition and Metabolism, Faculty of Sport Sciences, Hacettepe University, Ankara 06800, Turkey
| | - Betül Atakan
- Aydınlıkevler Anatolian High School, Ministry of National Education, Ankara 06135, Turkey
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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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Crumbley C, Cepni AB, Taylor A, Thompson D, Moran NE, Olvera N, O'Connor DP, Johnston CA, Ledoux TA. Exploring Factors Associated With Accelerometer Validity Among Ethnically Diverse Toddlers. Pediatr Exerc Sci 2024; 36:66-74. [PMID: 37758263 DOI: 10.1123/pes.2022-0114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/27/2022] [Revised: 05/11/2023] [Accepted: 07/28/2023] [Indexed: 10/03/2023]
Abstract
PURPOSE Studying physical activity in toddlers using accelerometers is challenging due to noncompliance with wear time (WT) and activity log (AL) instructions. The aims of this study are to examine relationships between WT and AL completion and (1) demographic and socioeconomic variables, (2) parenting style, and (3) whether sedentary time differs by AL completion. METHODS Secondary analysis was performed using baseline data from a community wellness program randomized controlled trial for parents with toddlers (12-35 mo). Parents had toddlers wear ActiGraph wGT3x accelerometers and completed ALs. Valid days included ≥600-minute WT. Analysis of variance and chi-square analyses were used. RESULTS The sample (n = 50) comprised racial and ethnically diverse toddlers (mean age = 27 mo, 58% male) and parents (mean age = 31.7 y, 84% female). Twenty-eight families (56%) returned valid accelerometer data with ALs. Participants in relationships were more likely to complete ALs (P < .05). Toddler sedentary time did not differ between those with ALs and those without. CONCLUSIONS We found varied compliance with WT instructions and AL completion. Returned AL quality was poor, presenting challenges in correctly characterizing low-activity counts to improve internal validity of WT and physical activity measures. Support from marital partners may be important for adherence to study protocols.
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Affiliation(s)
- Christine Crumbley
- Department of Health and Human Performance, University of Houston, Houston, TX,USA
| | - Aliye B Cepni
- Department of Health and Human Performance, University of Houston, Houston, TX,USA
| | - Ashley Taylor
- Department of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX,USA
| | - Debbe Thompson
- USDA/ARS Children's Nutrition Research Center & Department of Pediatrics, Baylor College of Medicine, Houston, TX,USA
| | - Nancy E Moran
- USDA/ARS Children's Nutrition Research Center & Department of Pediatrics, Baylor College of Medicine, Houston, TX,USA
| | - Norma Olvera
- Department of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX,USA
- Latino Health Disparities Lab, University of Houston, Houston, TX,USA
| | - Daniel P O'Connor
- Department of Health and Human Performance, University of Houston, Houston, TX,USA
- HEALTH Research Institute, University of Houston, Houston, TX,USA
| | - Craig A Johnston
- Department of Health and Human Performance, University of Houston, Houston, TX,USA
| | - Tracey A Ledoux
- Department of Health and Human Performance, University of Houston, Houston, TX,USA
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Bao R, Qin H, Memon AR, Chen S, López-Gil JF, Liu S, Zou L, Cai Y. Is adherence to the 24-h movement guidelines associated with greater academic-related outcomes in children and adolescents? A systematic review and meta-analysis. Eur J Pediatr 2024; 183:2003-2014. [PMID: 38416259 DOI: 10.1007/s00431-024-05461-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 01/23/2024] [Accepted: 01/30/2024] [Indexed: 02/29/2024]
Abstract
The purpose of this systematic review was to synthesise the evidence for the association of adherence to the 24-h movement guidelines with academic-related outcomes in children and adolescents. This systematic review was based on the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. PubMed, PsycINFO, Scopus, WOS, SPORTDiscus, and EMBASE were searched from their inception to 12 December 2023. The Joanna Briggs Institute (JBI) Critical Appraisal Checklist was used to assess the risk of bias of included studies. In total, 4326 records were identified through database searches; 10 articles met the inclusion criteria and were included in this systematic review. There were eight cross-sectional studies and two longitudinal studies; the main academic-related outcomes were academic achievement and cognitive function. A small association between adherence to all three recommendations and academic achievement (k = 5, r = 0.17, 95% CI = 0.10-0.24, I2 = 49%) was found compared to those who did not adhere to any recommendations. Conclusion: Findings from this systematic review and meta-analysis reveal a small association between adherence to all three recommendations and greater academic achievement in children and adolescents. Nevertheless, it is imperative to underscore the need for more studies to establish robust evidence underpinning this relationship. Trial registration: PROSPERO (CRD42021295403). What is Known: • Regular physical activity, reduced screen time, and optimal sleep duration are independently associated with improved academic-related outcomes in children and adolescents. • The associations between adherence to the 24-h movement guidelines and academic-related outcomes in children and adolescents have not been quantitatively synthesised. What is New: • There is a small but positive association between adherence to all three recommendations of the 24-h movement guidelines and greater academic achievement in children and adolescents. • Further well-designed research is needed to focus on academic achievement, cognitive function and classroom behaviours in young individuals.
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Affiliation(s)
- Ran Bao
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, 2308, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia
| | - Huimin Qin
- ShanghaiTech Colleges, ShanghaiTech University, Shanghai, 201210, China
| | - Aamir Raoof Memon
- Institute for Health and Sport, Victoria University, Melbourne, 8001, Australia
| | - Sitong Chen
- Institute for Health and Sport, Victoria University, Melbourne, 8001, Australia
| | | | - Shijie Liu
- School of Physical Education, Wuhan University of Technology, Wuhan, 430070, China
| | - Liye Zou
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen, 518060, China
| | - Yujun Cai
- School of Physical Education, Shanghai University of Sport, Shanghai, 200438, China.
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Morales JS, Alberquilla Del Río E, Valenzuela PL, Martínez-de-Quel Ó. Physical Activity and Cognitive Performance in Early Childhood: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Sports Med 2024:10.1007/s40279-024-02020-5. [PMID: 38598150 DOI: 10.1007/s40279-024-02020-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/11/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Growing evidence suggests that physical activity (PA) could improve cognitive performance in youths, but whether these effects occur from early childhood remains unclear. OBJECTIVE To summarize evidence on the effects of PA interventions on cognitive performance in early childhood. METHODS We performed a systematic search in PubMed, Scopus, Web of Science and PsycINFO (from inception to 6 September 2023) for randomized controlled trials assessing the effects of PA interventions (≥ 3 weeks) on cognitive-related outcomes in early childhood (3-6 years). We conducted a random-effects meta-analysis when five or more studies assessed a given outcome. The potential moderating role of participant (e.g., age) and intervention characteristics (e.g., duration, volume, intensity, cognitive engagement) was also assessed. RESULTS We found a total of 24 studies (N = 3483 children) that were deemed to be of overall fair methodological quality. PA interventions were supervised and lasted between 3 and 24 weeks. The most common session duration was 30 min, with a frequency of two sessions per week. Pooled analyses revealed that PA interventions have positive effects on all analysed outcomes, including attention (standardized mean difference (SMD) = 0.49, 95% confidence interval (CI) 0.18-0.79, p = 0.002), inhibition (SMD = 0.45, 95% CI 0.06-0.84, p = 0.022), working memory (SMD = 0.50, 95% CI 0.18-0.82, p = 0.002), cognitive flexibility (SMD = 0.39, 0.15-0.62, p = 0.002) and vocabulary (SMD = 1.18, 0.19-2.16, p = 0.019). Sensitivity analyses confirmed the benefits in all cases except for inhibition (p = 0.062). No consistent differences were found relating to any moderator variable. CONCLUSIONS Although further research is warranted, our findings suggest that PA interventions may improve cognitive performance in early childhood, particularly in the domains of attention, inhibition, working memory, cognitive flexibility and vocabulary. These findings might support the implementation of PA interventions from early childhood. PROSPERO REGISTRATION CRD42021249319.
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Affiliation(s)
- Javier S Morales
- MOVE-IT Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cádiz, Cádiz, Spain
- Biomedical Research and Innovation Institute of Cádiz (INiBICA) Research Unit, Puerta del Mar University Hospital, University of Cádiz, Cádiz, Spain
| | | | - Pedro L Valenzuela
- Physical Activity and Health Research Group ('PaHerg'), Research Instituto de Investigación Hospital 12 de Octubre ('imas12'), Centro de Actividades Ambulatorias, 7ª Planta, Bloque D. Av. de Córdoba s/n, 28041, Madrid, Spain.
- Systems Biology Department, University of Alcalá, Madrid, Spain.
| | - Óscar Martínez-de-Quel
- Faculty of Education, Complutense University of Madrid, Madrid, Spain
- Faculty of Physical Activity and Sport Sciences (INEF), Technical University of Madrid, Madrid, Spain
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Dennehy J, Cameron M, Phillips T, Kolbe-Alexander T. Physical activity interventions among youth living in rural and remote areas: A systematic review. Aust N Z J Public Health 2024; 48:100137. [PMID: 38489936 DOI: 10.1016/j.anzjph.2024.100137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Revised: 02/05/2024] [Accepted: 02/08/2024] [Indexed: 03/17/2024] Open
Abstract
OBJECTIVES Physical activity (PA) interventions have potential to improve health and social outcomes among youth. The aim of this study was to collate the evidence on the effectiveness of PA and sports-based interventions among youth living in rural and remote areas. METHODS We searched five databases and grey literature (HealthInfoNet). Search terms included PA, rural status, adolescents, and outcome measures. Studies were included if published in English, recruited 10- to 18-year olds, and were based in rural or remote communities (Modified Monash Model [MMM] area classification range of MMM 3-7). Quasi-experimental and pre-experimental and post-experimental PA interventions were included. Two authors evaluated the articles independently following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, and relevant data were extracted. International Prospective Register of Systematic Reviews (PROSPERO) (CRD42020199001). RESULTS Of the 11802 studies identified, 6 were included in the review. Most studies were excluded for not meeting MMM 3-7 criteria. Four of the included studies had sports-related interventions, and 2 had walking-based interventions. Outcomes included self-efficacy, mental health, and academic performance. One study reported a positive effect of PA on self-efficacy (β = 0.26, p=0.018, odds ratio = 1.43 [95% confidence interval: 1.07-1.92]). CONCLUSION Few community-based PA interventions have been evaluated in rural areas. There is a need for future evaluations in rural areas and include PA as an outcome measure. IMPLICATIONS FOR PUBLIC HEALTH The findings highlight the need for measurement of PA outcomes in PA interventions in rural and remote areas. The findings also highlight the need for research to utilise a standardised measure of rurality.
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Affiliation(s)
- John Dennehy
- School of Health and Medical Sciences, University of Southern Queensland, Ipswich, Australia.
| | - Melainie Cameron
- School of Health and Medical Sciences, University of Southern Queensland, Ipswich, Australia; Research Unit for Physical Activity, Sport, and Recreation (PhASRec), North-West University, Potchefstroom, South Africa; Centre of Health Research, University of Southern Queensland, Springfield, Australia
| | - Tania Phillips
- School of Psychology and Wellbeing, University of Southern Queensland, Ipswich, Australia
| | - Tracy Kolbe-Alexander
- School of Health and Medical Sciences, University of Southern Queensland, Ipswich, Australia; UCT Research Centre for Health through Physical Activity, Lifestyle and Sport (HPALS), Division of Research Unit for Exercise Science and Sports Medicine, University of Cape Town, South Africa; Centre of Health Research, University of Southern Queensland, Springfield, Australia; Manna Institute, Australian Government Department of Education, Australia
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Jeppesen LS, Damsgaard L, Stolpe MN, Melcher JNS, Wienecke J, Nielsen G, Smedegaard S, Henriksen AH, Hansen RA, Hillman CH, Tammelin TH, Resaland GK, Daly-Smith A, Bugge A. Study protocol for the ACTIVE SCHOOL study investigating two different strategies of physical activity to improve academic performance in Schoolchildren. BMC Pediatr 2024; 24:174. [PMID: 38461348 PMCID: PMC10924402 DOI: 10.1186/s12887-024-04647-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/03/2023] [Accepted: 02/14/2024] [Indexed: 03/11/2024] Open
Abstract
BACKGROUND Previous research has suggested that school-based physical activity (PA) interventions may have a positive impact on academic performance. However, existing literature on school-based interventions encompasses various forms of PA, spanning from vigorous intensity PA outside the academic classes to light intensity PA and movement integrated into academic learning tasks, and results on academic performance are inconclusive. ACTIVE SCHOOL will implement two different PA interventions for one school year and assess the effects on the pupils' academic performance, with math performance as the primary outcome. METHODS/DESIGN The ACTIVE SCHOOL project consists of two phases: 1) Development phase and 2) Randomized Controlled Trial (RCT). In phase one, two interventions were developed in collaboration with school staff. The two interventions were tested in an 8-weeks feasibility study. In phase two, a RCT-study with three arms will be conducted in 9-10-year-old children for one school year. The RCT-study will be carried out in two intervention rounds during the school years 2023/2024 and 2024/2025. Schools will be randomized to one of two interventions or control;1) Run, Jump & Fun intervention (4 × 30 min/week of moderate-to-vigorous physical activity; 2) Move & Learn intervention (4 × 30 min/week focusing on embodied learning in math and Danish lessons); or 3) a control condition, consisting of normal teaching practices. Outcome measures include academic performance, PA level, cognitive functions, cardiorespiratory fitness, anthropometry, well-being and school motivation (collected before, during and after the intervention period). A process evaluation will be conducted to assess implementation. DISCUSSION The ACTIVE SCHOOL study will expand knowledge regarding the impact of PA on academic performance. The study will have the potential to significantly contribute to future research, as well as the scientific and educational debate on the best way to implement PA to support education and learning. TRIAL REGISTRATION The study was registered on the 25th of October 2022 in ClinicalTrials.gov, NCT05602948.
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Affiliation(s)
- Lise Sohl Jeppesen
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Physiotherapy, Copenhagen, Denmark.
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark.
| | - Linn Damsgaard
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Physiotherapy, Copenhagen, Denmark
| | - Malene Norup Stolpe
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Physiotherapy, Copenhagen, Denmark
| | | | - Jacob Wienecke
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Glen Nielsen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Søren Smedegaard
- Faculty of Teacher Education, UCL University College, Odense, Denmark
| | - Anne Husted Henriksen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Rasmus Ahmt Hansen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Charles H Hillman
- Center for Cognitive & Brain Health, Department of Psychology, Department of Physical Therapy, Movement and Rehabilitation Sciences, Northeastern University, Boston, MA, USA
| | - Tuija H Tammelin
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Geir K Resaland
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway
| | - Andrew Daly-Smith
- Wolfson Centre for Applied Health Research, Faculty of Health Studies, University of Bradford, Richmond Road, Bradford, BD7 IDP, UK
| | - Anna Bugge
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Physiotherapy, Copenhagen, Denmark
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10
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Woodforde J, Gomersall S, Timperio A, Mavoa S, Perales F, Salmon J, Stylianou M. Before-school physical activity patterns among adolescents using accelerometer and GPS data. Health Place 2024; 86:103222. [PMID: 38458126 DOI: 10.1016/j.healthplace.2024.103222] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/27/2023] [Revised: 02/26/2024] [Accepted: 02/27/2024] [Indexed: 03/10/2024]
Abstract
Most adolescents do not meet physical activity (PA) guidelines. The before-school segment has been identified as one promising opportunity for intervention; however, there is a need for contextual understanding of PA in this segment. This study aimed to examine: a) adolescents' PA levels across various locations before school (6:00am - school start), b) contributions of before-school PA to daily PA and PA guidelines, and c) correlates of location-specific before-school PA. A cross-sectional analysis was conducted using adolescents' (n = 148, mean age 14.7) accelerometer and GPS data. Adolescents averaged 9.7 min in before-school moderate-to-vigorous PA (MVPA), representing substantial contributions to daily activity. Most MVPA occurred away from home and school. Significant correlates included segment duration, age, socio-economic status, and PA self-efficacy. Future work should consider these patterns and correlates to support adolescents' PA through targeted interventions.
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Affiliation(s)
- James Woodforde
- School of Human Movement and Nutrition Sciences, The University of Queensland, St Lucia, Queensland, 4072, Australia.
| | - Sjaan Gomersall
- Centre for Health and Wellbeing Research Innovation, School of Human Movement and Nutrition Sciences, The University of Queensland, St Lucia, Queensland, 4072, Australia; School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Queensland, 4072, Australia
| | - Anna Timperio
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Geelong, Victoria, 3216, Australia
| | - Suzanne Mavoa
- Melbourne School of Population and Global Health, The University of Melbourne, Parkville, 3010, Australia
| | - Francisco Perales
- School of Social Science, The University of Queensland, St Lucia, Queensland, 4072, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Geelong, Victoria, 3216, Australia
| | - Michalis Stylianou
- School of Human Movement and Nutrition Sciences, The University of Queensland, St Lucia, Queensland, 4072, Australia
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11
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Zhao G, Sun K, Fu J, Li Z, Liu D, Tian X, Yang J, Zhang Q. Impact of physical activity on executive functions: a moderated mediation model. Front Psychol 2024; 14:1226667. [PMID: 38239467 PMCID: PMC10794743 DOI: 10.3389/fpsyg.2023.1226667] [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: 07/25/2023] [Accepted: 12/07/2023] [Indexed: 01/22/2024] Open
Abstract
Objective To provide both empirical support and a theoretical framework for systematically improving and optimizing the cognitive capabilities of college students through physical activity, while considering the mediating and regulating impacts of self-efficacy and negative emotion. Methods The study employed an overall random sampling method, examining 500 college students from five universities in Jiangsu Province using the Physical Activity Rating Scale (PARS-3), Adult Executive Function Scale (ADEXI), Positive and Negative Emotion Scale (PANAS), and General Self-Efficacy Scale (GSES). Results The findings indicated that the average age of the participants was 18.41 ± 0.73 years, encompassing 215 male students (43%), and 185 female students (57%). Engagement in physical activity was significantly and positively correlated with executive function (β = 0.246, p < 0.01), inversely associated with negative emotion (β = -0.137, p < 0.01), and demonstrated a significant positive predictive impact on self-efficacy (β = 0.183, p < 0.01). Self-efficacy was observed to partially mediate the relationship between executive function and physical activity. In addition, negative mood was identified as playing a partial mediating and modifying role in the relationship between executive function and physical activity. Conclusion Increasing college students' daily physical activity participation not only benefits their executive function, self-efficacy, and confidence levels but also exerts a limited positive impact on negative mood, with the potential to regulate the intensity of negative emotion.
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Affiliation(s)
- Guoguo Zhao
- Changzhou Vocational Institute of Textile and Garment, Changzhou, China
| | - Kaihong Sun
- Changzhou Vocational Institute of Textile and Garment, Changzhou, China
| | - Jian Fu
- College of Physical Education, Yangzhou University, Yangzhou, China
| | - Zhe Li
- Changzhou Vocational Institute of Textile and Garment, Changzhou, China
| | - Dongbin Liu
- Yangzhou Polytechnic Institute, Yangzhou, China
| | - Xin Tian
- College of Physical Education, Yangzhou University, Yangzhou, China
| | - Jiehui Yang
- Guangdong Polytechnic of Environment Protection Engineering, Foshan, China
| | - Qiushi Zhang
- Graduate School of Physical Education, Dankook University, Yongin, Republic of Korea
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12
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Yangüez M, Raine L, Chanal J, Bavelier D, Hillman CH. Aerobic fitness and academic achievement: Disentangling the indirect role of executive functions and intelligence. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 70:102514. [PMID: 37683338 DOI: 10.1016/j.psychsport.2023.102514] [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: 01/10/2023] [Revised: 06/30/2023] [Accepted: 08/18/2023] [Indexed: 09/10/2023]
Abstract
Research in children points to aerobic fitness as a source of individual differences in academic achievement. By examining the indirect effects of executive functions (EF) and intelligence on the relationship between aerobic fitness and academic achievement, the present study provides novel insight about the cognitive mechanisms underlying this relationship. 218 children (8-10 years) completed the following assessments: (i) a VO2max test to assess aerobic fitness; (ii) four tasks tapping components of EF (i.e., inhibition and cognitive flexibility); (iii) sub-tests of the Kaufman Brief Intelligence Test to assess fluid and crystallized intelligence; and (iv) sub-tests of arithmetic, spelling, and reading achievement (WRAT 3rd edition). Structural equation modeling (SEM) was conducted to examine the indirect role of EF and intelligence on the relationship between aerobic fitness and sub-domains of academic achievement. Covariate analyses included age, pubertal timing, and socio-economic status. Preliminary analysis via linear regression showed a direct effect of aerobic fitness on arithmetic achievement, whereas no effect was observed on spelling and reading achievement. Importantly, multiple mediation SEM revealed the direct effect of aerobic fitness on arithmetic achievement disappeared after accounting for the indirect effects of EF, whereas intelligence did not contribute significantly on this complex mediation process. Moreover, among EF components, cognitive flexibility, was the main driver of the relationship between aerobic fitness and arithmetic achievement. Unpacking which components of EF and intelligence affect the link between aerobic fitness and academic achievement, holds the promise of better understanding the heterogeneity still present in the literature.
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Affiliation(s)
- Marc Yangüez
- Faculty of Psychology, University of Geneva, Switzerland; Campus Biotech, University of Geneva, Switzerland.
| | | | - Julien Chanal
- Faculty of Psychology, University of Geneva, Switzerland; Distance Learning University, Brig, Switzerland.
| | - Daphne Bavelier
- Faculty of Psychology, University of Geneva, Switzerland; Campus Biotech, University of Geneva, Switzerland.
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13
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Yun JS, Lee GI, Kim BR. Association of Basic Psychological Need Fulfillment and School Happiness with Obesity Levels and Intensity of Physical Activity during Physical Education Classes in South Korean Adolescents. Healthcare (Basel) 2023; 12:40. [PMID: 38200946 PMCID: PMC10778906 DOI: 10.3390/healthcare12010040] [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: 11/10/2023] [Revised: 12/15/2023] [Accepted: 12/20/2023] [Indexed: 01/12/2024] Open
Abstract
This study examined the relationship between basic psychological need fulfillment (BPNF) and school happiness in relation to the intensity of physical activity exhibited by adolescents during physical education (PE) classes and their obesity levels. We measured BPNF and school happiness using a questionnaire administered to 600 junior high school students. After exclusion, 532 questionnaires were analyzed. A 3D accelerometer (GT3X model) from Actigraph and the body mass index were used to measure physical activity intensity and obesity, respectively. The findings of this study indicate that BPNF and school happiness were significantly associated with physical activity intensity. Specifically, students who engaged in high-intensity physical activity exhibited higher levels of BPNF and school happiness. Additionally, BPNF and school happiness were not significantly related to obesity, whereas a significant relationship was observed between BPNF, school happiness, and the interaction between physical activity intensity and obesity level. This finding implies that adolescents with higher physical activity intensity and lower obesity reported higher levels of BPNF and school happiness. These findings suggest that physical activity intensity during PE classes significantly influences emotional development. Therefore, incorporating moderate-to-vigorous physical activity into PE may serve as a strategy for promoting emotional development in adolescents.
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Affiliation(s)
- Ju-Seok Yun
- Department of Physical Education, Korea University, Seoul 02841, Republic of Korea;
| | - Gyu-Il Lee
- Department of Physical Education, Kyungpook National University, Daegu 41566, Republic of Korea;
| | - Bo-Ram Kim
- Department of Physical Education, Korea University, Seoul 02841, Republic of Korea;
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14
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Flores P, Coelho E, Mourão-Carvalhal I, Forte P. Relationships between Math Skills, Motor Skills, Physical Activity, and Obesity in Typically Developing Preschool Children. Behav Sci (Basel) 2023; 13:1000. [PMID: 38131856 PMCID: PMC10740894 DOI: 10.3390/bs13121000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Revised: 12/01/2023] [Accepted: 12/05/2023] [Indexed: 12/23/2023] Open
Abstract
There is evidence of a relationship between motor and cognitive development. The literature has shown that of all the motor skills, fine motor skills are those that contribute most to mathematical performance in preschool children. As this is a sensitive period in the development of motor skills, low levels of physical activity in this period can compromise their development and contribute to weight gain and obesity. The aim of this study was therefore to analyze the relationship between mathematical and motor skills, physical activity levels, and obesity. The sample consisted of 62 preschool children (32 males) with an average age of 4.63 ± 0.81. The Weschler preschool and primary scale of intelligence-revised arithmetic test was used to assess mathematical skills. The tests to assess fine motor skills were the "Adapted Threading Beads Test" and the "Adapted Visuomotor Integration Test". The movement assessment battery for children-2, band 1, "Aiming & Catching", and "Balance" tests were used to assess gross motor skills. Levels of physical activity were assessed using the "Preschool-age physical activity questionnaire" and obesity using the body mass index. The results indicated that only the fine motor skills of visuomotor integration were included in the multiple linear regression model (F < 0.001; r = 0.464; R2 = 0.215; p < 0.001), with the exclusion of gross motor skills, physical activity levels, and obesity levels. Thus, it was concluded that mathematical skills were only directly and significantly influenced by visuomotor integration. However, visuomotor integration was positively and significantly associated with gross motor skills (r = 0.269; p < 0.05) and not with levels of physical activity and obesity. Thus, gross motor skills could contribute to improving visuomotor integration directly and consequently mathematical skills indirectly. The results of this study suggest that the implementation of structured physical activity programs can contribute to mathematical performance.
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Affiliation(s)
- Pedro Flores
- CI-ISCE, Higher Institute of Education and Sciences of the Douro, 4560-708 Penafiel, Portugal;
| | - Eduarda Coelho
- Department of Sports, University of Trás-os-Montes and Alto Douro, 5000-801 Vila Real, Portugal
- Research Center in Sports, Health and Human Development, 6201-001 Covilhã, Portugal
| | - Isabel Mourão-Carvalhal
- Department of Sports, University of Trás-os-Montes and Alto Douro, 5000-801 Vila Real, Portugal
- Research Center in Sports, Health and Human Development, 6201-001 Covilhã, Portugal
| | - Pedro Forte
- CI-ISCE, Higher Institute of Education and Sciences of the Douro, 4560-708 Penafiel, Portugal;
- Research Center in Sports, Health and Human Development, 6201-001 Covilhã, Portugal
- Department of Sports, Instituto Politécnico de Bragança, 5300-252 Bragança, Portugal
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15
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Howie EK, Perryman KL, Moretta J, Cameron L. Educational outcomes of recess in elementary school children: A mixed-methods systematic review. PLoS One 2023; 18:e0294340. [PMID: 37992031 PMCID: PMC10664954 DOI: 10.1371/journal.pone.0294340] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Accepted: 10/30/2023] [Indexed: 11/24/2023] Open
Abstract
BACKGROUND Recess provides a key physical activity opportunity for students in school, yet a wide range of recess requirements exist. To design optimal recess policies, the effect of recess on students' educational outcomes must be better understood. Therefore, the purpose of this mixed-method systematic review is to identify and systematically evaluate research on the effects of recess on student educational outcomes, including behavior, cognitive performance and academic achievement. METHODS A systematic search of the literature in ERIC (EBSCO), ProQuest Central, PsycINFO, Teacher Reference Center, MEDLINE Complete (EBSCO), and CINAHL Complete was performed through September 2022. Data was extracted from quantitative studies, and reported themes with exemplar quotes were extracted from qualitative studies. The Mixed Method Appraisal Tool (MMAT) was used to assess study quality. RESULTS The search identified 932 articles, of which 13 were included in the review, including 8 quantitative and 5 qualitative studies. Eleven studies were conducted in the United States, and reported sample size of studies ranged from 12 to 11,624. Studies found mixed effects on student behavior, discipline referrals and academic achievement. Qualitative studies reported multiple benefits of recess including increased focus, improved problem solving and academic achievement. CONCLUSIONS Overall, evidence suggests positive benefits for behavior and either positive or null benefits of recess on academic achievement. However, evidence is limited by non-controlled study designs and diversity in outcome assessments. Additional quantitative evidence is needed to convince policymakers of the specific evidence supporting recess, but also to advise on the optimal recess policies and practices to improve student learning.
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Affiliation(s)
- Erin K. Howie
- Department of Health, Human Performance and Recreation, University of Arkansas, Fayetteville, Arkansas, United States of America
| | - Kristi L. Perryman
- Department of Rehabilitation, Human Resources and Communication Disorders, University of Arkansas, Fayetteville, Arkansas, United States of America
| | - Joseph Moretta
- Department of Rehabilitation, Human Resources and Communication Disorders, University of Arkansas, Fayetteville, Arkansas, United States of America
| | - Laura Cameron
- University Libraries, University of Arkansas, Fayetteville, AR, United States of America
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16
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Bird M, Barnett TA, Fuller D, Chinerman D, Mathieu MÈ, Datta GD. Multidimensional school features associated with physical activity among youth at risk of obesity: an exploratory principal component and generalized estimating equation analysis. BMC Public Health 2023; 23:2010. [PMID: 37845705 PMCID: PMC10577956 DOI: 10.1186/s12889-023-16889-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Accepted: 03/24/2022] [Indexed: 10/18/2023] Open
Abstract
BACKGROUND Schools may be high-leverage points for the promotion of physical activity (PA), yet little is known about school built and social environments among youth at high risk of obesity. PURPOSE To characterise school built and social environments that may be salient for PA and to examine associations between school PA environments and PA in youth at risk of obesity. METHODS Data from youth attending 206 schools (314 youth in 2005-2008, and 129 youth in 2008-2010) within the QUALITY cohort study, a longitudinal investigation of youth at high risk of obesity were used. Features of schools, based on built, policy/programming and social environments were identified using principal components (PC) analysis. Gender-stratified generalized estimating equation (GEE) models were used to explore associations between school features and accelerometer measured mean counts per minute (MCPM), mean daily moderate-to-vigorous physical activity (MVPA) and the odds of meeting MVPA guidelines cross-sectionally and prospectively using 90% confidence intervals. RESULTS Nine PCs were identified. Associations were observed between PA and 7 of the 9 PCs. The social environment seemed to be particularly important. Social Norms to Promote PA was associated with an increase in girls' baseline MCPM and MVPA. High Willingness to Promote PA was associated with boys' MCPM, MVPA, and odds of meeting MVPA guidelines, at both baseline and follow-up. CONCLUSION School built and social contexts may be associated with PA cross-sectionally and over time. Further studies are necessary to confirm the direction and magnitude of effects and to establish their relevance to school-based health promotion efforts.
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Affiliation(s)
- Madeleine Bird
- Public Health Agency of Canada, Office of International Affairs for the Health Portfolio, Ottawa, ON, Canada
| | - Tracie A Barnett
- Department of Family Medicine, McGill University, 5858 Côte-Des-Neiges Rd, Montreal, QC, H3S 1Z1, Canada
| | - Daniel Fuller
- Department of Community Health & Epidemiology, College of Medicine, University of Saskatchewan, Saskatoon, Canada
| | - Deanna Chinerman
- Department of Family Medicine, McGill University, 5858 Côte-Des-Neiges Rd, Montreal, QC, H3S 1Z1, Canada
- Department of Kinesiology, CHU Sainte-Justine, University of Montreal, 3175 Chemin de La Côte-Sainte-Catherine, Montréal, QC, H3T 1C5, Canada
| | - Marie-Ève Mathieu
- Department of Kinesiology, CHU Sainte-Justine, University of Montreal, 3175 Chemin de La Côte-Sainte-Catherine, Montréal, QC, H3T 1C5, Canada
- School of Kinesiology and Physical Activity Sciences, Faculty of Medicine, Université de Montréal, Montreal, Canada
| | - Geetanjali D Datta
- Department of Social and Preventive Medicine, School of Public Health, University of Montreal, 7101 Avenue du Parc, 3E Étage, Montréal, QC, H3N 1X9, Canada.
- Department of Medicine, Cedars-Sinai Medical Center, PDC Green, 700 N San Vicente Blvd5Th Fl, West Hollywood, CA, 90069, USA.
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17
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Jussila JJ, Pulakka A, Halonen JI, Salo P, Allaouat S, Mikkonen S, Lanki T. Are active school transport and leisure-time physical activity associated with performance and wellbeing at secondary school? A population-based study. Eur J Public Health 2023; 33:884-890. [PMID: 37487554 PMCID: PMC10567132 DOI: 10.1093/eurpub/ckad128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/26/2023] Open
Abstract
BACKGROUND Physically active pupils may be better and more resilient learners. However, it is unclear whether walking or cycling to school yields similar educational and school-related mental health benefits as leisure-time physical activity. We examined the associations of active school transport and leisure-time moderate-to-vigorous physical activity with perceived academic performance, competency in academic skills, school burnout and school enjoyment. METHODS We included 34 103 Finnish adolescents (mean age 15.4 years; 53% girls) from the 2015 School Health Promotion study cohort. For the analyses, we used logistic regression, adjusting for major sociodemographic, environmental, lifestyle and physical activity covariates. RESULTS Active school transport was positively associated with educational outcomes and school enjoyment, but not with school burnout. For example, compared with non-active transport, 10-30 min of daily active school transport was linked to 30% [odds ratio (OR) 1.30, 95% confidence interval (CI) 1.21-1.40] and 17% (OR 1.17, 95% CI 1.08-1.27) higher odds of high perceived academic performance and high reading competency, respectively. Leisure-time physical activity was robustly associated with all outcomes. For example, compared with the inactive, the most physically active adolescents had 86% higher odds of high perceived academic performance (OR 1.86, 95% CI 1.66-2.08), 57% higher odds of high competency in mathematics (OR 1.57, 95% CI 1.39-1.77) and 40% lower odds of school burnout (OR 0.60, 95% CI 0.52-0.69). CONCLUSIONS Compared with active school transport, leisure-time physical activity was more strongly associated with educational and school-related mental health outcomes. Nevertheless, walking or cycling to school might lead to improvements in classroom performance and school enjoyment.
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Affiliation(s)
- Juuso J Jussila
- Institute of Public Health and Clinical Nutrition, University of Eastern Finland, Kuopio, Finland
- Department of Health Security, Finnish Institute for Health and Welfare (THL), Helsinki, Finland
| | - Anna Pulakka
- Research Unit of Population Health, Faculty of Medicine, University of Oulu, Oulu, Finland
- Department of Public Health and Welfare, Finnish Institute for Health and Welfare (THL), Helsinki, Finland
| | - Jaana I Halonen
- Department of Health Security, Finnish Institute for Health and Welfare (THL), Helsinki, Finland
| | - Paula Salo
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland
| | - Sara Allaouat
- Institute of Public Health and Clinical Nutrition, University of Eastern Finland, Kuopio, Finland
- Department of Health Security, Finnish Institute for Health and Welfare (THL), Helsinki, Finland
| | - Santtu Mikkonen
- Department of Technical Physics, University of Eastern Finland, Kuopio, Finland
- Department of Environmental and Biological Sciences, University of Eastern Finland, Kuopio, Finland
| | - Timo Lanki
- Institute of Public Health and Clinical Nutrition, University of Eastern Finland, Kuopio, Finland
- Department of Health Security, Finnish Institute for Health and Welfare (THL), Helsinki, Finland
- Department of Environmental and Biological Sciences, University of Eastern Finland, Kuopio, Finland
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18
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Zhang D, Shi L, Zhu X, Chen S, Liu Y. Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children. J Exerc Sci Fit 2023; 21:376-384. [PMID: 37927355 PMCID: PMC10624586 DOI: 10.1016/j.jesf.2023.09.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 09/19/2023] [Accepted: 09/27/2023] [Indexed: 11/07/2023] Open
Abstract
Background/Objective The aim of this study was to examine the effects of school-based intervention integrating physical literacy (PL) into active school recesses (ASR) on physical fitness (i.e., body composition, 20-m shuttle run, 50-m run, rope skipping, sit and reach, handgrip) and academic achievement (i.e., academic result of Chinese and Mathematics) in Chinese children. Methods A total of 357 children (mean age: 7.8 ± 0.7 years; boys: 50.4%) were recruited from two schools and these two schools were randomly assigned as the intervention group (IG) and the control group (CG), respectively. The IG consisted of 155 children (mean age: 7.9 ± 0.7 years, boys: 51.0%), and 202 children (mean age: 7.8 ± 0.7 years; boys: 50%) were allocated to the CG. Children in the IG received a 10-week intervention integrating PL that was conducted during ASR. In the CG, children's regular school activity was remained during the intervention period. Generalized estimating equation was performed to compare the levels of physical fitness and academic achievement between the IG and the CG after intervention. Results Regarding physical fitness, there was a significant group × time interaction on 20-m shuttle run (β = -3.89, 95% CI [-5.08; -2.71], p < 0.001) and handgrip (β = -0.70, 95% CI [-1.20; -0.20], p = 0.006). After intervention, children in the IG had a greater increase than the CG (p < 0.001) in terms of 20-m shuttle run and handgrip. In addition, the post-test analysis indicated that performance of children in the IG was significantly greater than those in the CG (20-m shuttle run: p < 0.001, handgrip: p = 0.002). There was a significant group × time interaction on academic result of Chinese (β = -1.21, 95% CI [-1.91; -0.56], p = 0.001) and academic result of Mathematics (β = 16.71, 95% CI [15.14; 18.143], p < 0.001). Statistically significant positive difference in post-test was observed in academic result of Mathematics between the IG and the CG (p = 0.012). Conclusion The results of this intervention study indicate that intervention integrating PL into ASR could bring a promising effect on physical fitness and academic achievement in children. It is recommended that future studies are necessary to assess the effects of ASR-based PL intervention on physical and cognitive outcomes using a wide range of sample.
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Affiliation(s)
- Danqing Zhang
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Lijuan Shi
- Shanghai Teacher Education Institute, Shanghai, China
| | - Xiaoling Zhu
- Education Institute of Yangpu District Shanghai, Shanghai, China
| | - Sitong Chen
- Institute for Health and Sport, Victoria University, Melbourne, Australia
| | - Yang Liu
- School of Physical Education, Shanghai University of Sport, Shanghai, China
- Shanghai Research Center for Physical Fitness and Health of Children and Adolescents, Shanghai University of Sport, Shanghai, China
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19
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Mavilidi MF, Pesce C, Mazzoli E, Bennett S, Paas F, Okely AD, Howard SJ. Effects of Cognitively Engaging Physical Activity on Preschool Children's Cognitive Outcomes. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2023; 94:839-852. [PMID: 35522990 DOI: 10.1080/02701367.2022.2059435] [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: 12/01/2021] [Accepted: 03/24/2022] [Indexed: 06/14/2023]
Abstract
Research combining physical activity with the training of cognitive skills such as executive functions is emerging as a novel and fruitful intervention approach for children. Purpose: This study aimed to examine the impact of an intervention program including cognitively engaging physical activity on preschool children's cognitive outcomes and physical activity. Methods: Children (N = 144, 65 female; Mage = 4.41 years, SD = 0.61), randomly assigned to one of three groups: cognitively engaging physical activity (CPA; i.e., storytelling, cognitive activities, and motor tasks, n = 55), cognition (i.e., storytelling and cognitive activities without motor tasks, n = 48), or control (i.e., traditional storytelling, n = 41). Sessions lasted approximately 17 minutes, conducted twice a week, for 6 weeks. Children's executive function, self-regulation, and related outcomes (i.e., numeracy) were assessed at baseline and again-along with perceived enjoyment-at the end of the program. Accelerometers measured children's physical activity during each session. Teachers completed a logbook for each session, and two fidelity checks per preschool took place by the researcher. Main analyses used linear mixed models adjusted for covariates (age, sex) and clustering at the preschool level. Results: Results showed no significant group by time interaction for executive function, self-regulation, numeracy, enjoyment. During the sessions, children in the CPA group were more physically active than children in the cognition and control groups. Conclusion: While we did not find the expected amplified cognitive benefits, making storytelling more active has the potential to meet two needs (increase cognitive stimulation and physical activity levels) in one deed.
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Affiliation(s)
| | | | | | | | - Fred Paas
- University of Wollongong
- Erasmus University Rotterdam
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20
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Liu G, Li W, Li X. Striking a balance: how long physical activity is ideal for academic success? Based on cognitive and physical fitness mediation analysis. Front Psychol 2023; 14:1226007. [PMID: 37519383 PMCID: PMC10372443 DOI: 10.3389/fpsyg.2023.1226007] [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: 05/20/2023] [Accepted: 06/16/2023] [Indexed: 08/01/2023] Open
Abstract
Balancing physical activity and studying is an important issue facing Chinese teenagers. Therefore, numerous studies have found that engaging in physical activity can promote academic performance among students. However, what is the optimal duration of physical activity? This study used data from the China Education Panel Survey, with a sample size of 18,009 valid respondents. General linear regression analysis was conducted using Stata 17 software to evaluate the effects of different durations of physical activity, cognitive ability, and physical Fitness on academic performance among adolescents. Furthermore, the "Bootstrap Mediation" method and the "Maximum Likelihood Estimation" method were used to analyze whether physical health and cognitive ability have significant mediating effects. The present study reveals the following findings: (1) There exists a non-linear relationship between students' academic performance and the duration of physical exercise. The greatest improvement in academic performance is observed when the exercise duration reaches 2 hours. (2) Physical exercise can enhance students' academic performance by promoting physical health and cognitive abilities. (3) Gender heterogeneity is observed, with the optimal exercise duration for male students being 2 hours, while female students exhibit the highest academic performance when exercising for one hour. This study provides theoretical guidance for research on adolescents' participation in physical Activity and improving academic performance, enabling adolescents to engage in physical Activity more scientifically and rationally.
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Affiliation(s)
- Guoqing Liu
- Institute of Physical Education and Training, Capital University of Physical Education and Sports, Beijing, China
| | - Wenjie Li
- School of Recreation and Community Sport, Capital University of Physical Education and Sports, Beijing, China
| | - Xiaotian Li
- School of Recreation and Community Sport, Capital University of Physical Education and Sports, Beijing, China
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21
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Zhu K, Wan Y, Zhu B, Wang H, Liu Q, Xie X, Jiang Q, Feng Y, Xiao P, Xiang Z, Song R. Association of perchlorate, thiocyanate, and nitrate with dyslexic risk. CHEMOSPHERE 2023; 325:138349. [PMID: 36898444 DOI: 10.1016/j.chemosphere.2023.138349] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2022] [Revised: 02/28/2023] [Accepted: 03/07/2023] [Indexed: 06/18/2023]
Abstract
Perchlorate, thiocyanate, and nitrate are sodium iodide symporter (NIS) inhibitors that disturb iodide uptake into the thyroid and have been implicated in child development. However, no data are available on the association between exposure to/related with them and dyslexia. Here, we examined the association of exposure to/related with the three NIS inhibitors with the risk of dyslexia in a case-control study. The three chemicals were detected in urine samples of 355 children with dyslexia and 390 children without dyslexia from three cities in China. The adjusted odds ratios for dyslexia were examined using logistic regression models. The detection frequencies of all the targeted compounds were 100%. After adjusting for multiple covariates, urinary thiocyanate was significantly associated with the risk of dyslexia (P-trend = 0.02). Compared with the lowest quartile, children within the highest quartile had a 2.66-fold risk of dyslexia (95% confidence interval: 1.32, 5.36]. Stratified analyses showed that the association between urinary thiocyanate level and the risk of dyslexia was more pronounced among boys, children with fixed reading time, and those without maternal depression or anxiety during pregnancy. Urinary perchlorate and nitrate levels were not associated with the risk of dyslexia. This study suggests the possible neurotoxicity of thiocyanate or its parent compounds in dyslexia. Further investigation is warranted to confirm our findings and clarify the potential mechanisms.
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Affiliation(s)
- Kaiheng Zhu
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Yanjian Wan
- Laboratory Center for Public Health Service, Institute of Environmental Health, Wuhan Centers for Disease Control & Prevention, Wuhan, Hubei, 430024, China.
| | - Bing Zhu
- Hangzhou Center for Disease Control and Prevention, Hangzhou, 310021, China
| | - Haoxue Wang
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Qi Liu
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Xinyan Xie
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Qi Jiang
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Yanan Feng
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Pei Xiao
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Zhen Xiang
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Ranran Song
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China.
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Ramires VV, Dos Santos PC, Barbosa Filho VC, Bandeira ADS, Marinho Tenório MC, de Camargo EM, Ravagnani FCDP, Sandreschi P, de Oliveira VJM, Hallal PC, Silva KS. Physical Education for Health Among School-Aged Children and Adolescents: A Scoping Review of Reviews. J Phys Act Health 2023:1-14. [PMID: 37156540 DOI: 10.1123/jpah.2022-0395] [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: 07/23/2022] [Revised: 02/21/2023] [Accepted: 02/28/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Physical education (PE) classes in schools are considered relevant to implement interventions, especially focused on physical activity. However, evidence overviews on how PE classes contribute to general health (physical, social, affective, and cognitive domains) are still needed. Thus, we summarized evidence synthesis (eg, systematic reviews) that addressed the contribution of PE classes to the health of school-aged children and adolescents. METHODS We performed a scoping review with searches in 8 databases and institutional websites to find systematic reviews or meta-analyses that answered this review's research question. Data charting form included the identification of the study, health outcomes, and PE classes' strategies (policies and environment, curriculum, appropriate instructions, and evaluation). An interactive process was performed to build the evidence summary. RESULTS An initial search yielded 2264 titles, and 49 systematic reviews (including 11 with meta-analysis) were included in this review. Most documents reported the main benefits of PE classes on physical domain outcomes (eg, physical activity, cardiorespiratory fitness, body mass index, and fundamental motor skills). However, evidence on the benefits of PE classes in affective (eg, enjoyment, motivation, and autonomy); social (eg, cooperation, problem-solving, and making friends); and cognitive (eg, memory, attention, concentration, and decision making) domains were found. Strategies on PE classes for health benefits were highlighted. CONCLUSIONS These elements were detailed in the evidence summary, which may be considered to guide researchers, teachers, and practitioners to define research and practice priorities on PE class interventions for health in the school context.
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Affiliation(s)
- Virgílio Viana Ramires
- Department of Physical Education, Federal Institute Sul-rio-grandense-IFSUL, Campus Pelotas, Pelotas, Pelotas, RS,Brazil
| | | | | | | | | | - Edina Maria de Camargo
- Department of Physical Education, Federal University of Paraná-UFPR, Curitiba, PR,Brazil
| | - Fabrício Cesar de Paula Ravagnani
- Department of Physical Education, Institute of Education, Science and Technology of Mato Grosso do Sul-Campus Campo Grande, Campo Grande, MS,Brazil
| | - Paula Sandreschi
- Department of Health Promotion, Ministry of Health of Brazil, Brasília, DF,Brazil
| | - Victor José Machado de Oliveira
- Department of Physical Education, Faculty of Physical Education and Physiotherapy, Federal University of Amazonas, Manaus, AM,Brazil
| | - Pedro Curi Hallal
- Department of Epidemiology, Federal University of Pelotas-UFPEL, Pelotas, RS,Brazil
| | - Kelly Samara Silva
- Department of Physical Education, Federal University of Santa Catarina, Florianopolis, SC,Brazil
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Wang J, Sankaridurg P, Naduvilath T, Li W, Morgan IG, Rose KA, Weng R, Xu X, He X. Time outdoors positively associates with academic performance: a school-based study with objective monitoring of outdoor time. BMC Public Health 2023; 23:645. [PMID: 37016357 PMCID: PMC10071681 DOI: 10.1186/s12889-023-15532-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2022] [Accepted: 03/27/2023] [Indexed: 04/06/2023] Open
Abstract
BACKGROUND To explore the relationship between outdoor time and academic performance among school-aged children. METHODS This study was designed as a cross-sectional study. Data were derived from a school-based prospective children myopia intervention study (STORM). Outdoor time was recorded by self-developed algorithm-validated wristwatches in real-time and calculated as the cumulative average of 10 months. The academic performance was recorded and provided by the participating schools and further standardized. Other information was collected using an online standardized questionnaire. Mixed-effects model and B-Spline method were used to investigate the association between time spent on different types of daily activity, including outdoor activity and academic performance. RESULTS A total of 3291 children with mean age 9.25 years were included in the final analysis. Overall, outdoor time was associated with academic performance in a non-linear manner; specifically, not exceeding 2.3 h per day, outdoor time was positively associated with academic performance; exceeding 2.3 h per day, this association became non-significant. Likewise, daily sleep duration and out-of-school learning time were associated with academic performance in a non-linear manner, resulting in turning points of 11.3 and 1.4 h per day, respectively. Separate analysis showed that outdoor time and sleep duration but not out-of-school learning time were positively associated with academic performance in Chinese, mathematics and English. CONCLUSION Outdoor time, sleep duration and out-of-school learning time were associated with academic performance in a non-linear manner. Promotion of outdoor time may not negatively impact on academic performance. TRIAL REGISTRATION Our study was registered in ClinicalTrials.gov (Identifier: NCT02980445).
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Affiliation(s)
- Jingjing Wang
- Shanghai Eye Disease Prevention and Treatment Center, Shanghai Eye Hospital, Shanghai Vision Health Center & Shanghai Children Myopia Institute, Shanghai, 200030, China
| | - Padmaja Sankaridurg
- Brien Holden Vision Institute, Sydney, Australia
- School of Optometry and Vision Science, University of New South Wales, Sydney, Australia
| | - Thomas Naduvilath
- Brien Holden Vision Institute, Sydney, Australia
- School of Optometry and Vision Science, University of New South Wales, Sydney, Australia
| | - Wayne Li
- Brien Holden Vision Institute, Sydney, Australia
- School of Optometry and Vision Science, University of New South Wales, Sydney, Australia
| | - Ian G Morgan
- Division of Biochemistry and Molecular Biology, Research School of Biology, Australian National University, Canberra, ACT, Australia
| | - Kathryn A Rose
- Discipline of Orthoptics, Graduate School of Health, University of Technology Sydney, Ultimo, NSW, Australia
| | - Rebecca Weng
- Brien Holden Vision Institute, Sydney, Australia
- School of Optometry and Vision Science, University of New South Wales, Sydney, Australia
| | - Xun Xu
- Shanghai Eye Disease Prevention and Treatment Center, Shanghai Eye Hospital, Shanghai Vision Health Center & Shanghai Children Myopia Institute, Shanghai, 200030, China
- Department of Ophthalmology, National Clinical Research Center for Eye Diseases, Center of Eye Shanghai Key Laboratory of Ocular Fundus Diseases, Shanghai Engineering Center for Visual Science and Photomedicine, Shanghai General Hospital, Shanghai Jiao Tong University, Shanghai, 200080, China
| | - Xiangui He
- Shanghai Eye Disease Prevention and Treatment Center, Shanghai Eye Hospital, Shanghai Vision Health Center & Shanghai Children Myopia Institute, Shanghai, 200030, China.
- Department of Ophthalmology, National Clinical Research Center for Eye Diseases, Center of Eye Shanghai Key Laboratory of Ocular Fundus Diseases, Shanghai Engineering Center for Visual Science and Photomedicine, Shanghai General Hospital, Shanghai Jiao Tong University, Shanghai, 200080, China.
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24
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Chou CC, Kao SC, Pan CC, McCullick B, Fu HL, Wang CH. Cognitively engaging movement games improve interference control and academic performance in overweight children: A randomized control trial. Scand J Med Sci Sports 2023; 33:521-534. [PMID: 36334308 DOI: 10.1111/sms.14264] [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: 07/05/2022] [Revised: 10/18/2022] [Accepted: 10/24/2022] [Indexed: 11/06/2022]
Abstract
The purpose of this study was to determine the (a) dose-response effects of cognitively engaging movement games (CEMGs) designed to improve aerobic capacity, interference control (IC), and academic performance, (b) relationship between intervention-induced improvements in aerobic capacity, IC, and academic performance, and (c) moderation effect of IC on the relationship between aerobic capacity and academic performance in overweight children. Seventy-five overweight children (aged 11.23 ± 0.60 years; 48% males) participated in this study conducted in Taipei during the 2018/2019 academic year and were randomly assigned to the low-dose (20-min) intervention, high-dose (40-min) intervention, and control groups and completed a Stroop test, half-mile run, and language and mathematics tests before and after a 10-week afterschool program. Both intervention groups showed similar improvements in outcomes of aerobic capacity (ds > 0.80), IC (ds > 0.76), and academic performance (ds > 0.90) from the pretest to posttest, whereas these outcomes were unchanged for the control group. Furthermore, improved IC moderated the association between improvements in aerobic capacity and academic performance. Our findings suggest that CEMG with varying doses is feasible and effective for improving aerobic capacity, IC, and academic performance in overweight children and that the association between improvements in aerobic capacity and academic performance depends on the intervention effects on IC.
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Affiliation(s)
- Chien-Chih Chou
- Graduate Institute of Sport Pedagogy, University of Taipei, Taipei City, Taiwan
| | - Shih-Chun Kao
- Health & Kinesiology, Purdue University, West Lafayette, Indiana, USA
| | - Cheng-Chen Pan
- Special Education Center, National Taiwan Normal University, Taipei City, Taiwan
| | - Bryan McCullick
- Department of Kinesiology, University of Georgia, Athens, Georgia, USA
| | - Hao-Lun Fu
- Department of Psychology, National Cheng Kung University, Taipei City, Taiwan
| | - Chun-Hao Wang
- Department of Psychology, National Cheng Kung University, Taipei City, Taiwan.,Institute of Physical Education, Health & Leisure Studies, National Cheng Kung University, Taipei City, Taiwan
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25
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The bidirectional longitudinal association between health-related quality of life and academic performance in adolescents: DADOS study. Qual Life Res 2023; 32:729-738. [PMID: 36383281 PMCID: PMC9992255 DOI: 10.1007/s11136-022-03291-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/30/2022] [Indexed: 11/17/2022]
Abstract
PURPOSE Although previous evidence has suggested a relationship between health-related quality of life (HRQoL) and academic performance, the directionality of this association is understudied and remains to be clarified. Thus, the primary objective of this study was to explore the bidirectional association between HRQoL and academic performance in adolescents between two timepoints with a 24-month interval. A secondary aim was to analyze whether this association varies between boys and girls. METHODS This is a bidirectional longitudinal analysis with 257 adolescents (13.9 ± 0.3 years at baseline) from the DADOS study. HRQoL was measured using the KIDSCREEN-10 questionnaire. Academic performance was assessed through academic grades and the Spanish version of the Science Research Associates Test of Educational Ability. RESULTS Cross-lagged analyses revealed that HRQoL at baseline was not associated with academic performance 24 months later, while all the academic grades and the overall score of academic abilities at baseline were positively associated with HRQoL at follow-up in adolescents. Results of the stratified analyses by sex were largely similar. Specifically, in girls, math, language, physical education, and grade point average at baseline were positively associated with HRQoL 24 months later, while in boys, all the academic grades indicators (except physical education), numeric ability, and the overall score of academic abilities at baseline were positively associated with HRQoL at follow-up. CONCLUSION These findings suggest that academic performance in early adolescence may predict HRQoL 24 months later. Health and education professionals could benefit from collaborating to achieve both improved academic performance and HRQoL in youth.
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26
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Physical Activity, Body Image, and Its Relationship with Academic Performance in Adolescents. Healthcare (Basel) 2023; 11:healthcare11040602. [PMID: 36833137 PMCID: PMC9957426 DOI: 10.3390/healthcare11040602] [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: 12/23/2022] [Revised: 02/11/2023] [Accepted: 02/16/2023] [Indexed: 02/22/2023] Open
Abstract
Academic success in adolescence is a strong predictor of well-being and health in adulthood. A healthy lifestyle and moderate/high levels of physical activity can influence academic performance. Therefore, we aimed to assess the relationship between the physical activity levels and body image and academic performance in public school adolescents. The sample consisted of 531 secondary school students in Porto (296 girls and 235 boys) aged between 15 and 20 years. The study variables and instruments were satisfaction with body image (The Body Image Rating Scale), assessment of physical activity (International Physical Activity Questionnaire for Adolescents (IPAQ-A), assessment of academic performance (academic achievement), school motivation (Academic Scale Motivation). The statistical analysis performed was descriptive analysis, an analysis of covariance, and a logistic regression. Regarding the results obtained, although there was no association between physical activity level and academic performance, it was observed in 10th grade students that the school average was higher for those practicing group or individual sports compared to students practicing artistic expression. Regarding the level of satisfaction with body image, we found different results in both genders. Our results support the importance of an active lifestyle, with the presence of regular physical activity being an important factor in improving academic performance.
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27
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Flores P, Coelho E, Mourão-Carvalhal MI, Forte P. Association between motor and math skills in preschool children with typical development: Systematic review. Front Psychol 2023; 14:1105391. [PMID: 36818067 PMCID: PMC9932055 DOI: 10.3389/fpsyg.2023.1105391] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 01/10/2023] [Indexed: 02/05/2023] Open
Abstract
Mathematics has been the subject in which many school-age children have revealed many difficulties. Research carried out in an attempt to understand the causes of failure in this area pointed to a positive association between mathematical performance and motor performance. Given the importance of math development in future school outcomes, knowing which specific motor components are most associated with math performance can help educators define better strategies for teaching mathematics. In this sense, the present systematic review study aimed to identify the components of motor skills most positively associated with mathematical performance in children with typical development who attend preschool. The PRISMA methodology (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used in this study. The databases searched were ERIC, PubMED, SciELO, Scopus and Web of Science. A total of 2,909 articles were identified, of which 18 were included in this systematic review. The main results showed positive associations between fine motor skills, namely fine motor coordination and visuomotor integration, and mathematical performance. The math skill of numerical counting was the most associated with FMS. The main characteristics of the instruments used showed that the tasks of copying figures or drawings are the most used to assess visuomotor integration and the tasks of handling objects with pinch-like movements are the most used to assess fine motor coordination. Given the importance of mathematical performance in future school results, identifying early children with difficulties in fine motor skills will help educators to design better strategies for teaching mathematical skills. In this sense, the need to identify instruments to assess fine motor skills in preschool children with characteristics that facilitate their administration by the educator in the classroom context, i.e., requiring little administration time, not requiring much experience or training, the possibility of being administered to the group/class, few material resources, and the results can be easily interpreted, classified, and associated with mathematical performance.
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Affiliation(s)
- Pedro Flores
- Sports Department, Higher Institute of Education and Sciences of the Douro, Penafiel, Portugal
| | - Eduarda Coelho
- Sports Department, 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
- Sports Department, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
- Research Center in Sports, Health and Human Development, Covilhã, Portugal
| | - Pedro Forte
- Sports Department, Higher Institute of Education and Sciences of the Douro, Penafiel, Portugal
- Sports Department, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
- Research Center in Sports, Health and Human Development, Covilhã, Portugal
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28
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Martin-Martinez C, Valenzuela PL, Martinez-Zamora M, Martinez-de-Quel Ó. School-based physical activity interventions and language skills: a systematic review and meta-analysis of randomized controlled trials. J Sci Med Sport 2023; 26:140-148. [PMID: 36609085 DOI: 10.1016/j.jsams.2022.12.007] [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: 09/27/2022] [Revised: 11/15/2022] [Accepted: 12/21/2022] [Indexed: 12/26/2022]
Abstract
OBJECTIVES School-based physical activity (PA) interventions have proven beneficial for improving cognitive performance and overall academic achievement, but their benefits on language skills remain unclear. We aimed to assess the effects of school-based PA interventions on language skills in children and adolescents. DESIGN Systematic review with meta-analysis. METHODS A systematic search was performed in PubMed, PsycINFO and Scopus until September 10th, 2022. We included randomized controlled trials (RCTs) that performed a school-based PA intervention in children/adolescents and that assessed language-related outcomes (i.e., reading, spelling, vocabulary, verbal fluency, comprehension and grammar) or language school grades. Random effect meta-analyses were conducted to pool study results. RESULTS Thirty-one studies (18,651 participants) were finally included. Significant benefits were observed for reading (standardized mean difference [SMD]: 0.15; 95% confidence interval [CI]: 0.08, 0.22), vocabulary (SMD: 0.71; 95%CI: 0.44, 0.97), and comprehension (SMD: 0.24; 95%CI: 0.09, 0.40), with a non-significant trend (p = 0.083) also observed for language school grades (SMD: 0.40; 95%CI: -0.05, 0.86). No significant benefits were observed for spelling or verbal fluency (both p > 0.05), and no meta-analysis could be performed for grammar skills. No consistent differences were observed between integrated (i.e., performing PA along with the academic content) and non-integrated PA interventions (e.g., extra physical education lessons). CONCLUSIONS School-based PA interventions appear as an effective strategy for improving different language-related skills, although further research is needed to determine how interventions' and participants' characteristics moderate these effects.
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Affiliation(s)
- Carlos Martin-Martinez
- Department of Didactics of Language, Arts and Physical Education, University Complutense of Madrid, Spain
| | - Pedro L Valenzuela
- Research Institute of the Hospital 12 de Octubre ("imas12", PaHerg group), Spain; Department of Systems Biology, University of Alcalá, Madrid, Spain. https://twitter.com/pl_valenzuela
| | - Marcos Martinez-Zamora
- Department of Didactics of Language, Arts and Physical Education, University Complutense of Madrid, Spain
| | - Óscar Martinez-de-Quel
- Department of Didactics of Language, Arts and Physical Education, University Complutense of Madrid, Spain; Faculty of Physical Activity and Sport Sciences-INEF, Technical University of Madrid, Madrid, Spain
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29
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Button BLG, Martin G. Exploring Extreme Weather and Recess Policies, Practices, and Procedures in the Canadian Context. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:814. [PMID: 36613136 PMCID: PMC9819831 DOI: 10.3390/ijerph20010814] [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: 11/17/2022] [Revised: 12/15/2022] [Accepted: 12/21/2022] [Indexed: 06/17/2023]
Abstract
The purpose of this study was to explore the different policies, practices, and procedures that are used on weather and recess in the Canadian context. Fifty school websites were examined, and ten key informants were interviewed. Policies, practices, and procedures from school websites were downloaded, and interviews were transcribed verbatim and analyzed using a qualitative content analysis. Fourteen schools had an outwardly facing policy, practice, or procedure for weather and recess. Cold temperatures were the most often cited reason for modifying recess to be indoors, with temperatures ranging from -20 to -40 for complete indoor recess. Precipitation was only found in four online documents but was mentioned as a reason to modify recess by all key informants. Additionally, key informants discussed variability in how recess policies, practices, and procedures were followed. The findings of this study illustrate inconsistencies in both formal and informal school weather and recess policies. With outdoor recess providing numerous opportunities to improve various domains of well-being, it is pertinent to understand the conditions on which it is being modified.
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Affiliation(s)
| | - Gina Martin
- Faculty of Health Disciplines, Athabasca University, Athabasca, AB T9S 3A3, Canada
- Department of Geography and Environment, Western University, London, ON N6A 3K7, Canada
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30
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Yang J, Wang H, Luo L. The association between meeting physical activity guidelines and academic performance among junior high school adolescents in China-evidence from the China education tracking survey. Front Psychol 2023; 14:1002839. [PMID: 36874850 PMCID: PMC9978766 DOI: 10.3389/fpsyg.2023.1002839] [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: 07/25/2022] [Accepted: 01/31/2023] [Indexed: 02/18/2023] Open
Abstract
Purpose To examine how well Chinese adolescents meet the physical exercise time and screen time recommendations in the Physical Activity Guidelines for Chinese Residents (2021), and the relationship between adolescents' physical exercise time, screen time and their academic performance. Method Daily physical exercise time, screen time and academic performance were collected from Grade 8 adolescents (n = 9,449). Academic performance included standardized scores on Chinese, Math and English tests and responses to the School Life Experience Scale. Results Meeting the physical activity time and screen time in the Physical Activity Guidelines for Chinese Residents was associated with adolescents' academic performance. Specifically, having at least 60 min of physical exercise per day was associated with adolescents' school life experiences compared to adolescents who did not meet the physical exercise time and screen time in the Chinese Residents' Physical Activity Guidelines. Less than 2 h of cumulative screen time per day was associated with adolescent mathematics test scores, English test scores and school life experiences. Meeting both physical exercise time and screen time to be recommended had more significant effects on adolescents' mathematics, Chinese, English and school life experiences. Meeting both the physical exercise time and screen time recommendations in the Physical Activity Guidelines for Chinese Residents was more significantly associated with boys' mathematics test scores, Chinese test scores and School life experience. Meeting both the physical exercise time and screen time requirements in the Physical Activity Guidelines for Chinese Residents had a more significant effect on School life experience for girls. Conclusion Physical exercise participation of at least 60 min per day and/or less than 2 h of cumulative screen time per day were both associated with adolescent academic performance. Stakeholders should actively promote adolescents to follow the Physical Activity Guidelines for Chinese Residents (2021).
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Affiliation(s)
- Jie Yang
- College of Exercise and Health, Shandong Sport University, Rizhao, China
| | - Hai Wang
- Guizhou Provincial Academy of Education, Guiyang, China
| | - Lin Luo
- College of Physical Education, Guizhou Normal University, Guiyang, China.,Basic Education Research Center, Southwest University, Chongqing, China
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31
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Bi Y, Moon M, Shin M. The Longitudinal Effects of Depression on Academic Performance in Chinese Adolescents via Peer Relationships: The Moderating Effect of Gender and Physical Activity. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:181. [PMID: 36612503 PMCID: PMC9820040 DOI: 10.3390/ijerph20010181] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 12/17/2022] [Accepted: 12/17/2022] [Indexed: 06/17/2023]
Abstract
This study aims to examine whether there is a difference in the sequential effect of depression on academic performance through peer relationships in Chinese adolescents based on gender and physical activity by using longitudinal data. Data from 7170 people from the China Education Panel Survey (CEPS) were used for analysis. The analysis showed that the indirect effect of depression on academic performance through peer relationships varied depending on gender and physical activity. Specifically, in male students experiencing depression, there was an indirect effect on academic performance through peer relationships in both high and low physical activity groups. In female students experiencing depression, the indirect effect on academic performance through peer relationships was offset if they participated more in physical activity. In other words, for female students participating in physical activity, improvement in peer relationships did not lead to higher academic performance, whereas for male students, improvement in academic performance could be anticipated by improving peer relationships regardless of participation in physical activity. Moreover, since peer relationships play a critical role in improving the academic performance of adolescents experiencing depression, it is important to develop a physical activity or sports program to strengthen peer relationships to improve academic performance.
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Affiliation(s)
- Yingchen Bi
- Department of Leisure Sports, Kangwon National University, Samcheok 25913, Republic of Korea
| | - Minkwon Moon
- Department of Physical Education, Seoul National University, Seoul 143701, Republic of Korea
| | - Myoungjin Shin
- Department of Leisure Sports, Kangwon National University, Samcheok 25913, Republic of Korea
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Elish PN, Bryan CS, Boedeker PJ, Calvert HG, Kay CM, Meyer AM, Gazmararian JA. The longitudinal association between objectively-measured school-day physical activity and academic achievement in US elementary school students. Int J Behav Nutr Phys Act 2022; 19:90. [PMID: 35870926 PMCID: PMC9308117 DOI: 10.1186/s12966-022-01328-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Accepted: 06/29/2022] [Indexed: 11/17/2022] Open
Abstract
Background It is recommended that school-aged children accrue 30 minutes of daily moderate-to-vigorous physical activity (MVPA) in school. Current literature is inconclusive about the long-term associations between school-based physical activity and academic achievement. In this study, we use a large sample and longitudinal design to rigorously evaluate whether school-day MVPA is associated with academic achievement. Methods In a diverse suburban public school district, 4936 Grade 4 students were recruited in 40 elementary schools. Students wore accelerometers to measure school-day MVPA for 15 days across three semesters. Academic performance data was collected across Grade 3 fall to Grade 5 spring, including teacher-assigned grades and standardized test scores. Multilevel modeling was conducted controlling for student demographics and school characteristics. Results Cross-sectional analyses found small negative associations in Grade 4. Grade 4 full-year mean daily school-day MVPA had β = −-0.066, β = −-0.063, β = −-0.066, and β = −-0.058 associations (p < 0.001) with Grade 4 math, reading, spelling, and writing grades respectively, and Grade 4 full-year mean daily school-day MVPA had β = −-0.206 and β = −-0.283 (p < 0.001) associations with Grade 4 math and English Language Arts (ELA) standardized test scores respectively out of approximately 500 points. Longitudinal analyses found no significant associations between Grade 4 full-year mean daily school-day MVPA and Grade 5 Fall course grades. Results also indicated small negative associations for students attaining 30+ minutes of daily school-day MVPA compared to those attaining less than 15 minutes, but only in Grade 4 Fall cross-sectional analyses where teacher-assigned reading, spelling, and writing grades were − 1.666, − 1.638, and − 1.993 points lower respectively (p < 0.001). Conclusion The cross-sectional findings, while statistically significant in a negative direction, have a negligible association when translated practically. For example, even if students attained twice the recommended amount of school-day MVPA – which would constitute an approximately 300% increase from current levels – results suggest that grades would only decrease by 2 points on a 100-point scale. Furthermore, longitudinal analyses suggest school-day MVPA does not have a predictive association with course grades or standardized test scores. Findings suggest school-based MVPA implemented in accordance with recommendations does not meaningfully detract from academic progress. Trial registration ClinicalTrials.gov, NCT03765047. Registered 05 December 2018 - Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT03765047 Supplementary Information The online version contains supplementary material available at 10.1186/s12966-022-01328-7.
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Pinto-Escalona T, Valenzuela PL, Esteban-Cornejo I, Martínez-de-Quel Ó. Sport Participation and Academic Performance in Young Elite Athletes. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15651. [PMID: 36497726 PMCID: PMC9737165 DOI: 10.3390/ijerph192315651] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Revised: 11/18/2022] [Accepted: 11/22/2022] [Indexed: 06/17/2023]
Abstract
Strong evidence supports physical activity and fitness levels being positively associated with cognitive performance and overall academic performance in youth. This also applies to sports participation. However, whether participation in sports at the elite level is associated with greater academic performance remains unknown. Thus, the present study aimed to compare the academic performance of young elite athletes to that of control students, as well as to analyze whether the type of sport mediates these results. Between 2010 and 2019, all students from the last Baccalaureate course of the Spanish Elite Sport High School-which also includes non-elite athletes and recreational athlete students, who were categorized as controls-participated in this study. Academic performance was assessed through both the grade point average of the two last Baccalaureate courses and through the average grades from the University Entrance Examinations. Athletes were categorized attending to different sport classifications. A total of 1126 adolescents (570 girls, 18.2 ± 0.6 years) participated in the study, of which 483 and 643 were categorized as elite athletes and control students, respectively. Elite athletes attained a lower overall academic performance than controls (p < 0.001), which was confirmed for both sexes (p < 0.001). These differences were separately confirmed for most academic subjects (p < 0.05), as well as when attending to different sport classifications (all p > 0.05). Young elite athletes attained a lower academic performance than their non-elite peers, regardless of their type of sport. These findings highlight the importance of programs aimed at facilitating dual careers among young elite athletes.
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Affiliation(s)
- Tania Pinto-Escalona
- Didactics of Languages, Arts and Physical Education Department, Faculty of Education, Complutense University of Madrid, 28040 Madrid, Spain
| | - Pedro L. Valenzuela
- Physical Activity and Health Research Group (PaHerg), Research Institute of Hospital 12 de Octubre (IMAS12), 28041 Madrid, Spain
| | - Irene Esteban-Cornejo
- PROFITH Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18071 Granada, Spain
- Centro de Investigación Biomédica en Red Fisiopatología de la Obesidad y Nutrición (CIBERobn), Instituto de Salud Carlos III, 28029 Madrid, Spain
| | - Óscar Martínez-de-Quel
- Didactics of Languages, Arts and Physical Education Department, Faculty of Education, Complutense University of Madrid, 28040 Madrid, Spain
- Faculty of Sciences for Physical Activity and Sport (INEF), Polytechnic University of Madrid, 28040 Madrid, Spain
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Brown DMY, Porter C, Hamilton F, Almanza F, Narvid C, Pish M, Arizabalo D. Interactive Associations between Physical Activity and Sleep Duration in Relation to Adolescent Academic Achievement. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15604. [PMID: 36497677 PMCID: PMC9736778 DOI: 10.3390/ijerph192315604] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 11/19/2022] [Accepted: 11/21/2022] [Indexed: 06/17/2023]
Abstract
PURPOSE The present study aimed to examine independent and interactive associations between physical activity and sleep duration with adolescent academic achievement. METHODS This cross-sectional study used data from the 2019 cycle of the US-based Youth Risk Behavior Surveillance System. A total of 13,677 American adolescents in grades 9 through 12 (MAGE = 16.06 ± 1.24 years; 50.9% female) self-reported their sleep and physical activity behavior as well as their grades. Linear regression models fit with cubic splines were computed to capture potential non-linear associations. RESULTS Findings for the independent effect models revealed significant curvilinear relationships between physical activity and sleep with academic achievement wherein optimal grades were associated with 7-9 h/night of sleep and 5-7 days/week of physical activity. A significant physical activity by sleep interaction was also observed for academic achievement, which demonstrated that the association between sleep duration and academic achievement is not uniform across levels of physical activity engagement, and tradeoffs may exist. CONCLUSIONS Overall, the results help to identify different combinations of physical activity and sleep behavior associated with optimal academic achievement and suggest that a one-size-fits-all approach to physical activity and sleep recommendations may not be adequate for promoting academic achievement during adolescence.
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Zarr R, Han B, Estrada E, Cohen DA. The Park Rx trial to increase physical activity among low-income youth. Contemp Clin Trials 2022; 122:106930. [PMID: 36184966 PMCID: PMC10312344 DOI: 10.1016/j.cct.2022.106930] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2022] [Revised: 09/13/2022] [Accepted: 09/15/2022] [Indexed: 01/27/2023]
Abstract
BACKGROUND The Park Rx study is a prospective, randomized controlled trial implemented within a federally qualified health center serving a low-income population in Washington, DC. DESIGN AND SETTING The 5-year randomized controlled trial will recruit 500 children, ages 6-16 to be randomized to receive either a park prescription (Park Rx) during routine clinical visits (intervention arm) or care as usual (control arm). INTERVENTION Park prescriptions promote both physical activity and exposure to nature. The prescription includes a place (i.e., park), an activity, a frequency, and a duration. Compared to usual care, we expect children receiving a park prescription will have greater physical activity levels and improved physical and mental health outcomes. IMPLICATIONS The results of the Park Rx trial will demonstrate the efficacy of the intervention and whether it will increase time spent in nature-rich areas (i.e., parks); have any biological impacts on health, including reducing hypercholesterolemia, hypertriglyceridemia, HbA1c, body mass index (BMI), and impact mental health, including stress and cognitive functioning. TRIAL REGISTRATION ClinicalTrials.gov identifier: NCT04114734. Registered on October 3, 2019.
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Affiliation(s)
- Robert Zarr
- Unity Health Care, 3020 14th Street NW, Washington, DC 20009, US.
| | - Bing Han
- Southern California Kaiser Permanente, 100 South Los Robles, Pasadena, CA 91101, United States of America
| | - Erika Estrada
- Southern California Kaiser Permanente, 100 South Los Robles, Pasadena, CA 91101, United States of America
| | - Deborah A Cohen
- Southern California Kaiser Permanente, 100 South Los Robles, Pasadena, CA 91101, United States of America
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Martyn L, Bigelow H, Graham JD, Ogrodnik M, Chiodo D, Fenesi B. A mixed method investigation of teacher-identified barriers, facilitators and recommendations to implementing daily physical activity in Ontario elementary schools. BMC Public Health 2022; 22:1986. [PMID: 36316654 PMCID: PMC9619006 DOI: 10.1186/s12889-022-14359-3] [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: 06/15/2022] [Accepted: 10/14/2022] [Indexed: 11/13/2022] Open
Abstract
Background Fewer than 17% of children worldwide are meeting the international recommendations for daily physical activity. Since most children are in school for the bulk of their day, the classroom has been identified as an ideal space to incorporate physical activity opportunities. In Ontario (Canada), the Daily Physical Activity (DPA) policy aims to ensure all elementary school children receive a minimum of 20 min of moderate to vigorous physical activity each school day during instructional time. However, a 2015 evaluation found that only half of Ontario teachers were meeting this expectation; this work advocated for additional research to monitor implementation and its predictors and to further identify fidelity recommendations. Thus, the current study investigated contemporary factors influencing DPA fidelity in Ontario elementary schools and provides teacher-identified recommendations to support DPA implementation. Methods The first part of the study was a quantitative approach surveying 186 elementary school teachers across Ontario. Descriptive statistics including frequencies and means were used to characterize barriers, facilitators, and recommendations to DPA implementation. Spearman’s correlations were used to assess the relation between the likelihood of DPA implementation and intrapersonal factors of gender, teaching experience, prior DPA training and personal physical activity participation. The second part of the study consisted of a qualitative approach using teacher interviews to explore in-depth teachers’ recommendations to support DPA implementation. A thematic analysis was used to analyze the transcripts and identify recommendations for DPA. Results Survey results showed that only 23% of teachers met the mandated 20 min of DPA per day. Barriers to implementation included space and time constraints, inadequate training, student behavioural issues and low self-efficacy. Gender, teaching experience and prior DPA training were not related to the likelihood of DPA implementation. Teachers who rated themselves as more physically fit were more likely to implement DPA. Teacher interviews elucidated key areas for improving DPA implementation including greater DPA training opportunities, resources, community partnerships, accountability and strategies that support school-wide implementation. Conclusion The current study demonstrated that fidelity to the DPA policy in Ontario elementary schools is on the decline. This work highlights unique factors implicated in DPA fidelity and brings to the forefront teacher recommendations to improve DPA implementation.
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Affiliation(s)
- Lauren Martyn
- grid.39381.300000 0004 1936 8884Faculty of Education, Western University, London, ON Canada
| | - Hannah Bigelow
- grid.39381.300000 0004 1936 8884Faculty of Education, Western University, London, ON Canada
| | - Jeffrey D. Graham
- grid.411793.90000 0004 1936 9318Faculty of Social Sciences, Brock University, St. Catherines, ON Canada
| | - Michelle Ogrodnik
- grid.25073.330000 0004 1936 8227Department of Kinesiology, Faculty of Science, McMaster University, Hamilton, ON Canada
| | - Deborah Chiodo
- grid.39381.300000 0004 1936 8884Faculty of Education, Western University, London, ON Canada
| | - Barbara Fenesi
- grid.39381.300000 0004 1936 8884Faculty of Education, Western University, London, ON Canada
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Gajardo-Araya G, Hernández-Jaña S, Olivares-Arancibia J, Ferrari G, Delgado-Floody P, Cristi-Montero C. Physical fitness mediates the inverse association between fatness indicators and academic achievement, despite the school vulnerability of adolescents—The Cogni-Action Project. Front Nutr 2022; 9:904831. [PMID: 36386944 PMCID: PMC9643798 DOI: 10.3389/fnut.2022.904831] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Accepted: 09/27/2022] [Indexed: 12/04/2022] Open
Abstract
Objective This study aims to determine the mediating role of physical fitness in the relationship between fatness indicators and academic achievement, exploring the influence of school vulnerability. Methods A total of 1,296 Chilean adolescents (aged 10 to 14 years; 50% girls) participated in this study. The global fitness score (GFS) was obtained by adding the three main components of the ALPHA fitness test: cardiorespiratory fitness (CRF), muscular fitness (MF), and speed/agility fitness (SAF). CRF was evaluated through the 20 m shuttle run test; MF by upper and lower limb strength tests; and SAF by the 4 × 10 shuttle run test. BMIz and WHtR were evaluated as general (unspecific) and central (specific) fatness indicators. Academic achievement was established through grades in math, language, and science and their average scores. Multiple mediation analyses were performed according to two models, adjusted for sex, maturity, and schools (model 1), and in model 2, the school vulnerability index (SVI) was added. The SVI is an important proxy of socioeconomic status at the school level, and it was categorized as high-, mid-, or low-SVI. Mediation percentages were calculated, and confidence intervals (bootstrapping) were used to establish significant findings. Results CRF, SAF, and GFS mediate the relationship between fatness indicators and academic achievement, both partially and totally (ranging from 12.7 to 59.2%). However, MF did not show any mediation effect. After controlling for SVI, CRF, and GFS, mediation changed from partial to total in the associations between math and science with WHtR. Although SAF contributed to GFS mediation, CRF seems to have the most significant mediation role for all academic achievements, regardless of SVI and the fat indicator studied. Conclusion A higher level of general physical fitness, especially CRF, significantly mediates the detrimental influence of fatness on the academic achievement of schoolchildren. This study suggests that physical fitness plays a relevant role in academic and public health, considering the high prevalence and detrimental influence of obesity and school vulnerability in children and adolescents.
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Affiliation(s)
- Guillermo Gajardo-Araya
- Magíster en Educación, Mención Política y Gestión Educativa, Facultad de Filosofía y Humanidades, Universidad Austral de Chile, Valdivia, Chile
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Sam Hernández-Jaña
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Jorge Olivares-Arancibia
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
- Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de Las Américas, Santiago, Chile
| | - Gerson Ferrari
- Escuela de Ciencias de la Actividad Física, el Deporte y la Salud, Universidad de Santiago de Chile (USACH), Santiago, Chile
| | - Pedro Delgado-Floody
- Department of Physical Education, Sport, and Recreation, Universidad de La Frontera, Temuco, Chile
| | - Carlos Cristi-Montero
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
- *Correspondence: Carlos Cristi-Montero,
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Beauchamp AA, Lacoste Y, Kingsbury C, Gadais T. When are you taking us outside? An exploratory study of the integration of the outdoor learning in preschool and primary education in Quebec. Front Psychol 2022; 13:955549. [PMID: 36337541 PMCID: PMC9631936 DOI: 10.3389/fpsyg.2022.955549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Accepted: 09/26/2022] [Indexed: 11/13/2022] Open
Abstract
Introduction Recent research investigating the benefits of being outdoors and contact with nature in children showed strong associations with children’s health and development. More teachers are choosing to integrate outdoor learning (OL) into their practice in Quebec, but few studies have focused on OL in the school environment, particularly in Canada and more specifically in Quebec, despite the fact that the school context lends itself favorably to this practice. Objective The purpose of this study was to portray OL in preschool and primary schools in Québec by identifying three key elements: (1) teachers’ perception of the outdoors, (2) the uses of OL in schools, and (3) teaching strategies and factors that influence teachers’ integration of OL. Methodology Semi-structured group interviews (n = 4) conducted with 14 teachers and participant observations (n = 4) were used for data collection. Inclusion criteria were to be a preschool or primary school teacher, to have taught at least eight sessions of OL in the past year, and to have no connection or contact with the research team prior to the start of the study. Results First, the results showed that teachers commonly understood the outdoors as being in the open air, practicing a physical activity, having the presence of nature, providing physical freedom and targeting a pedagogical intention. Second, teachers appeared to incorporate a variety of pedagogical intentions in OL (e.g., environmental awareness, interdisciplinary learning), in a variety of settings (e.g., city parks, woodlands), and with a variety of academic subjects (e.g., French, mathematics) and learning tasks (e.g., walking, nature shelter building). Third, teachers used a wide range of teaching strategies in OL (e.g., flexible planning, well-established routines). Participants also identified multiple factors specific to their setting that appeared to facilitate (e.g., parental support) or limit (e.g., storage of materials) their integration of OL into the school environment. Conclusion This study provided a better understanding of the current use of the OL in the Quebec school environment by identifying the common characteristics, limitations and winning strategies of its use in schools. Teachers and schools interested in OL could benefit from the results of this study, particularly those interested in adopting a Forest School or Udeskole approach.
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Affiliation(s)
- Audrey-Anne Beauchamp
- Département des sciences de l’activité physique, Université du Québec à Montréal, Montréal, QC, Canada
- Chaire UNESCO en développement curriculaire (CUDC), Université du Québec à Montréal, Montréal, QC, Canada
- Centre de Recherche Interdisciplinaire sur la Formation et la Profession Enseignante (CRIFPE), Université du Québec à Montréal, Montréal, QC, Canada
- *Correspondence: Audrey-Anne Beauchamp,
| | - Yannick Lacoste
- Département des sciences de l’activité physique, Université du Québec à Montréal, Montréal, QC, Canada
- Centre de Recherche Interdisciplinaire sur la Formation et la Profession Enseignante (CRIFPE), Université du Québec à Montréal, Montréal, QC, Canada
| | - Célia Kingsbury
- École de Santé Publique de l’Université de Montréal (ESPUM), Montréal, QC, Canada
- Centre de Recherche de l’Institut de Santé Mentale de Montréal (CRIUSMM), Montréal, QC, Canada
| | - Tegwen Gadais
- Département des sciences de l’activité physique, Université du Québec à Montréal, Montréal, QC, Canada
- Chaire UNESCO en développement curriculaire (CUDC), Université du Québec à Montréal, Montréal, QC, Canada
- Centre de Recherche Interdisciplinaire sur la Formation et la Profession Enseignante (CRIFPE), Université du Québec à Montréal, Montréal, QC, Canada
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Ramón-Arbués E, Echániz-Serrano E, Martínez-Abadía B, Antón-Solanas I, Cobos-Rincón A, Santolalla-Arnedo I, Juárez-Vela R, Adam Jerue B. Predictors of the Quality of Life of University Students: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191912043. [PMID: 36231345 PMCID: PMC9564890 DOI: 10.3390/ijerph191912043] [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: 08/23/2022] [Revised: 09/12/2022] [Accepted: 09/19/2022] [Indexed: 05/06/2023]
Abstract
UNLABELLED Quality of life (QOL) is a complex and multifaceted concept that has been used to study different aspects of people's lives, including physical and psychological wellbeing, financial independence, social relationships, personal beliefs and living situation. In this study, we aimed to assess the QOL of a group of Spanish university students and identify associated factors. METHOD We completed a cross-sectional study of the QOL of 868 university students using the WHOQOL-BREF questionnaire. In addition, data regarding sociodemographic information and self-esteem (Rosenberg Self-Esteem Scale), physical activity (International Physical Activity Questionnaire-Short version), diet (Spanish Index of Healthy Eating), alcohol consumption (CAGE questionnaire) and sleep quality (Pittsburgh Sleep Quality Index) were collected. RESULTS A total of 66.2% of participants assessed their QOL positively, while 58.8% favorably evaluated their overall health. Students reported the highest scores for the physical health domain of QOL, whereas they gave the lowest scores for the psychological health domain. Age was inversely associated with QOL. Higher self-esteem and satisfaction with academic performance, as well as sleep and diet quality, were directly associated with higher QOL. The physical health domain of QOL was scored more highly by participants who had a healthy body weight or those who reported moderate levels of physical activity. Higher scores in the social relationships domain of QOL were directly linked to alcohol intake, smoking and low body weight in addition to being inversely associated with screen time. The psychological domain of QOL was lower for those who were overweight or lived alone. CONCLUSION Many sociodemographic, academic and behavioral variables are associated with university students' QOL. The present findings underscore the need to direct further initiatives toward identifying and overcoming barriers to increased QOL for university students.
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Affiliation(s)
- Enrique Ramón-Arbués
- Faculty of Health Sciences, Campus Universitario Villanueva de Gállego, Universidad San Jorge, 50830 Saragossa, Spain
- H27_20D Transfercult, Investigation Group, Aragón, 50009 Zaragoza, Spain
| | - Emmanuel Echániz-Serrano
- H27_20D Transfercult, Investigation Group, Aragón, 50009 Zaragoza, Spain
- Faculty of Health Sciences, Zaragoza University, 50009 Zaragoza, Spain
- Correspondence: (E.E.-S.); (R.J.-V.)
| | - Blanca Martínez-Abadía
- Occupational Health and Prevention Service of the Zaragoza City Council, 50003 Saragossa, Spain
| | | | - Ana Cobos-Rincón
- GRUPAC, Department of Nursing, Faculty of Health Sciences, University of La Rioja, 26004 Logroño, Spain
- Biomedical Research Center of La Rioja (CIBIR), 26004 Logroño, Spain
| | - Iván Santolalla-Arnedo
- GRUPAC, Department of Nursing, Faculty of Health Sciences, University of La Rioja, 26004 Logroño, Spain
- Biomedical Research Center of La Rioja (CIBIR), 26004 Logroño, Spain
| | - Raúl Juárez-Vela
- GRUPAC, Department of Nursing, Faculty of Health Sciences, University of La Rioja, 26004 Logroño, Spain
- Biomedical Research Center of La Rioja (CIBIR), 26004 Logroño, Spain
- Correspondence: (E.E.-S.); (R.J.-V.)
| | - Benjamin Adam Jerue
- Faculty of Communication and Social Sciences, Campus Universitario Villanueva de Gállego, Universidad San Jorge, 50830 Saragossa, Spain
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Papadopoulos N, Mantilla A, Bussey K, Emonson C, Olive L, McGillivray J, Pesce C, Lewis S, Rinehart N. Understanding the Benefits of Brief Classroom-Based Physical Activity Interventions on Primary School-Aged Children's Enjoyment and Subjective Wellbeing: A Systematic Review. THE JOURNAL OF SCHOOL HEALTH 2022; 92:916-932. [PMID: 35607277 PMCID: PMC9545911 DOI: 10.1111/josh.13196] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Revised: 04/07/2022] [Accepted: 05/01/2022] [Indexed: 06/01/2023]
Abstract
BACKGROUND Engaging in classroom-based physical activity (PA) breaks may help increase children's subjective wellbeing and enjoyment of PA, important precursors for children to remain engaged in PA. We conducted a systematic review to investigate the effect of brief classroom-based PA interventions on primary school children's subjective wellbeing and enjoyment of PA. METHODS Databases were reviewed between the earliest date of records and April 2020. Eligibility criteria included peer-reviewed empirical quantitative or mixed methods studies reporting enjoyment of PA or wellbeing outcomes of participating in a brief classroom-based PA program. Fifteen papers were included. Interventions supported 7022 child participants enrolled at baseline and 6286 children analyzed in interventions across 148 schools. RESULTS Thirteen studies examined the effect of brief classroom-based PA interventions on subjective wellbeing. Four found a significant positive effect for children in the intervention group (specifically for children's self-efficacy in learning with video exercises, quality of life, and self-confidence). Eight studies examined the effect of brief classroom-based PA interventions on enjoyment of PA. Five studies reported a positive effect for children in the intervention group and only 1 study found a negative effect for 1 grade level of children in the intervention group. The remaining studies with wellbeing and/or enjoyment outcomes reported no significant effect. CONCLUSIONS Findings from these studies indicate that the integration of brief PA breaks may support PA enjoyment and specific self-beliefs and quality of life perceptions that contribute to children's subjective wellbeing. However, more research is needed to confirm this effect.
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Affiliation(s)
- Nicole Papadopoulos
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Ana Mantilla
- School of Educational Psychology & Counselling, Faculty of Education, Monash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Katherine Bussey
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Chloe Emonson
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Lisa Olive
- School of Psychology, Deakin University1 Gheringhap StGeelongVictoria3220Australia
| | - Jane McGillivray
- School of PsychologyDeakin University1 Gheringhap StGeelongVictoria3220Australia
| | - Caterina Pesce
- Department of Movement, Human and Health SciencesUniversity of Rome“Foro Italico,” Rome00135Italy
| | - Samantha Lewis
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Nicole Rinehart
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
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Behringer HK, Saksvig ER, Boedeker PJ, Elish PN, Kay CM, Calvert HG, Meyer AM, Gazmararian JA. Physical activity and academic achievement: an analysis of potential student- and school-level moderators. Int J Behav Nutr Phys Act 2022; 19:110. [PMID: 36042515 PMCID: PMC9425813 DOI: 10.1186/s12966-022-01348-3] [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: 04/29/2022] [Accepted: 08/12/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Many children do not engage in sufficient physical activity, and schools provide a unique venue for children to reach their recommended 60 daily minutes of moderate-to-vigorous physical activity (MVPA). Prior research examining effects of MVPA on academic achievement is inconclusive, and few studies have investigated potential moderators of this relationship. This study examined whether student-level characteristics (gender, race/ethnicity, free/reduced-price lunch status) and school-level characteristics (proportion of students qualifying for free/reduced-price lunch, physical activity environment and opportunities) moderate the relationship between MVPA and academic achievement. METHODS In a large, diverse metropolitan public school district in Georgia, 4,936 students in Grade 4 were recruited from 40 elementary schools. Students wore accelerometers to measure school-day MVPA for a total of 15 days across three semesters (fall 2018, spring 2019, fall 2019). Academic achievement data, including course marks (grades) for math, reading, spelling, and standardized test scores in writing, math, reading, and Lexile (reading assessment), were collected at baseline (Grade 3, ages 8-9) and at follow-up in Grade 4 (ages 9-10). Standardized test scores were not measured in Grade 5 (ages 10-11) due to COVID-19-related disruptions. Multilevel modeling assessed whether student-level and/or school-level characteristics were moderators in the cross-sectional and longitudinal MVPA-academic achievement relationship. RESULTS Cross sectional analyses indicated that the MVPA and AA relationship was moderated only by student Hispanic ethnicity for Grade 4 fall spelling marks (β = -0.159 p < 0.001). The relationship for Grade 4 fall spelling marks was also moderated by school physical activity opportunities (β = -0.128 (p < 0.001). Longitudinally, there was no significant moderation of the MVPA-academic achievement. A relationship by student gender, free/reduced-price lunch status, race/ethnicity; nor for school-level factors including proportion of students qualifying for free/reduced-price lunch, physical activity environment, and physical activity opportunities. CONCLUSIONS Overall, our results did not suggest that student- or school-level characteristics moderate the MVPA-academic achievement relationship. While statistically significant results were observed for certain outcomes, practical differences were negligible. In this population, school-based MVPA does not appear to differently affect academic performance based on student gender, race/ethnicity, free/reduced-price lunch, nor school characteristics. TRIAL REGISTRATION This study was registered with the National Institutes of Health (NIH) ClinicalTrials.gov system, with ID NCT03765047 . Registered 05 December 2018-Retrospectively registered.
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Affiliation(s)
- Hannah K Behringer
- Department of Epidemiology, Rollins School of Public Health, Emory University, 1518 Clifton Road, Atlanta, GA, 30322, USA
| | - Emilie R Saksvig
- Department of Epidemiology, Rollins School of Public Health, Emory University, 1518 Clifton Road, Atlanta, GA, 30322, USA
| | - Peter J Boedeker
- Department of Curriculum, Instruction, and Foundational Studies, College of Education, Boise State University, Boise, ID, USA
| | - Paul N Elish
- Department of Epidemiology, Rollins School of Public Health, Emory University, 1518 Clifton Road, Atlanta, GA, 30322, USA
| | | | - Hannah G Calvert
- Center for School and Community Partnerships, College of Education, Boise State University, Boise, ID, USA
| | | | - Julie A Gazmararian
- Department of Epidemiology, Rollins School of Public Health, Emory University, 1518 Clifton Road, Atlanta, GA, 30322, USA.
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Yuan S, Gu Q, Lei Y, Shen J, Niu Q. Can Physical Exercise Promote the Development of Teenagers' Non-Cognitive Ability?-Evidence from China Education Panel Survey (2014-2015). CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9091283. [PMID: 36138592 PMCID: PMC9497572 DOI: 10.3390/children9091283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Revised: 08/16/2022] [Accepted: 08/23/2022] [Indexed: 11/19/2022]
Abstract
Background: With the development of educational philosophy, physical exercise is considered to be an important factor in the development of individual cognitive abilities in adolescents. However, the effects of physical exercise on non-cognitive abilities in adolescents remain inadequate. Objective: This study examined the effect of physical exercise on non-cognitive ability and further examined the differences in this effect in different groups. Methods: Survey data on non-cognitive ability, physical exercise and covariates were collected in the China Education Panel Survey (2014−2015) from a nationally representative sample of adolescents (n = 7904) in the eighth (follow-up) grade. Results: The results show that, after controlling for the influence of other factors, physical exercise has a promoting effect on six non-cognitive abilities—social behavior (p < 0.001), communication ability (p < 0.01), perseverance (p < 0.05), school adaptation (p < 0.001), educational expectation (p < 0.01) and creative thinking (p < 0.01)—and there is no significant effect on emotional control (p > 0.05). Furthermore, the development of non-cognitive ability in physical exercise shows certain group differences. Conclusions: There are gender differences in the performance of non-cognitive ability. Girls perform better than boys in non-cognitive ability. Physical exercise is an important means to develop non-cognitive ability, which indicates that non-cognitive ability has plasticity in adolescence. Future intervention may improve the non-cognitive ability of Chinese adolescents by increasing physical exercise.
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Affiliation(s)
- Shiwei Yuan
- Wuxi Higher Health Vocational Technology School, Wuxi 214000, China
| | - Qian Gu
- School of Physical Education, Shandong University, Jinan 250100, China
- Correspondence:
| | - Yuanyuan Lei
- Physical Education College, Hebei Normal University, Shijiazhuang 050000, China
| | - Jinbo Shen
- Taiyuan Institute of Technology, Taiyuan 030008, China
| | - Qian Niu
- Taiyuan Institute of Technology, Taiyuan 030008, China
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Cristi-Montero C, Solis-Urra P, Sanchez-Martinez J, Olivares-Arancibia J, Hernández-Jaña S, Gajardo-Araya G, Palma-Leal X, Sadarangani KP, Portela Estinto M, Encina Y, Alvarez C, Delgado-Floody P, Aguilar-Farias N, Ferrari G, Mahecha-Matsudo S, Zavala-Crichton JP, Ibarra-Mora J, Parra-Saldías M, Nanjarí-Miranda R, Rodríguez-Rodríguez F. Which one? A comparative study of traditional and sports uniforms on academic achievement, cognitive performance, playtime, bullying, and discrimination in adolescents: The Cogni-Action Project. Front Public Health 2022; 10:917970. [PMID: 36033774 PMCID: PMC9411804 DOI: 10.3389/fpubh.2022.917970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Accepted: 07/18/2022] [Indexed: 01/22/2023] Open
Abstract
Objective The aim of this study was to compare academic achievement, cognitive performance, playtime, bullying, and discrimination in adolescents according to traditional uniforms (TUs) and sports uniforms (SUs) worn at school, while simultaneously exploring the influence of the school vulnerability index. Methods A total of 988 Chilean adolescents (52.6% boys) aged 10-14 years participated in this cross-sectional study. Academic achievement was evaluated by the average grade in maths, language, and science grades, while cognitive performance was assessed through eight cognitive tasks. TUs affecting physical activity, playtime, bullying, and discrimination were queried. Mixed model analyses were performed. Results No differences were observed in academic achievement (TU: 5.4 ± 0.1 vs. SU: 5.5 ± 0.2, p = 0.785) or in cognitive performance (TU: 99.6 ± 0.8 vs. SU: 98.9 ± 1.8, p= 0.754) according to the school uniformtype. Moreover, 64.1 % of participants declared that wearing TU affects their physical activity (traditional uniforms: + 8 min and sports uniforms: + 20 min), and those who believed so spent more time playing than those who answered negatively (14.5 min, p = 0.012). Finally, adolescents wearing SU displayed a lower feeling of bullying and discrimination; this finding depended mainly on the school's vulnerability. Conclusion It is concluded that wearing TU does not show an educational advantage at an academic and cognitive level that justifies its obligation. In addition, it could be suggested that schools consider adolescents' opinions in adopting a more comfortable uniform, such as the SU. This feasible and low-cost measure would help to increase adolescents' physical activity during the school day, and, contrary to belief, it would not be related to increased feelings of bullying and discrimination.
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Affiliation(s)
- Carlos Cristi-Montero
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Patricio Solis-Urra
- Department of Physical and Sports Education, Faculty of Sport Sciences, PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
- Nuclear Medicine Services, “Virgen de Las Nieves” University Hospital, Granada, Spain
- Faculty of Education and Social Sciences, Universidad Andres Bello, Santiago, Chile
| | | | - Jorge Olivares-Arancibia
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
- Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de las Américas, Santiago, Chile
| | - Sam Hernández-Jaña
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Guillermo Gajardo-Araya
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
- Magíster en Educación, Mención Política y Gestión Educativa, Facultad de Filosofía y Humanidades, Universidad Austral de Chile, Valdivia, Chile
| | - Ximena Palma-Leal
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
- Department of Physical and Sports Education, Faculty of Sport Sciences, PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
| | - Kabir P. Sadarangani
- Escuela de Kinesiología, Facultad de Odontología y Ciencias de la Rehabilitación, Universidad San Sebastián, Providencia, Chile
- Escuela de Kinesiología, Facultad de Salud y Odontología, Universidad Diego Portales, Santiago, Chile
| | - Matias Portela Estinto
- Division of Healthy Public Policies and Promotion, Department of Health Promotion and Citizen Participation, Ministry of Health, Santiago, Chile
| | - Yonatan Encina
- Facultad de Psicología, Universidad de Talca, Talca, Chile
| | - Cristian Alvarez
- Exercise and Rehabilitation Sciences Laboratory, Faculty of Rehabilitation Sciences, School of Physical Therapy, Universidad Andres Bello, Santiago, Chile
| | - Pedro Delgado-Floody
- Department of Physical Education, Sports and Recreation, Universidad de La Frontera, Temuco, Chile
| | - Nicolas Aguilar-Farias
- Department of Physical Education, Sports and Recreation, Universidad de La Frontera, Temuco, Chile
| | - Gerson Ferrari
- Universidad de Santiago de Chile (USACH), Escuela de Ciencias de la Actividad Física, el Deporte y la Salud, Santiago, Chile
| | - Sandra Mahecha-Matsudo
- Center of Studies on Physical Activity, Exercise and Health, Universidad Mayor, Santiago, Chile
- Academic Unit, MEDS Clinic, Santiago, Chile
| | | | - Jessica Ibarra-Mora
- Dpto. de Educación Física, Deportes y Recreación, Universidad Metropolitana de Ciencias de la Educación, Santiago, Chile
| | | | - Rodrigo Nanjarí-Miranda
- Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de las Américas, Santiago, Chile
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Relationships among Physical Activity, Pain, and Bone Health in Youth and Adults with Thalassemia: An Observational Study. THALASSEMIA REPORTS 2022; 12:90-100. [PMID: 37139496 PMCID: PMC10154047 DOI: 10.3390/thalassrep12030014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023] Open
Abstract
Patients with thalassemia (Thal) engage in less physical activity than non-Thal populations, which may contribute to pain and osteoporosis. The purpose of this study was to assess relationships between physical activity, pain, and low bone mass in a contemporary sample of patients with Thal. Seventy-one patients with Thal (50 adults ≥18 years, 61% male, 82% transfusion-dependent) completed the Brief Pain Inventory Short Form and validated physical activity questionnaires for youth and adults. Nearly half of the patients reported daily somatic pain. Using multiple regression, after controlling for age and gender, sedentary behavior was positively associated with pain severity (p = 0.017, r2 = 0.28). Only 37% of adult participants met CDC recommendations for physical activity. Spine BMD Z-score was higher (−2.1 ± 0.7) in those who met activity guidelines compared to those who did not (−2.8 ± 1.2, p = 0.048). A positive relationship was observed between self-reported physical activity (hours/week) and hip BMD Z-score in adults with Thal after controlling for transfusion status and sedentary activity time (p = 0.009, r2 = 0.25). These results suggest that decreased physical activity and increased sedentary behavior contribute to low bone mass, which may be related to pain severity in some patients with Thal. Studies focused on increasing physical activity may contribute to improved bone health and reduced pain in patients with Thal.
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Zhang D, Hong J, Chen S, Liu Y. Associations of physical activity with academic achievement and academic burden in Chinese children and adolescents: do gender and school grade matter? BMC Public Health 2022; 22:1496. [PMID: 35932047 PMCID: PMC9356485 DOI: 10.1186/s12889-022-13886-3] [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: 10/27/2021] [Accepted: 07/27/2022] [Indexed: 11/29/2022] Open
Abstract
Background Physical activity (PA) was significantly associated with cognition and mental health in children and adolescent. However, there were few studies examining the associations of PA with academic achievement (AA) and academic burden (AB) by gender and school grade. Hence, this study aimed to 1) investigate the associations of moderate-to-vigorous PA (MVPA) with AA and AB in Chinese children and adolescents, and 2) assess whether these associations vary by gender and school grade. Methods Using a multi-stage stratified cluster sampling design (at four different regions in Southern east China), 2653 children and adolescents (8–19 years old, 51.2% girls) were included. A self-reported questionnaire was used to collect data on study participants’ gender, school grade, family social economic status (SES), parental education level, MVPA, AA and AB. Binary logistic regression was applied to examine the associations of MVPA with AA (groups: above-average AA, average and below-average AA) and AB (groups: reporting AB, reporting no AB) with odds ratios (ORs) and 95% confidence intervals (CIs). After testing gender*grade interaction, those associations were explored by gender and school grade separately. Results In the overall sample, compared with children and adolescents who did not meet the PA guidelines (at least 60 min MVPA daily), children and adolescents who met the PA guidelines were more likely to have above-average (OR = 1.61, 95% CI: 1.21–2.11) AA, and report no AB (OR = 1.61, 95% CI: 1.13–2.30). In both genders, meeting the PA guidelines was positively associated with above-average AA (OR = 1.43, 95% CI: 1.01–2.03 for boys; OR = 2.22, 95% CI: 1.43–3.44 for girls). However, the significant relationship between meeting the PA guidelines and AB was observed only in girls (OR = 1.99, 95% CI: 1.17–3.39). Meeting the PA guidelines was positively associated with above-average AA (OR = 1.68, 95% CI: 1.18–2.40), and reporting no AB (OR = 1.77, 95% CI: 1.08–2.91) only in middle school students. Conclusions This study suggested that sufficient PA may be a contributary factor of improved AA and lower level of AB in Chinese children and adolescents. However, associations of PA with AA and AB may be different across gender or school grade. Promoting PA among girls or middle school students may be a good approach to improve AA and reduce AB.
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Affiliation(s)
- Danqing Zhang
- School of Physical Education, Shanghai University of Sport, Shanghai, 200438, China
| | - Jintao Hong
- Shanghai Research Institute of Sports Science (Shanghai Anti-Doping Agency), Shanghai, 200030, China
| | - Sitong Chen
- Institute for Health and Sport, Victoria University, Melbourne, VIC, 8001, Australia
| | - Yang Liu
- School of Physical Education, Shanghai University of Sport, Shanghai, 200438, China. .,Shanghai Research Centre for Physical Fitness and Health of Children and Adolescents, Shanghai, 200438, China.
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Ortega FB, Mora-Gonzalez J, Cadenas-Sanchez C, Esteban-Cornejo I, Migueles JH, Solis-Urra P, Verdejo-Román J, Rodriguez-Ayllon M, Molina-Garcia P, Ruiz JR, Martinez-Vizcaino V, Hillman CH, Erickson KI, Kramer AF, Labayen I, Catena A. Effects of an Exercise Program on Brain Health Outcomes for Children With Overweight or Obesity: The ActiveBrains Randomized Clinical Trial. JAMA Netw Open 2022; 5:e2227893. [PMID: 36040742 PMCID: PMC9428743 DOI: 10.1001/jamanetworkopen.2022.27893] [Citation(s) in RCA: 22] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
IMPORTANCE Pediatric overweight and obesity are highly prevalent across the world, with implications for poorer cognitive and brain health. Exercise might potentially attenuate these adverse consequences. OBJECTIVES To investigate the effects of an exercise program on brain health indicators, including intelligence, executive function, academic performance, and brain outcomes, among children with overweight or obesity and to explore potential mediators and moderators of the main effects of exercise. DESIGN, SETTING, AND PARTICIPANTS All preexercise and postexercise data for this 20-week randomized clinical trial of 109 children aged 8 to 11 years with overweight or obesity were collected from November 21, 2014, to June 30, 2016, with neuroimaging data processing and analyses conducted between June 1, 2017, and December 20, 2021. All 109 children were included in the intention-to-treat analyses; 90 children (82.6%) completed the postexercise evaluation and attended 70% or more of the recommended exercise sessions and were included in per-protocol analyses. INTERVENTIONS All participants received lifestyle recommendations. The control group continued their usual routines, whereas the exercise group attended a minimum of 3 supervised 90-minute sessions per week in an out-of-school setting. MAIN OUTCOMES AND MEASURES Intelligence, executive function (cognitive flexibility, inhibition, and working memory), and academic performance were assessed with standardized tests, and hippocampal volume was measured with magnetic resonance imaging. RESULTS The 109 participants included 45 girls (41.3%); participants had a mean (SD) body mass index of 26.8 (3.6) and a mean (SD) age of 10.0 (1.1) years at baseline. In per-protocol analyses, the exercise intervention improved crystallized intelligence, with the exercise group improving from before exercise to after exercise (mean z score, 0.62 [95% CI, 0.44-0.80]) compared with the control group (mean z score, -0.10 [95% CI, -0.28 to 0.09]; difference between groups, 0.72 SDs [95% CI, 0.46-0.97]; P < .001). Total intelligence also improved significantly more in the exercise group (mean z score, 0.69 [95% CI, 0.48-0.89]) than in the control group (mean z score, 0.07 [95% CI, -0.14 to 0.28]; difference between groups, 0.62 SDs [95% CI, 0.31-0.91]; P < .001). Exercise also positively affected a composite score of cognitive flexibility (mean z score: exercise group, 0.25 [95% CI, 0.05-0.44]; control group, -0.17 [95% CI, -0.39 to 0.04]; difference between groups, 0.42 SDs [95% CI, 0.13-0.71]; P = .005). These main effects were consistent in intention-to-treat analyses and after multiple-testing correction. There was a positive, small-magnitude effect of exercise on total academic performance (mean z score: exercise group, 0.31 [95% CI, 0.18-0.44]; control group, 0.10 [95% CI, -0.04 to 0.24]; difference between groups, 0.21 SDs [95% CI, 0.01-0.40]; P = .03), which was partially mediated by cognitive flexibility. Inhibition, working memory, hippocampal volume, and other brain magnetic resonance imaging outcomes studied were not affected by the exercise program. The intervention increased cardiorespiratory fitness performance as indicated by longer treadmill time to exhaustion (mean z score: exercise group, 0.54 [95% CI, 0.27-0.82]; control group, 0.13 [95% CI, -0.16 to 0.41]; difference between groups, 0.42 SDs [95% CI, 0.01-0.82]; P = .04), and these changes in fitness mediated some of the effects (small percentage of mediation [approximately 10%-20%]). The effects of exercise were overall consistent across the moderators tested, except for larger improvements in intelligence among boys compared with girls. CONCLUSIONS AND RELEVANCE In this randomized clinical trial, exercise positively affected intelligence and cognitive flexibility during development among children with overweight or obesity. However, the structural and functional brain changes responsible for these improvements were not identified. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT02295072.
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Affiliation(s)
- Francisco B. Ortega
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
- Department of Biosciences and Nutrition, Karolinska Institutet, Huddinge, Sweden
| | - Jose Mora-Gonzalez
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Cristina Cadenas-Sanchez
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Irene Esteban-Cornejo
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Jairo H. Migueles
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
- Department of Biosciences and Nutrition, Karolinska Institutet, Huddinge, Sweden
- Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
| | - Patricio Solis-Urra
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
- Faculty of Education and Social Sciences, Universidad Andres Bello, Viña del Mar, Chile
| | - Juan Verdejo-Román
- Department of Personality, Assessment and Psychological Treatment and Mind, Brain, and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
- Laboratory of Cognitive and Computational Neuroscience (UCM-UPM), Centre for Biomedical Technology (CTB), Madrid, Spain
| | - María Rodriguez-Ayllon
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
- Department of Epidemiology, Erasmus MC University Medical Center, Rotterdam, the Netherlands
| | - Pablo Molina-Garcia
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
- Biohealth Research Institute, Physical Medicine and Rehabilitation Service, Virgen de las Nieves University Hospital, Granada, Spain
| | - Jonatan R. Ruiz
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
- Department of Biosciences and Nutrition, Karolinska Institutet, Huddinge, Sweden
- Instituto de Investigación Biosanitaria, ibs.Granada, Granada, Spain
| | - Vicente Martinez-Vizcaino
- Health and Social Research Center, Universidad de Castilla La Mancha, Cuenca, Spain
- Faculty of Health Sciences, Universidad Autónoma de Chile, Talca, Chile
| | - Charles H. Hillman
- Department of Psychology, Northeastern University, Boston, Massachusetts
- Department of Physical Therapy, Movement and Rehabilitation Sciences, Northeastern University, Boston, Massachusetts
| | - Kirk I. Erickson
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
- Brain Aging & Cognitive Health Lab, Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania
- College of Science, Health, Engineering, and Education, Murdoch University, Perth, Western Australia
| | - Arthur F. Kramer
- Department of Psychology, Northeastern University, Boston, Massachusetts
- Beckman Institute, University of Illinois at Urbana-Champaign, Champaign
| | - Idoia Labayen
- Department of Health Sciences and Institute for Innovation & Sustainable Food Chain Development (IS-FOOD), Public University of Navarra, Pamplona, Spain
- IdiSNA, Navarra Institute for Health Research, Pamplona, Spain
| | - Andrés Catena
- School of Psychology, University of Granada, Granada, Spain
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Influence de la crise sanitaire COVID-19 sur la perception de la télérééducation dans la population des kinésithérapeutes français, une étude qualitative. KINÉSITHÉRAPIE, LA REVUE 2022. [PMCID: PMC8498688 DOI: 10.1016/j.kine.2021.09.011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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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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Derigny T, Schnitzler C, Remmers T, Van Kann D, Gandrieau J, Seye N, Baquet G, Potdevin F. Catch me if you can! How French adolescents seize social occasions and opportunities to be active. BMC Public Health 2022; 22:1332. [PMID: 35831822 PMCID: PMC9277992 DOI: 10.1186/s12889-022-13746-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Accepted: 07/04/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Following an ecological framework, the aim of this study was to highlight the way adolescents invested their time in opportunities to engage in moderate to vigorous physical activity (MVPA) according to whether they were profiled as more or less active. This study's innovation lies in the analysis of MVPA according to social occasions which are understood as opportunities to be active throughout the day (e.g. home, school, transport). METHODS PA data measured by accelerometry (ActiGraph GT3X) for seven consecutive days were compiled, with adolescents' social occasions during the week recorded in a daily digital diary (n = 135). The opportunity ratio of MVPA at each social time is the ratio between time spent in MVPA and the duration of a corresponding social occasion. Following the literature, participants were categorised into three profiles according to their reported amount of MVPA: HEPA active, minimally active and inactive. Non-parametric Wilcoxon signed rank and Kruskal Wallis tests were performed to determine the relative intensity of PA performed at different social occasions, and to investigate whether intensities differed between adolescents with various activity profiles. RESULTS Results showed that engagement in MVPA at different social occasions differed according to participant profiles. Mismatch was noticed between the opportunity ratio and the duration of the most and least favorable social occasions for MVPA. For all three profiles, the social occasion "physical education lesson" revealed an opportunity ratio of MVPA (23.6% vs 17.0% vs 13.8%) significantly higher than the overall opportunity ratio of the week (6.9% vs 2.9% vs 1.2%), but of lower duration. Conversely, "home" (5.3% vs 0.0% vs 0.0%) and "school" (outside of PE time) (2.4% vs 0.0% vs 0.0%) represented the two least opportune social occasions for PA in an adolescent's week. CONCLUSIONS Rethinking engagement with MVPA in the context of temporal opportunities would allow potential ways to intervene within an educational supervised setting to help young people adopt a physically active lifestyle at the end of the key period of adolescence. These results reinforced the importance of context in interventions for PA promotion, opening for "time education" in people.
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Affiliation(s)
- Thibaut Derigny
- University Lille, University Artois, University Littoral Côte d'Opale, ULR 7369 - URePSSS - Unité de Recherche Pluridisciplinaire Sport Santé Société, F-59000, Lille, France.
| | - Christophe Schnitzler
- Sport et Sciences Sociales, E3S, UR1342, University of Strasbourg, Strasbourg, France
| | - Teun Remmers
- School of Sport Studies, Fontys University of Applied Sciences, Eindhoven, 5644 HZ, The Netherlands
| | - Dave Van Kann
- School of Sport Studies, Fontys University of Applied Sciences, Eindhoven, 5644 HZ, The Netherlands.,Department of Health Promotion, Maastricht University (Medical Center+), NUTRIM School of Nutrition and Translational Research in Metabolism, Maastricht, the Netherlands
| | - Joseph Gandrieau
- University Lille, University Artois, University Littoral Côte d'Opale, ULR 7369 - URePSSS - Unité de Recherche Pluridisciplinaire Sport Santé Société, F-59000, Lille, France
| | - Ndongo Seye
- Faculty of Mathematiques and applications, speciality Statistiques, University of Strasbourg, Strasbourg, France
| | - Georges Baquet
- University Lille, University Artois, University Littoral Côte d'Opale, ULR 7369 - URePSSS - Unité de Recherche Pluridisciplinaire Sport Santé Société, F-59000, Lille, France
| | - François Potdevin
- University Lille, University Artois, University Littoral Côte d'Opale, ULR 7369 - URePSSS - Unité de Recherche Pluridisciplinaire Sport Santé Société, F-59000, Lille, France
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Watson A, Dumuid D, Maher C, Olds T. Associations between meeting 24-hour movement guidelines and academic achievement in Australian primary school-aged children. JOURNAL OF SPORT AND HEALTH SCIENCE 2022; 11:521-529. [PMID: 33359235 PMCID: PMC9338336 DOI: 10.1016/j.jshs.2020.12.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Revised: 08/21/2020] [Accepted: 10/20/2020] [Indexed: 05/12/2023]
Abstract
BACKGROUND Few studies have investigated associations between academic achievement and meeting recommendations from the 24-hour (24-h) movement guidelines. The specific guidelines associated with the most benefit academic achievement are unknown. Utilizing both self-report and objective movement data, this study examined associations between academic achievement and meeting individual recommendations and combinations of recommendations from the 24-h movement guidelines (sleep, physical activity, and screen time). METHODS Data from CheckPoint, a cross-sectional study nested between Waves 6 and 7 of the Longitudinal Study of Australian Children, were used. Movement behaviors were measured using 24-h wrist-worn accelerometry (GENEActiv (Activinsights, Kimbolton, UK)) and were self-reported by children using the Multimedia Activity Recall for Children and Adolescents. Academic achievement was measured using a nationally administered standardized test in literacy and numeracy. Analysis of covariance, with t tests with sequential Bonferroni adjustments, was used to compare academic achievement with all possible combinations of meeting recommendations, adjusting for demographic confounders. Two models were considered: guideline compliance assessed by self-report (n = 1270, mean age = 11.99 years, 52% males) and by accelerometry (for moderate-to-vigorous intensity physical activity (MVPA) and sleep)) and self-report (screen time) in combination (n = 927, mean age = 11.97 years, 52% males). RESULTS Literacy achievement significantly differed based on self-report (F(7, 1258) = 3.08, p = 0.003) and accelerometer derived (F(7, 915) = 2.40, p = 0.02) guideline compliance. Numeracy achievement significantly differed based on self-report (F(7, 1258) = 2.92, p = 0.005) but not accelerometer derived guideline compliance (F(7, 915) = 0.80, p = 0.58). When assessed by self-report, children who met all guidelines (t(334) = -4.05, p = 0.0001) or met the screen time and sleep guidelines in combination (t(125) = -5.02, p < 0.001) had superior literacy achievement. Meeting the self-report MVPA guideline in any combination was associated with higher numeracy scores (p < 0.05). Post-hoc analyses showed no differences in academic achievement for any category of accelerometer derived guideline compliance. CONCLUSION The findings suggest that limiting recreational screen time is important for literacy achievement and that encouraging compliance with the MVPA guideline is important for numeracy achievement.
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Affiliation(s)
- Amanda Watson
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, SA5001, Australia.
| | - Dorothea Dumuid
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, SA5001, Australia
| | - Carol Maher
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, SA5001, Australia
| | - Tim Olds
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, SA5001, Australia
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