Associations of Sedentary Behavior with Physical Fitness and Academic Performance among Chinese Students Aged 8-19 Years

Sedentary behaviour profiles and longitudinal associations with academic performance in youth: The UP&DOWN study

The current study evaluated longitudinal associations between profile transitions of context-specific sedentary behaviour (SB) and changes in academic performance (AP) among school-aged youth. Participants were 466 children and 717 adolescents (50.8% males) aged 8-18 years (children = 7.92 ± 0.41 years; adolescents = 11.85 ± 1.53 years). Non-school SBs and AP were evaluated at baseline and two years later. General linear mixed models were implemented, controlling for age, region, parental education, body mass index, and cardiorespiratory fitness. Cross-sectionally, participants with an Educative-profile (i.e., highest scores in doing homework with/without computer and reading for fun) had higher AP when compared to other profiles. Longitudinally, males who changed from a Screen- to an Educative-profile had higher AP than males who changed from an Educative- to a Social- or Screen-SB profile (p < 0.01). No significant differences were found in females. These findings show the importance of analysing SB patterns from a qualitative perspective (i.e., context-specific for boosting school children AP) and highlighting time spent in educative as the most positive for AP, as well the need to implement interventions to reduce time on screen and social behaviours, especially targeting males.

Association between physical activity, sedentary time, and physical fitness of female college students in China

BACKGROUND

Prior research has highlighted the importance of Physical Activity (PA), Sedentary Time (ST), and Physical Fitness (PF) for health. However, there is limited research on the association between PA, ST, and PF in the context of female college students, particularly in Eastern cultures. Therefore, the purpose of this study was to investigate the association between PA, ST, and PF among Eastern female college students to inform policy and practice.

METHODS

The study was conducted from February to May 2022 at East China Normal University, Shanghai, China. A total of 512 Chinese female college students participated in this study through snowball sampling. Participants' PA and ST were investigated using the International PA Questionnaire, and PF was measured using the Chinese National Student Physical Fitness Test. Independent samples t-test and binary logistic regression were used to compare the differences in PF between Active Participants (AP) and Inactive Participants (IP), as well as between Low Sedentary Participants (LSP) and High Sedentary Participants (HSP). Multinomial logistic regression was used to compare the differences in PF between Active and Low Sedentary Participants (ALSP), Active and High Sedentary Participants (AHSP), Inactive and Low Sedentary Participants (ILSP), and Inactive and High Sedentary Participants (IHSP). Data analysis was performed using Statistical Package for the Social Sciences version 28. The level of significance was set at 0.05.

RESULTS

AP showed significantly higher cardiorespiratory fitness (p < 0.05) and overall fitness (p < 0.01) than IP. Compared to IP, AP was less likely to be classified as unfit in terms of cardiorespiratory fitness [Odds Ratio (OR), 0.57; 95% Confidence Interval (CI), 0.38-0.85; p < 0.05]. Compared to IHSP, ALSP (OR, 0.44; 95% CI 0.25-0.76; p < 0.01) and AHSP (OR, 0.54; 95% CI 0.32-0.93; p < 0.05) were less likely to be classified as unfit in terms of cardiorespiratory fitness. Furthermore, compared to IHSP, AHSP (OR, 1.66; 95% CI 1.02-2.70; p < 0.05) and ILSP (OR, 2.09; 95% CI 1.16-3.77; p < 0.05) were more likely to be classified as unfit in terms of their flexibility.

CONCLUSION

There was a positive association between PA, cardiorespiratory fitness, and overall fitness. There was also an association between cardiorespiratory fitness, flexibility, and the combination of PA and ST. These findings suggest that both PA and ST can influence different PF items. Therefore, we recommend that public health policy and practice for college female students should consider PF items when selecting different PA and ST intervention strategies.

Associations of Passive and Mentally Active Screen Time With Perceived School Performance of 197,439 Adolescents Across 38 Countries

OBJECTIVE

To examine the associations of passive (ie, television) and active (ie, electronic games, computer use) screen time (ST) with perceived school performance of adolescents across gender.

METHODS

Data were from the 2014 Health Behaviour in School-aged Children survey conducted across 38 European countries and Canada. Perceived school performance was assessed using an item and dichotomized as high (good/very good) versus the remainder (average/below-average as reference). Participants reported hours per day of time spent watching television, playing electronic games, and using a computer in their free time. Multilevel logistic regression was used to estimate the associations.

RESULTS

A total of 197,439 adolescents (average age 13.6 [standard deviation 1.63] years; 51% girls) were analyzed. Multivariable modeling showed that engaging in >2 h/d of ST was progressively and adversely associated with high performance in both boys and girls. Adolescents reporting >4 h/d of television time (≤1 h/d as reference) had 32% lower odds in boys (odds ratio [OR] 0.68; 95% confidence interval [CI]: 0.65-0.71) and 39% lower odds in girls (OR 0.61; 95% CI, 0.58-0.65) of reporting high performance. Playing electronic games for >4 h/d was associated with high performance with odds being 38% lower in boys (OR 0.62; 95% CI, 0.59-0.66) and 45% lower in girls (OR 0.55; 95% CI, 0.52-0.57). Sex differences in the estimates were mixed.

CONCLUSIONS

High screen use, whether active or passive, was adversely associated with perceived high school performance, with association estimates being slightly stronger in girls than boys, and for mentally active than passive screen use. Discouraging high levels of screen use of any type could be beneficial to school performance.

Play Badminton Forever: A Systematic Review of Health Benefits

Regular physical activity (PA) engagement has multiple benefits for individual general health at all ages and life stages. The present work focuses on badminton, which is one of the most popular sports worldwide. The aim was to conduct a systematic review focused on examining and analysing this sport and the benefits it brings to the health of those who engage in it. Examination was conducted from the viewpoint of overall health and provides an overview of the current state-of-the-art as presented in published scientific literature. PRISMA 2020 guidelines were adhered to. An exhaustive search was conducted of four electronic databases or search engines: Web of Science, Scopus, MEDLINE and Google Scholar. The search terms used were "badminton AND health" and "badminton AND benefits". In total, 27 studies were eligible for inclusion in the systematic review. After analysing the results, it was concluded that badminton engagement may lead to an improvement in all areas, the most studied being those related to physical health, in particular the improvement of cardiac and pulmonary functions and the development of basic physical capacities.

The influence of specialization and the level of physical activism on leisure options for students of the Faculty of Physical Education and Sports

Leisure activities, their dynamics in ontogenesis and the way of managing the time allocated to them are a topic that is frequently researched. Purpose: to investigate students' attitudes, aiming at aspects related to forms of leisure, depending on specialization and level of physical activism, by applying a questionnaire. Material and method: The research took place in the academic year 2019-2020, on a number of 180 students of the Faculty of Physical Education and Sports in Galați. The differences for the pairs of independent specialty variables (PES / physical education and sport and PT / physical therapy), respectively physical activity (HLPA / high level of physical activity, and LLPA / low level of physical activity were analyzed, by applying the techniques of MANOVA and ANOVA calculation. Results: Multivariate analysis indicates significant effects of the physical activity variable on the items of the questionnaire for leisure budget factors, preferred leisure activities, leisure sports activities, and for the specialty variable significant effects are determined only at leisure sports activities, so the level of physical activism will generate more differences between the opinions expressed compared to the specialization of students. Univariate test results indicate significant F values (P <0.05) for a number of items, with weaker values, dominant for PT and LLPA groups. Sports activities and socializing on the internet (defining variant of young people) are at the top, so they do not exclude each other. Conclusion: the students from the PES and HLPA groups stand out through a better organization of free time, high satisfaction of its capitalization, a greater involvement in the variants of active leisure and superior socialization, and those from the PT and LLPA groups allocate more time to watching on TV and using the internet. Keywords: physical activism, specialization, questionnaire, active and passive leisure options, opinions

Two-Year Effectiveness of a Controlled Trial With Physically Active Lessons on Behavioral Indicators of School Children

Purpose: In this study, we evaluated the effectiveness of two years of an intervention with physically active lessons on indicators of sedentary behavior and physical activity measured objectively in elementary school children. Methods: A controlled clinical trial with cluster sampling was carried out in 2018 and 2019, with four classes of children in the 2nd year of elementary school. The intervention group classes received dynamic activities linked to the pedagogical content (n = 34) for 2 years. The indicators of sedentary behavior and physical activities were evaluated using ActivPal and ActiGraph GT3X accelerometers during the school shift. Crude and adjusted models of Generalized Estimation Equations with Bonferroni's post hoc were used to identify the differences between the groups (three evaluations in 2018 and two evaluations in 2019). Results: There was a reduction in stationary behavior (p = .01) and an increase in light physical activity (p = .044) during the two years. In the first year there were reductions in standing time (p = .044) and number of transitions (p ≤ .001), and an increase in walking time (p = .017). However, in the second year, the mean differences in percentage points were smaller than in the first year. No differences were found for sitting time as well as for moderate and vigorous physical activity. We observed a large effect size for all variables. Conclusions: The introduction of physically active lessons in the classroom reduced time in stationary behavior and increased time in light physical activity. However, the effects on behavior observed in the first year were not maintained in the second year of intervention.

School-related sedentary behaviours and indicators of health and well-being among children and youth: a systematic review

BACKGROUND

The purpose of this systematic review was to examine the associations between school-related sedentary behaviours and indicators of health and well-being in children and youth (~ 5-18 years) attending school.

METHODS

This review was conducted to inform the development of School-Related Sedentary Behaviour Recommendations. Peer-reviewed, published, or in-press articles in English were included. Reviews, meta-analyses, and case studies were excluded; all other study designs were eligible. Further, articles had to meet the a priori study criteria for population, intervention, comparator (PROSPERO ID: CRD42021227600). Embase, MEDLINE® ALL, and PsycINFO were searched. Risk of bias was assessed for individual experimental studies using the Cochrane risk of bias assessment tool, and in observational studies based on the GRADE framework and in line with previous systematic reviews examining sedentary behaviours in children. Overall quality of evidence was assessed using the GRADE framework for each outcome category and study design. Results were synthesized narratively, grouped by study design and outcome category. Further, several high-level summaries were conducted to help interpret results.

RESULTS

Evidence was synthesized from 116 reports, including 1,385,038 participants and 1173 extracted associations. More school-related sedentary behaviour was favourably associated with nearly one-third of extracted associations for cognitive (33%) and social-emotional (32%) indicators (e.g., less anxiety), but unfavourably associated with other movement behaviours (e.g., less physical activity) (35%). Active lessons were favourable (72%), compared to more school-related sedentary behaviours, when examining associations for all health and well-being indicators. More homework was favourable across all health and well-being indicators in 4% of extracted associations for primary school children, and 25% of extracted associations for secondary school children. However, ≥2 h/day of homework appeared to be unfavourable for health and well-being. Limitations for synthesized studies included generally low quality of evidence and a lack of studies in South American, African, or low-middle income countries.

CONCLUSIONS

Findings can help inform policy makers, schools, and teachers, regarding the amount of homework assigned and the introduction of active lessons into the classroom to enhance health and well-being of children. More research is needed examining school-related sedentary behaviours and indicators of health and well-being in low- and middle-income countries.

Sports activity and changes in physical fitness of Polish children and adolescents: OSF study

BACKGROUND

Physical activity promotion programs for children and adolescents should constitute the basis of any national health policy aiming to improve physical fitness, which is a significant health indicator in children, adolescents, adults as well as elderly persons.

METHODS

The study included 1,230 children and adolescents aged 8-16 years (60.1% of girls) from Poland. Five hundred and twenty-seven persons covered by the survey (42.8%) participated in physical activity promotion called "Athletics for All!" (AFA) as an experimental group and 703 peers not participating in any forms of physical extra-curricular activities as a control group. Participants were measured for basic anthropometric parameters and body mass indices were calculated: Body Mass Index (BMI) and Ponderal Index (PI). Evaluation of physical fitness was made using the OSF Test (3 × 10 m shuttle run, standing broad jump, 1 kg medicine ball overhead throw, 4-min run). Comparative analysis between the experimental and control groups was carried out using the T-test for independent samples. Analysis of correlations between quantitative variables was performed with Pearson's r coefficient.

RESULTS

Statistically significant differences in all the tests were noted between the experimental group (AFA) and the control group in favor of the former one. Taking into account reference ranges of BMI created according to the latest Polish norms, statistically significant differences were noted between the subgroups in all physical fitness tests. As far as PI is concerned, in the AFA group significant differences were noted in all physical fitness tests between subgroups created in accordance with the aforementioned norms.

CONCLUSION

The findings of our study show that it is necessary to introduce physical activity promotion programs for children and adolescents. Such programs should constitute the basis of national health policy aiming at improving physical fitness among young people.

The Influence of Socio-Demographic Factors on the Forms of Leisure for the Students at the Faculty of Physical Education and Sports

The study investigates the influences of gender, area of origin and age stage variables and also of the interaction between them, on the free time behavior of the students at the Faculty of Physical Education and Sports from Galati. The questionnaire applied in the academic year 2019–2020 had 85 items and was structured on 4 factors: leisure budget, leisure limiting factors, preferred leisure activities, and leisure sports activities. The multivariate/MANOVA analysis showed statistically significant data for some of the analyzed items, with values of F associated with thresholds p < 0.05. The results support longer screen time for urban areas and for those <25 years and time limitation for the favorite activities of students >25 years, while reading had higher stress scores for men and students <25 years. Men tended to limit their free time working overtime and women limited their free time due to housework. Students from rural areas and men >25 years were more stressed by socializing on the internet and shopping. Financial limitations for preferred activities were higher for women and students <25 years—women read more and visited their friends more often while men had higher scores in relation to involvement in physical activities throughout the week, an aspect also reported for those <25 years. Students >25 years spent more time with their family, while those <25 years socialized more on the internet and had better scores when going out with friends. Those in urban areas did more jogging, men had better scores in relation to playing sports games, higher indicators for the satisfaction generated by sports activity, and women preferred jogging and cycling/rollerblading. Sports games and different types of fitness were the most common variants practiced at the level of the studied group. Conclusion: There was no dominant orientation of the investigated group towards forms of passive leisure and there were no cases of sedentariness, even if the use of technologies (video games, socializing on the Internet and TV) were forms of leisure often used by students.

Is adherence to 24-Hour Movement Guidelines associated with a higher academic achievement among adolescent males and females?

OBJECTIVES

This study aims to examine the independent and combined associations of 24-Hour Movement Guidelines for physical activity, screen time, and sleep duration with academic achievement in adolescent males and females.

DESIGN

Cross-sectional study.

METHODS

1290 Spanish adolescents (565 females), aged 11 to 16 years (13.06 ± 0.84), participated in this study. Self-reported physical activity, screen time, and sleep duration questionnaires were assessed. Academic achievement was calculated as an average score of the adolescents'' grades in first language (Spanish), first foreign language (English), and mathematics subjects. A multiple linear regression model was used to examine the association between meeting 24-Hour Movement Guidelines and academic achievement. Covariates included age, sex, socioeconomic status, body mass index, and cardiorespiratory fitness.

RESULTS

Not meeting any of the three 24-Hour Movement Guidelines was associated with lower academic achievement in the whole sample (p < 0.001). Meeting physical activity and sleep duration guidelines, both independently and together, was associated with higher academic achievement in the whole sample (p < 0.001). Meeting at least two recommendations was associated with higher academic achievement in males (p < 0.01). However, trend analysis revealed that participants who met two or three recommendations had higher academic achievement compared to those who met one or none of these recommendations (p < 0.05). All these results were similar for males and females.

CONCLUSIONS

Our findings suggest the importance of promoting more than one 24-Hour Movement Guidelines, mainly physical activity and sleep duration, which seems to contribute positively to increased academic performance in adolescents.

Exploring Canadian Children's Social Media Use, Digital Literacy, and Quality of Life: Pilot Cross-sectional Survey Study

BACKGROUND

Understanding social media use and digital literacy among young Canadian children is an increasing area of concern, given the importance of digital inclusion for full and informed participation in evolving educational, civic, corporate, social, and economic spaces.

OBJECTIVE

The aim of this study was to explore internet and social media knowledge as well as social media use among Canadian children aged between 6 and 10 years.

METHODS

We conducted interview surveys with 42 children aged between 6 and 10 years who participated in an after-school health promotion program in an urban community in Southwestern Ontario to understand their digital literacy skills and social media use. The data were analyzed using both quantitative and qualitative methods.

RESULTS

Of the 42 children who participated in this study, 24 (57%) reported that they used social media, specifically YouTube (19/24, 79% reported use), Snapchat (16/24, 67% reported use), and Facebook (8/24, 33% reported use). While using social media, children reported sharing personal information, including videos or pictures of themselves (12/24, 50%), videos or pictures of others (8/24, 33%), and their birthday (12/24, 50%), whereas only one-third (9/24, 38%) of the children believed that only close family and friends had access to the content they shared. When reporting on the quality of life in the context of using social media, most (17/24, 71%) children never felt sad, half (12/24, 50%) never had difficulty making new friends, and nearly one-third (7/24, 30%) indicated that they never had difficulty wanting to play outside.

CONCLUSIONS

Owing to the rapidly evolving uptake and use of social media among young Canadians, the implementation of childhood digital health literacy education is vital to best support digital inclusion and well-being in Canada. The findings of our study highlight the need for future research to understand where children receive their digital literacy knowledge from and whether this knowledge is gained through self-directed social media use or observation from other actors, such as parents, siblings, or friends.

Joint Associations of Leisure Screen Time and Physical Activity with Academic Performance in a Sample of Japanese Children

Studies have shown the potential effects of sedentary behavior and physical activity on not only physical and mental health but also academic performance in children. Nevertheless, studies have only focused on either sedentary behavior or physical activity. Examining the joint effects of both behaviors on academic performance provides detailed insights into the patterns of these behaviors in relation to children’s academic achievement. The present study investigated the joint longitudinal associations of physical activity and screen time with academic performance among Japanese children. The screen time and physical activity of 261 children aged 7–10 years were assessed, and their academic performance was evaluated one year later. Multivariate logistic regression analysis was used to examine the joint associations of screen time and physical activity with academic performance adjusted for demographic characteristics. Children with low screen time and physical activity had 2.04 (95% confidence interval: 1.11–3.78) times greater odds of having high academic performance compared to children with high screen time and low physical activity, while children with low screen time and high physical activity had 2.75 (1.17–6.43) times greater odds (boys; 4.12 (1.19–14.24)). Low screen time was related to high academic performance after one year, regardless of the physical activity level.