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Schmid DG, Scott NM, Tomporowski PD. Physical Activity and Children's Episodic Memory: A Meta-Analysis. Pediatr Exerc Sci 2024; 36:155-169. [PMID: 38065088 DOI: 10.1123/pes.2023-0020] [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: 01/31/2023] [Revised: 09/06/2023] [Accepted: 09/08/2023] [Indexed: 07/18/2024]
Abstract
PURPOSE The purpose of this review was to evaluate the effects of physical activity on children's free recall, cued recall, and recognition episodic memory and to explore potential moderating factors. METHODS The following databases were searched: PubMed, ERIC, APA Psych Info, CINHAL, SPORTDiscus, and Google Scholar. Studies were included if: (1) participants were aged 4-18 years, (2) participants were typically developed, (3) participants were randomized to groups, (4) interventions employed gross movements, (5) sedentary group was used for control, (6) memory tests were quantitative, and (7) employed acute or chronic intervention. RESULTS 14 studies met inclusion criteria resulting in the analysis of data from 7 free recall, 7 cued recall, and 8 recognition memory tests. Physical activity was found to have a positive influence on tests free (g = 0.56), cued recall (g = 0.67), and no influence on tests of recognition (g = 0.06). While some moderator analyses were significant, the authors do not consider these results to be meaningful in application. CONCLUSIONS The effects of acute and chronic physical activity enhance specific aspects of long-term episodic memory. These findings suggest physical activity interventions developed for children may be expected to benefit some, but not all, types of memory processing.
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Affiliation(s)
- Daphne G Schmid
- Kinesiology Department, University of Georgia, Athens, GA,USA
| | - Nathan M Scott
- Kinesiology Department, University of Georgia, Athens, GA,USA
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Quader ZS, Sliwa S, Haardörfer R, Suglia SF, Gazmararian JA. School Poverty Level Moderates the Effectiveness of a Physical Activity Intervention. Am J Health Promot 2024:8901171241257309. [PMID: 38850049 DOI: 10.1177/08901171241257309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/09/2024]
Abstract
PURPOSE To explore whether school poverty level and funding modified the effectiveness of an evidence-based Comprehensive School Physical Activity Program called Health Empowers You! implemented in elementary schools in Georgia. DESIGN Secondary data analysis of a multi-level, cluster-randomized controlled trial. SETTING 40 elementary schools in Georgia in 2018-2019. SUBJECTS 4th grade students in Georgia. MEASURES Intervention schools implemented the Health Empowers You! program to increase school-day physical activity. The outcome was average daily moderate-to-vigorous physical activity, school free-reduced price lunch (FRPL) percentage and per pupil expenditures were effect modifiers. ANALYSIS Separate linear mixed regression models estimated the effect of the intervention on average daily moderate-to-vigorous physical activity, with interaction terms between intervention status and (1) school FRPL percentage or (2) per pupil expenditures. RESULTS The effect of the intervention was significantly higher in schools with higher FRPL percentage (intervention*school % FRPL β (95% CI): .06 (.01, .12)), and was modestly, but not statistically significantly, higher in schools with lower per pupil expenditures. CONCLUSION Findings support the use of the Health Empowers You! intervention, which was effective in lower income schools, and may potentially reduce disparities in students' physical activity levels.
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Affiliation(s)
- Zerleen S Quader
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Sarah Sliwa
- Division of Population Health, National Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Regine Haardörfer
- Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Shakira F Suglia
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Julie A Gazmararian
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA, USA
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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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Michael SL, Li J, Sliwa S, Cornett K, Hertz M. Association Between Adolescent Self-Reported Physical Activity Behaviors and Feeling Close to People at School During the COVID-19 Pandemic. Am J Lifestyle Med 2024; 18:364-375. [PMID: 38737878 PMCID: PMC9941458 DOI: 10.1177/15598276231157324] [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] [Indexed: 05/14/2024] Open
Abstract
The disruption of school operations and routines caused by the COVID-19 pandemic affected students' physical and emotional well-being. Providing physical activity opportunities in schools can encourage students to positively engage with each other. Using a nationally representative sample of U.S. high school students from the Adolescent Behaviors and Experiences Survey (January to June 2021), we examined the association between physical activity behaviors and feeling close to people at school using sex-stratified and race/ethnicity-stratified multiple linear regressions models. Participating in team sports, being more physically active, and attending physical education (PE) during an average week were all associated with higher levels of feeling close to people at school, with variation by sex and race/ethnicity. These associations were also significant when the physical activity behavior variables were categorized to reflect national recommendations. Daily physical activity (i.e., ≥60 minutes all 7 days), daily PE (i.e., attended all 5 days), and the number of Comprehensive School Physical Activity Program (CSPAP) components implemented were associated with higher levels of feeling close to people at school. These findings suggest that opportunities for physical activity before, during, and after school are associated with increased levels of feeling close to people at school during crises like COVID-19.
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Affiliation(s)
- Shannon L. Michael
- Division of Population, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Jingjing Li
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Sarah Sliwa
- Division of Population, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Kelly Cornett
- Division of Population, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Marci Hertz
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, GA, USA
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Masini A, Dallolio L, Sanmarchi F, Lovecchio F, Falato M, Longobucco Y, Lanari M, Sacchetti R. Adherence to the Mediterranean Diet in Children and Adolescents and Association with Multiple Outcomes: An Umbrella Review. Healthcare (Basel) 2024; 12:449. [PMID: 38391824 PMCID: PMC10887852 DOI: 10.3390/healthcare12040449] [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: 12/12/2023] [Revised: 01/26/2024] [Accepted: 02/06/2024] [Indexed: 02/24/2024] Open
Abstract
The Mediterranean Diet (MD) has been linked to numerous health benefits. This umbrella review aims to synthesize evidence from systematic reviews on the MD's impact on children and adolescents aged 6 to 19 years. Following Joanna Briggs Institute guidelines, we included 11 systematic reviews focusing on the MD's effects on health outcomes, such as asthma, anthropometric measures, physical fitness, and inflammatory markers. The results indicate a protective role of the MD against childhood asthma due to its antioxidant-rich components. However, evidence for its impact on allergic conditions like rhinitis and eczema is inconclusive. Findings regarding anthropometric outcomes, particularly BMI, are limited and inconsistent. A positive correlation was observed between MD adherence and increased physical activity, improved physical fitness, quality of life, and reduced sedentary behavior. Additionally, the MD showed an inverse relationship with pro-inflammatory biomarkers, suggesting anti-inflammatory benefits. The inconsistency in BMI findings and the potential anti-inflammatory properties of the MD warrant further longitudinal research. Future studies should explore the MD's impact on cognitive functions, academic performance, and mental health in this age group, highlighting the significance of establishing healthy eating habits early in life.
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Affiliation(s)
- Alice Masini
- Department of Translational Medicine, University of Eastern Piedmont, 28100 Novara, Italy
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Francesco Sanmarchi
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Francesco Lovecchio
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Mario Falato
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Yari Longobucco
- Department of Health Sciences, University of Florence, 50134 Firenze, Italy
| | - Marcello Lanari
- Pediatric Emergency Unit, IRCCS Azienda Ospedaliera Universitaria di Bologna, 40126 Bologna, Italy
| | - Rossella Sacchetti
- Department of Education Studies "Giovanni Maria Bertin", University of Bologna, 40126 Bologna, Italy
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Maenhout L, Melville CA. Unravelling the link between physical activity and peer social connectedness in young people with intellectual disabilities: a systematic review of quantitative studies. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2024; 68:95-112. [PMID: 37821423 DOI: 10.1111/jir.13095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Revised: 08/01/2023] [Accepted: 09/09/2023] [Indexed: 10/13/2023]
Abstract
BACKGROUND There is limited understanding of the context surrounding physical activity (PA) of young people with intellectual disabilities (ID), which has an impact on the development of PA promotion programmes. Peer social connectedness seems to be a vital correlate to focus on, but has not been included in current studies examining the correlates and determinants of PA levels of young people with ID. This study aims to synthesise the evidence on (1) the social constructs researchers have used to conceptualise peer social connectedness in a PA context among young people with ID, (2) the measurement tools that have been used and (3) the relationship between PA and peer social connectedness in young people with ID. METHODS The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Ovid MEDLINE, Ovid Embase, Web of Science, ERIC, CINAHL and PsycINFO were searched from 1 January 1996 up to, and including, July 2023 to identify English-language studies, which examined associations between PA and peer social connectedness in adolescents and young adults (13-24 years) with ID. Study quality was assessed using the Standard Quality Assessment Criteria for Evaluating Primary Research Papers from a Variety of Fields. RESULTS Thirteen studies met the inclusion criteria and were included in the review. Ten peer social connectedness constructs and 18 measurement instruments were identified. Studies were predominantly focused on Special Olympics participants and unified activity formats. Participation in PA can increase social connectedness, but there is a lack of studies examining whether PA can also be increased by focusing on peer social connectedness in young people with ID. CONCLUSIONS Results show that peer social connectedness is recognised as relevant to researchers developing and testing PA programmes for young people with ID.
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Affiliation(s)
- L Maenhout
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - C A Melville
- School of Health and Wellbeing, University of Glasgow, Glasgow, UK
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Chambonnière C, Metz L, Fillon A, Demonteix P, Fearnbach N, Bailly M, Boscaro A, Pereira B, Thivel D, Duclos M. The Effects of Using a Cycling Desk at School on Executive Function, Physical Fitness, and Body Composition in Primary School Children: Impact of Socioeconomic Status. Pediatr Exerc Sci 2023:1-9. [PMID: 38134891 DOI: 10.1123/pes.2023-0046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 07/25/2023] [Accepted: 10/01/2023] [Indexed: 12/24/2023]
Abstract
CONTEXT Physical inactivity and sedentary behaviors are associated with adverse health outcomes in both adults and children. The purpose of this study was to investigate the effects of a 9-week program using a Cycle Desk during school time in French primary school children from high or low socioeconomic status (SES) on body composition, physical fitness (PF), and executive function. METHODS Seventy-five (n = 75) children completed a test battery before and after 9 weeks of use of Cycle Desk to evaluate anthropometric characteristics, body composition, PF, and executive function. RESULTS Body mass index increased significantly (P = .0095), while body fat decreased after the use of Cycle Desks (P < .0001). Specifically, lean mass increased in the high-SES group while it decreased in the low-SES group (P < .0001). After 9 weeks, there was an improvement in motor skills (P < .0001), upper and lower limbs' strength (P < .0001), and executive function performance (P < .0001). More specifically, the low-SES group had a greater improvement in motor skills and maximal aerobic speed between T0 and T1, compared to the high-SES group (P = .001, P = .023, respectively). In contrast, the high-SES group had a greater improvement in executive function at 9 weeks of use of Cycle Desk compared with the low-SES group (P = .0084). CONCLUSIONS The promotion of low-intensity physical activity with the use of a Cycle Desk at school may help offset some adverse effects of excess sedentary behavior among children. Moreover, this strategy appears to be particularly effective in children from low-SES backgrounds. What's New: The use of a Cycle Desk during school time has no deleterious effects on PF as well as cognitive executive functions in primary children. Modifications are more beneficial in children from low SES.
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Affiliation(s)
- Camille Chambonnière
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
- Auvergne Research Center for Human Nutrition (CRNH), Clermont-Ferrand,France
| | - Lore Metz
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
- Auvergne Research Center for Human Nutrition (CRNH), Clermont-Ferrand,France
| | - Alicia Fillon
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
| | - Pauline Demonteix
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
| | - Nicole Fearnbach
- Office of Research, Florida State University, Tallahassee, FL,USA
| | - Mélina Bailly
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
| | - Audrey Boscaro
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
| | - Bruno Pereira
- Biostatistics Unit, Clermont-Ferrand University Hospital, Clermont-Ferrand,France
| | - David Thivel
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
| | - Martine Duclos
- Auvergne Research Center for Human Nutrition (CRNH), Clermont-Ferrand,France
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
- Department of Sport Medicine and Functional Explorations, Clermont-Ferrand University Hospital, G. Montpied Hospital, Clermont-Ferrand,France
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Aly M, Hassan MD, Hassan MM, Alibrahim M, Kamijo K. Association of aerobic fitness and grip strength with cognitive and academic performance in Arab children. PROGRESS IN BRAIN RESEARCH 2023; 286:107-128. [PMID: 38876572 DOI: 10.1016/bs.pbr.2023.11.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2024]
Abstract
This study investigated the association between aerobic and muscular fitness with the cognitive control and academic performance of preadolescent Arab children. Ninety-three children aged 10-13years (mean=11.5, SD=0.5) representing eight Arab nations (Egypt, Saudi Arabia, Sudan, Syria, Jordan, Lebanon, Yemen, and Morocco) participated in this cross-sectional study. The participants completed tests for aerobic (progressive aerobic cardiovascular endurance run) and muscular (maximum grip strength) fitness, and cognitive control (flanker task). We assessed their academic performance based on their overall grade point average (GPA). Our analyses revealed that greater aerobic fitness was associated with higher GPA scores and greater muscular fitness was associated with a shorter response time in a task condition requiring extensive cognitive control (incongruent condition). No association was found between aerobic fitness and flanker task performance nor between muscular fitness and GPA. These results bridge the knowledge gap on the associations of physical fitness to the cognitive control and academic performance of Arab children, suggesting that the positive associations found in Western and Asian literature can be generalized to the Arab context.
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Affiliation(s)
- Mohamed Aly
- Department of Educational Sciences and Sports Psychology, Faculty of Physical Education, Assiut University, Assiut, Egypt; Faculty of Liberal Arts and Sciences, Chukyo University, Nagoya, Japan.
| | - Mohamed D Hassan
- Department of Educational Sciences and Sports Psychology, Faculty of Physical Education, Assiut University, Assiut, Egypt; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
| | - Marwa M Hassan
- Department of Educational Sciences and Sports Psychology, Faculty of Physical Education, Assiut University, Assiut, Egypt; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
| | - Mohammed Alibrahim
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
| | - Keita Kamijo
- Faculty of Liberal Arts and Sciences, Chukyo University, Nagoya, Japan.
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Fogarty JS, Goodwill AM, Tan AL, Tan SHJ. Student arousal, engagement, and emotion relative to Physical Education periods in school. Trends Neurosci Educ 2023; 33:100215. [PMID: 38049294 DOI: 10.1016/j.tine.2023.100215] [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: 07/14/2023] [Revised: 09/13/2023] [Accepted: 09/13/2023] [Indexed: 12/06/2023]
Abstract
BACKGROUND Exercise has transient effects on cognition and mood, however the impact of Physical Education (PE) on cognitive and affective processes across the school day has not been examined. METHOD This study used wearables and questionnaires to track student arousal, engagement, and emotion across school days/periods following PE. Skin conductance, heart rate, heart rate variability, and self-reported engagement, arousal, and valence were analyzed for 23 students (age 15-17 years) on days with and without PE. RESULTS Sympathetic arousal was significantly higher for two hours following PE and there were stronger decreases in arousal across other classes relative to days without PE. On days with PE, engagement decreased, whereas valence increased from morning to afternoon. CONCLUSION These findings highlight the importance of considering acute effects of PE on learning across the entire school day, and demonstrates the feasibility of wearables to clarify how the timing of PE could positively or negatively affect self-regulation and learning.
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Affiliation(s)
- Jack S Fogarty
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore.
| | - Alicia M Goodwill
- Physical Education and Sports Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore
| | - Aik Lim Tan
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore
| | - S H Jessica Tan
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore
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Fanxing K, Gao Y, Herold F, Hossain MM, Yeung AS, Ng JL, Kramer AF, Zou L. Relationships between physical activity, sleep, and screen time with academic performance and psychological functioning among US children and adolescents with depression. Complement Ther Clin Pract 2023; 53:101806. [PMID: 37944191 DOI: 10.1016/j.ctcp.2023.101806] [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: 09/22/2023] [Revised: 10/16/2023] [Accepted: 10/22/2023] [Indexed: 11/12/2023]
Abstract
OBJECTIVE This cross-sectional study examined the relationships between adherence to 24-HMB guidelines (including physical activity [PA], screen time [ST], and sleep) with academic performance and psychological functioning among children and adolescents with depression. METHODS This study consists of 2165 participants aged 6-17 years with depression. Independent variables were components of 24-HMB guideline adherence, while outcomes of interest were academic performance (i.e., caring about school performance and completion of required homework) and psychological functioning (i.e., resilience and self-regulation). Logistic regression analysis was conducted while adjusting for confounding variables. RESULTS Only 1.03 % of the participants adhered to PA + ST + Sleep guidelines. Compared to non-adherence, adherence to PA + ST guidelines was significantly linked to a greater likelihood of caring about school performance (OR = 2.17), while ST + Sleep guidelines adherence was significantly linked to a greater likelihood of caring about school performance (OR = 2.02), completing homework (OR = 2.91), resilience (OR = 2.51), and self-regulation (OR = 2.51). Furthermore, adherence to PA + ST + Sleep guidelines was significantly linked to a higher likelihood of caring about school performance (OR = 5.01), resilience (OR = 2.49), and self-regulation (OR = 2.88) among these participants with depression. CONCLUSION Adhering to 24-HMB guidelines is positively linked to academic performance and psychological functioning among children and adolescents with depression. Thus, establishing healthy lifestyle behaviors should be promoted in school settings.
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Affiliation(s)
- Kong Fanxing
- School of Physical Education, Suihua University, Suihua, 152000, China; School of Physical Education, Anqing Normal University, Anqing, 246052, China
| | - Yanping Gao
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen, China
| | - Fabian Herold
- Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences, Brandenburg, University of Potsdam, Potsdam, Germany
| | - M Mahbub Hossain
- Department of Decision and Information Sciences, C.T. Bauer College of Business, University of Houston, TX, 77204, USA; Department of Health Systems and Population Health Sciences, Tilman J. Fertitta Family College of Medicine, University of Houston, TX, 77204, USA
| | | | - Jonathan Leo Ng
- School of Education, College of Design and Social Context, RMIT University, Victoria, 3083, Australia
| | - Arthur F Kramer
- Center for Cognitive and Brain Health, Northeastern University, Boston, MA, USA; Beckman Institute, University of Illinois at Urbana-Champaign, Champaign, IL, 61820, USA
| | - Liye Zou
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen, China
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Zask A, Pattinson M, Ashton D, Ahmadi M, Trost S, Irvine S, Stafford L, Delbaere K, Adams J. The effects of active classroom breaks on moderate to vigorous physical activity, behaviour and performance in a Northern NSW primary school: A quasi-experimental study. Health Promot J Austr 2023; 34:799-808. [PMID: 36527187 DOI: 10.1002/hpja.688] [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: 05/24/2022] [Revised: 10/26/2022] [Accepted: 11/30/2022] [Indexed: 12/23/2022] Open
Abstract
ISSUE ADDRESSED Approximately 77% of NSW children aged 5 to 15 years do not meet physical activity guidelines and many spend a considerable amount of time sitting. Active breaks at primary school are feasible, may increase daily moderate to vigorous physical activity (MVPA) and decrease off-task behaviour without adversely affecting cognitive function and learning. METHODS In this quasi-experimental study, 101 primary school children in six intervention classrooms participated in three 10-minute active breaks per day for six-weeks during class time, while five control classrooms were run as usual (n = 89). Physical activity levels were measured using wrist-worn Actigraph wGT3X-BT accelerometers and analysed using a random forest model. Students' off-task behaviour, wellbeing, cognitive function and maths performance were also measured. School staff completed a brief feedback survey. RESULTS Children in the intervention group engaged in 15.4 and 10.9 minutes more MVPA per day at 3 and 6 weeks respectively (P < .001). Participation significantly increased the proportion of children who met the Australian 24-Hour Movement Guidelines (P < .001). At pre, middle and end of intervention, 44.4%, 60.8% and 55.1% of intervention children and 46.5%, 45.9% and 45.8% of controls met the guidelines. Significantly fewer students engaged in off-task behaviour in the intervention classes at mid and final weeks of intervention (-1.4 students, P = .003). No significant intervention effects were found for wellbeing, cognitive and maths performance. CONCLUSIONS Active classroom breaks are an effective way to increase physical activity among primary school children while reducing off-task classroom behaviour. SO WHAT?: Primary school students' health would benefit from active breaks with no detrimental effects on wellbeing, maths and cognitive performance.
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Affiliation(s)
- Avigdor Zask
- Health Promotion, Northern NSW Local Health District, Lismore, Australia
- North Coast University Centre for Rural Health, School of Public Health, University of Sydney, Sydney, Australia
| | - Martina Pattinson
- Health Promotion, Northern NSW Local Health District, Lismore, Australia
| | - Daniel Ashton
- Aboriginal Health, Northern NSW Local Health District, Lismore, Australia
| | - Matthew Ahmadi
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Stewart Trost
- School of Human Movement Studies, The University of Queensland, Saint Lucia, Australia
| | - Sam Irvine
- St Mary's Catholic School, Casino, Casino, Australia
| | - Lauren Stafford
- Health Promotion, Northern NSW Local Health District, Lismore, Australia
| | - Kim Delbaere
- Neuroscience Australia (NeuRA), University of NSW, Randwick, Australia
| | - Jillian Adams
- Health Promotion, Northern NSW Local Health District, Lismore, Australia
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Messing S, Gelius P, Abu-Omar K, Marzi I, Beck F, Geidl W, Grüne E, Tcymbal A, Reimers AK, Pfeifer K. Developing a policy brief on physical activity promotion for children and adolescents. Front Public Health 2023; 11:1215746. [PMID: 37841728 PMCID: PMC10571038 DOI: 10.3389/fpubh.2023.1215746] [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: 05/03/2023] [Accepted: 08/29/2023] [Indexed: 10/17/2023] Open
Abstract
Introduction While there are several approaches to collect basic information on physical activity (PA) promotion policies, some governments require more in-depth overviews on the situation in their country. In Germany, the Federal Ministry of Health expressed its interest in collecting detailed data on target group specific PA promotion, as relevant competences are distributed across a wide range of political levels and sectors. This study describes the development of a policy brief on physical activity promotion for children and adolescents in Germany. In particular, it addresses two major gaps in the current literature by systematically assessing good practice examples and "routine practices," i.e., PA promotion activities already taking place on large scale and regular basis. Materials and methods Based on relevant national and international guidelines, the TARGET:PA tool was co-produced by researchers and ministry officials. It includes (1) PA recommendations, (2) national prevalence rates, (3) recommendations for PA promotion, and data on national (4) routine practices, (5) good practice projects and (6) policies. Data were collected for children and adolescents in Germany using desk research, semi-structured interviews and secondary data analysis. Results A policy brief and scientific background document were developed. Results showed that 46% of the 4-5-year-olds fulfil WHO recommendations but only 15% of the 11-17-year-olds, and that girls are less active than boys. Currently, in Germany no valid data are available on the PA behaviour of children under the age of three. An overview of routine practices for PA promotion for children and adolescents was compiled, and experts were asked to critically assess their effectiveness, reach and durability. Overall, 339 target group specific projects for PA promotion were found, with 22 classified as examples of good practice. National PA policies for children and adolescents were identified across different sectors and settings. Conclusion The study provides a comprehensive overview of the current status of PA promotion for children and adolescents in Germany. The co-production of the policy brief was a strength of the study, as it allowed researchers to take the needs of ministry officials into account, and as it supported the immediate uptake of results in the policymaking process. Future studies should test the applicability of the TARGET:PA tool to different target groups and countries.
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Affiliation(s)
- Sven Messing
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - Peter Gelius
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
- Institute of Sport Sciences, Université de Lausanne, Lausanne, Switzerland
| | - Karim Abu-Omar
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - Isabel Marzi
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - Franziska Beck
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - Wolfgang Geidl
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - Eva Grüne
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - Antonina Tcymbal
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - Anne Kerstin Reimers
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - Klaus Pfeifer
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
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Bølling M, Mygind L, Elsborg P, Melby PS, Barfod KS, Brønd JC, Klinker CD, Nielsen G, Bentsen P. Efficacy and mechanisms of an education outside the classroom intervention on pupils' health and education: the MOVEOUT study protocol. BMC Public Health 2023; 23:1825. [PMID: 37726771 PMCID: PMC10510120 DOI: 10.1186/s12889-023-16618-3] [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: 05/25/2023] [Accepted: 08/25/2023] [Indexed: 09/21/2023] Open
Abstract
BACKGROUND Education can create better opportunities for health, and vice versa. Using a so-called 'add-in' approach, school-based physical activity (PA) promotion and prevention of sedentary behaviours can increase pupils' wellbeing and learning and, on the longer term, reduce the risk of non-communicable diseases. A PA 'add-in' approach involves integrating PA into teachers' curricular obligations without being an extra burden as opposed to an 'add-on' approach which requires additional operational resources and include activities that do not explicitly contribute towards curricular targets making them less long-term acceptable in a school-based context. Previous studies investigating education outside the classroom (EOtC) show mutual benefits for both health and education outcomes among children and adolescents. However, the evidence is of mixed quality and questionable certainty, which calls for further investigation. The aim of this study protocol is to describe and discuss the study design and methods to investigate the efficacy and mechanisms of EOtC as a vehicle for health and education. The study investigates the intervention developed and conducted in the TEACHOUT study with updated and strengthened design and measures. METHODS The efficacy of EOtC will be investigated in a cluster randomised waitlist design. Participants will be pupils in ~54 classes, grades 4-10 (ages 10-15 years) in ~30 Danish elementary schools. Fifteen schools will be randomised to the intervention: a two-day EOtC training course targeting teachers followed by the teachers implementing EOtC >5 hours weekly over the course of one school year. Pre- and post-measures of health (PA and wellbeing) and learning (school motivation and academic achievement) will be collected. Investigation of pedagogical and motivational mechanisms will be based on observations of EOtC. DISCUSSION The updated randomised controlled design will provide firmer evidence for the efficacy and mechanisms of EOtC and provide knowledge about how mutual benefits of health and education can be obtained. TRIAL REGISTRATION Registered with ClinicalTrials.gov (ID NCT05237674 ) [University of Copenhagen. MOVEOUT: a Cluster RCT of the Efficacy, Mechanisms, and Mediation of an Education Outside the Classroom Intervention on Adolescents' Physical Activity, 2023], February 14, 2022. Most recently updated on November 23, 2022 (Version 2).
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Affiliation(s)
- Mads Bølling
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, the Capital Region of Denmark, Copenhagen, Denmark.
- Health Promotion Research, Copenhagen University Hospital - Steno Diabetes Center Copenhagen, Herlev, Denmark.
- Research Centre for Pedagogy and Bildung, Program on Outdoor Pedagogy, VIA University College, Aarhus, Denmark.
| | - Lærke Mygind
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, the Capital Region of Denmark, Copenhagen, Denmark
| | - Peter Elsborg
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, the Capital Region of Denmark, Copenhagen, Denmark
| | - Paulina S Melby
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, the Capital Region of Denmark, Copenhagen, Denmark
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Karen S Barfod
- Research Centre for Pedagogy and Bildung, Program on Outdoor Pedagogy, VIA University College, Aarhus, Denmark
| | - Jan Christian Brønd
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Charlotte Demant Klinker
- Health Promotion Research, Copenhagen University Hospital - Steno Diabetes Center Copenhagen, Herlev, Denmark
| | - Glen Nielsen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Peter Bentsen
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, the Capital Region of Denmark, Copenhagen, Denmark
- Department of Geoscience and Natural Resource Management, University of Copenhagen, Copenhagen, Denmark
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14
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Vidueira VF, Booth JN, Saunders DH, Sproule J, Turner AP. Circadian preference and physical and cognitive performance in adolescence: A scoping review. Chronobiol Int 2023; 40:1296-1331. [PMID: 37781788 DOI: 10.1080/07420528.2023.2256901] [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: 12/16/2022] [Accepted: 09/02/2023] [Indexed: 10/03/2023]
Abstract
Adolescence is a crucial period of development which coincides with changes in circadian rhythmicity. This may augment the impact of circadian preference on performance in this group. We aimed to scope the literature available on chronotypes and their effect on physical and mental aspects of performance in adolescents. Studies were identified by systematically searching bibliographical databases and grey literature. The Morningness-Eveningness Questionnaire was the most frequently reported tool for circadian preference assessment. Academic achievement was the most prevailing outcome, with evidence suggesting that morning type adolescents tend to outperform evening types, yet the results vary depending on multiple factors. Performance in tests of intelligence and executive functions was generally better at optimal times of the day (synchrony effect). Physical performance was examined in 8 studies, with very heterogeneous outcomes. Although the associations between circadian preference and performance in adolescents are evident in some areas, there are many factors that may be involved in the relationship and require further investigation. This review highlights the assessment of physical performance in relation to chronotypes, the multidimensional assessment of circadian preference, and the need for longitudinal studies as priorities for further research.Protocol: OSF Registration - Public registration, DOI: 10.17605/OSF.IO/UCA3Z.
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Affiliation(s)
- Vanessa F Vidueira
- Moray House School of Education and Sport, Institute for Sport, Physical Education and Health Sciences (ISPEHS), University of Edinburgh, Edinburgh, UK
| | - Josie N Booth
- Moray House School of Education and Sport, Institute for Education, Community and Society (IECS), University of Edinburgh, Edinburgh, UK
| | - David H Saunders
- Moray House School of Education and Sport, Institute for Sport, Physical Education and Health Sciences (ISPEHS), University of Edinburgh, Edinburgh, UK
| | - John Sproule
- Moray House School of Education and Sport, Institute for Sport, Physical Education and Health Sciences (ISPEHS), University of Edinburgh, Edinburgh, UK
| | - Anthony P Turner
- Moray House School of Education and Sport, Institute for Sport, Physical Education and Health Sciences (ISPEHS), Human Performance Science Research Group, University of Edinburgh, Edinburgh, UK
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15
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Mäestu E, Kull M, Mäestu J, Pihu M, Kais K, Riso EM, Koka A, Tilga H, Jürimäe J. Results from Estonia's 2022 Report Card on Physical Activity for Children and Youth: Research Gaps and Five Key Messages and Actions to Follow. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1369. [PMID: 37628368 PMCID: PMC10453862 DOI: 10.3390/children10081369] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Revised: 08/03/2023] [Accepted: 08/08/2023] [Indexed: 08/27/2023]
Abstract
The aim of this article is to summarize the results of the 2022 Estonian Physical Activity Report Card across 10 indicators based on available scientific data and national databases, and, additionally, to compare the current results with previous Report Card results. A national expert panel, consisting of research and policy experts, identified the available sources and synthesized as well as graded relevant data related to the physical activity (PA) of Estonian children and youth. Grade B was assigned to Organized Sports and Physical Activity (B-), Community and Environment (B+), and Government (B). Grade C was assigned to Overall Physical Activity (C+), Physical Fitness (C+), Family and Peers (C-), and School (C+). The lowest grade, D, was assigned to Active Play (D), Active Transportation (D+), and Sedentary Behaviors (D-). In Estonia, the participation rate in organized sport is relatively high, and government in addition to community support seem to be at a relatively good level. However, a relatively high number of children and youth did not meet the current PA guidelines, and the levels of sedentary behavior and screen time were very high. The PA of children and youth should be a cross-disciplinary priority, and focus should be put on developing schoolyards and outdoor breaks, varied and easily accessible organized sport, the use of active transportation, and the implementation of physical education that supports leisure time activities.
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Affiliation(s)
- Evelin Mäestu
- Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, 51008 Tartu, Estonia; (M.K.); (J.M.); (M.P.); (K.K.); (E.-M.R.); (A.K.); (H.T.); (J.J.)
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16
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Haapala EA, Widlund A, Poikkeus AM, Lima RA, Brage S, Aunio P, Lakka TA. Cross-Lagged Associations between Physical Activity, Motor Performance, and Academic Skills in Primary School Children. Med Sci Sports Exerc 2023; 55:1465-1470. [PMID: 36897825 DOI: 10.1249/mss.0000000000003163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/11/2023]
Abstract
PURPOSE Few longitudinal studies have investigated the interwoven longitudinal dynamics between physical activity (PA), motor performance, and academic skills in middle childhood. Therefore, we investigated the cross-lagged associations between PA, motor performance, and academic skills from grade 1 to grade 3 in Finnish primary school children. METHODS A total of 189 children 6-9 yr old at baseline comprised the study sample. Total PA was assessed using a questionnaire filled out by parents, moderate-to-vigorous PA by combined heart rate and body movement monitor, motor performance by 10 × 5-m shuttle run test, and academic skills by arithmetic fluency and reading comprehension tests in grade 1 and grade 3. Data were analyzed using structural equation modeling adjusted for gender, parental education, and household income. RESULTS The final model fitted the data very well ( χ237 = 68.516, P = 0.0012, root-mean-square error of approximation = 0.067, comparative fit index = 0.95, Tucker-Lewis Index = 0.89) and explained 91% of variance in the latent academic skills variable, 41% of the variance in the latent PA variable, and 32% of variance in motor performance in grade 3. Better motor performance in grade 1 was associated with higher academic skills in grade 3, but it did not predict PA. PA was not directly or indirectly associated with academic skills. However, higher levels of PA in grade 1 predicted better motor performance in grade 3. Academic skills did not predict PA or motor performance. CONCLUSIONS These results suggest that better motor performance, but not PA, predicts later academic skills. Academic skills in grade 1 do not contribute to PA or motor performance in the early school years.
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Affiliation(s)
| | | | - Anna-Maija Poikkeus
- Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, FINLAND
| | | | - Soren Brage
- Medical Research Council (MRC) Epidemiology Unit, University of Cambridge, Cambridge, UNITED KINGDOM
| | - Pirjo Aunio
- Faculty of Educational Sciences, University of Helsinki, Helsinki, FINLAND
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17
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James J, Pringle A, Mourton S, Roscoe CMP. The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1019. [PMID: 37371251 DOI: 10.3390/children10061019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Revised: 05/16/2023] [Accepted: 05/30/2023] [Indexed: 06/29/2023]
Abstract
Schools offer a unique environment to influence children's physical activity (PA) levels positively. This study aims to systematically review the evidence surrounding how PA affects academic performance by analysing how the frequency, intensity, time, and type of PA mediate academic performance outcomes. This review was conducted using the PRISMA framework. Keyword searches were conducted in Science Direct, PubMed, and SPORTDiscus. Children that were obese, typically developing, typical weight, disabled, with a developmental disability, from a low socio-economic background, or an ethnic minority were included. A total of 19 studies were included, with a total of 6788 participants, a mean age of 9.3 years (50.2% boys, and 49.8% girls). Overall, 63.2% were nondisabled, while 36.8% were diagnosed with a disability. Two authors met, reviewed papers with regard to the inclusion criteria, and agreed on outputs to be included. Evidence suggests that associations between PA and academic performance were primarily positive or nonsignificant. PA levels of 90 min plus per week were associated with improved academic performance, as was PA performed at moderate to vigorous intensity. The optimal duration of PA was 30-60 min per session, whilst various sports induced positive academic effects. Importantly, findings support that PA does not have a deleterious effect on academic performance but can enhance it.
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Affiliation(s)
- Joseph James
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Andy Pringle
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Stuart Mourton
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Clare M P Roscoe
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
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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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Oftedal S, Fenton S, Hansen V, Whatnall MC, Ashton LM, Haslam RL, Hutchesson MJ, Duncan MJ. Changes in physical activity, diet, sleep, and mental well-being when starting university: A qualitative exploration of Australian student experiences. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-10. [PMID: 37014766 DOI: 10.1080/07448481.2023.2194426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 11/20/2022] [Accepted: 03/14/2023] [Indexed: 06/19/2023]
Abstract
Objective: To explore young adult's experiences of how starting university influenced their physical activity, diet, sleep, and mental well-being, and barriers and enablers to health behavior change. Participants: University students aged 18-25 years. Methods: Three focus groups were conducted in November 2019. Inductive thematic approach was utilized to identify themes. Results: Students (female: n = 13, male: n = 2, other gender identity: n = 1, 21.2 (1.6) years) reported mental well-being, physical activity levels, diet quality and sleep health were negatively affected. Stress, study demands, university timetabling, not prioritizing physical activity, cost and availability of healthy foods, and difficulty falling asleep were key barriers. Health behavior change interventions aiming to support mental well-being need to include both information and support features. Conclusions: There is a significant opportunity to improve the transition to university for young adults. Findings highlight areas to target in future interventions to improve physical activity, diet, and sleep of university students.
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Affiliation(s)
- Stina Oftedal
- School of Medicine & Public Health; College of Health, Medicine and Wellness, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Sasha Fenton
- School of Health Sciences; College of Health, Medicine and Wellness, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Vibeke Hansen
- Faculty of Health and Human Services, Southern Cross University, Coffs Harbour, New South Wales, Australia
| | - Megan C Whatnall
- School of Health Sciences; College of Health, Medicine and Wellness, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Lee M Ashton
- School of Health Sciences; College of Health, Medicine and Wellness, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Rebecca L Haslam
- School of Health Sciences; College of Health, Medicine and Wellness, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Melinda J Hutchesson
- School of Health Sciences; College of Health, Medicine and Wellness, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Mitch J Duncan
- School of Medicine & Public Health; College of Health, Medicine and Wellness, The University of Newcastle, Callaghan, New South Wales, Australia
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Kingston Ú, Adamakis M, Lester D, Costa J. A Scoping Review on Quality Physical Education Programmes and Their Outcomes on Primary-Level Pupils. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3575. [PMID: 36834274 PMCID: PMC9965463 DOI: 10.3390/ijerph20043575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Revised: 02/14/2023] [Accepted: 02/15/2023] [Indexed: 06/18/2023]
Abstract
A scoping review was carried out on the literature relating to the evaluation of the implementation of quality physical education (QPE) programmes and related outcomes on final-stage primary-level pupils' attitudes towards physical education (ATPE), physical activity behaviour (PAB), mental wellbeing (MWB) and academic achievement (AA). The scoping review included studies published between 2000 and 2020 in the PubMed, Elsevier, SCOPUS and CINAHL databases and was completed in accordance with the PRISMA extension for scoping reviews' guidelines. Based on the inclusion criteria, 15 out of 2869 studies were included in the review. A thematic analysis was used to inductively and deductively analyse the studies for common themes of features of QPE programmes in primary schools, arising from nine different countries, considering the four outcome dimensions (ATPE, PAB, MWB and AA). The common themes identified as features of QPE across all four dimensions were as follows: (1) government leadership; (2) PE curriculum; (3) school principal and leaders; (4) organisational management from leadership in school; (5) teachers; (6) parental involvement; and (7) community partnerships. Based on these findings, recommendations were made for an evaluation framework on QPE in primary education.
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Affiliation(s)
- Úna Kingston
- Sports Studies and Physical Education Programme, School of Education, University College Cork, T12 CY82 Cork, Ireland
| | - Manolis Adamakis
- School of Physical Education and Sport Science, National and Kapodistrian University of Athens, 10556 Athens, Greece
| | - Diarmuid Lester
- Sports Studies and Physical Education Programme, School of Education, University College Cork, T12 CY82 Cork, Ireland
| | - João Costa
- Sports Studies and Physical Education Programme, School of Education, University College Cork, T12 CY82 Cork, Ireland
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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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Nielsen JV, Koch S, Skovgaard T. Mind the gap: Danish school heads' ability to implement a national physical activity school requirement. Health Promot Int 2023; 38:7026244. [PMID: 36738453 DOI: 10.1093/heapro/daac193] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023] Open
Abstract
In 2014, the Danish government introduced a wide-ranging reform of primary and lower secondary education that applied to all public schools. A distinctive feature was that it became mandatory for schools to provide an average of 45 min of daily physical activity (PA). The capacity for change of local school heads and the schools overall are considered key to fulfilling such a policy-driven requirement. The aim of this study is therefore to explore local school heads' ability to implement the stated requirement of 45 min of daily PA within their local organizational capacity for change. Eleven semi-structured interviews were conducted across 11 schools. Respondents were school staff with management responsibilities (leading teachers with school management responsibilities, deputy heads and school heads). Results indicate that local school heads are central agents in converting the Danish school requirement of 45 min of daily PA into local action. This includes their ability to advance broad aims into concrete goals, secure supportive structures and organize the implementation strategy. Heads also need to support the staff in building sufficient knowledge capacity on how to arrange and incorporate PA into their daily practice, support the widespread dissemination of this knowledge across the school and reserve work hours for such activities. Assigning local PA ambassadors was particularly highlighted as important implementation support, as they can help build and disseminate knowledge while also broadcasting the school head's strategy and focus on integrating and upholding students' PA levels.
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Affiliation(s)
- Jonas Vestergaard Nielsen
- Centre for Primary and Lower Secondary Education Research, University of Southern Denmark, Odense M, Denmark.,Active Living, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense M, Denmark
| | - Sofie Koch
- Active Living, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense M, Denmark
| | - Thomas Skovgaard
- Centre for Primary and Lower Secondary Education Research, University of Southern Denmark, Odense M, Denmark.,Active Living, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense M, Denmark
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Abstract
A considerable amount of human behavior occurs within the context of sports. In recent years there have been notable advances in psychological science research applied to understanding athletic endeavor. This work has utilized a number of novel theoretical, methodological, and data analytic approaches. We review the current evidence related to developmental considerations, intrapersonal athlete factors, group processes, and the role of the coach in explaining how athletes function within the sport domain. This body of work sheds light on the diverse ways in which psychological processes contribute to athletic strivings. It also has the potential to spark interest in domains of psychology concerned with achievement as well as to encourage cross-domain fertilization of ideas.
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Affiliation(s)
- Mark R Beauchamp
- School of Kinesiology, University of British Columbia, Vancouver, Canada;
| | - Alan Kingstone
- Department of Psychology, University of British Columbia, Vancouver, Canada;
| | - Nikos Ntoumanis
- Danish Centre for Motivation and Behaviour Science, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark;
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Elish PN, Bryan CS, Boedeker P, Saksvig ER, Calvert HG, Kay CM, Meyer A, Gazmararian JA. School-Day Physical Activity and Academic Achievement: Mediators Among US Elementary Students. TRANSLATIONAL JOURNAL OF THE AMERICAN COLLEGE OF SPORTS MEDICINE 2023. [DOI: 10.1249/tjx.0000000000000224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
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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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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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Wilson OW, Ikeda E, Hinckson E, Mandic S, Richards J, Duncan S, Kira G, Maddison R, Meredith-Jones K, Chisholm L, Williams L, Smith M. Results from Aotearoa New Zealand's 2022 Report Card on Physical Activity for Children and Youth: A call to address inequities in health-promoting activities. J Exerc Sci Fit 2022; 21:58-66. [DOI: 10.1016/j.jesf.2022.10.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Revised: 10/02/2022] [Accepted: 10/23/2022] [Indexed: 11/06/2022] Open
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Determinants of Team Sport Participation Decision in the Wake of the Pandemic Among University Youth. PHYSICAL ACTIVITY AND HEALTH 2022. [DOI: 10.5334/paah.203] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
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"Children are precious cargo; we don't let them take any risks!": Hearing from adults on safety and risk in children's active play in schools: a systematic review. Int J Behav Nutr Phys Act 2022; 19:111. [PMID: 36050699 PMCID: PMC9438168 DOI: 10.1186/s12966-022-01344-7] [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: 08/01/2022] [Indexed: 11/25/2022] Open
Abstract
Background Understanding determinants of children’s outdoor play is important for improving low physical activity levels, and schools are a key setting for both. Safety concerns shape children’s opportunity to play actively outdoors, therefore, this qualitative evidence synthesis aimed to i) examine adult (e.g., parent, teacher, yard supervisor, principal) perspectives on safety and risk in children’s active play during recess in elementary and/or middle schools, and ii) identify how safety and risk influence playground supervision and decision making in this setting. Methods Six electronic databases were systematically searched in March 2021, with an updated search in June 2022. Records were screened against eligibility criteria using Covidence software, and data extraction and synthesis were performed using predesigned coding forms in Microsoft Excel and NVivo. Framework synthesis methodology was employed, guided by a conceptual framework structured on the socio-ecological model (SEM) and affordance theory. Results From 10,370 records, 25 studies were included that represented 608 adults across 89 schools from nine countries. The synthesis identified 10 constraining and four affording factors that influenced whether school staff were risk-averse or risk tolerant during recess, and, in turn, the degree to which children’s play was managed. Constraining factors stemmed from fears for children’s physical safety, and fear of blame and liability in the event of playground injury, which shaped parent, school staff and institutional responses to risk. Interrelated factors across SEM levels combined to drive risk-averse decision making and constraining supervision. Emerging evidence suggests children’s active play in schools can be promoted by fostering a risk tolerant and play friendly culture in schools through play facilitation training (e.g., risk-reframing, conflict resolution) and engaging stakeholders in the development of school policies and rules that balance benefits of play against potential risks. Conclusions Findings show several socio-cultural factors limited the ability of school staff to genuinely promote active play. Future work should seek to foster risk tolerance in schools, challenge the cultural norms that shape parent attitudes and institutional responses to risk in children’s play, and explore novel methods for overcoming policy barriers and fear of liability in schools. Trial registration PROSPERO registration: CRD42021238719. Supplementary Information The online version contains supplementary material available at 10.1186/s12966-022-01344-7.
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The Relationship between Physical Activity and Academic Achievement in Multimodal Environment Using Computational Analysis. COMPUTATIONAL INTELLIGENCE AND NEUROSCIENCE 2022; 2022:9418004. [PMID: 36082350 PMCID: PMC9448553 DOI: 10.1155/2022/9418004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 07/04/2022] [Accepted: 07/13/2022] [Indexed: 11/30/2022]
Abstract
Health has always been recognized as the imperative parameter to excel in any field whether professional or personal. People with sound health having regular habit of physical activities show more potential in their professional and personal lives than the people who do not participate in the physical activities. Many state-of-the-art studies exist in the literature where researchers have proved the significance of physical activities as supportive treatment for the existing ailments and in improving the overall health of human beings. Our research aims at accessing the correlation between physical activities carried out by the students and its impact on the success rate of academic achievements. The study is using computational techniques to investigate the relevance of physical activities on the academic achievements of middle school children. The study employs data mining techniques for processing the data. The computational methods are used in a multimodal environment where the surrounding parameters of the environment are considered before performing computational techniques on the subjects (participants in terms of sample for the study). In this cross-sectional study, we have considered the data on various physical activities such as aerobic fitness, running, playing, and participation in extracurricular activities. After collection of data in a real multimodal environment from middle school students, the data preprocessing is performed to handle the missing values. Then, the computational techniques are applied in a step-by-step approach using regression and the bootstrap methods to examine the data and predict the outcome. The correlation is assessed between academic achievements and physical activities. The outcome predicts that physical activities promote the success rate of academic achievements including extra-curricular activities.
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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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Wilson OWA, Whatman C, Walters S, Keung S, Enari D, Rogers A, Millar SK, Ferkins L, Hinckson E, Hapeta J, Sam M, Richards J. The Value of Sport: Wellbeing Benefits of Sport Participation during Adolescence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19148579. [PMID: 35886430 PMCID: PMC9324252 DOI: 10.3390/ijerph19148579] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 07/08/2022] [Accepted: 07/09/2022] [Indexed: 12/22/2022]
Abstract
Insight into the unique benefits of sport participation above and beyond those associated with participation in other physical activities among adolescents is limited in Aotearoa New Zealand (NZ). The purpose of this study was to examine the association between wellbeing and organised sport participation among adolescents whilst accounting for demographic characteristics and other recreational physical activity. Demographic characteristics (age, gender, ethnicity, deprivation, (dis)ability status), organized sport, recreational physical activity, and wellbeing were assessed in cohorts of NZ adolescents (11–17 years) between 2017 and 2019. After adjusting for demographics, better wellbeing was associated with participation in any recreational physical activity (OR = 2.49, 95%CI = 1.97–3.13), meeting physical activity recommendations (OR = 1.63, 95%CI = 1.47–1.81), and each additional hour of recreational physical activity (OR = 1.03, 95%CI = 1.02–1.04). After adjusting for demographics and overall recreational physical activity participation, better wellbeing was also associated with participation in any organized sport (OR = 1.66, 95%CI = 1.49–1.86), and each additional hour of organized sport (OR = 1.09, 95%CI = 1.07–1.11). Although participation in recreational physical activity appears to be beneficial for wellbeing, organized sport appears to offer unique additional wellbeing benefits. Positive experiences of organized sport participation may offer additional wellbeing value above and beyond other recreational physical activity types in young people who are active.
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Affiliation(s)
- Oliver W. A. Wilson
- Te Hau Kori, Faculty of Health, Victoria University of Wellington, Wellington 6140, New Zealand;
| | - Chris Whatman
- School of Sport & Recreation, Auckland University of Technology, Auckland 1011, New Zealand; (C.W.); (S.W.); (S.K.); (D.E.); (L.F.); (E.H.)
| | - Simon Walters
- School of Sport & Recreation, Auckland University of Technology, Auckland 1011, New Zealand; (C.W.); (S.W.); (S.K.); (D.E.); (L.F.); (E.H.)
| | - Sierra Keung
- School of Sport & Recreation, Auckland University of Technology, Auckland 1011, New Zealand; (C.W.); (S.W.); (S.K.); (D.E.); (L.F.); (E.H.)
| | - Dion Enari
- School of Sport & Recreation, Auckland University of Technology, Auckland 1011, New Zealand; (C.W.); (S.W.); (S.K.); (D.E.); (L.F.); (E.H.)
| | - Andy Rogers
- Sport New Zealand, Wellington 6140, New Zealand;
| | - Sarah-Kate Millar
- Faculty of Health, University of Canterbury, Christchurch 8140, New Zealand;
| | - Lesley Ferkins
- School of Sport & Recreation, Auckland University of Technology, Auckland 1011, New Zealand; (C.W.); (S.W.); (S.K.); (D.E.); (L.F.); (E.H.)
| | - Erica Hinckson
- School of Sport & Recreation, Auckland University of Technology, Auckland 1011, New Zealand; (C.W.); (S.W.); (S.K.); (D.E.); (L.F.); (E.H.)
| | - Jeremy Hapeta
- School of Physical Education, Sport and Exercise Sciences, University of Otago, Dunedin 9016, New Zealand; (J.H.); (M.S.)
| | - Michael Sam
- School of Physical Education, Sport and Exercise Sciences, University of Otago, Dunedin 9016, New Zealand; (J.H.); (M.S.)
| | - Justin Richards
- Te Hau Kori, Faculty of Health, Victoria University of Wellington, Wellington 6140, New Zealand;
- Sport New Zealand, Wellington 6140, New Zealand;
- Correspondence:
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Shi X, Zhuo H, Du Y, Nyhan K, Ioannidis J, Wallach JD. Environmental risk factors for non-Hodgkin's lymphoma: umbrella review and comparison of meta-analyses of summary and individual participant data. BMJ MEDICINE 2022; 1:e000184. [PMID: 36936582 PMCID: PMC9978687 DOI: 10.1136/bmjmed-2022-000184] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 05/31/2022] [Indexed: 02/06/2023]
Abstract
Objectives To summarise the range, strength, and validity of reported associations between environmental risk factors and non-Hodgkin's lymphoma, and to evaluate the concordance between associations reported in meta-analyses of summary level data and meta-analyses of individual participant data. Design Umbrella review and comparison of meta-analyses of summary and individual participant level data. Data sources Medline, Embase, Scopus, Web of Science Core Collection, Cochrane Library, and Epistemonikos, from inception to 23 July 2021. Eligibility criteria for selecting studies English language meta-analyses of summary level data and of individual participant data evaluating associations between environmental risk factors and incident non-Hodgkin's lymphoma (overall and subtypes). Data extraction and synthesis Summary effect estimates from meta-analyses of summary level data comparing ever versus never exposure that were adjusted for the largest number of potential confounders were re-estimated using a random effects model and classified as presenting evidence that was non-significant, weak (P<0.05), suggestive (P<0.001 and >1000 cases), highly suggestive (P<0.000001, >1000 cases, largest study reporting a significant association), or convincing (P<0.000001, >1000 cases, largest study reporting a significant association, I2 <50%, 95% prediction interval excluding the null value, and no evidence of small study effects and excess significance bias) evidence. When the same exposures, exposure contrast levels, and outcomes were evaluated in meta-analyses of summary level data and meta-analyses of individual participant data from the International Lymphoma Epidemiology (InterLymph) Consortium, concordance in terms of direction, level of significance, and overlap of 95% confidence intervals was examined. Methodological quality of the meta-analyses of summary level data was assessed by the AMSTAR 2 tool. Results We identified 85 meta-analyses of summary level data reporting 257 associations for 134 unique environmental risk factors and 10 subtypes of non-Hodgkin's lymphoma nearly all (79, 93%) were classified as having critically low quality. Most associations (225, 88%) presented either non-significant or weak evidence. The 11 (4%) associations presenting highly suggestive evidence were primarily for autoimmune or infectious disease related risk factors. Only one association, between history of coeliac disease and risk of non-Hodgkin's lymphoma, presented convincing evidence. Of 40 associations reported in meta-analyses of summary level data that were also evaluated in InterLymph meta-analyses of individual participant data, 22 (55%) pairs were in the same direction, had the same level of statistical significance, and had overlapping 95% confidence intervals; 28 (70%) pairs had summary effect sizes from the meta-analyses of individual participant data that were more conservative. Conclusion This umbrella review suggests evidence of many meta-analyses of summary level data reporting weak associations between environmental risk factors and non-Hodgkin's lymphoma. Improvements to primary studies as well as evidence synthesis in evaluations of evironmental risk factors and non-Hodgkin's lymphoma are needed. Review registration number PROSPERO CRD42020178010.
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Affiliation(s)
- Xiaoting Shi
- Department of Environmental Health Sciences, Yale School of Public Health, New Haven, CT, USA
| | - Haoran Zhuo
- Department of Environmental Health Sciences, Yale School of Public Health, New Haven, CT, USA
| | - Yuxuan Du
- Department of Health Policy and Management, Yale School of Public Health, New Haven, CT, USA
| | - Kate Nyhan
- Department of Environmental Health Sciences, Yale School of Public Health, New Haven, CT, USA
- Harvey Cushing/John Hay Whitney Medical Library, Yale University, New Haven, CT, USA
| | - John Ioannidis
- Department of Medicine, of Epidemiology and Population Health, of Biomedical Data Science, and of Statistics, and Meta-Research Innovation Center at Stanford (METRICS), Stanford University, Stanford, CA, USA
| | - Joshua D Wallach
- Department of Environmental Health Sciences, Yale School of Public Health, New Haven, CT, USA
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Muntaner-Mas A, Mazzoli E, Abbott G, Mavilidi MF, Galmes-Panades AM. Do Physical Fitness and Executive Function Mediate the Relationship between Physical Activity and Academic Achievement? An Examination Using Structural Equation Modelling. CHILDREN 2022; 9:children9060823. [PMID: 35740760 PMCID: PMC9221993 DOI: 10.3390/children9060823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Revised: 05/24/2022] [Accepted: 05/26/2022] [Indexed: 11/24/2022]
Abstract
Background: Physical activity health benefits are widely known. However, the association between physical activity, physical fitness, executive function, and academic performance need further investigation. Additionally, one of the literature gaps reveals scarce and mixed findings on what mediators of physical activity may affect academic achievement. Purpose: This investigation aims to provide knowledge about the mediation role of physical fitness and executive function in the association of physical activity with academic achievement in a cohort of Spanish schoolchildren using a structural equation modelling approach. Methods: The data for this cross-sectional study were collected from a convenience sample of children from Spain (Balearic Islands) aged between 9 and 13 years. Physical activity levels were self-reported with the Physical Activity Questionnaire for Children; physical fitness was assessed using the International Fitness Scale; executive function was assessed with the Trail Making Test, and children’s achievements were collected from the school records. Structural equation modelling was used to explore the relationship between physical activity, physical fitness, executive function, and academic achievement. Findings: Statistically significant positive direct associations were observed between physical activity and physical fitness (β = 0.46, 95% CI [0.29, 0.64]), physical fitness and executive function (β = 0.28, 95% CI [0.04, 0.52]), and executive function and academic achievement (β = 0.46, 95% CI [0.28, 0.65]), while adjusting for the confounding effects of sex and body mass index. Furthermore, indirect associations were observed between physical activity and executive function mediated by physical fitness (β = 0.13, bias-corrected 95% CI [0.02, 0.31]) and between physical fitness and academic achievement through executive function (β = 0.13, bias-corrected 95% CI [0.03, 0.32]). Conclusions: This investigation adds to the literature with evidence supporting the idea that regular PA leads to improvements in physical fitness and may support cognitive skills and academic performance in children.
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Affiliation(s)
- Adrià Muntaner-Mas
- GICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of Education, University of Balearic Islands, 07122 Palma, Spain;
- 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, 18011 Granada, Spain
- Correspondence:
| | - Emiliano Mazzoli
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong, VIC 3220, Australia; (E.M.); (G.A.)
| | - Gavin Abbott
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong, VIC 3220, Australia; (E.M.); (G.A.)
| | - Myrto F. Mavilidi
- School of Education, University of Wollongong, Wollongong, NSW 2522, Australia;
- Early Start, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW 2522, Australia
| | - Aina M. Galmes-Panades
- GICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of Education, University of Balearic Islands, 07122 Palma, Spain;
- CIBEROBN “CIBER Consortium of Physiopathology of Obesity and Nutrition”, Carlos III Health Research Institute (ISCIII), 28029 Madrid, Spain
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Zhou J, Liu H, Wen H, Wang X, Wang Y, Yang T. The Association Between Physical Activity and Mathematical Achievement Among Chinese Fourth Graders: A Moderated Moderated-Mediation Model. Front Psychol 2022; 13:862666. [PMID: 35615189 PMCID: PMC9126125 DOI: 10.3389/fpsyg.2022.862666] [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: 01/26/2022] [Accepted: 03/07/2022] [Indexed: 11/20/2022] Open
Abstract
This study explored the association between out-of-school physical activity (PA) and mathematical achievement in relation to mathematical anxiety (MA), as well as the influence of parents’ support for their children’s physical activity on this association, to examine whether parental support for physical activity affects mental health and academic performance. Data were collected from the responses of 22,509 (52.9% boys) children in Grade 4 from six provinces across eastern, central, and western China who completed the mathematics component and the physical education and health component of the national-level education quality assessment. A moderated moderated-mediation model was tested using PROCESS v3.4 and SPSS v19.0, with socioeconomic status, school location, and body mass index as controlled variables. Out-of-school physical activity had a positive effect on children’s mathematical achievement, and math anxiety partially mediated this association. The indices of conditional moderated mediation through the parental support of both girls and boys were, respectively, significant, indicating that children can benefit from physical activity, and that increased perceived parental support for physical activity can alleviate their children’s math anxiety and improve their mathematics, regardless of gender. However, gender differences were observed in the influence of parental support for physical activity on anxiety: Although girls’ math anxiety levels were significantly higher, the anxiety levels of girls with high parental support were significantly lower than those of boys with low parental support.
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Affiliation(s)
- Jing Zhou
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Hongyun Liu
- Faculty of Psychology, Beijing Normal University, Beijing, China.,Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, Beijing Normal University, Beijing, China
| | - Hongbo Wen
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Xiuna Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yehui Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Tao Yang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
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Tamura A, Murayama K, Ishii R, Sakaki M, Tanaka A. The effect of low-intensity exercise on emotional and cognitive engagement in the classroom. NPJ SCIENCE OF LEARNING 2022; 7:9. [PMID: 35618747 PMCID: PMC9135685 DOI: 10.1038/s41539-022-00125-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Accepted: 04/08/2022] [Indexed: 06/15/2023]
Abstract
This study examined whether engaging in physical exercise during a university class would have beneficial effect on students' learning motivation. One hundred and forty-nine participants took part in a psychology class over nine weeks (one lesson per week); for each lesson, participants engaged in a three-minute physical activity (low-intensity aerobic exercise) or control activity (watching a video), about 20 min after the lesson started. Participants reported higher vigour and lower fatigue during the class when they exercised than when they engaged in control activities. These findings suggest the utility of incorporating a short exercise activity in university settings to enhance students' classroom motivation.
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Affiliation(s)
- Ayame Tamura
- University of Human Environments, 6-2 Motojuku-cho Sanbonmatsu, Okazaki-shi, Aichi, 444-3505, Japan.
| | - Kou Murayama
- University of Tübingen, Europastraße 6, 72072, Tübingen, Germany
- University of Reading, Whiteknights, PO Box 217, Reading, RG6 6AH, United Kingdom
| | - Ryo Ishii
- Nara University of Education, Takabatake-cho, Nara-shi, Nara, 630-8528, Japan
| | - Michiko Sakaki
- University of Tübingen, Europastraße 6, 72072, Tübingen, Germany
- University of Reading, Whiteknights, PO Box 217, Reading, RG6 6AH, United Kingdom
| | - Ayumi Tanaka
- University of Human Environments, 6-2 Motojuku-cho Sanbonmatsu, Okazaki-shi, Aichi, 444-3505, Japan
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Booth JN, Chesham RA, Brooks NE, Gorely T, Moran CN. The Impact of the Daily Mile™ on School Pupils' Fitness, Cognition, and Wellbeing: Findings From Longer Term Participation. Front Psychol 2022; 13:812616. [PMID: 35572274 PMCID: PMC9095969 DOI: 10.3389/fpsyg.2022.812616] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2021] [Accepted: 02/22/2022] [Indexed: 12/12/2022] Open
Abstract
Background School based running programmes, such as The Daily Mile™, positively impact pupils' physical health, however, there is limited evidence on psychological health. Additionally, current evidence is mostly limited to examining the acute impact. The present study examined the longer term impact of running programmes on pupil cognition, wellbeing, and fitness. Method Data from 6,908 school pupils (mean age 10.2 ± 0.7 years), who were participating in a citizen science project, was examined. Class teachers provided information about participation in school based running programmes. Participants completed computer-based tasks of inhibition, verbal and visual-spatial working memory, as well as the Children's Feeling scale and Felt arousal scale to determine subjective wellbeing. A multistage 20-m shuttle run test was used to estimate fitness. Results From our total sample of 6,908 school pupils, 474 participants had been taking part in a running programme for <2 months (Shorter term participation); 1,004 participants had Longer Term participation (>3 months); and 5,430 did not take part in a running programme. The Longer Term participation group had higher fitness levels than both other groups and this remained significant when adjusted for age, sex and SES. Moderated regression analysis found that for the Shorter Term participation group, higher shuttle distance was associated with better visual-spatial working memory. Effect sizes were small though. Conclusion We identified small and selective positive impact of participation in school based running programmes on fitness and cognition. While no long term benefit was identified for cognition or wellbeing, the impact on fitness and short term benefit suggest schools should consider participation.
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Affiliation(s)
- Josephine N Booth
- Moray House School of Education and Sport, University of Edinburgh, Scotland, United Kingdom
| | - Ross A Chesham
- Faculty of Health Sciences and Sport, University of Stirling, Scotland, United Kingdom
| | - Naomi E Brooks
- Faculty of Health Sciences and Sport, University of Stirling, Scotland, United Kingdom
| | - Trish Gorely
- School of Health, Social Care and Life Sciences, Centre for Health Sciences, University of the Highlands and Islands, Inverness, United Kingdom
| | - Colin N Moran
- Faculty of Health Sciences and Sport, University of Stirling, Scotland, United Kingdom
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Wang T, Guo C. Inverted U-Shaped Relationship between Physical Activity and Academic Achievement among Chinese Adolescents: On the Mediating Role of Physical and Mental Health. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19084678. [PMID: 35457546 PMCID: PMC9025370 DOI: 10.3390/ijerph19084678] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Revised: 04/11/2022] [Accepted: 04/12/2022] [Indexed: 11/16/2022]
Abstract
We aimed to clarify the relationship between Chinese adolescents' physical activity and academic achievement, the mediating role of physical and mental health, and provide a scientific reference for the integration of sports and education. Based on baseline data from the China Education Panel Survey, we conducted a nationwide study of 12,960 adolescents. We used nonlinear models, mediation effect analysis, and other measurement methods. Three significant findings emerged: (1) adolescent physical activity duration and academic achievement showed an inverted U-shaped relationship. Moderate physical activity improves academic achievement. The inverted U-shaped inflection point is about 3.549 h/week; (2) physical activity among the male group has a stronger effect on promoting academic achievement, while the positive effect of physical activity among females is not significant. The difference in effectiveness between urban and rural youth groups is relatively small, but the inflection point of rural youth groups is higher, and (3) the level of physical and mental health effectively mediates the inverted U-shaped influence of youth physical activity on academic achievement. We recommend that governments and schools should implement physical activity appropriately and suggest the feasibility of using physical activity to narrow the growth gap between urban and rural youth.
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Hermassi S, Hayes LD, Sanal-Hayes NEM, Schwesig R. Differences in Health-Related Physical Fitness and Academic School Performance in Male Middle-School Students in Qatar: A Preliminary Study. Front Psychol 2022; 13:791337. [PMID: 35391970 PMCID: PMC8980685 DOI: 10.3389/fpsyg.2022.791337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 01/24/2022] [Indexed: 11/13/2022] Open
Abstract
This study examined the differences in the level of physical fitness and academic performance among male middle-school children based on different body status categories. A total of 69 male children [age: 12.4 ± 0.7 years; body mass: 58.5 ± 7.2 kg; height: 1.62 ± 0.09 m; and body mass index (BMI): 22.4 ± 3.3 kg/m2] participated and were divided into BMI age-adjusted groups (i.e., lowest, middle, and highest BMI). Height, mass, BMI, stork test of static balance, 10 and 15 m sprint as an indicator for speed, hand-grip strength test, agility T-half test, medicine ball throw (MBT), and the Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1) were assessed. School records were retrieved for grade point averages (GPA) of mathematics, science, and Arabic. We found significant group differences regarding anthropometric (height: ηp2 = 0.24, mass: ηp2 = 0.33, and BMI: ηp2 = 0.66), physical (sprint 10 m: ηp2 = 0.26), and academic (mathematics: ηp2 = 0.19 and science: ηp2 = 0.15) performance parameters. The largest difference (p < 0.001) was observed between the lowest and highest group for the 10 m sprint. All pairwise differences were between the lowest and highest BMI group or the lowest and middle BMI group. No relevant (r > 0.5) correlation between parameters of different dimensions (e.g., anthropometric vs. physical performance parameters) was found. In conclusion, the highest BMI group exhibited similar physical and academic performances than the lowest group. Thus, these data emphasize the importance and appropriateness to engage young Qatari schoolchildren in physical activity as it associates with superior academic performance.
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Affiliation(s)
- Souhail Hermassi
- Physical Education Department, College of Education, Qatar University, Doha, Qatar
| | - Lawrence D Hayes
- Institute of Clinical Exercise and Health Science, School of Health and Life Sciences, University of the West of Scotland, Glasgow, United Kingdom
| | - Nilihan E M Sanal-Hayes
- Institute of Clinical Exercise and Health Science, School of Health and Life Sciences, University of the West of Scotland, Glasgow, United Kingdom
| | - René Schwesig
- Department of Orthopaedic and Trauma Surgery, Martin-Luther-University Halle-Wittenberg, Halle, Germany
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Luan X, Liu J, Luo X. Examining the Link Between Physical Activity and Cognitive Function: A Parallel Mediation Model of Health and Wellbeing Among Adolescents. Front Psychol 2022; 13:764842. [PMID: 35310245 PMCID: PMC8928735 DOI: 10.3389/fpsyg.2022.764842] [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: 08/26/2021] [Accepted: 01/17/2022] [Indexed: 11/21/2022] Open
Abstract
Background Adolescents’ engagement in daily physical activity brings multiple benefits, including reduction in obesity, improvement of mental health, and enhancement of cognitive function (CF). While prior studies have examined the link between physical activity and cognitive function, little is known regarding the extent to which this relationship is shaped by health and wellbeing factors. This study examines how subjective wellbeing (SWB) and general health (GH) mediate the relationship between adolescents’ physical activity and cognitive function. Methods This study estimates a parallel structural equation model using the Program for International Student Assessment 2018 dataset. Specifically, a total of 63,228 15-year-old subjects in nine countries/economies satisfied the study inclusion criteria, including in Bulgaria, Georgia, Hong Kong, Ireland, Mexico, Panama, Serbia, Spain, and United Arab Emirates. Frequency of moderate physical activity (MPA, ≥3.0 Metabolic Equivalent Task) was reported weekly; SWB and GH were assessed using an internationally validated multi-item standardized questionnaire. SWB was measured by students’ self-evaluated satisfaction with their health, life, and schooling. GH was measured by students’ physical health and mental health status. Cognitive function (CF) was modeled as a latent function consisting of plausible values derived using item response theory on reading, mathematics, and science achievement tests. Results Findings indicated that increase in weekly MPA was positively associated with higher levels of SWB (p < .001), GH (p < .001), and CF (p < .001) among the study subjects. Parallel mediation analyses revealed that more frequent weekly MPA had relatively large direct effects (p < .001) on CF, and indirect effects channeling through improvements in SWB and GH were non-trivial (p < .001). Heterogeneity results showed that boosts to CF, associated with MPA, were larger for mathematics and science than for reading (p < .001). Conclusion This study used a large-scale international dataset to show that the positive relationship observed between MPA and CF among adolescents was robust, and that SWB and GH were two critical mediators through which physical activity positively bolster CF.
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Affiliation(s)
- Xi Luan
- Faculty of Education, Shaanxi Normal University, Xi'an, China
| | - Ji Liu
- Faculty of Education, Shaanxi Normal University, Xi'an, China
| | - Xin Luo
- Faculty of Education, Shaanxi Normal University, Xi'an, China
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42
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Physical Exercise Effects on University Students’ Attention: An EEG Analysis Approach. ELECTRONICS 2022. [DOI: 10.3390/electronics11050770] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Physically active breaks (AB) are currently being proposed as an interesting tool to improve students’ attention. Reviews and meta-analyses confirm their effect on attention, but also warned about the sparse evidence based on vigilance and university students. Therefore, this pilot study aimed to (a) determine the effects of AB in comparison with passive breaks on university students’ vigilance and (b) to validate an analysis model based on machine learning algorithms in conjunction with a multiparametric model based on electroencephalography (EEG) signal features. Through a counterbalanced within-subject experimental study, six university students (two female; mean age = 25.67, STD = 3.61) had their vigilance performances (i.e., response time in Psycho-Motor Vigilance Task) and EEG measured, before and after a lecture with an AB and another lecture with a passive break. A multiparametric model based on the spectral power, signal entropy and response time has been developed. Furthermore, this model, together with different machine learning algorithms, shows that for the taken signals there are significant differences after the AB lesson, implying an improvement in attention. These differences are most noticeable with the SVM with RBF kernel and ANNs with F1-score of 85% and 88%, respectively. In conclusion, results showed that students performed better on vigilance after the lecture with AB. Although limited, the evidence found could help researchers to be more accurate in their EEG analyses and lecturers and teachers to improve their students’ attentions in a proper way.
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Marzi I, Tcymbal A, Gelius P, Abu-Omar K, Reimers AK, Whiting S, Wickramasinghe K. Monitoring of physical activity promotion in children and adolescents in the EU: current status and future perspectives. Eur J Public Health 2022; 32:95-104. [PMID: 34791137 PMCID: PMC8807108 DOI: 10.1093/eurpub/ckab193] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Policy action is required to address physical inactivity in boys and girls. This action can be supported by international data collection, comparisons and sharing of good practices. Thus, this study aims to present and discuss the ongoing monitoring of physical activity (PA) indicators in children and adolescents in the 28 EU Member States. METHODS Data on PA recommendations, PA prevalence, physical education (PE) and PA promotion programs for children and adolescents were provided by governments in a joint EU/WHO survey on the implementation status of the EU Council Recommendation on Health-Enhancing Physical Activity (HEPA) across Sectors. RESULTS In 23 countries, national recommendations on PA are available. Detailed PA prevalence data among children and adolescents was available in 27 countries, in most cases separately for sex/gender and age groups. The total amount of PE lessons in schools differed greatly between countries and lessons were predominantly mandatory. After-school HEPA promotion programs were mostly implemented in EU Member States (78.6%), followed by active school breaks (57.1%), active travel to school (57.1%) and active breaks during school lessons (53.6%). CONCLUSIONS This study summarizes the monitoring of PA indicators among children and adolescents in all EU Member States by providing a comprehensive overview of the status of PA promotion and monitoring across the region. Based on our findings, it could be concluded that the current EU monitoring system on PA promotion should be adapted to provide evidence that can inform future policy development.
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Affiliation(s)
- Isabel Marzi
- Department of Sport Science and Sport, Friedrich-Alexander-University Erlangen-Nuremberg, Erlangen, Germany
| | - Antonina Tcymbal
- Department of Sport Science and Sport, Friedrich-Alexander-University Erlangen-Nuremberg, Erlangen, Germany
| | - Peter Gelius
- Department of Sport Science and Sport, Friedrich-Alexander-University Erlangen-Nuremberg, Erlangen, Germany
| | - Karim Abu-Omar
- Department of Sport Science and Sport, Friedrich-Alexander-University Erlangen-Nuremberg, Erlangen, Germany
| | - Anne K Reimers
- Department of Sport Science and Sport, Friedrich-Alexander-University Erlangen-Nuremberg, Erlangen, Germany
| | - Stephen Whiting
- European Office for the Prevention and Control of Noncommunicable Diseases, Regional Office for Europe, World Health Organization, Moscow, Russian Federation
- EPIUnit-Instituto de Saúde Pública, Universidade do Porto, Porto, Portugal
| | - Kremlin Wickramasinghe
- European Office for the Prevention and Control of Noncommunicable Diseases, Regional Office for Europe, World Health Organization, Moscow, Russian Federation
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Parmar A, Singh A. An Evaluation of Online Education Efficacy and the Measures to Improve It From the Perspectives of Management Students in the Wake of COVID-19. INTERNATIONAL JOURNAL OF E-COLLABORATION 2022. [DOI: 10.4018/ijec.290300] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
The forced change to adopt the online mode of education delivery for postgraduate students has posed novel challenges. The efficacy of adopted online education in the wake of COVID-19 needs to be examined. The influence of individual student’s behaviour related variables such as nutrition behaviour, Physical activity behaviour and Social Media usage on perceived online education efficacy and attainment of a learning goal is examined in the current study. A total of 185 post-graduate healthcare management students from different educational institutions of India were surveyed. Path Analysis is performed to test the conceptual model. The results highlight that the effect of exercise on the attainment of a learning goal is best at the higher levels of self-study hours and at the lower levels there is a negative relationship between the two. The impact of social media on self-learning hours and the online education efficacy is negative.
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Affiliation(s)
- Akshay Parmar
- Symbiosis Institute of Health Sciences, Symbiosis International University (Deemed), India
| | - Ankit Singh
- Symbiosis International University (Deemed), India
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Wort GK, Wiltshire G, Peacock O, Sebire S, Daly-Smith A, Thompson D. Teachers' Perspectives on the Acceptability and Feasibility of Wearable Technology to Inform School-Based Physical Activity Practices. Front Sports Act Living 2021; 3:777105. [PMID: 34870198 PMCID: PMC8636981 DOI: 10.3389/fspor.2021.777105] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 10/14/2021] [Indexed: 11/13/2022] Open
Abstract
Background: Many children are not engaging in sufficient physical activity and there are substantial between-children physical activity inequalities. In addition to their primary role as educators, teachers are often regarded as being well-placed to make vital contributions to inclusive visions of physical activity promotion. With the dramatic increase in popularity of wearable technologies for physical activity promotion in recent years, there is a need to better understand teachers' perspectives about using such devices, and the data they produce, to support physical activity promotion in schools. Method: Semi-structured interviews were conducted with 26 UK-based primary school teachers, exploring their responses to children's physical activity data and their views about using wearable technologies during the school day. Interview discussions were facilitated by an elicitation technique whereby participants were presented with graphs illustrating children's in-school physical activity obtained from secondary wearable technology data. Interview transcripts were thematically analyzed. Results: Most teachers spoke positively about the use of wearable technologies specifically designed for school use, highlighting potential benefits and considerations. Many teachers were able to understand and critically interpret data showing unequal physical activity patterns both within-and between-schools. Being presented with the data prompted teachers to provide explanations about observable patterns, emotional reactions-particularly about inequalities-and express motivations to change the current situations in schools. Conclusion: These findings suggest that primary school teachers in the UK are open to integrating wearable technology for measuring children's physical activity into their practices and can interpret the data produced by such devices. Visual representations of physical activity elicited strong responses and thus could be used when working with teachers as an effective trigger to inform school practices and policies seeking to address in-school physical inactivity and inequalities.
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Affiliation(s)
- Georgina K Wort
- Department for Health, University of Bath, Bath, United Kingdom
| | - Gareth Wiltshire
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, United Kingdom
| | - Oliver Peacock
- Department for Health, University of Bath, Bath, United Kingdom
| | - Simon Sebire
- School for Policy Studies, University of Bristol, Bristol, United Kingdom
| | - Andy Daly-Smith
- Faculty of Health Studies, University of Bradford, Bradford, United Kingdom.,Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, United Kingdom
| | - Dylan Thompson
- Department for Health, University of Bath, Bath, United Kingdom
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Koch S, Pawlowski CS, Skovgaard T, Pedersen NH, Troelsen J. Exploring implementation of a nationwide requirement to increase physical activity in the curriculum in Danish public schools: a mixed methods study. BMC Public Health 2021; 21:2073. [PMID: 34763700 PMCID: PMC8588597 DOI: 10.1186/s12889-021-12152-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 10/25/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND In 2014, the Danish Government introduced a wide-ranging school reform that applied to all public schools in Denmark. A distinctive feature of the reform was that it became mandatory to implement an average of 45 min of daily physical activity within the curriculum. Using the RE-AIM framework as an evaluation tool, the objective of the current study was to evaluate the reach, effectiveness, adoption, implementation, and maintenance of mandatory physical activity within the curriculum at ten Danish schools. METHODS A complementary mixed-methods approach using accelerometers, questionnaires, and semi-structured interviews was conducted. A total of 10 schools were invited to participate, including 846 students, 76 teachers, and 10 school managers on various levels. Students were invited to wear an accelerometer for seven consecutive days. Teachers were invited to participate in a questionnaire, and school managers were encouraged to take part in a semi-structured interview. RESULTS Results showed that, on average, 45.2% of the students were active at least 45 min daily within the curriculum. Teacher and school management interest in physical activity, competencies development, and shared decision-making were identified as central factors for adoption of the requirement. Scheduling physical activity within scheduels and collaborations with external parties were found to influence implementation. Finally, internal coordination, motivated school staff, and school management priority were identified as central factors for maintenance. CONCLUSIONS This study provides an evaluation on a nationwide physical activity requirement in Danish public schools. When introducing a wide-ranging nation-wide requirement on physical activity within the curriculum, school managers need to prioritize and support the implementation process. Teachers need to be involved in the decision processes in order to ensure motivation and local ownership. The study also highlights the benefits of an internal coordinator as well as development of a shared strategy among schools, municipalities, and other stakeholders in order to succeed with the implementation.
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Affiliation(s)
- Sofie Koch
- Research Unit for Active Living, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark.
| | - Charlotte Skau Pawlowski
- Research Unit for Active Living, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Thomas Skovgaard
- Research Unit for Active Living, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark.,Research and Implementation Centre for Human Movement and Learning, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Natascha Holbæk Pedersen
- Centre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej, 55, Odense M, Denmark.,Research Unit for Exercise Epidemiology, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej, 55, Odense M, Denmark
| | - Jens Troelsen
- Research Unit for Active Living, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
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Duffey K, Barbosa A, Whiting S, Mendes R, Yordi Aguirre I, Tcymbal A, Abu-Omar K, Gelius P, Breda J. Barriers and Facilitators of Physical Activity Participation in Adolescent Girls: A Systematic Review of Systematic Reviews. Front Public Health 2021; 9:743935. [PMID: 34722450 PMCID: PMC8553996 DOI: 10.3389/fpubh.2021.743935] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Accepted: 09/17/2021] [Indexed: 01/08/2023] Open
Abstract
Background: Persistent low physical activity (PA) levels among adolescent girls constitute a public health concern that calls for immediate and evidence-based policy action. This systematic review (SR) aimed to summarize evidence from SRs examining the barriers and facilitators of PA participation in adolescent girls. The objectives were to provide a synthesis of the available evidence and identify key areas for fostering gender-responsive action and policy implications. Methods: A comprehensive search of relevant SR and meta-analyses were performed in PubMed and Cochrane Library, until February 2021. Studies were included if they were SRs or meta-analyses, included adolescent girls aged between 10 and 19 years, and described barriers or facilitators of PA. Two independent authors performed the screening of potentially eligible studies and both assessed the methodological quality of included studies using the AMSTAR 2 tool. The barriers and facilitators were synthesized at environmental, interpersonal, and individual levels. Results: A total of eight SRs were included in the qualitative synthesis. The most frequent barriers identified were the lack of support from peers, family, and teachers, and the lack of time. The most reported facilitators were weight loss, and support from peers, family, and teachers. Key areas for action and policy implementation include an inclusive approach to curriculum development to address gender norms; adequate training of professionals so they have a range of skills to ensure inclusion of adolescent girls; environmental changes in and out of schools to stimulate participation, to allow adolescent girls to be active in a safe and attractive environment; multistakeholder support at local, regional, and national level in incorporating a gender-responsive approach toward PA participation. Conclusion: The results highlight a variety of factors that influences the PA participation of adolescent girls. For the attainment of effective policies that increase PA levels in adolescent girls, it is essential to engage several stakeholders at different levels in incorporating a gender-responsive approach toward PA participation. Systematic Review Registration: PROSPERO, identifier: CRD42020204023.
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Affiliation(s)
- Keeva Duffey
- World Health Organization, Regional Office for Europe, Copenhagen, Denmark
| | - Ana Barbosa
- World Health Organization, Regional Office for Europe, Copenhagen, Denmark.,Epidemiology Research Unit-Instituto de Saúde Pública, Universidade do Porto, Porto, Portugal
| | - Stephen Whiting
- World Health Organization, Regional Office for Europe, Copenhagen, Denmark.,Epidemiology Research Unit-Instituto de Saúde Pública, Universidade do Porto, Porto, Portugal
| | - Romeu Mendes
- World Health Organization, Regional Office for Europe, Copenhagen, Denmark.,Epidemiology Research Unit-Instituto de Saúde Pública, Universidade do Porto, Porto, Portugal
| | | | - Antonina Tcymbal
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Erlangen, Germany
| | - Karim Abu-Omar
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Erlangen, Germany
| | - Peter Gelius
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Erlangen, Germany
| | - João Breda
- World Health Organization, Regional Office for Europe, Copenhagen, Denmark
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Muntaner-Mas A, Martínez-Gómez D, Castro-Piñero J, Fernandez-Santos JR, Salmon J, Veiga ÓL, Esteban-Cornejo I. Objectively measured physical activity and academic performance in school-aged youth: The UP&DOWN longitudinal study. Scand J Med Sci Sports 2021; 31:2230-2240. [PMID: 34411337 DOI: 10.1111/sms.14036] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2021] [Revised: 08/16/2021] [Accepted: 08/18/2021] [Indexed: 12/26/2022]
Abstract
To examine the longitudinal relationships between objectively measured total volume and specific intensities of physical activity (PA) with academic performance in a large sample of youth aged 6-18 years. A longitudinal study of 1046 youth (10.04 ± 3.10 years) from Spain was followed over 2 years. PA (volume and intensity) was measured by accelerometry. Academic performance was assessed through grades reported on the transcript at the end of the academic year (Mathematics, Language, an average of these two core subjects, and grade point average [GPA]). Longitudinal relationships between PA and four indicators of academic performance were examined using covariance and regression analyses, adjusted for a variety of confounders. Youth Quartile 2 for PA volume at baseline obtained better scores than those who participated in Quartiles 1 or 4 volumes of PA in GPA 2 years later (p = 0.006). There were generally no longitudinal associations between specific PA intensities and any of the academic performance indicators (all p > 0.170). However, a change in light PA over 2 years was inversely associated with three academic indicators in youth (βrange , -.103 to - 090; all P < 040). Findings suggest that participants in Quartile 2 volume of PA had a better GPA in comparison with Quartiles 1 and 4 volumes of PA during youth, but there was no association with changes in PA volume over time. PA intensity was generally unrelated to academic performance during youth. However, there was an inverted u-shape relationship between light PA changes and GPA.
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Affiliation(s)
- Adrià Muntaner-Mas
- GICAFE "Physical Activity and Exercise Sciences Research Group", University of Balearic Islands, Balearic Islands, Palma de Mallorca, Spain.,PROFITH "PROmotingFITness and Health through physical activity" research group, Department of Physical Education and Sports, Health University Research Institute (iMUDS), Department of Physical and Sports Education, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - David Martínez-Gómez
- Department of Preventive Medicine and Public Health, Universidad Autónoma de Madrid/IdiPaz, CIBER of Epidemiology and Public Health (CIBERESP), Madrid, Spain.,IMDEA Food Institute, CEI UAM+CSIC, Madrid, Spain
| | - Jose Castro-Piñero
- GALENO research group, Department of Physical Education, School of Education, University of Cádiz, Puerto Real, Spain.,Biomedical Research and Innovation Institute of cadiz, (INiBICA) Research Unit, Cadiz, Spain
| | - Jorge R Fernandez-Santos
- GALENO research group, Department of Physical Education, School of Education, University of Cádiz, Puerto Real, Spain.,Biomedical Research and Innovation Institute of cadiz, (INiBICA) Research Unit, Cadiz, Spain
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Burwood, Australia
| | - Óscar L Veiga
- EstiLIFE Research Group, Department of Physical Education, Sport and Human Movement, University Autonomous of Madrid, Madrid, Spain
| | - Irene Esteban-Cornejo
- PROFITH "PROmotingFITness and Health through physical activity" research group, Department of Physical Education and Sports, Health University Research Institute (iMUDS), Department of Physical and Sports Education, Faculty of Sport Sciences, University of Granada, Granada, Spain
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49
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Kranjac AW, Kranjac D. Child obesity moderates the association between poverty and academic achievement. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22497] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
| | - Dinko Kranjac
- Department of Psychology University of La Verne La Verne California USA
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The Associations Between Leisure-Time Physical Activity and Academic Performance: A Twin Study. J Phys Act Health 2021; 18:998-1003. [PMID: 34140420 DOI: 10.1123/jpah.2020-0746] [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: 11/06/2020] [Revised: 04/07/2021] [Accepted: 04/24/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND Both genetic and environmental influences have been shown to contribute to the association between physical activity and overall academic performance. The authors examined whether leisure-time physical activity (LTPA) shares genetic and environmental variances between spelling, essay writing, reading aloud, reading comprehension, and mathematics in early adolescence. Moreover, they investigated whether genetic polymorphisms associated with physical activity behavior affect these academic skills. METHODS Participants were 12-year-old Finnish twins (n = 4356-4370 twins/academic skill, 49% girls). Academic skills were assessed by teachers, and LTPA was self-reported. Polygenic scores for physical activity behavior were constructed from the UK Biobank. Quantitative genetic modeling and linear regression models were used to analyze the data. RESULTS The trait correlations between LTPA and academic skills were significant but weak (r = .05-.08). The highest trait correlation was found between LTPA and mathematics. A significant genetic correlation was revealed between LTPA and essay writing (rA = .14). Regarding polygenic scores of physical activity, the highest correlations were found with reading comprehension, spelling, and essay writing, but these results only approached statistical significance (P values = .09-.15). CONCLUSIONS The authors' results suggest that reading and writing are the academic skills that most likely share a common genetic background with LTPA.
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