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Gasser M, Nadenbousch AM, Egger F, Kamer M, Valkanover S, Schmidt M. Increasing adolescents' physical activity levels through a comprehensive school-based physical activity program: study protocol of the cluster randomized controlled trial Active School. BMC Pediatr 2024; 24:561. [PMID: 39232723 PMCID: PMC11373237 DOI: 10.1186/s12887-024-05034-0] [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: 03/29/2024] [Accepted: 08/26/2024] [Indexed: 09/06/2024] Open
Abstract
BACKGROUND The positive effects of regular physical activity on children and adolescents' physical and mental health are well-established. Despite these health benefits, most Swiss adolescents do not meet WHO's recommended level of physical activity, which includes a daily minimum of 60 min of moderate-to-vigorous physical activity. Due to their inclusivity, schools are identified as a key setting to promote physical activity. Recently, the comprehensive school physical activity program (CSPAP), in which teachers as physical activity leaders (PALs) play a crucial role to advance comprehensive school-based physical activity promotion, has been discussed. However, such comprehensive approaches are still lacking in Switzerland, and specific PAL trainings do not exist. Therefore, the aim of this study is to implement and evaluate Active School, a comprehensive school-based physical activity program for Swiss secondary schools with integrated PAL training. METHODS/DESIGN A cluster randomized controlled trial (RCT) involving 12 secondary schools (6 experimental, 6 waiting control schools) will assess baseline data and effectiveness of Active School at 12 and 24 months. Active School includes five components based on the CSPAP. Each school is encouraged to set individual physical activity goals in this regard. This process is guided by the PALs, who will participate in professional development training before and during Active School implementation. As a primary outcome, students' moderate-to-vigorous physical activity will be assessed via accelerometers. As secondary outcomes, inactivity, light physical activity, step counts, aerobic fitness and coordination will be measured, and students' general wellbeing, learning behavior, and multiple psychosocial measures related to physical activity will be assessed by questionnaires. The effectiveness evaluation is accompanied by a process evaluation that focuses on the implementation outcomes of dose of delivery, reach, feasibility, and sustainability. A mixed methods approach, including ripple effect mapping, will be employed to reconstruct and understand the implementation process. DISCUSSION This study will be the first to implement and evaluate a CSPAP in the Swiss school system. The specific PAL training and the simultaneous application of effectiveness and process evaluation are considered strengths of the study. TRIAL REGISTRATION German Clinical Trials Register (DRKS00033362). Date of registration: January 25, 2024. Retrospectively registered.
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Affiliation(s)
- Marion Gasser
- Institute of Sport Science, University of Bern, Bremgartenstrasse 145, Bern, 3012, Switzerland.
| | - Andrea-Maria Nadenbousch
- Centre of Subject Didactics, Bern University of Teacher Education, Fabrikstrasse 8, Bern, 3012, Switzerland.
| | - Fabienne Egger
- Institute of Sport Science, University of Bern, Bremgartenstrasse 145, Bern, 3012, Switzerland
| | - Mario Kamer
- Institute of Sport Science, University of Bern, Bremgartenstrasse 145, Bern, 3012, Switzerland
- Centre of Subject Didactics, Bern University of Teacher Education, Fabrikstrasse 8, Bern, 3012, Switzerland
| | - Stefan Valkanover
- Institute of Sport Science, University of Bern, Bremgartenstrasse 145, Bern, 3012, Switzerland
- Centre of Subject Didactics, Bern University of Teacher Education, Fabrikstrasse 8, Bern, 3012, Switzerland
| | - Mirko Schmidt
- Institute of Sport Science, University of Bern, Bremgartenstrasse 145, Bern, 3012, Switzerland
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Ziegeldorf A, Schoene D, Fatum A, Brauer K, Wulff H. Associations of family socioeconomic indicators and physical activity of primary school-aged children: a systematic review. BMC Public Health 2024; 24:2247. [PMID: 39160508 PMCID: PMC11331658 DOI: 10.1186/s12889-024-19174-6] [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: 10/26/2023] [Accepted: 06/17/2024] [Indexed: 08/21/2024] Open
Abstract
BACKGROUND Family socioeconomic indicators (education, occupation, and household income) are key determinants influencing children's physical activity (PA). This study aims to systematically review the current research about the association between family socioeconomic indicators and PA among primary school-aged children and to quantify the distribution of reported associations by childs' and parents' sex and according to analysis and assessment methods. METHODS A systematic literature research in multiple scientific databases (MEDLINE via PubMed, Web of Science, ScienceDirect, SPORTDiscus and ERIC) was performed for literature published between 1st January 2010 and 31st March 2022. Only studies reporting statistical associations between an SES indicator of at least one parent (education, occupation, income, or an SES index) and different types and intensities of PA in primary school-aged children (6 to 12 years) were included in the analysis. The distributions of the reported associations were evaluated across and differentiated by sub-group analysis of assessment methods (objectively measured vs. self-reported PA) and analysis methods (univariate vs. multivariate models). RESULTS Overall, 93 studies reported in 77 publications were included in this review. Most of the studies were conducted in Europe and used self-reports (questionnaires) to assess PA. Most studies used only a single SES indicator (commonly maternal education), and only two studies calculated an SES index. The majority of the studies focused on moderate-to-vigorous physical activity (MVPA), total physical activity (TPA), and organized physical activity (OPA). Results showed predominantly positive associations between SES indicators and OPA. In contrast, results regarding different intensities of daily PA (TPA, LPA, MPA, MVPA, VPA, LTPA) were heterogeneous, with overwhelmingly no associations. CONCLUSION Overall, the results expand the knowledge about the association between family socioeconomic indicators and children's PA and disprove the hypothesis of a clear positive association. However, large multicenter studies are lacking using a real SES index as a predictor and analyzing gender-specific multivariate models.
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Affiliation(s)
- Alexandra Ziegeldorf
- Institut for Execise and Public Health, Faculty for Sports Science, University Leipzig, Jahnallee 59, 04109, Leipzig, Germany.
| | - Daniel Schoene
- Department of Clinical Gerontology and Geriatric Rehabilitation, Robert Bosch Hospital, Auerbachstr. 110, 70376, Stuttgart, Germany
- Institute of Radiology, University Hospital of Erlangen, Friedrich Alexander University, Erlangen-Nürnberg, Maximiliansplatz 1, 91054, Erlangen, Germany
| | - Alisa Fatum
- Institut for Execise and Public Health, Faculty for Sports Science, University Leipzig, Jahnallee 59, 04109, Leipzig, Germany
| | - Katharina Brauer
- Institut for Execise and Public Health, Faculty for Sports Science, University Leipzig, Jahnallee 59, 04109, Leipzig, Germany
| | - Hagen Wulff
- Institut for Sports Pedagogy, Faculty for Sports Science, University Leipzig, Jahnallee 59, 04109, Leipzig, Germany
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Meijers V, Timmermans AC, Verheij CTM, Smith J, Hartman E. Physically active learning for children with learning disorders attending special-needs schools: A program evaluation. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 150:104749. [PMID: 38749230 DOI: 10.1016/j.ridd.2024.104749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Revised: 04/19/2024] [Accepted: 04/29/2024] [Indexed: 06/14/2024]
Abstract
BACKGROUND Physically active learning (PAL) is a potentially valuable method to stimulate academic performance and physical activity (PA) in children with learning disorders (LD) attending special-needs schools. It is yet unknown whether PAL can be successfully implemented in special-needs schools. AIMS This study aimed to evaluate a PAL-program in special-needs schools by examining teacher's dose delivered, children's dose received, and associations of children's characteristics with dose received. METHODS Children (N = 37) from two special-needs schools participated in a six-week PAL-program. Dose delivered was evaluated based on PAL-lessons' implementation rate and duration. Dose received was assessed through time-on-task observations (n = 23) and PA (n = 37). To assess the association between dose received and children's characteristics (sex, behavioral disorders, motor skills, and physical fitness), Mann-Whitney U tests and Spearman's rho correlations were used. RESULTS For teacher's dose delivered, the implementation rate exceeded 95%, and the PAL-lessons lasted the intended 12 minutes. For dose received, children's on-task behavior was above 79%, and children spent 43% of the time in moderate-to-vigorous PA during PAL. Motor skills were positively related to on-task behavior related to the movements, and physical fitness was positively related to moderate-to-vigorous PA. CONCLUSIONS PAL was successfully implemented in terms of dose delivered and dose received for children with LD attending special-needs schools.
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Affiliation(s)
- Vivian Meijers
- Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Anneke C Timmermans
- Faculty of Behavioral and Social Sciences, GION Education/Research, University of Groningen, Groningen, the Netherlands
| | - Chiara T M Verheij
- Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Joanne Smith
- Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Esther Hartman
- Centre for Human Movement Sciences, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands.
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Liu D, Huang Z, Liu Y, Zhou Y. The role of fundamental movement skills on children's physical activity during different segments of the school day. BMC Public Health 2024; 24:1283. [PMID: 38730396 PMCID: PMC11084102 DOI: 10.1186/s12889-024-18769-3] [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: 11/14/2023] [Accepted: 05/03/2024] [Indexed: 05/12/2024] Open
Abstract
BACKGROUND Although prior studies have demonstrated that children with high levels of fundamental movement skill (FMS) are more active throughout the day, little is known about children's FMS and their physical activity (PA) during different segments of the school day (e.g., recess, lunch break, and physical education). The present study focused on FMS and moderate-to-vigorous PA (MVPA) during school day and identifies the association between children's FMS and MVPA during different segments of the school day in China. METHODS A total of 322 children (boys n = 163, girls n = 159; Mage = 8.12, SD = 1.22 years) from four elementary schools involved in this study. Children's FMS and MVPA were measured using the Test of Gross Motor Development-2nd edition (TGMD-2) and hip-mounted accelerometers. Data such as height, weight, and socio-economic status (SES) were also obtained. Multilevel mixed regression models were used to examine the cross-sectional associations between FMS and MVPA. Models were adjusted for gender, age, standardized body mass index, and SES. RESULTS Children engaged in 32.19 min of MVPA during the whole school day. Boys were more active than girls and had higher object-control skills competency. Locomotor skills were positively associated with children's long recess (B = 1.063) and short recess time (B = 1.502) MVPA. Object-control skills were positively correlated with children's MVPA time during long recess (B = 1.244) and physical education (PE) lessons (B = 1.171). CONCLUSION The findings highlight the importance of developing both locomotor and object-control skills in elementary schools to lead more MVPA engagement during different segments of the school day.
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Affiliation(s)
- Dongao Liu
- Physical Education Department, Shanghai University of Finance and Economics, Shanghai, 200433, China
| | - Zan Huang
- College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua City, Zhejiang Province, 321004, China
| | - Yanjie Liu
- College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua City, Zhejiang Province, 321004, China
| | - Yulan Zhou
- College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua City, Zhejiang Province, 321004, China.
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Hermassi S, Ketelhut S, Konukman F, Ayari MA, Al-Marri S, Al Rawahi N, Bouhafs EG, Nigg CR, Schwesig R. Differences in Physical Activity, Sedentary Behavior, Health-Related Physical Performance Indices and Academic Achievement: A Comparative Study of Normal-Weight and Obese Children in Qatar. J Clin Med 2024; 13:1057. [PMID: 38398370 PMCID: PMC10888728 DOI: 10.3390/jcm13041057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 12/19/2023] [Accepted: 02/06/2024] [Indexed: 02/25/2024] Open
Abstract
Background: The relationship between physical activity (PA), health-related physical performance (PP), and academic achievement (AA) plays an important role in childhood. This study examined the differences in PA, sedentary behavior, health-related PP, maturity status, and AA between normal-weight and obese school children in Qatar. Methods: Eighty schoolchildren were recruited (age: 12.1 ± 0.6 years). Based on age-specific BMI percentiles, the children were classified as normal weight (n = 40) or obese (n = 40). Moore's equations were used to estimate their maturity status (PHV). The measurements encompassed anthropometric data as well as PP tests (medicine ball throw, postural stability, handgrip strength). AA was assessed by reviewing school records for grade point average in Mathematics, Science, and Arabic courses. The total amount of time spent participating in PA each week was calculated using the International Physical Activity Questionnaire Short Form. Results: Handgrip strength was the only parameter that showed a relevant group difference (p < 0.001, ηp2 = 0.15; normal weight: 19.7 ± 3.46 N; obese: 21.7 ± 2.80 N). We found only one moderate correlation between PHV and handgrip strength (r = 0.59). Conclusions: The findings suggest that obesity status alone might not serve as a sufficient predictor of AA in school or PA levels.
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Affiliation(s)
- Souhail Hermassi
- Physical Education Department, College of Education, Qatar University, Doha 2713, Qatar; (F.K.); (S.A.-M.); (N.A.R.)
| | - Sascha Ketelhut
- Institute of Sport Science, University of Bern, 3012 Bern, Switzerland; (S.K.)
| | - Ferman Konukman
- Physical Education Department, College of Education, Qatar University, Doha 2713, Qatar; (F.K.); (S.A.-M.); (N.A.R.)
| | - Mohammed Ali Ayari
- Department of Mathematics, Statistics, and Physics, College of Arts and Sciences, Qatar University, Doha 2713, Qatar;
| | - Senaid Al-Marri
- Physical Education Department, College of Education, Qatar University, Doha 2713, Qatar; (F.K.); (S.A.-M.); (N.A.R.)
| | - Nasser Al Rawahi
- Physical Education Department, College of Education, Qatar University, Doha 2713, Qatar; (F.K.); (S.A.-M.); (N.A.R.)
| | - El Ghali Bouhafs
- Department of Sports Science, Martin-Luther-University Halle-Wittenberg, 06120 Halle (Saale), Germany;
| | - Claudio R. Nigg
- Institute of Sport Science, University of Bern, 3012 Bern, Switzerland; (S.K.)
| | - René Schwesig
- Department of Orthopedic and Trauma Surgery, Martin-Luther-University Halle-Wittenberg, 06120 Halle (Saale), Germany;
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Fisher D, Louw Q. Primary school learners' movement during class time: perceptions of educators in the Western Cape, South Africa. BMC Public Health 2023; 23:2501. [PMID: 38093224 PMCID: PMC10720100 DOI: 10.1186/s12889-023-17428-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 12/06/2023] [Indexed: 12/17/2023] Open
Abstract
BACKGROUND Over the last decade, the efficacy of in-classroom movement to reduce sedentary behaviour has been mainly conducted in high-income, developed countries. To date, there have been no published reports on the perceptions of principals and teachers regarding learners' movement during class time to inform the implementation of classroom-based movement strategies to reduce sedentariness in South Africa. METHODS A sample of primary school principals and grades 5 and 6 teachers from a range of socio-economic categories participated in this exploratory, descriptive qualitative study in the metro central district of the Western Cape Education Department in South Africa. Transcripts of individual depth interviews (IDIs) with principals and focus group discussions (FGDs) with teachers were coded using Atlast ti 9* software for qualitative analysis. RESULTS Thirteen principals (13 IDIs) and 24 teachers (6 FGDs) participated in the study. Two main factors influencing in-classroom movement, namely teacher-related and structural factors, were identified. The teacher-related factors pertained to their classroom management practice, knowledge and beliefs about sitting, and management style influenced their role in delivering the curriculum and creating a classroom environment conducive for learning. Classroom factors pertained to classroom size, the number of learners in the class and the ergonomic utility of traditional classroom desks. Institutional expectations and acceptance of learners' behaviour, and teachers' practice were also notable contributing factors that influenced learners' movement during class time. CONCLUSION Emerging evidence about the efficacy of in-classroom movement on sedentary behaviour and learning outcomes challenges traditional teacher practice that sitting is essential for the delivery of the curriculum and for creating an optimal learning environment. Teacher training about the behaviour control utility of in-classroom movement, and school management and policy supportive of in-classroom movement may encourage fidelity to in-classroom movement strategies.
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Affiliation(s)
- Dominic Fisher
- Faculty of Medicine and Health Sciences, Department of Rehabilitation and Health Sciences, Division of Physiotherapy, Stellenbosch University, PO Box 241, Cape Town, 8000, South Africa.
| | - Quinette Louw
- Faculty of Medicine and Health Sciences, Department of Rehabilitation and Health Sciences, Division of Physiotherapy, Stellenbosch University, PO Box 241, Cape Town, 8000, South Africa
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den Uil AR, van Doorn H, Schweitzer M, Janssen M, Scholte RHJ, Busch V. The effects of the COVID-19 lockdowns on motor skill development of 6- and 7-year old children in the Netherlands: a longitudinal study. BMC Public Health 2023; 23:1871. [PMID: 37759169 PMCID: PMC10523696 DOI: 10.1186/s12889-023-16733-1] [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: 05/04/2023] [Accepted: 09/11/2023] [Indexed: 09/29/2023] Open
Abstract
BACKGROUND The closing of schools and sports clubs during the COVID-19 lockdown raised questions about the possible impact on children's motor skill development. Therefore, we compared motor skill development over a one-year period among four different cohorts of primary school children of which two experienced no lockdowns during the study period (control cohorts) and two cohorts experienced one or two lockdowns during the study period (lockdown cohorts). METHODS A total of 992 children from 9 primary schools in Amsterdam (the Netherlands) participated in this study (age 5 - 7; 47.5% boys, 52.5% girls). Their motor skill competence was assessed twice, first in grade 3 (T1) and thereafter in grade 4 (T2). Children in control group 1 and lockdown group 1 were assessed a third time after two years (T3). Motor skill competence was assessed using the 4-Skills Test, which includes 4 components of motor skill: jumping force (locomotion), jumping coordination (coordination), bouncing ball (object control) and standing still (stability). Mixed factorial ANOVA's were used to analyse our data. RESULTS No significant differences in motor skill development over the study period between the lockdown groups and control groups (p > 0.05) were found, but a difference was found between the two lockdown groups: lockdown group 2 developed significantly better than lockdown group 1 (p = 0.008). While socioeconomic status was an effect modifier, sex and motor ability did not modify the effects of the lockdowns. CONCLUSIONS The COVID-19 lockdowns in the Netherlands did not negatively affect motor skill development of young children in our study. Due to the complexity of the factors related to the pandemic lockdowns and the dynamic systems involved in motor skill development of children, caution must be taken with drawing general conclusions. Therefore, children's motor skill development should be closely monitored in the upcoming years and attention should be paid to individual differences.
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Affiliation(s)
- Anne R den Uil
- Centre of Expertise Urban Vitality, Faculty of Sports and Nutrition, Amsterdam University of Applied Sciences, Dr. Meurerlaan 8, Amsterdam, SM, 1067, The Netherlands.
- Behavioural Science Institute, Radboud University Nijmegen, Houtlaan 4, Nijmegen, XZ, 6525, The Netherlands.
| | - Hemke van Doorn
- Centre of Expertise Urban Vitality, Faculty of Sports and Nutrition, Amsterdam University of Applied Sciences, Dr. Meurerlaan 8, Amsterdam, SM, 1067, The Netherlands
| | - Mandy Schweitzer
- Centre of Expertise Urban Vitality, Faculty of Sports and Nutrition, Amsterdam University of Applied Sciences, Dr. Meurerlaan 8, Amsterdam, SM, 1067, The Netherlands
| | - Mirka Janssen
- Centre of Expertise Urban Vitality, Faculty of Sports and Nutrition, Amsterdam University of Applied Sciences, Dr. Meurerlaan 8, Amsterdam, SM, 1067, The Netherlands
| | - Ron H J Scholte
- Behavioural Science Institute, Radboud University Nijmegen, Houtlaan 4, Nijmegen, XZ, 6525, The Netherlands
| | - Vincent Busch
- Sarphati Amsterdam, Public Health Service (GGD), City of Amsterdam, Nieuwe Achtergracht 100, Amsterdam, WT, 1018, the Netherlands
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Lee J, Suk MH, Yoo S, Kwon JY. The Decline of Physical Activity with Age in School-Aged Children with Cerebral Palsy: A Single-Center Cross-Sectional Observational Study. J Clin Med 2023; 12:4548. [PMID: 37445582 DOI: 10.3390/jcm12134548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Revised: 06/30/2023] [Accepted: 07/04/2023] [Indexed: 07/15/2023] Open
Abstract
Maintaining physical activity is important for children with cerebral palsy (CP). This study examined whether age predicted habitual physical activity (HPA) or cardiorespiratory fitness (CRF) in school-aged children with CP and clarified the relationship between HPA and CRF. We utilized cross-sectional data from 39 children with CP (18 girls and 21 boys; mean age 7.44 years; mean body weight 24.76 kg; mean body mass index 15.97 kg/m2; hemiplegic or diplegic CP). The participants wore an accelerometer (ActiGraph) for five days to measure HPA, physical activity energy expenditure (kcal/kg/d), sedentary physical activity (%SPA), light physical activity, moderate-to-vigorous physical activity (%MVPA), and activity counts (counts/min). Participants underwent cardiopulmonary exercise tests on a treadmill using a modified Naughton protocol. Linear regression and correlation analyses were performed. p-value (two-tailed) < 0.05 was considered statistically significant. Age was positively associated with SPA. MVPA negatively correlated with resting heart rate (HR), and activity counts were negatively correlated with resting HR. In conclusion, our study found strong evidence of a negative association between HPA and age in school-aged children with CP. It highlights the importance of creating and improving recreational opportunities that promote physical activity in all children with CP, regardless of whether they are considered therapeutic.
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Affiliation(s)
- Jinuk Lee
- Department of Physical & Rehabilitation Medicine, Samsung Medical Center, Sungkyunkwan University School of Medicine, Seoul 06351, Republic of Korea
| | - Min-Hwa Suk
- Department of Physical Education, Hanyang University, Seoul 04763, Republic of Korea
| | - Soojin Yoo
- Department of Health and Human Performance, University of Texas, Rio Grande Valley, Edinburg, TX 78539, USA
| | - Jeong-Yi Kwon
- Department of Physical & Rehabilitation Medicine, Samsung Medical Center, Sungkyunkwan University School of Medicine, Seoul 06351, Republic of Korea
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Cunningham-Sabo L, Lohse B, Nigg CR, Parody RJ. Fourth-Grade Cooking and Physical Activity Intervention Reveals Associations With Cooking Experience and Sex. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2023; 55:191-204. [PMID: 36707323 DOI: 10.1016/j.jneb.2022.10.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Revised: 10/14/2022] [Accepted: 10/24/2022] [Indexed: 06/18/2023]
Abstract
OBJECTIVE Examine the impact of Fuel for Fun: Cooking with Kids Plus Parents and Play (FFF) on children's culinary self-efficacy, attitude, fruit and vegetable (FV) preferences, physical activity (PA), and body mass index. DESIGN Randomized controlled trial. SETTING Eight elementary schools in 2 Northern Colorado districts. PARTICIPANTS Fourth-grade students; 7-month interventions: school (S.FFF)-theory-based cooking + tasting lessons, active recess, lesson-driven cafeteria promotions; or school + family (S+F.FFF) with added family nights and home activities. MAIN OUTCOME MEASURE(S) Cooking self-efficacy and attitudes, FV preferences, PA, and measured height/weight. ANALYSIS Individual outcomes nested by classroom, school, and district and assessed > 12 months with repeated measures controlled by sex and baseline cooking experience, with a significance level of P < 0.05. RESULTS The sample included 1,428 youth, 38 teachers, 4 cohorts, 50% boys, 75% White, and 15% Hispanic. No intervention effect was observed. Those who cooked retained higher self-efficacy, attitude, and FV preferences (P < 0.001). Girls reported higher self-efficacy and attitude than boys. Moderate-to-vigorous PA and metabolic equivalent minutes increased for all students; boys retained higher levels (P < 0.001). Body mass index percentile remained stable. CONCLUSIONS AND IMPLICATIONS Cooking and sex were associated with all outcome measures and should be considered for intervention tailoring. Treatment impacts were not evident nesting by classroom, school, and district. Accurate assessment of school-based interventions requires rejecting student independence from group assignment assumptions.
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Affiliation(s)
- Leslie Cunningham-Sabo
- Department of Food Science and Human Nutrition, Colorado State University, Fort Collins, CO.
| | - Barbara Lohse
- Wegmans School of Health and Nutrition, Rochester Institute of Technology, Rochester, NY
| | - Claudio R Nigg
- Department of Health Science, Institute of Sport Science, University of Bern, Bern, Switzerland
| | - Robert J Parody
- School of Mathematical Sciences, Rochester Institute of Technology, Rochester, NY
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Emm-Collison L, Salway R, Matthews J, Reid T, Jago R. Associations between the built environment, policies and curriculum in schools and primary school children’s physical activity. Wellcome Open Res 2023. [DOI: 10.12688/wellcomeopenres.18262.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/17/2023] Open
Abstract
Background: A large proportion of children in the UK do not engage in the recommended amount of physical activity. Schools are an environment where children spend a considerable portion of their time and have the potential to facilitate more physical activity. There has been little exploration of the specific school environment factors that are most pertinent to child physical activity and sedentary behaviour. This study was intended to fill this important gap. Methods: Data were collected between March 2017 and May 2018 from 50 schools and 1223 children who participated in the B-Proact1v cohort study. School level measures were the built environment (e.g. playground equipment, cycling parking, allotments), physical activity-related policies (e.g. policy to encourage active travel) and the use of physical activity in the curriculum (e.g. regular physical activity breaks throughout day). Children’s weekday moderate-to-vigorous physical activity (MVPA) was estimated via Actigraph GT3X accelerometers. Associations between school context measures and children’s weekday MVPA were analysed using linear multilevel models, with children nested within schools, adjusted for individual characteristics. Results: On average, children at schools with allotments, a larger amount of playground equipment and where cycle training was offered, engaged in higher levels of MVPA. PE being compromised due to space was associated with lower levels of MVPA. Conclusions: Whilst there is a need for further exploration, the findings suggest that school-based provision and policies for active travel, sport and active play may be important to encouraging more primary school children to be more active more regularly.
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Moderate-to-vigorous intensity physical activity during school hours in a representative sample of 10-11-year-olds in Scotland. J Sci Med Sport 2023; 26:120-124. [PMID: 36369110 DOI: 10.1016/j.jsams.2022.10.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Revised: 08/04/2022] [Accepted: 10/28/2022] [Indexed: 11/09/2022]
Abstract
OBJECTIVES Growing concern about children and adolescent physical inactivity has made the promotion of physical activity a public health priority. International recommendations suggest children should accumulate at least 30 min of moderate-to-vigorous physical activity (MVPA) during school hours. This study assessed levels of objectively-measured MVPA in a large nationally representative sample of Scottish children aged 10-11. Risk factors for not meeting the school-hours MVPA recommendation were examined. DESIGN Cross-sectional. METHODS Mean time spent in MVPA during school hours across five weekdays was measured using Actigraph accelerometry (May 2015-May 2016). Binary logistic regression, presented as odds ratio (O.R.) and confidence intervals (C.I.), explored associations between meeting/not meeting the recommendation by sex, socioeconomic status (SES), season, and urban/rural residence in 2022. RESULTS Valid data were obtained from 773 children (53.9% girls, 46.1% boys) from 471 schools. Mean daily school-hours MVPA was 29 (SD 11) minutes; 42.7% of children reached the recommendation. The odds of girls (O.R. 0.43; C.I. 0.32, 0.57) meeting the recommendation was significantly lower (p < 0.001) compared to boys. Children living in rural areas had higher odds (O.R. 1.49; C.I. 1.04, 2.15) of meeting the recommendation compared with those in urban areas (p = 0.032). No significant differences in meeting the recommendation by SES (p = 0.700). The overall trend for season was significant (p < 0.001), with lower odds of meeting the recommendation in winter compared to summer. CONCLUSIONS Most Scottish children aged 10-11 did not meet the 30 minute MVPA recommendation. Interventions to increase MVPA during school hours are essential to promote public health.
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Cunningham-Sabo L, Lohse B, Clifford J, Burg A, Nigg C. Fuel for Fun Process Evaluation Reveals Strong Implementation and Approval with Varied Parent Engagement. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2023; 55:16-29. [PMID: 36621265 DOI: 10.1016/j.jneb.2022.08.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Revised: 07/25/2022] [Accepted: 08/01/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVE To describe the implementation and process characteristics of Fuel for Fun: Cooking with Kids Plus Parents and Play (FFF). DESIGN Mixed methods. SETTING Elementary schools in 2 Northern Colorado school districts. PARTICIPANTS Fourth graders (aged 9-11 years), parents, school staff, and implementation researchers; measured over 2 consecutive years in 8 schools (851 students, 45 classrooms). INTERVENTION(S) Social Cognitive and active learning theory-based classroom cooking with tasting lessons, active recess games, cooking with tasting food promotion during school lunch, family nights, and take-home intervention reinforcements. A 7-month program delivered by a trained intervention team. MAIN OUTCOME MEASURE(S) Implementation measures (observations and debriefings) assessed context, reach, dose delivered, fidelity, and dose received; process measures (surveys) assessed student and parent perceptions and intervention participation. ANALYSIS Descriptive statistics for quantitative and themes for qualitative data. RESULTS Minor adjustments in program delivery plans were required to accommodate changes in school schedules and policies. Process measures demonstrated > 90% achievement of goals for nearly all child-centered activities. One-quarter of eligible families participated in evening events, with strong parent and student approval. Fifty out of 116 parents (43%) completing an online survey reported preparing ≥ 1 of 5 recipes with their child. Fifty-nine percent of eligible students completed >1 of 10 take-home activity sheets with their parents. CONCLUSIONS AND IMPLICATIONS Engagement and commitment of the intervention team and school staff supported strong implementation. Participant responses were positive, but improvement in parent engagement requires investigation.
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Affiliation(s)
- Leslie Cunningham-Sabo
- Department of Food Science and Human Nutrition, Colorado State University, Fort Collins, CO.
| | - Barbara Lohse
- Wegmans School of Health and Nutrition, Rochester Institute of Technology, Rochester, NY
| | - Jessica Clifford
- Department of Food Science and Human Nutrition, Colorado State University, Fort Collins, CO
| | - Alixanna Burg
- Department of Food Science and Human Nutrition, Colorado State University, Fort Collins, CO
| | - Claudio Nigg
- Department of Health Science, Institute of Sport Science, University of Bern, Bern, Switzerland
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McLellan G, Arthur R, Donnelly S, Bakshi A, Fairclough SJ, Taylor SL, Buchan DS. Feasibility and Acceptability of a Classroom-Based Active Breaks Intervention for 8-12-Year-Old Children. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2022; 93:813-824. [PMID: 34748469 DOI: 10.1080/02701367.2021.1923627] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Accepted: 04/23/2021] [Indexed: 06/13/2023]
Abstract
Purpose: This study explored the feasibility of conducting a classroom-based active breaks intervention on sedentary behavior (SB), physical activity (PA) and attention in 8-12-year-old children. Methods: Eight schools were randomized on a 1:1 basis to the control or intervention. Teachers selected 10 cards detailing an activity break at random. Children then undertook each of the ten activity breaks for 30 s, three times per day for 6 weeks. School and participant recruitment, attrition rates, percentage of outcome measures collected, and acceptability were used to explore the feasibility of the study. Mixed effects models were undertaken to examine intervention effects upon measures of PA, SB and attention. Results: Two hundred and thirty-nine consent forms were issued and 153 were returned (64%). Of the 153 consents, 146 children (95%) were measured at baseline, and 117 participated in the follow-up measures (80%) 6 weeks later suggesting the intervention was acceptable for the participants. From teacher interviews, it was noted that the intervention was feasible to implement, and teachers observed positive classroom behavior changes in children. Inclusion rates for outcome measures ranged from 49% to 66%. Significant, intervention effects were observed for sitting time (B = -27.19; 95%CI: -36.84, -17.17), standing time (B = 23.51; 95%CI 14.1, 32.45) and the number of sit to stand transitions (B = 16.1; 95%CI 4.7, 26.79). Conclusion: Findings suggest that it was feasible and acceptable to implement an active breaks intervention within the classroom setting. Future work should consider the effectiveness of implementing this intervention across a full academic year.
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Affiliation(s)
| | - Rosie Arthur
- The University of the West of Scotland, Lanarkshire Campus
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Ortega-Avila JG, García-Muñoz H, Segura Ordoñez A, Salazar Contreras BC. Sexual dimorphism of leptin and adiposity in children between 0 and 10 years: a systematic review and meta-analysis. Biol Sex Differ 2022; 13:47. [PMID: 36064746 PMCID: PMC9446796 DOI: 10.1186/s13293-022-00454-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/06/2022] [Accepted: 07/20/2022] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Differences in adolescents and adults by sex in blood levels of leptin and adiposity have been described; however, it is not yet clear if these differences arise from the prepubertal stage in subjects with a normal-weight. Therefore, we examine whether there are differences by sex in levels of blood leptin and adiposity in children with a normal-weight between 0 and 10 years old. METHODS Search strategy: eligible studies were obtained from three electronic databases (Ovid, Embase and LILACS) and contact with experts. SELECTION CRITERIA healthy children up to 10 years of age with normal-weight according to age. DATA COLLECTION AND ANALYSES data were extracted by four independent reviewers using a predesigned data collection form. For the analysis, we stratified according to age groups (newborns, 0.25-0.5 years, 3-5.9 years, 6-7.9 years, 8-10 years). The statistical analysis was performed in the R program. RESULTS Of the initially identified 13,712 records, 21 were selected in the systematic review and meta-analysis. The sex was associated with the overall effect on blood leptin (pooled MD = 1.72 ng/mL, 95% CI: 1.25-2.19) and body fat percentage (pooled MD = 3.43%, 95% CI: 2.53-4.33), being both higher in girls. This finding was consistent in the majority of age groups. CONCLUSION The results of our meta-analyses support the sexual dimorphism in circulating blood leptin and body fat percentage between girls and boys with normal-weight from prepuberty.
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Affiliation(s)
- Jose Guillermo Ortega-Avila
- Grupo de Investigación de Ciencias Básicas y Clínicas de la Salud, Departamento de Ciencias Básicas de la Salud, Pontificia Universidad Javeriana, Seccional-Cali, Cali, Colombia
- Grupo de investigación Salud y Movimiento, Facultad de Salud, Universidad Santiago de Cali, Cali, Colombia
| | - Harry García-Muñoz
- Grupo de investigación Salud y Movimiento, Facultad de Salud, Universidad Santiago de Cali, Cali, Colombia
- Grupo de Nutrición, Departamento de Ciencias Fisiológicas, Facultad de Salud, Universidad del Valle, Cali, Colombia
| | - Alejandro Segura Ordoñez
- Grupo de investigación Salud y Movimiento, Facultad de Salud, Universidad Santiago de Cali, Cali, Colombia
- Grupo de Nutrición, Departamento de Ciencias Fisiológicas, Facultad de Salud, Universidad del Valle, Cali, Colombia
| | - Blanca C. Salazar Contreras
- Grupo de investigación Salud y Movimiento, Facultad de Salud, Universidad Santiago de Cali, Cali, Colombia
- Programa de Medicina, Facultad de Salud, Universidad Icesi, Cali, Colombia
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Kostorz K, Zwierzchowska A, Ziemba M. Effects of the COVID-19 Pandemic on the Perception of Inclusion in School Education and Physical Activity Among Polish Students. Front Psychol 2022; 13:880791. [PMID: 35959029 PMCID: PMC9361868 DOI: 10.3389/fpsyg.2022.880791] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Accepted: 06/23/2022] [Indexed: 11/13/2022] Open
Abstract
The coronavirus disease-2019 (COVID-19) pandemic impacted the lives of children and adolescents, leading to many changes in their routines, especially in education. Face-to-face physical education (PE) classes during COVID-19 were affected in organization, possibly conditioning students' participation, motivation, and learning. In the extreme conditions of the coronavirus, it may be assumed that daily physical activity became much less than before, partly because students are learning outside the school environment and PE lessons taught using remote forms do not fulfill their purpose. The aim of the study was to assess the pupil's perception of inclusion in school education during the remote learning caused by the COVID-19 pandemic and to compare the results with the control group. Moreover, the physical activity of respondents during social isolation due to the coronavirus was examined. The sample consisted of 111 pupils of both genders, aged 14–21 years. The Perceptions of Inclusion Questionnaire (PIQ) was used to measure the perception of inclusion in school education. The structure of the participants' physical activity was examined using the International Physical Activity Questionnaire-Long Form (IPAQ-LF) for adolescents. It was observed that the pupils' gender did not differentiate their perception of inclusion in school education. It was proved that respondents participating in research during the COVID-19 pandemic obtained statistically significantly lower results in the case of “emotional wellbeing in school” (p < 0.001; η2 = 0.07) but a higher mean was observed in relation to “social relationships with other pupils” (p = 0.04; η2 = 0.02) than the control group. Girls achieved a higher mean in the case of walk Metabolic Equivalent of Task (MET) (p = 0.02; η2 = 0.06) than boys. In addition, it was observed that the recommendation of vigorous physical activities was achieved by 37.78% of boys and 34.85% of girls. In turn, 69.70% of female pupils and 77.78% of male respondents met the recommendations for medium physical activities. It was also noted that 87.88% of girls and 86.67% of boys participating in the research achieved the recommendation for total physical activities. The analysis showed negligible and low positive correlations between examined variables.
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Affiliation(s)
- Karolina Kostorz
- Jerzy Kukuczka Academy of Physical Education in Katowice, Katowice, Poland
- *Correspondence: Karolina Kostorz
| | - Anna Zwierzchowska
- Jerzy Kukuczka Academy of Physical Education in Katowice, Katowice, Poland
| | - Mateusz Ziemba
- WSB University in Poznan, Faculty in Chorzow, Chorzow, Poland
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Sedentary Patterns and Sit-to-Stand Transitions in Open Learning Spaces and Conventional Classrooms among Primary School Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19138185. [PMID: 35805842 PMCID: PMC9266190 DOI: 10.3390/ijerph19138185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Revised: 06/28/2022] [Accepted: 07/01/2022] [Indexed: 12/10/2022]
Abstract
Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs that may provide possibilities to reduce sedentary behavior among students during lessons. Cross-sectional associations of classroom type on accelerometry assessed sedentary bout durations and sit-to-stand transitions were investigated in 191 third and fifth grade students recruited from one school with open learning spaces and two schools with conventional classrooms. A three-way ANOVA for classroom type, gender and grade level indicated that students in open learning spaces had more 1-to-4-min sedentary bouts (mean difference 1.8 bouts/h, p < 0.001), fewer >10-min sedentary bouts (median 0.20 vs. 0.48 bouts/h, p = 0.004) and more sit-to-stand transitions (mean difference 0.9 STS/h, p = 0.009) than students in conventional learning spaces. Comparisons between schools by grade, which were conducted with a one-way ANCOVA adjusted for gender, indicated that most of the significant differences occurred between schools with different classroom types. There were only small and mostly statistically nonsignificant differences between the two schools with conventional classrooms. In conclusion, open learning spaces may improve children’s sedentary profiles towards shorter sedentary bout durations and facilitate also postural transitions during lessons, which may translate into beneficial health impacts over a longer period.
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de Bruijn AGM, de Greeff JW, Temlali TY, Oosterlaan J, Smith J, Hartman E. Objectively measured physical activity during primary school physical education predicts intrinsic motivation independently of academic achievement level. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 93 Suppl 1:90-112. [PMID: 35726452 DOI: 10.1111/bjep.12527] [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: 10/27/2021] [Revised: 06/02/2022] [Accepted: 06/03/2022] [Indexed: 11/28/2022]
Abstract
BACKGROUND Children's participation in physical education (PE) is seen as important for developing an active lifestyle and has been positively linked to academic achievement. Physical activity (PA) levels during PE are thought to be linked to PE-motivation, although this relation is poorly understood. AIMS This study examined (1) whether children's PA-levels during PE were predictive of their PE-motivation and (2) whether the relation between PA-levels and motivation was moderated by children's academic achievement. Where previous studies focused on moderate-to-vigorous physical activity (MVPA), disregarding the potential beneficial role of lower intensities of PA, we included MVPA, light-intensity physical activity (LPA) and sedentary behaviour (SED). SAMPLE In total, 891 primary school students participated (mean age = 9.2 years). METHODS During one regular PE-lesson, PA-levels (using accelerometers) and PE-motivation (Intrinsic Motivation Inventory) were measured. Academic achievement in reading, mathematics and spelling was measured with standardized tests. RESULTS A structural equation model revealed that LPA, MVPA and academic achievement positively predicted PE-motivation. The interaction between academic achievement and PA-levels was not related to PE-motivation. SED was excluded from the models due to multicollinearity. CONCLUSION Children who are more engaged in LPA and MVPA and who perform better academically generally seem to be more motivated for PE, suggesting that PA-intensity levels and PE-motivation are bidirectionally linked. Results underline the importance of also examining LPA.
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Affiliation(s)
- Anne G M de Bruijn
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Johannes W de Greeff
- Department of Human Movement, School and Sports, Windesheim University of Applied Sciences, Zwolle, The Netherlands
| | - Taha Y Temlali
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Jaap Oosterlaan
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Joanne Smith
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Esther Hartman
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
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Kuzik N, da Costa BGG, Hwang Y, Verswijveren SJJM, Rollo S, Tremblay MS, Bélanger S, Carson V, Davis M, Hornby S, Huang WY, Law B, Salmon J, Tomasone JR, Wachira LJ, Wijndaele K, Saunders TJ. School-related sedentary behaviours and indicators of health and well-being among children and youth: a systematic review. Int J Behav Nutr Phys Act 2022; 19:40. [PMID: 35382825 PMCID: PMC8979786 DOI: 10.1186/s12966-022-01258-4] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2021] [Accepted: 02/08/2022] [Indexed: 12/31/2022] Open
Abstract
BACKGROUND The purpose of this systematic review was to examine the associations between school-related sedentary behaviours and indicators of health and well-being in children and youth (~ 5-18 years) attending school. METHODS This review was conducted to inform the development of School-Related Sedentary Behaviour Recommendations. Peer-reviewed, published, or in-press articles in English were included. Reviews, meta-analyses, and case studies were excluded; all other study designs were eligible. Further, articles had to meet the a priori study criteria for population, intervention, comparator (PROSPERO ID: CRD42021227600). Embase, MEDLINE® ALL, and PsycINFO were searched. Risk of bias was assessed for individual experimental studies using the Cochrane risk of bias assessment tool, and in observational studies based on the GRADE framework and in line with previous systematic reviews examining sedentary behaviours in children. Overall quality of evidence was assessed using the GRADE framework for each outcome category and study design. Results were synthesized narratively, grouped by study design and outcome category. Further, several high-level summaries were conducted to help interpret results. RESULTS Evidence was synthesized from 116 reports, including 1,385,038 participants and 1173 extracted associations. More school-related sedentary behaviour was favourably associated with nearly one-third of extracted associations for cognitive (33%) and social-emotional (32%) indicators (e.g., less anxiety), but unfavourably associated with other movement behaviours (e.g., less physical activity) (35%). Active lessons were favourable (72%), compared to more school-related sedentary behaviours, when examining associations for all health and well-being indicators. More homework was favourable across all health and well-being indicators in 4% of extracted associations for primary school children, and 25% of extracted associations for secondary school children. However, ≥2 h/day of homework appeared to be unfavourable for health and well-being. Limitations for synthesized studies included generally low quality of evidence and a lack of studies in South American, African, or low-middle income countries. CONCLUSIONS Findings can help inform policy makers, schools, and teachers, regarding the amount of homework assigned and the introduction of active lessons into the classroom to enhance health and well-being of children. More research is needed examining school-related sedentary behaviours and indicators of health and well-being in low- and middle-income countries.
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Affiliation(s)
- Nicholas Kuzik
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada.
- Department of Pediatrics, Faculty of Medicine, University of Ottawa, Ottawa, Canada.
| | - Bruno G G da Costa
- School of Physical & Health Education, Nipissing University, North Bay, Canada
| | - Yeongho Hwang
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, Canada
| | | | - Scott Rollo
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada
- Department of Pediatrics, Faculty of Medicine, University of Ottawa, Ottawa, Canada
| | - Mark S Tremblay
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada
- Department of Pediatrics, Faculty of Medicine, University of Ottawa, Ottawa, Canada
- Department of Health Sciences, Carleton University, Ottawa, Canada
| | - Stacey Bélanger
- Département de Pédiatrie, Faculté de Médicine, Université de Montréal and CHU Sainte Justine, CIRENE (Centre Intégré du Réseau en Neurodéveloppement de L'Enfant), Montréal, Quebec, Canada
| | - Valerie Carson
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, Canada
| | - Melanie Davis
- Physical and Health Education (PHE) Canada, Ottawa, Canada
| | - Susan Hornby
- Pan-Canadian Joint Consortium for School Health (JCSH), Summerside, Canada
| | - Wendy Yajun Huang
- Department of Sport, Physical Education and Health, Hong Kong Baptist University, Hong Kong, China
| | - Barbi Law
- School of Physical & Health Education, Nipissing University, North Bay, Canada
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, Deakin University, Geelong, Australia
| | - Jennifer R Tomasone
- School of Kinesiology and Health Studies, Queen's University, Kingston, Canada
| | - Lucy-Joy Wachira
- Physical Education, Exercise and Sports Science, Kenyatta University, Nairobi, Kenya
| | | | - Travis J Saunders
- Department of Applied Human Sciences, University of Prince Edward Island, Charlottetown, Canada
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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: 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: 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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Adherence to Dietary Recommendations of 7-Year-Old Children from a Birth Cohort in Friuli Venezia Giulia, Italy. Nutrients 2022; 14:nu14030515. [PMID: 35276874 PMCID: PMC8838727 DOI: 10.3390/nu14030515] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Accepted: 01/20/2022] [Indexed: 12/16/2022] Open
Abstract
Few Italian and European studies have assessed adherence to dietary recommendations in primary school children using dietary records. No Italian studies have provided an index-based nutritional adequacy assessment. We provided a comprehensive overview of dietary intake in 381 7-year-old children from NAC-II cohort study, Friuli Venezia Giulia (Italy). Energy, macro-, and micronutrient intakes were derived from 3-day dietary records. Standard (median and percentage) and index-based (Nutrient Adequacy Ratio (NAR) and Mean Adequacy Ratio (MAR)) approaches were used to evaluate adequacy to Italian dietary reference values at nutrient- and overall-diet-level. Percentage contribution of macronutrients to energy intake (%En) was unbalanced towards total fats and protein. In 25% of children, total fats intake exceeded the reference intake upper limit. In ~63% of children, protein intake was at least doubled in their child-specific population reference intake. Median intakes of sodium (1.7 g/day), saturated fatty acids (12.2 %En), and soluble carbohydrates (19.4 %En) exceeded the suggested dietary target in most (65–84%) children. Inadequacy was also observed for micronutrients, with median NARs ranging from 0.11 (vitamin D) to 0.90 (zinc). The median MAR was 0.75 (0.69–0.79), with 1 indicating optimal overall dietary intake. In conclusion, the enrolled children showed suboptimal intakes of several macro- and micronutrients, in line with Italian and European studies on primary school children. Based on the current findings, public health interventions may be targeted to specific nutrients or subpopulations.
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Petrigna L, Thomas E, Brusa J, Rizzo F, Scardina A, Galassi C, Lo Verde D, Caramazza G, Bellafiore M. Does Learning Through Movement Improve Academic Performance in Primary Schoolchildren? A Systematic Review. Front Pediatr 2022; 10:841582. [PMID: 35345611 PMCID: PMC8957225 DOI: 10.3389/fped.2022.841582] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Accepted: 01/17/2022] [Indexed: 12/11/2022] Open
Abstract
Physically active children have greater motor competence and a faster maturation compared with their sedentary peers. Recent research also suggests that physical activity during childhood may also promote cognitive development and therefore improve academic performance. The aim of this study was to understand if physically active academic lessons may improve academic achievement in primary schoolchildren. A systematic review following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines was conducted. The search was performed on the following database: PubMed, Web of Science, Scopus, Education Resources Information Center (ERIC), and PsycINFO (APA). Studies evaluating schoolchildren aged between 3 and 11 years taking part in educational contexts that include physical activity and natural environments evaluating physical fitness and/or educational outcomes were included. A total of 54 studies (for a total sample of 29,460 schoolchildren) were considered eligible and included in the qualitative synthesis. The Effective Public Health Practice Project risk-of-bias assessment revealed a moderate quality of the included studies with only two considered weeks. Despite differences in the retrieved protocols, physically active academic lessons improve the total time engaged in physical activity, motor skills, and/or academic performance. The results of this review suggest that learning through movement is an effective, low-cost, and enjoyable strategy for elementary schoolchildren.
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Affiliation(s)
- Luca Petrigna
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Ewan Thomas
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Jessica Brusa
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Federica Rizzo
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Antonino Scardina
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Claudia Galassi
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Regional School Office of Sicily (USR Sicilia), Palermo, Italy
| | | | - Giovanni Caramazza
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Regional School Office of Sicily (USR Sicilia), Palermo, Italy
| | - Marianna Bellafiore
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
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22
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Drenowatz C, Ferrari G, Greier K. Changes in Physical Fitness during Summer Months and the School Year in Austrian Elementary School Children-A 4-Year Longitudinal Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18136920. [PMID: 34203280 PMCID: PMC8296944 DOI: 10.3390/ijerph18136920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 06/22/2021] [Accepted: 06/25/2021] [Indexed: 11/16/2022]
Abstract
Even though physical fitness is an important component in children's health and well-being, there has been a decline in physical fitness over the last several decades. The present study examined potential differences in the development of physical fitness during the academic year and summer vacation in Austrian elementary-school children. A total of 214 children (52.3% boys) completed the German motor test in the fall (after summer vacation) and spring (prior to summer vacation) of every grade throughout their elementary school years. This resulted in eight assessments of cardio-respiratory endurance, muscular fitness, flexibility, speed, agility, and balance over a 4-year period. As expected, physical fitness increased with age but the improvement in cardio-respiratory endurance and muscular fitness was more pronounced during summer vacation (p < 0.01), while the improvement in speed was more pronounced during the academic year (p < 0.01). These results indicate an influence of weather conditions on health-enhancing physical activity in addition to structural and social support. Particularly in geographical regions with cold winters and shorter days, health-enhancing physical activity may be limited. Accordingly, schools need to provide additional opportunities to ensure an adequate amount of physical activity that stimulates the development of physical fitness.
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Affiliation(s)
- Clemens Drenowatz
- Division of Sport, Physical Activity and Health, University of Education Upper Austria, 4020 Linz, Austria
- Correspondence: ; Tel.: +43-732-7470-7426
| | - Gerson Ferrari
- Escuela de Ciencias de la Actividad Física, el Deporte y la Salud, Universidad de Santiago de Chile (USACH), Santiago 7500618, Chile;
| | - Klaus Greier
- Division of Physical Education, Private Educational College (KPH-ES), 6422 Stams, Austria;
- Department of Sports Science, Leopold-Franzens University Innsbruck, 6020 Innsbruck, Austria
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23
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Hartikainen J, Haapala EA, Poikkeus AM, Lapinkero E, Pesola AJ, Rantalainen T, Sääkslahti A, Gao Y, Finni T. Comparison of Classroom-Based Sedentary Time and Physical Activity in Conventional Classrooms and Open Learning Spaces Among Elementary School Students. Front Sports Act Living 2021; 3:626282. [PMID: 34212135 PMCID: PMC8239126 DOI: 10.3389/fspor.2021.626282] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Accepted: 05/21/2021] [Indexed: 01/03/2023] Open
Abstract
European children and adolescents spend most of their daily life and especially their school hours being sedentary which may increase their risk for chronic non-communicable diseases later in life. After the curriculum reform of Finnish basic education in 2014, most of the new or renovated comprehensive schools in Finland incorporate open and flexible classroom designs. Their open learning spaces may provide students opportunities to reduce sedentary behavior during school hours. Thus, waist-worn accelerometers were used to assess classroom-based sedentary time (ST), the number of breaks from sedentary time (BST), and physical activity (PA) among cross-sectional samples of 3rd and 5th grade students during two separate academic years in a school that underwent a renovation from conventional classrooms to open learning spaces. The cohort of 5th grade students before renovation had a smaller proportion of ST from total classroom time (56.97 ± 12.24%, n = 42 vs. 67.68 ± 5.61%, n = 28, mean difference = 10.71%-points, 95%CI = −15.65 to−5.77, p < 0.001), a greater number of BST per 60 min of classroom time (7.41 ± 1.16 breaks/h vs. 9.19 ± 1.59 breaks/h, mean difference = −1.78 breaks/h, 95%CI = −2.486 to −1.079, p < 0.001) and a greater proportion of light intensity PA (28.66 ± 9.99% vs. 22.56 ± 4.59%, mean difference = 6.10%, 95%CI = 2.56 to 9.64, p = 0.001) than the 5th grade cohort assessed after renovation. The cohort of 3rd grade student had a greater proportion of moderate-to-vigorous intensity PA (MVPA) after the renovation compared to the cohort assessed before the renovation [Mean Rank (Before) = 27.22, Mean Rank (After) = 37.58, U =524.0, p = 0.033]. Despite the greater ST found in 5th graders, schools with open learning spaces may facilitate BST or MVPA as observed in the 5th and 3rd grade cohorts in open learning spaces compared to the cohorts in conventional classrooms, respectively. Future studies should seek to investigate and develop teacher practices to capitalize the potential of open classrooms to reduce ST, since classroom renovation alone may not be a sufficient intervention as of itself. Longitudinal studies utilizing randomized controlled trials are warranted.
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Affiliation(s)
- Jani Hartikainen
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Eero A Haapala
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland.,Institute of Biomedicine, School of Medicine, University of Eastern Finland, Kuopio, Finland
| | - Anna-Maija Poikkeus
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
| | - Eero Lapinkero
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Arto J Pesola
- Active Life Lab, South-Eastern Finland University of Applied Sciences, Mikkeli, Finland
| | - Timo Rantalainen
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Ying Gao
- Department of Sports Science, College of Education, Zhejiang University, Hangzhou, China
| | - Taija Finni
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
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24
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Zorrilla-Revilla G, Rodrigues D, Machado-Rodrigues AM, Mateos A, Rodríguez J, Padez C. Sex-specific differences in somatic investment and strategies of physical activity among Portuguese schoolchildren. Am J Hum Biol 2021; 34:e23626. [PMID: 34076323 DOI: 10.1002/ajhb.23626] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Revised: 05/21/2021] [Accepted: 05/22/2021] [Indexed: 12/13/2022] Open
Abstract
OBJECTIVES Physical activity (PA) is required for healthy growth, development, and maturation and plays an important role in the prevention of overweight and obesity in childhood and adolescence. Sex-differences in PA levels are well documented, with boys spending more time in PA, especially in moderate-to-vigorous activities. Following the Life History Theory, our aim is to study if PA affects the fat tissues increases during childhood and juvenile phases in both sexes. METHODS Time spent in sedentary, light, and moderate-to-vigorous PA levels were measured in a sample of 415 Portuguese children and juveniles (207 females/208 males; aged 6-11 years), using an accelerometer for 7 days. Skinfolds related with body fat were objectively collected and socioeconomic status factors were reported using a parental questionnaire. RESULTS The outcomes show that girls' and boys' fat variables increased during the end of the childhood and the juvenile phase. However, these variables were differently affected by PA. Girls increased fat variables with the sedentary activity while boys decreased fat variables with moderate-to-vigorous PA. Alike, active boys but not girls reduced the fat increase tendency with age. CONCLUSIONS Although both sexes displayed a general fat increment with age, moderate-to-vigorous PA dampens the increase only in boys. In fact, active girls increased body fat in the same manner as non-active girls. From an evolutionary perspective, it could explain sex-specific somatic strategies related to future reproduction or, with future mating and intrasexual competition.
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Affiliation(s)
| | - Daniela Rodrigues
- CIAS - Research Centre for Anthropology and Health, University of Coimbra, Coimbra, Portugal.,Department of Life Sciences, University of Coimbra, Coimbra, Portugal
| | - Aristides M Machado-Rodrigues
- CIAS - Research Centre for Anthropology and Health, University of Coimbra, Coimbra, Portugal.,High School of Education, Polytechnic Institute of Viseu, Viseu, Portugal
| | - Ana Mateos
- National Research Center on Human Evolution, CENIEH, Burgos, Spain
| | - Jesús Rodríguez
- National Research Center on Human Evolution, CENIEH, Burgos, Spain
| | - Cristina Padez
- CIAS - Research Centre for Anthropology and Health, University of Coimbra, Coimbra, Portugal.,Department of Life Sciences, University of Coimbra, Coimbra, Portugal
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25
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First Graders' Stationary Behavior in Norwegian After-School Programs: A Mixed Methods Investigation. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18041938. [PMID: 33671290 PMCID: PMC7922927 DOI: 10.3390/ijerph18041938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/10/2021] [Revised: 02/06/2021] [Accepted: 02/10/2021] [Indexed: 11/24/2022]
Abstract
After-school programs (ASPs) might influence the activities and behaviors of children. The aim of the reported study was to investigate how stationary behavior unfolds during ASP time in a sample of Norwegian first graders. A total of 42 first graders from 14 ASPs were observed during one entire ASP day. ActiGraph accelerometers were used to measure the intensity of their physical activity (PA). Children were found to be involved in stationary behavior for 54.9% of the studied ASP time—a median of 79.5 min (IQR = 62.0). However, there was considerable variation among the children in the sample. Most stationary behavior—63.5% of all stationary behavior during ASP time—was accumulated when the children were sitting indoors. The proportion of stationary behavior was significantly higher indoors than outdoors, during adult-managed time than child-managed time, and during time spent together with other children than time spent alone (p < 0.05). In child-managed physical activity play outdoors, stationary behavior commonly occurred during short periods of standing still. Stationary behavior was usually rapidly broken up by longer periods of PA. Stationary periods involved activities in close relationship with other children and appeared to be important for social interaction and friendship building. The researchers suggest that ASP staff members should actively promote physical activity play that breaks up sedentary time and replaces some stationary behaviors with PA, especially among the least active children.
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26
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Varagiannis P, Magriplis E, Risvas G, Vamvouka K, Nisianaki A, Papageorgiou A, Pervanidou P, Chrousos GP, Zampelas A. Effects of Three Different Family-Based Interventions in Overweight and Obese Children: The "4 Your Family" Randomized Controlled Trial. Nutrients 2021; 13:341. [PMID: 33498894 PMCID: PMC7911878 DOI: 10.3390/nu13020341] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2021] [Revised: 01/17/2021] [Accepted: 01/20/2021] [Indexed: 12/31/2022] Open
Abstract
Childhood overweight and obesity prevalence has risen dramatically in the past decades, and family-based interventions may be an effective method to improve children's eating behaviors. This study aimed to evaluate the effectiveness of three different family-based interventions: group-based, individual-based, or by website approach. Parents and school aged overweight or obese children, 8-12 years of age, were eligible for the study. A total of 115 children were randomly allocated in one of the three interventions, and 91 completed the study (79% compliance); Group 1 (n = 36) received group-based interventions by various experts; Group 2 (n = 30) had interpersonal family meetings with a dietitian; and Group 3 (n = 25) received training through a specifically developed website. Anthropometric, dietary, physical activity, and screen time outcomes were measured at baseline and at the end of the study. Within-group comparisons indicated significant improvement in body weight, body mass index (BMI)-z-score, physical activity, and screen time from baseline in all three study groups (p < 0.05). Furthermore, total body fat percentage (%TBF) was also decreased in Groups 2 and 3. Between-group differences varied with body weight and %TBF change, being larger in Group 3 compared to Groups 1 and 2, in contrast to BMI-z-score, screen time, and health behaviors, which were significantly larger in Group 2 than the other two groups. In conclusion, personalized family-based interventions are recommended to successfully improve children's lifestyle and body weight status.
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Affiliation(s)
- Panagiotis Varagiannis
- Department of Food Science and Human Nutrition, Agricultural University of Athens, Iera odos 75, 118 55 Athens, Greece; (P.V.); (E.M.); (G.R.); (K.V.); (A.N.); (A.P.)
| | - Emmanuella Magriplis
- Department of Food Science and Human Nutrition, Agricultural University of Athens, Iera odos 75, 118 55 Athens, Greece; (P.V.); (E.M.); (G.R.); (K.V.); (A.N.); (A.P.)
| | - Grigoris Risvas
- Department of Food Science and Human Nutrition, Agricultural University of Athens, Iera odos 75, 118 55 Athens, Greece; (P.V.); (E.M.); (G.R.); (K.V.); (A.N.); (A.P.)
| | - Katerina Vamvouka
- Department of Food Science and Human Nutrition, Agricultural University of Athens, Iera odos 75, 118 55 Athens, Greece; (P.V.); (E.M.); (G.R.); (K.V.); (A.N.); (A.P.)
| | - Adamantia Nisianaki
- Department of Food Science and Human Nutrition, Agricultural University of Athens, Iera odos 75, 118 55 Athens, Greece; (P.V.); (E.M.); (G.R.); (K.V.); (A.N.); (A.P.)
| | - Anna Papageorgiou
- Department of Food Science and Human Nutrition, Agricultural University of Athens, Iera odos 75, 118 55 Athens, Greece; (P.V.); (E.M.); (G.R.); (K.V.); (A.N.); (A.P.)
| | - Panagiota Pervanidou
- 1st Department of Pediatrics, Medical School, National and Kapodistrian University of Athens, Mikras Asias 75, 115 27 Athens, Greece; (P.P.); (G.P.C.)
- University Research Institute of Maternal and Child Health and Precision Medicine and UNESCO Chair on Adolescent Health Care, Medical School, National and Kapodistrian University of Athens, Aghia Sophia Children’s Hospital, 115 27 Athens, Greece
| | - George P. Chrousos
- 1st Department of Pediatrics, Medical School, National and Kapodistrian University of Athens, Mikras Asias 75, 115 27 Athens, Greece; (P.P.); (G.P.C.)
- University Research Institute of Maternal and Child Health and Precision Medicine and UNESCO Chair on Adolescent Health Care, Medical School, National and Kapodistrian University of Athens, Aghia Sophia Children’s Hospital, 115 27 Athens, Greece
| | - Antonis Zampelas
- Department of Food Science and Human Nutrition, Agricultural University of Athens, Iera odos 75, 118 55 Athens, Greece; (P.V.); (E.M.); (G.R.); (K.V.); (A.N.); (A.P.)
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27
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Tassitano RM, Weaver RG, Tenório MCM, Brazendale K, Beets MW. Physical activity and sedentary time of youth in structured settings: a systematic review and meta-analysis. Int J Behav Nutr Phys Act 2020; 17:160. [PMID: 33276782 PMCID: PMC7716454 DOI: 10.1186/s12966-020-01054-y] [Citation(s) in RCA: 40] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Accepted: 11/09/2020] [Indexed: 01/27/2023] Open
Abstract
BACKGROUND Structured settings, such as school, childcare, afterschool programs, summer camps, and physical activity/sport programs are crucial to promoting physical activity (PA) opportunities and reducing sedentary (ST) for children and adolescents. However, little is known about how much PA and ST children and adolescents accumulate in structured settings. The aim of this study is to conduct a systematic review and meta-analysis of the absolute amount of time youth spend physically active and sedentary in different structured settings (Prospero number: 42018111804). METHODS Observational and experimental/quasi-experimental studies (baseline data only) with full-text available, written in English and published in a peer-reviewed journal, reporting the total amount of objectively measured PA (light, moderate, vigorous, and/or total physical activity) and/or time spent ST during structured settings among youth (3 to 18 years) were eligible. Adjusted meta-analysis was conducted to estimate the pooled mean of time spent in PA and ST, by settings and sex. RESULTS A total of 187 studies (childcare n=60; school n=91; afterschool programs n=14; summer camp n=4; and Physical activity/ sport programs n=18) from 30 countries (47.9% United States), representing 74,870 youth (mean age 8.6 years old) were included. Overall, there was a high variation between studies in outcomes and settings. The meta-analyses revealed, on average, youth spend 221.8 minutes (36.7 min/hour) in ST and 32.1 minutes (5.1 min/hour) in MVPA during childcare hours, and 223.9 minutes (36.7min/hour) in ST and 27.8 min (4.4 min/hour) in MVPA at school. Relatively, youth are engaged in more MVPA in afterschool programs (11.7 min/hour), PA/ sport programs (20.9 min/hour), and summer camps (6.4 min/hour), when compared to childcare and school. CONCLUSION Total PA accumulated during childcare and MVPA accumulated during schools hours were close to recommendations, despite high proportion of ST. Afterschool programs, summer camp and PA/ sport programs are important settings that can contribute to daily PA and reduced ST. Ensuring all youth have access to these structured settings may be an important step forward for public health.
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Affiliation(s)
- Rafael M Tassitano
- Department of Physical Education, Federal Rural University of Pernambuco, SN Dom Manoel de Medeiros St, Recife, PE, 52171-900, Brazil.
| | | | - Maria Cecília M Tenório
- Department of Physical Education, Federal Rural University of Pernambuco, SN Dom Manoel de Medeiros St, Recife, PE, 52171-900, Brazil
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Daily and Weekly Variation in Children's Physical Activity in Norway: A Cross-Sectional Study of The Health Oriented Pedagogical Project (HOPP). Sports (Basel) 2020; 8:sports8110150. [PMID: 33233516 PMCID: PMC7699509 DOI: 10.3390/sports8110150] [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: 10/06/2020] [Revised: 11/13/2020] [Accepted: 11/17/2020] [Indexed: 11/17/2022] Open
Abstract
Background The purpose of the study was to examine differences in objectively measured moderate-to-vigorous physical activity (MVPA min/day) and sedentary time (SED min/day) between different time domains as school hours, leisure time, and weekends. An additional objective addressed causal association between body mass and MVPA. Methods. The study sample consisted of 2015 subjects (51% girls) aged 6–12 years (9.46 ± 1.76) from the Health Oriented Pedagogical Project (HOPP) in south-east Norway. Six days of MVPA min/day and SED min/day were measured using accelerometers and presented as daily averages. The differences in physical activity (PA) were investigated between the time domains of school-hours, leisure time and weekends by age and sex. Data were analyzed using one-and two-way ANOVA. Results. The relative contribution of the different time domains in overall PA was found. Daily average of MVPA min/day and SED min/day differed significantly across the three time domains. The average weekend SED was 56 ± 3.45 and 82 ± 4.12 min/day less when compared with school hours and leisure time, respectively. On average children spent 27 ± 2.74 min/day less in MVPA during school hours, compared with leisure time (p < 0.001), and spent by 38 ± 2.10 min/day more during weekends compared to school hours (p < 0.001). Boys were more physically active than girls, and less time was spent in MVPA with age. Conclusion. With the objective of increasing PA in a child population, the findings indicate that PA intervention programs should target children with higher body mass, girls more than boys, older children more than younger, and during school hours and leisure time more than on weekends.
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29
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Kuritz A, Mall C, Schnitzius M, Mess F. Physical Activity and Sedentary Behavior of Children in Afterschool Programs: An Accelerometer-Based Analysis in Full-Day and Half-Day Elementary Schools in Germany. Front Public Health 2020; 8:463. [PMID: 32984249 PMCID: PMC7492590 DOI: 10.3389/fpubh.2020.00463] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Accepted: 07/23/2020] [Indexed: 11/13/2022] Open
Abstract
Background: Regular physical activity (PA) and reduced sedentary behavior (SB) are positively related to children's health and considered as pillars of a healthy lifestyle. Full-day schools with their afterschool programs (ASPs) have an impact on children's daily PA and SB. Studies investigating PA and SB in ASPs, which compare PA and SB between the organizational forms full-day and half-day schools, are rare. The aim of this study is to describe elementary school children's PA and SB during ASPs and to compare the results to other time periods of the day, e.g., teaching hours and leisure time. Additionally, PA and SB of children in full-day and half-day schools are compared. Further, relevant factors influencing the achievement of the World Health Organization's (WHO's) PA guidelines for children, e.g., time spent in ASPs, are investigated. Methods: PA and SB of 332 German students (n = 198 full-day school children; n = 134 half-day school children) from 11 different elementary schools were measured via accelerometry for 5 consecutive days within one school week in 2017. PA and SB during ASPs and other times of the day were analyzed via one-way and factorial ANOVA, correlation, and logistic regression. Results: Children attending full-day schools show the highest percentage of moderate-to-vigorous PA (MVPA) (13.7%) and the lowest percentage of SB (49.5%) during ASPs, in comparison with teaching hours and leisure time. In the afternoon hours, full-day school children show 20 min less SB than half-day school children. Children spending more time in ASPs obtain significantly more SB (r = 0.23) and less MVPA (r = -0.15). Further, they less likely reach WHO's PA guidelines odds ratio (OR = 0.98). Conclusion: Peers and the choice as well as offer of extracurricular activities promote PA in ASPs. Media availability leads to higher SB in leisure time. ASPs help to be more active and less sedentary. Time spent in ASPs should be limited, so that full-day school children still have the possibility to join other PA offers in leisure time. ASP time should contain a certain minimum amount of MVPA in line with ASP guidelines.
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Affiliation(s)
- Arvid Kuritz
- Department of Sport Science, University of Konstanz, Konstanz, Germany
| | - Christoph Mall
- Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| | - Melina Schnitzius
- Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| | - Filip Mess
- Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
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30
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Classroom Active Breaks to Increase Children's Physical Activity: A Cross-Sectional Study in the Province of Naples, Italy. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17186599. [PMID: 32927849 PMCID: PMC7560134 DOI: 10.3390/ijerph17186599] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 09/04/2020] [Accepted: 09/06/2020] [Indexed: 11/23/2022]
Abstract
Background: Classroom Active Breaks (CABs), short active sessions integrated in the school time, have been recognized as a promising tool to reduce sedentary behavior and increase Physical Activity (PA) levels in children. “AulAttiva” is a six-month CABs-based program implemented in primary schools of the province of Naples. The aim of this study was to evaluate its effectiveness by comparing PA and sedentary time of participating pupils respect to a control group, considering also their weight status. Methods: Four third-grade classes, each from 4 schools out of 32 participating in AulAttiva, and 4 third-grade classes, each from 4 schools out of 74 that did not take part, were randomly selected. Finally, 58 children composed the intervention group and 57 the control group. Age, gender, weight and height were registered for each participant. Weight status was classified as non-overweight and overweight/obesity. Sedentary time and PA were assessed through accelerometers along a school day. Results: Light PA was 4 min higher in the AulAttiva group with respect to controls (p = 0.046). Within the non-overweight children, the AulAttiva group spent less time in sedentary behavior and more time in light and total PA than controls. No significant differences were found between the overweight/obese subgroups. Conclusions: The results support the effectiveness of CABs in increasing PA during the school day. Greater effects were registered among normal weight pupils, suggesting the possible influence of weight status on children’s participation to the intervention. Further studies are needed to improve the compliance of overweight/obese children to this intervention.
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31
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Masini A, Lanari M, Marini S, Tessari A, Toselli S, Stagni R, Bisi MC, Bragonzoni L, Gori D, Sansavini A, Ceciliani A, Dallolio L. A Multiple Targeted Research Protocol for a Quasi-Experimental Trial in Primary School Children Based on an Active Break Intervention: The Imola Active Breaks (I-MOVE) Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17176123. [PMID: 32842483 PMCID: PMC7503895 DOI: 10.3390/ijerph17176123] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Revised: 08/19/2020] [Accepted: 08/21/2020] [Indexed: 12/20/2022]
Abstract
BACKGROUND Children and adolescents should perform, according to the World Health Organization guidelines, at least 60 min of moderate-to-vigorous physical activity per-day in order to avoid the risk of metabolic and cardiovascular diseases. The school represents a fundamental setting to conduct interventions to promote physical activity (PA) and contrast sedentary behaviors. Active breaks (ABs), bouts of 10 min of PA conducted inside the classroom, seem to be a good strategy to promote PA and improve classroom behavior. The aim of this study protocol is to describe the design and the assessment of the Imola Active Breaks I-MOVE study. METHODS The I-MOVE study is a school-based intervention trial, with a quasi-experimental design, performed in a primary school. It involves one experimental-group performing the intervention, focused on ABs, and one control-group. Nine main outcomes are evaluated: PA and sedentary behaviors; health related fitness; motor control development; dietary patterns; anthropometric evaluation; sociodemographic determinants; cognitive function; time-on-task behavior and quality of life. CONCLUSIONS Results from the I-MOVE study will help to clarify the effects of incorporating ABs in the Italian school curriculum as a new public health strategy and an innovative school model oriented to the well-being of children and teachers for the best quality of school life.
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Affiliation(s)
- Alice Masini
- Department of Biomedical and Neuromotor Science, University of Bologna, 40126 Bologna, Italy; (A.M.); (S.T.) (L.D.)
| | - Marcello Lanari
- Department of Medical and Surgical Sciences, University of Bologna, 40138 Bologna, Italy;
| | - Sofia Marini
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy; (L.B.); (A.C.)
- Correspondence: ; Tel.: +39-051-209-4812
| | - Alessia Tessari
- Department of Psychology, University of Bologna, 40126 Bologna, Italy; (A.T.); (A.S.)
| | - Stefania Toselli
- Department of Biomedical and Neuromotor Science, University of Bologna, 40126 Bologna, Italy; (A.M.); (S.T.) (L.D.)
| | - Rita Stagni
- Department of Electrical, Electronic, and Information Engineering “Guglielmo Marconi” University of Bologna, 40136 Bologna, Italy; (R.S.); (M.C.B.)
| | - Maria Cristina Bisi
- Department of Electrical, Electronic, and Information Engineering “Guglielmo Marconi” University of Bologna, 40136 Bologna, Italy; (R.S.); (M.C.B.)
| | - Laura Bragonzoni
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy; (L.B.); (A.C.)
| | - Davide Gori
- Department of Biomedical and Neuromotor Science, University of Bologna, 40126 Bologna, Italy; (A.M.); (S.T.) (L.D.)
| | - Alessandra Sansavini
- Department of Psychology, University of Bologna, 40126 Bologna, Italy; (A.T.); (A.S.)
| | - Andrea Ceciliani
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy; (L.B.); (A.C.)
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Science, University of Bologna, 40126 Bologna, Italy; (A.M.); (S.T.) (L.D.)
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Physical Activity and Academic Achievement: An Umbrella Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17165972. [PMID: 32824593 PMCID: PMC7460146 DOI: 10.3390/ijerph17165972] [Citation(s) in RCA: 54] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Revised: 08/07/2020] [Accepted: 08/12/2020] [Indexed: 01/08/2023]
Abstract
Background: This umbrella review aimed to summarise the evidence presented in systematic reviews and meta-analyses regarding the effect of physical activity on academic achievement of school-age children and adolescents. Methods: A comprehensive electronic search for relevant systematic reviews and meta-analyses were performed in Pubmed, Cochrane Library, Web of Science, Scopus, and Latin American and Caribbean of Health Sciences Information System, and reference lists of the included studies, from inception to May 2020. Studies were included if they were systematic reviews or meta-analyses, included school-age children or adolescents, the intervention included physical activity, and the outcome was the academic achievement. Two independent authors screened the text of potentially eligible studies and assessed the methodological quality of the studies using the AMSTAR 2 tool. Results: Forty-one systematic reviews and meta-analyses that examined the effects of physical activity on children and adolescents’ academic achievement were identified. Overall, the systematic reviews reported small positive or mixed associations between physical activity and academic achievement. From meta-analyses, it was observed that physical activity had null or small-to-medium positive effects on academic achievement. Chronic physical activity showed a medium positive effect on academic achievement, and acute physical activity did not demonstrate benefits. Conclusions: Physical activity seems not to be detrimental to school-age children and adolescents’ academic achievement, and may, in fact, be beneficial.
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Hegarty L, Murphy MH, Kirby K, Murtagh E, Mallett J, Mair JL. The Influence of Role Models on the Sedentary Behaviour Patterns of Primary School-Aged Children and Associations with Psychosocial Aspects of Health. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17155345. [PMID: 32722233 PMCID: PMC7432808 DOI: 10.3390/ijerph17155345] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Revised: 06/18/2020] [Accepted: 07/22/2020] [Indexed: 11/16/2022]
Abstract
BACKGROUND High levels of sedentary behaviour (SB) are associated with poor health outcomes in children, but the effects on mental health are less clear. This study explored the relationship between SB and psychosocial aspects of health in children, and what influence key role models, including parents and schoolteachers, have on the SB levels of children. METHODS Physical activity (PA) and SB were measured using accelerometery in 101 children, 113 parents and 9 teachers. Children were aged 9 or 10 years old and in fourth grade. Child psychosocial outcomes were assessed using the Rosenberg Self-Esteem Scale and the Strengths and Difficulties Questionnaire. RESULTS Children engaged in a high volume of SB (9.6 h/day) but interrupted SB often. They accumulated less than 11,000 steps per day, and thus, many may not meet the recommended daily levels of PA. No associations were found between child SB and teacher SB during the school day or child SB and parent SB during the after-school period. No association was found between SB and self-esteem, although children with a higher body mass index had a higher number of emotional and behavioural difficulties. CONCLUSIONS Although there was no indication that children's SB was linked to that of parents and teachers, or that SB was associated with self-esteem or behavioural problems, school children were highly sedentary and insufficiently physically active. Therefore, there is a need to explore school practices and curriculum delivery methods, as well as school and home environments, to reduce the volume of SB children engage in.
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Affiliation(s)
- Lynda Hegarty
- School of Sport, Ulster University, Shore Road, Newtownabbey, Co. Antrim BT37 0QB, UK;
| | - Marie H. Murphy
- Sport and Exercise Sciences Research Institute, Ulster University, Shore Road, Newtownabbey, Co. Antrim BT37 0QB, UK;
| | - Karen Kirby
- School of Psychology, Ulster University, Cromore Road, Coleraine, Co. Londonderry BT52 1SA, UK; (K.K.); (J.M.)
| | - Elaine Murtagh
- Department of Physical Education & Sport Sciences, University of Limerick, V94 T9PX Limerick, Ireland;
| | - John Mallett
- School of Psychology, Ulster University, Cromore Road, Coleraine, Co. Londonderry BT52 1SA, UK; (K.K.); (J.M.)
| | - Jacqueline L. Mair
- School of Health and Life Sciences, University of the West of Scotland, South Lanarkshire G72 0LH, UK
- Correspondence:
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Grao-Cruces A, Velázquez-Romero MJ, Rodríguez-Rodríguez F. Levels of Physical Activity during School Hours in Children and Adolescents: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E4773. [PMID: 32630760 PMCID: PMC7369785 DOI: 10.3390/ijerph17134773] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Revised: 06/29/2020] [Accepted: 06/30/2020] [Indexed: 12/27/2022]
Abstract
BACKGROUND This systematic review determines the levels of physical activity (PA) during school hours in children and adolescents. METHODS Studies carried out from January 1987 to December 2019 were retrieved from four databases (Web of Science, Pubmed, Scopus and SportDiscus). The 29 selected studies were cross-sectional, long-term and case studies. RESULTS Most of them used accelerometers and showed that male and female children accumulated a mean of between 14 and 68 min of moderate-to-vigorous PA (MVPA) during school hours (3%-22% of this daily segment), and male and female adolescents accumulated a mean of between 13 and 28 min of MVPA during this daily segment (3%-8% of the school hours). Less than a quarter of children and adolescents reached the recommended 30 min of MVPA during school hours, with notable differences between sexes. CONCLUSIONS These results suggest that the levels of PA during school hours are not enough, and consequently, schools should develop strategies for helping children and adolescents reach the school PA recommendation.
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Affiliation(s)
- Alberto Grao-Cruces
- Department of Physical Education, GALENO Research Group, Faculty of Education Sciences, University of Cadiz, Puerto Real, 11519 Cadiz, Spain; (A.G.-C.); (M.J.V.-R.)
- Biomedical Research and Innovation Institute of Cadiz (INiBICA) Research Unit, Cadiz, 11510 Cadiz, Spain
| | - María J. Velázquez-Romero
- Department of Physical Education, GALENO Research Group, Faculty of Education Sciences, University of Cadiz, Puerto Real, 11519 Cadiz, Spain; (A.G.-C.); (M.J.V.-R.)
| | - Fernando Rodríguez-Rodríguez
- IRyS Research Group, School of Physical Education, Pontificia Universidad Católica de Valparaíso, Valparaíso, 2374631 Valparaiso, Chile
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Remmers T, Van Kann D, Kremers S, Ettema D, de Vries SI, Vos S, Thijs C. Investigating longitudinal context-specific physical activity patterns in transition from primary to secondary school using accelerometers, GPS, and GIS. Int J Behav Nutr Phys Act 2020; 17:66. [PMID: 32423411 PMCID: PMC7236458 DOI: 10.1186/s12966-020-00962-3] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2019] [Accepted: 04/27/2020] [Indexed: 11/23/2022] Open
Abstract
INTRODUCTION Previous longitudinal studies indicate that physical activity (PA) significantly declines from primary-to secondary school, and report both changes in individual and environmental determinants of PA. In order to understand this transition and to prevent this negative trend, it is important to gather contextually rich data on possible mechanisms that drive this decline. Therefore, the aim of this study was to investigate changes of PA patterns in transition between primary and secondary school, and to add domain-specific insights of how, where, and when these changes occur. METHODS In total, 175 children participated in a 7-day accelerometer- and Global Positioning System (GPS) protocol at their last year of primary and their first year of secondary school. GPS data-points were overlaid with Geographical Information Systems (GIS) data using ArcGIS 10.1 software. Based on the GPS locations of individual data-points, we identified child's PA at home, school, local sports grounds, shopping centers, and other locations. Also, trips in active and passive transport were identified according to previously validated GPS speed-algorithms. Longitudinal multi-level linear mixed models were fitted adjusting for age, gender, meteorological circumstances, and the nested structure of days within children and children within schools. Outcome measures were minutes spent in light PA and moderate-to-vigorous PA, specified for the time-segments before school, during school, after school and weekend days. RESULTS Total PA significantly declined from primary to secondary school. Although transport-related PA increased before- and during school, decreases were found for especially afterschool time spent at sports grounds and transport-related PA during weekends. CONCLUSIONS This is the first study that demonstrated longitudinal changes of context- and domain-specific PA patterns in transition between primary and secondary school, based on device-assessed PA. Given the importance of this transition-period for the development of long-term PA patterns, results from this study warrant the development of evidence-based PA programs in this transition period, while acknowledging the integrative role of schools, parents, and afterschool sports providers. More specifically, the results underline the need to increase children's PA levels in primary schools, promote afterschool PA at secondary schools, and to prevent the drop-out in sports participation at secondary schools.
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Affiliation(s)
- Teun Remmers
- School of Sport Studies, Fontys University of Applied Sciences, P.O. Box 347, Eindhoven, AH, 5600, The Netherlands.
- Department of Epidemiology, Maastricht, Maastricht University (Medical Center+), CAPHRI Care and Public Health Research Institute, Maastricht, the Netherlands.
| | - Dave Van Kann
- School of Sport Studies, Fontys University of Applied Sciences, P.O. Box 347, Eindhoven, AH, 5600, The Netherlands
- Department of Health Promotion, Maastricht University (Medical Center+), NUTRIM School of Nutrition and Translational Research in Metabolism, Maastricht, the Netherlands
| | - Stef Kremers
- Department of Health Promotion, Maastricht University (Medical Center+), NUTRIM School of Nutrition and Translational Research in Metabolism, Maastricht, the Netherlands
| | - Dick Ettema
- Department of Human Geography and Planning, Utrecht University, Utrecht, the Netherlands
| | - Sanne I de Vries
- The Hague University of Applied Sciences, Research group Healthy Lifestyle in a Supporting Environment, The Hague, the Netherlands
| | - Steven Vos
- School of Sport Studies, Fontys University of Applied Sciences, P.O. Box 347, Eindhoven, AH, 5600, The Netherlands
- Department of Industrial Design, Eindhoven University of Technology, Eindhoven, The Netherlands
| | - Carel Thijs
- Department of Epidemiology, Maastricht, Maastricht University (Medical Center+), CAPHRI Care and Public Health Research Institute, Maastricht, the Netherlands
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Jakubec L, Frömel K, Chmelík F, Groffik D. Physical Activity in 15-17-Year-Old Adolescents as Compensation for Sedentary Behavior in School. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E3281. [PMID: 32397179 PMCID: PMC7246541 DOI: 10.3390/ijerph17093281] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 05/04/2020] [Accepted: 05/06/2020] [Indexed: 12/14/2022]
Abstract
The traditional concept of education and school settings significantly contribute to the sedentary behavior of adolescents at secondary schools. The aim of this study is to identify the volume and intensity of physical activity (PA) that adolescent boys and girls engage in during recesses, after school, and during the day to compensate for sedentary behavior in lessons. The study was conducted at 29 Czech and 9 Polish schools. The study involved 868 girls and 409 boys aged 15-17 years. An ActiTrainerTM accelerometer was used to monitor PA and heart rate. Participants were divided into four quartile groups. Most sedentary boys and girls had less PA and showed a worse ratio of physical inactivity (PI)/PA than non-sedentary participants during recesses. In the after-school period, there were no significant differences. On school days, most sedentary boys and girls showed lower PA, a worse ratio of PI/PA, fewer steps·hour-1, and lower energy expenditure than their non-sedentary counterparts. Vigorous PA of ≥8 METs was reached by 48% of most sedentary boys (75% non-sedentary) and 47% of most sedentary girls (54% non-sedentary). Most sedentary adolescents do not compensate for their sedentary behavior in lessons with higher PA intensity or volume during recesses, after-school, or in overall daily PA.
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Affiliation(s)
- Lukáš Jakubec
- Faculty of Physical Culture, Palacký University Olomouc, 779 00 Olomouc, Czech Republic; (K.F.); (F.C.)
| | - Karel Frömel
- Faculty of Physical Culture, Palacký University Olomouc, 779 00 Olomouc, Czech Republic; (K.F.); (F.C.)
| | - František Chmelík
- Faculty of Physical Culture, Palacký University Olomouc, 779 00 Olomouc, Czech Republic; (K.F.); (F.C.)
| | - Dorota Groffik
- Institute of Sport Science, The Jerzy Kukuczka Academy of Physical Education, 40-065 Katowice, Poland;
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Physical activity of first graders in Norwegian after-school programs: A relevant contribution to the development of motor competencies and learning of movements? Investigated utilizing a mixed methods approach. PLoS One 2020; 15:e0232486. [PMID: 32353056 PMCID: PMC7192409 DOI: 10.1371/journal.pone.0232486] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Accepted: 04/15/2020] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND Development of motor competencies and learning of movements in children is dependent on varied physical activity (PA). After-school programs (ASP) might provide opportunities for young schoolchildren to participate in PA. The aim of the current study was to investigate the PA of first graders in ASP and to consider its contribution to the development of motor competencies and the learning of movements. METHODS The study was performed utilizing a mixed methods design. A total of 42 first graders were sampled from 14 ASPs in Norway. Direct observations of the children's activities were conducted for the duration of one entire ASP day. PA intensity was measured using ActiGraph accelerometers. Qualitative data were analyzed using qualitative content analysis, while the Mann-Whitney U test and the Wilcoxon signed-rank test were used to analyze the quantitative data. RESULTS The median PA time among the observed children was 61.5 minutes. The median stationary time was 75.9 minutes. There was considerable variation within the sample. Girls were significantly more engaged in stationary behavior than boys. Frequent changes in activity type and intensity were typical features of the children's ASP day. PA duration and intensity were significantly higher outdoors than indoors. Adult-managed time had longer periods of stationary behavior than child-managed time. The PA at all intensity levels contained barrier-breaking movements-especially at light intensity levels. CONCLUSION Most of the first graders studied were engaged in a variety of activity types of different duration and intensity levels, favorable for the development of motor competencies and for the learning of movements. Hence, it is reasonable to highlight that light PA, in combination with moderate and vigorous PA, is also of great importance for children during the time they spend in ASP. Ultimately, there is a need for staff members who can also stimulate varied PA among the most stationary children.
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Improvements in Physical Activity Levels after the Implementation of an Active-Break-Model-Based Program in a Primary School. SUSTAINABILITY 2020. [DOI: 10.3390/su12093592] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The aim of this study was to analyze changes in the physical activity levels in students after implementing an active break (AB)-model-based program during the school day. Forty-four fifth-grade primary school children (24 boys, 20 girls, with a mean age = 10.44 ± 0.45) participated in a 17 week program. After intervention, there was an increase in moderate and vigorous total activity during physical education lessons, non-physical education lessons, and recesses. Intervention programs to encourage physical activity and decrease sedentary time are recommended.
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Effects of Sharing Data With Teachers on Student Physical Activity and Sedentary Behavior in the Classroom. J Phys Act Health 2020; 17:585-591. [PMID: 32335524 DOI: 10.1123/jpah.2018-0711] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2018] [Revised: 09/18/2019] [Accepted: 03/01/2020] [Indexed: 11/18/2022]
Abstract
BACKGROUND Data-driven decision making is an accepted best practice in education, but teachers seldom reflect on data to drive their physical activity (PA) integration efforts. The purpose of this study was to explore the impact of a data-sharing intervention with classroom teachers on teacher-directed movement integration and students' PA and sedentary behavior. METHODS Teacher-directed movement behaviors from 8 classroom teachers in 1 primary school were systematically observed during four 1-hour class periods before (pre) and after (post) an intervention in which teachers individually discussed student movement data with a trained interviewer. Teachers' K-2 students (N = 132) wore accelerometers for 10 school days both preintervention and postintervention. RESULTS Multilevel mixed effects regression indicated a nonsignificant increase in teacher-directed movement from preintervention to postintervention (+7.42%, P = .48). Students' classroom time spent in moderate to vigorous PA increased (males: +2.41 min, P < .001; females: +0.84 min, P = .04) and sedentary time decreased (males: -9.90 min, P < .001; females: -7.98 min, P < .001) postintervention. Interview data inductively analyzed revealed teachers' perspectives, including their surprise at low student PA during the school day. CONCLUSIONS Findings suggest that sharing data with classroom teachers can improve student PA and decrease sedentary behavior at school.
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Grao-Cruces A, Sánchez-Oliva D, Padilla-Moledo C, Izquierdo-Gómez R, Cabanas-Sánchez V, Castro-Piñero J. Changes in the school and non-school sedentary time in youth: The UP&DOWN longitudinal study. J Sports Sci 2020; 38:780-786. [PMID: 32131698 DOI: 10.1080/02640414.2020.1734310] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The aims of this study were (i) to examine the sedentary time (ST) during different time periods [i.e., weekend, out-of-school weekdays hours, school hours, recess, physical education classes (PEC)] in children and adolescents; (ii) to identify 2-year longitudinal changes in the ST for these periods; and (iii) to examine if ST at baseline is associated with ST 2 years later. This was a 2-year follow-up study with 826 (51.9% boys) children and 678 (50.7% boys) adolescents. Accelerometers were used to assess ST. Students spent more than 60% of their weekend, out-of-school hours and school hours in ST. During these periods, girls and adolescents were more sedentary than boys and children, respectively (p < 0.05). Over 2-year follow-up, ST increased during the weekend, out-of-school hours, school hours and recess in all subgroups studied (p < 0.001). ST during PEC declined 2% per year in children (p < 0.001) but it increased in adolescents (p < 0.05). ST during the periods analysed at baseline was lowly associated with ST during these periods 2 years later (intraclass correlations from <0.001 to 0.364). Interventions in these settings may be adequate if the intention is to avoid ST increase in students.
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Affiliation(s)
- Alberto Grao-Cruces
- GALENO research group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain.,Biomedical Research and Innovation Institute of Cadiz (INIBICA), Spain
| | - David Sánchez-Oliva
- GALENO research group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain.,Biomedical Research and Innovation Institute of Cadiz (INIBICA), Spain.,Faculty of Sport Science, University of Extremadura, Cáceres, Spain
| | - Carmen Padilla-Moledo
- GALENO research group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain.,Biomedical Research and Innovation Institute of Cadiz (INIBICA), Spain
| | - Rocío Izquierdo-Gómez
- GALENO research group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain.,Biomedical Research and Innovation Institute of Cadiz (INIBICA), Spain
| | - Verónica Cabanas-Sánchez
- Department of Physical Education, Sport and Human Movement. Autonomous University of Madrid, Madrid, Spain.,Research Centre in Physical Activity, Health and Leisure (CIAFEL), Faculty of Sport, University of Porto, Porto, Portugal
| | - Jose Castro-Piñero
- GALENO research group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain.,Biomedical Research and Innovation Institute of Cadiz (INIBICA), Spain
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McLellan G, Arthur R, Donnelly S, Buchan DS. Segmented sedentary time and physical activity patterns throughout the week from wrist-worn ActiGraph GT3X+ accelerometers among children 7-12 years old. JOURNAL OF SPORT AND HEALTH SCIENCE 2020; 9:179-188. [PMID: 32099726 PMCID: PMC7031810 DOI: 10.1016/j.jshs.2019.02.005] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/12/2018] [Revised: 08/30/2018] [Accepted: 11/15/2018] [Indexed: 06/10/2023]
Abstract
BACKGROUND This study examined the volume and patterns of physical activity (PA) and sedentary time (ST) across different segments of the week among boys and girls. METHODS A total of 188 children aged 7-12 years wore a wrist-mounted ActiGraph GT3X+ accelerometer for 7 days. Time spent in PA and ST was calculated using ActiLife software. The mean number of minutes of light PA, moderate PA, vigorous PA, moderate-to-vigorous PA (MVPA), and ST were calculated per weekday (before school, during school, and after school) and per weekend day (morning and afternoon-evening). RESULTS After school represented the greatest accumulation of ST compared with before school and during school segments. Boys engaged in 225.4 min/day of ST (95% confidence interval (CI): 216-235), and girls engaged in 222.2 min/day of ST (95%CI: 213-231). During school, boys engaged in significantly more MVPA than girls (46.1 min/day (95%CI: 44-48) vs. 40.7 min/day (95%CI: 39-43)). Across the whole weekday, boys participated in significantly more MVPA than girls (103.9 min/day (95%CI: 99-109) vs. 95.7 min/day (95%CI: 90-101)). The weekend afternoon-evening segment represented the larger accumulation of ST, where boys were significantly more sedentary than girls (367.5 min/day (95%CI: 353-382) vs. 339.8 min/day (95%CI: 325-355), respectively). CONCLUSION Our findings suggest that children are highly sedentary and spend little of their time in school in MVPA, especially girls. Routine breaks in school elicit increases in light PA and MVPA. Future work should consider the use of more active breaks within school time to encourage PA and reduce ST.
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Affiliation(s)
- Gillian McLellan
- School of Health and Life Sciences, The University of the West of Scotland, Institute of Clinical Exercise and Health Science, Blantyre, G72 0LH, Scotland, UK
| | - Rosie Arthur
- School of Health and Life Sciences, The University of the West of Scotland, Institute of Clinical Exercise and Health Science, Blantyre, G72 0LH, Scotland, UK
| | - Samantha Donnelly
- School of Health and Life Sciences, The University of the West of Scotland, Institute of Clinical Exercise and Health Science, Blantyre, G72 0LH, Scotland, UK
| | - Duncan S Buchan
- School of Health and Life Sciences, The University of the West of Scotland, Institute of Clinical Exercise and Health Science, Blantyre, G72 0LH, Scotland, UK..
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Sherry AP, Pearson N, Ridgers ND, Barber SE, Bingham DD, Nagy LC, Clemes SA. activPAL-measured sitting levels and patterns in 9-10 years old children from a UK city. J Public Health (Oxf) 2019; 41:757-764. [PMID: 30346570 DOI: 10.1093/pubmed/fdy181] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2017] [Revised: 09/23/2018] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND There is insufficient evidence of sitting time in UK children from validated objective measures. This study explored sitting patterns in primary school children from Bradford, UK, using the validated activPAL inclinometer. METHODS Overall, 79 children (9.8 (SD 0.3) years old, 52% boys; 70% South Asian) wore activPALs for 7 days. Total sitting time, sitting time accumulated in different bout lengths, and the proportion of wear time spent in these variables were explored and compared across different periods of the week. RESULTS Children spent 614 ± 112 (median ± IQR) min/day on school days and 690 ± 150 min/day on weekend days sitting. The proportion of time spent sitting was significantly higher on weekend days compared to school days (mean±SD: 74 ± 10% versus 68 ± 8%,P < 0.001), as was the proportion of time accumulated in >30 min sitting bouts (mean±CI: 28 ± 27-33% versus 20 ± 20-22%, P < 0.001). The proportion of time spent sitting after school was significantly higher than during school time (mean±SD: 70 ± 8.4% versus 63 ± 8.3%,P < 0.001), as was the proportion of time spent in prolonged (>30 min) sitting bouts (mean±CI: 19 ± 16-22% versus 11 ± 10-14%, P < 0.001). CONCLUSIONS Children spent large proportions of their waking day sitting, often accumulated in prolonged uninterrupted bouts and particularly after school and on weekends. Interventions to reduce sitting time in children are urgently needed.
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Affiliation(s)
- Aron P Sherry
- National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
- NIHR Leicester Biomedical Research Centre-Lifestyle Theme, Loughborough University, Loughborough, UK
| | - Natalie Pearson
- National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
| | - Nicola D Ridgers
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Victoria, Australia
| | - Sally E Barber
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Daniel D Bingham
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Liana C Nagy
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
- Faculty of Health Studies, Bradford University, Richmond Road, Bradford, UK
| | - Stacy A Clemes
- National Centre for Sport and Exercise Medicine, School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
- NIHR Leicester Biomedical Research Centre-Lifestyle Theme, Loughborough University, Loughborough, UK
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Costa BGGD, Silva KSD, Silveira PMD, Berria J, Machado AR, Petroski EL. The effect of an intervention on physical activity of moderate-and-vigorous intensity, and sedentary behavior during adolescents' time at school. REVISTA BRASILEIRA DE EPIDEMIOLOGIA 2019; 22:e190065. [PMID: 31778469 DOI: 10.1590/1980-549720190065] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2017] [Accepted: 08/24/2018] [Indexed: 12/11/2022] Open
Abstract
INTRODUCTION This study evaluated the effect of an intervention on the engagement in physical activity (PA) and sedentary behavior (SB) of sixth to ninth grade students during school-time, physical education (PE) classes, and recesses at two public schools in Florianopolis, SC, Brazil. METHOD Schools were divided into control and experimental groups. Participants wore accelerometers during school-time, and PA and SB were estimated for school-time, PE classes and recesses at the baseline and after the intervention. The intervention was composed of four components: changes were made in the PE classes, including giving instruction to teachers; sports equipment was made available for use during recesses; educational sessions on the format of classes were conducted; folders and posters were distributed. Data was analyzed using an Analysis of Covariance for repeated measures comparing baseline data with post intervention data, and for independent samples when comparing control and intervention groups. RESULTS A low proportion of engagement in PA and a large engagement in SB was observed on the baseline. PA decreased in the intervention group during PE classes, while it increased in the control group with regard to school-time, PE classes, and recess. The intervention group accumulated more SB during school-time and PE classes after the intervention, while a decrease in the control group's SB during school-time was observed. CONCLUSION The intervention was not effective in increasing PA or decreasing SB. Environmental and school's organizational factors impact how interventions are conducted, and should be considered beforehand.
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Affiliation(s)
| | - Kelly Samara da Silva
- Núcleo de Pesquisa em Atividade Física e Saúde - Florianópolis (SC), Brasil.,Departamento de Educação Física, Universidade Federal de Santa Catarina - Florianópolis (SC), Brasil
| | | | - Juliane Berria
- Núcleo de Pesquisa em Cineantropometria e Desempenho Humano - Florianópolis (SC), Brasil
| | - André Ribeiro Machado
- Núcleo de Pesquisa em Cineantropometria e Desempenho Humano - Florianópolis (SC), Brasil
| | - Edio Luiz Petroski
- Departamento de Educação Física, Universidade Federal de Santa Catarina - Florianópolis (SC), Brasil.,Núcleo de Pesquisa em Cineantropometria e Desempenho Humano - Florianópolis (SC), Brasil
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Grao-Cruces A, Segura-Jiménez V, Conde-Caveda J, García-Cervantes L, Martínez-Gómez D, Keating XD, Castro-Piñero J. The Role of School in Helping Children and Adolescents Reach the Physical Activity Recommendations: The UP&DOWN Study. THE JOURNAL OF SCHOOL HEALTH 2019; 89:612-618. [PMID: 31131455 DOI: 10.1111/josh.12785] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2017] [Revised: 06/26/2018] [Accepted: 07/20/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND The aims were to: (1) examine the levels of physical activity (PA) during different time periods (ie, daily PA, school hour PA, recess PA, physical education classes [PEC] PA) in children and adolescents; and (2) identify the rate of compliance with the specific PA recommendations for these time periods. METHODS The participants were 1925 (940 girls) children and adolescents from 40 Spanish schools. Hip-worn accelerometers were used to assess PA during different time periods. RESULTS Boys and children were more physically active and had a greater percentage meeting the daily PA recommendation and the school-based PA recommendation than girls and adolescents, respectively. Compliance with daily PA recommendation was markedly higher than that with the school-based PA recommendation, regardless of sex and age groups (ie, 80.4% vs 24.1% for daily and school-based PA recommendations, respectively, in child boys). A very low percentage (ie, 9.7% and 1.2% of child boys with almost 50% of moderate-to-vigorous PA during recess and PEC, respectively) of students reached the recommended PA levels for recess and PEC. CONCLUSIONS Physical activity levels during school hours, recess, and PEC in children and adolescents are very low. Promoting PA in school settings is essential, especially in girls and adolescents.
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Affiliation(s)
- Alberto Grao-Cruces
- Department of Physical Education, Faculty of Education Sciences, University of Cádiz, Avda. República Saharaui s/n, 11519 Puerto Real, Cádiz, Spain
- Biomedical Research and Innovation Institute of Cádiz (INiBICA), Avda. Ana de Viya 21, 11009 Cádiz, Spain
| | - Victor Segura-Jiménez
- Department of Physical Education, Faculty of Education Sciences, University of Cádiz, Avda. República Saharaui s/n, 11519 Puerto Real, Cádiz, Spain
- Biomedical Research and Innovation Institute of Cádiz (INiBICA), Avda. Ana de Viya 21, 11009 Cádiz, Spain
| | - Julio Conde-Caveda
- Department of Physical Education, Faculty of Education Sciences, University of Cádiz, Avda. República Saharaui s/n, 11519 Puerto Real, Cádiz, Spain
- Biomedical Research and Innovation Institute of Cádiz (INiBICA), Avda. Ana de Viya 21, 11009 Cádiz, Spain
| | - Laura García-Cervantes
- Department of Physical Education, Sports and Human Movement, Faculty of Teacher Training and Education, Autonomous University of Madrid, Campus de Cantoblanco, 28049 Madrid, Spain
| | - David Martínez-Gómez
- Department of Preventive Medicine and Public Health, School of Medicine, Autonomous University of Madrid, Calle del Arzobispo Morcillo 4, 28019 Madrid, Spain
- IdiPAZ and CIBER in Epidemiology and Public Health (CIBERESP), Avda. Monforte de Lemos 3-5, 28029 Madrid, Spain
- IMDEA Food Institute, CEI UAM + CSIC, Carr. de Canto Blanco 8, 28049 Madrid, Spain
| | - Xiaofen D Keating
- Department of Curriculum and Instruction, The University of Texas at Austin, 1912 Speedway STOP D5700, Austin, TX
| | - José Castro-Piñero
- Department of Physical Education, Faculty of Education Sciences, University of Cádiz, Avda. República Saharaui s/n, 11519 Puerto Real, Cádiz, Spain
- Biomedical Research and Innovation Institute of Cádiz (INiBICA), Avda. Ana de Viya 21, 11009 Cádiz, Spain
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Differences in the Physical Activity, Sedentary Time, and BMI of Finnish Grade 5 Students. J Phys Act Health 2019; 16:765-771. [PMID: 31310997 DOI: 10.1123/jpah.2018-0622] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2018] [Revised: 03/28/2019] [Accepted: 05/13/2019] [Indexed: 11/18/2022]
Abstract
BACKGROUND This study examined the distribution of objectively measured physical activity (PA) and sedentary time of fifth-grade students during school, leisure time, and physical education (PE) classes. Demographic, anthropometric, and PA data were collected from 17 representative Finnish schools. METHODS To estimate the PA and sedentary time, participants (N = 592) wore wGT3X-BT ActiGraphs for 7 consecutive days. Comparisons were made between genders and different BMI groups. RESULTS From the study sample, 43.7% met the moderate to vigorous PA (MVPA) guidelines. Participants spent 62.2% of the day sedentary and 8.2% in moderate and vigorous activities. Boys performed more MVPA than girls, and girls were more sedentary during school days. Boys had more MVPA than girls in leisure time, but there were no differences in sedentary time. However, an examination of PA assessed during PE classes revealed no differences between boys and girls. Normal-weight boys engaged in more MVPA than overweight and obese boys. No differences were found for girls. CONCLUSIONS The PE levels differ between different BMI groups in leisure time and during school but not during PE lessons. PA for overweight children should be targeted and compulsory PE time should be increased to achieve the PA guidelines.
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Watson A, Timperio A, Brown H, Hesketh KD. Process evaluation of a classroom active break (ACTI-BREAK) program for improving academic-related and physical activity outcomes for students in years 3 and 4. BMC Public Health 2019; 19:633. [PMID: 31126278 PMCID: PMC6533703 DOI: 10.1186/s12889-019-6982-z] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2019] [Accepted: 05/15/2019] [Indexed: 01/21/2023] Open
Abstract
Background Active breaks in the classroom have been shown to be effective for increasing children’s physical activity, while simultaneously improving classroom behaviour outcomes. However, there is limited evidence on the feasibility and fidelity of these programs outside of the research context. The purpose of this study was to conduct a process evaluation to explore factors associated with feasibility and fidelity of a classroom active break (ACTI-BREAK) program designed to improve classroom behaviour and physical activity outcomes for children in primary (elementary) school Years 3 and 4. Methods Six schools (3 intervention; 3 control) and 374 children (74% response) were included in the ACTI-BREAK pilot cluster randomised controlled trial. The intervention involved teachers implementing 3 × 5-minute moderate-intensity ACTI-BREAKS into their classroom routines, daily. This study focuses on the responses of students (n = 138) and their teachers (n = 7) who participated in the ACTI-BREAK intervention group. Intervention fidelity was assessed by number of ACTI-BREAKS completed per class per day; minutes spent in moderate-intensity physical activity (accelerometry) per ACTI-BREAK; change in physical activity from baseline to mid- and end- intervention. Intervention feasibility was explored through telephone interviews (teachers), questionnaires and focus groups (students), and teacher observations of acute effects on classroom behaviour. Qualitative data were analysed using thematic analyses; acute effects on classroom behaviour and change in physical activity were explored using paired t-tests; questionnaire data were described as frequencies. Results Teachers implemented two ACTI-BREAKS/day on average, mostly of light-intensity physical activity. Physical activity increased from baseline to mid-, but not baseline to end-intervention; classroom behaviour improved immediately following ACTI-BREAKS. Barriers to implementation included ability for students to return to task and scheduling. Facilitators included ease of implementation, flexible delivery options and student enjoyment. Students were largely satisfied with the program and enjoyed ACTI-BREAKS that incorporated choice, imagination and challenge but did not enjoy ACTI-BREAKS that evoked silliness or were perceived as too difficult and some did not like doing ACTI-BREAKS in the confined space of their classroom. Conclusions Results indicated the ACTI-BREAK program was acceptable for students and feasible for teachers, however, some minor modifications in terms of required frequency and intensity could improve fidelity. Trial registration Australia New Zealand Clinical Trials Registry (ACTRN12617000602325). Retrospectively registered on 27 April 2017.
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Affiliation(s)
- Amanda Watson
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Science, Deakin University, Geelong, Australia.
| | - Anna Timperio
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Science, Deakin University, Geelong, Australia
| | - Helen Brown
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Science, Deakin University, Geelong, Australia
| | - Kylie D Hesketh
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Science, Deakin University, Geelong, Australia.
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Szmodis M, Bosnyák E, Protzner A, Szőts G, Trájer E, Tóth M. Relationship between physical activity, dietary intake and bone parameters in 10-12 years old Hungarian boys and girls. Cent Eur J Public Health 2019; 27:10-16. [PMID: 30927391 DOI: 10.21101/cejph.a5140] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2017] [Indexed: 11/15/2022]
Abstract
OBJECTIVES Physical activity (PA) and adequate macro- and micronutrient intake have favourable influence on the bone status. The aim of this study was to analyse the relationships among PA, anthropometric data, dietary intake and ultrasound bone characteristics in children. METHODS 10-12 years old Hungarian children (N = 123, 59 girls, 64 boys) provided physical activity, diet, anthropometric and bone data. PA was measured with accelerometer (Actigraph GT3X+). Diet was evaluated with three-day, 24-hour food recall. Calcaneal quantitative ultrasound (QUS) bone parameters were registered with Sonost3000 bone densitometer. RESULTS Nutrition and anthropometry did not differ by gender. The values of broadband ultrasound attenuation (BUA) were significantly higher in boys. Girls spent significantly more time being sedentary, boys had greater light, moderate, vigorous, and moderate to vigorous physical activity (MVPA) levels. The children accumulated more than twice the suggested amount of public health guidelines for MVPA. QUS parameters correlated significantly with vigorous physical activity in boys, and with age, height, weight, fat percentage, and body mass index (BMI) for both genders. There was no significant relationship between nutrition and QUS; however, inadequate vitamin K intake correlated with less favourable bone parameters. Multiple linear regression analysis confirmed the importance of vigorous PA - speed of sound (SOS): β = 0.358, p = 0.006; BUA: β = 0.340, p = 0.007; bone quality index (BQI): β = 0.377, p = 0.002; vitamin K intake - SOS: β = 0.256, p = 0.025; BUA: β = 0.235, p = 0.033; BQI: β = 0.295, p = 0.007; BMI - SOS: β = 0.207, p = 0.064; BUA: β = 0.455, p < 0.001; BQI: β = 0.284, p = 0.008; and age - SOS: β = 0.450, p < 0.001; BUA: β = 0.318, p = 0.004; BQI: β = 0.444, p < 0.001). CONCLUSIONS Changes in the characteristics of ultrasound bone parameters among 10-12 years old children mainly depended on the amount of intense PA, adequate vitamin K intake and anthropometric variables related to age.
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Affiliation(s)
- Márta Szmodis
- University of Physical Education, Department of Health Sciences and Sports Medicine, Budapest, Hungary
| | - Edit Bosnyák
- University of Physical Education, Department of Health Sciences and Sports Medicine, Budapest, Hungary
| | - Anna Protzner
- University of Physical Education, Department of Health Sciences and Sports Medicine, Budapest, Hungary
| | - Gábor Szőts
- University of Physical Education, Department of Health Sciences and Sports Medicine, Budapest, Hungary
| | - Emese Trájer
- University of Physical Education, Department of Health Sciences and Sports Medicine, Budapest, Hungary
| | - Miklós Tóth
- University of Physical Education, Department of Health Sciences and Sports Medicine, Budapest, Hungary
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da Costa BG, da Silva KS, da Silva JA, Minatto G, de Lima LR, Petroski EL. Sociodemographic, biological, and psychosocial correlates of light- and moderate-to-vigorous-intensity physical activity during school time, recesses, and physical education classes. JOURNAL OF SPORT AND HEALTH SCIENCE 2019; 8:177-182. [PMID: 30997264 PMCID: PMC6450918 DOI: 10.1016/j.jshs.2017.05.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2016] [Revised: 02/07/2017] [Accepted: 03/22/2017] [Indexed: 06/09/2023]
Abstract
BACKGROUND Identifying factors associated with physical activity (PA) is useful in planning interventions and policies. The aim of this study was to identify sociodemographic, biological, and psychosocial factors associated with PA performed in school settings. METHODS Data collected for the present study included gender, age, socioeconomic status, body fat percentage, aerobic fitness, self-efficacy, attitudes, peer and parental support, and perception of school environment. Dependent variables were light-intensity PA (LPA) and moderate-to-vigorous-intensity PA (MVPA) performed during school time, recesses, and physical education (PE) classes. Multiple regression analyses were performed. RESULTS Participating adolescents (n = 567, 53% female, 12.9 ± 5.3 years) spent 5% of school time in MVPA and 27% in LPA, 15% of recesses in MVPA and 44% in LPA, and 16% of PE classes in MVPA and 41% in LPA. Boys engaged in more MVPA in all categories. Age was inversely related with MVPA and LPA in all periods, whereas body fat percentage was inversely related with MVPA in school time and PE classes. Attitude was inversely related with MVPA in all periods and with LPA in recesses. Considering PA to be good and enjoyable was positively associated with MVPA in school time. CONCLUSION Adolescents spent little time in PA during school. Future interventions should implement enjoyable activities at school.
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Affiliation(s)
- Bruno G.G. da Costa
- Research Centre in Physical Activity and Health, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
| | - Kelly S. da Silva
- Research Centre in Physical Activity and Health, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
- Department of Physical Education, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
| | - Jaqueline A. da Silva
- Research Centre in Physical Activity and Health, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
| | - Giseli Minatto
- Research Centre in Kineanthropometry and Human Development, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
| | - Luiz R.A. de Lima
- Research Centre in Kineanthropometry and Human Development, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
| | - Edio L. Petroski
- Department of Physical Education, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
- Research Centre in Kineanthropometry and Human Development, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
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da Costa BGG, da Silva KS, Bandeira AS, Martins CR, Vieira JAJ, Petroski EL. Pattern of Sedentary Behavior in Different Periods of School Time of Brazilian Adolescents. THE JOURNAL OF SCHOOL HEALTH 2019; 89:99-105. [PMID: 30604452 DOI: 10.1111/josh.12716] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2016] [Revised: 01/05/2018] [Accepted: 10/04/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Sedentary behavior (SB) is related to unhealthy outcomes and is performed in many contexts, including school. The aim of this study was to identify sociodemographic, biological, and psychosocial correlates of SB performed at school in a sample of adolescents. METHODS Adolescents provided information regarding sex, age, socioeconomic status, and psychosocial variables related to physical activity (self-efficacy, attitudes, perception of school environment, peer and parental support). Body fat was estimated using skinfolds, and maximum aerobic capacity with a 20 m shuttle run. Adolescents wore accelerometers and SB performed during class time, physical education (PE) classes, and recesses was estimated. RESULTS Adolescents (N = 567, 53% female, 12.9 ± 5.3 years old) spent 67% of class time, 41% of PE classes, and 41% of recesses in SB. Girls spent more time in SB, and age was negatively associated with SB. Body fat was positively associated with SB in class time and PE classes. Peer support for physical activity was negatively associated with SB in class time, whereas attitudes related to physical activity were negatively associated with SB during PE classes and recesses. CONCLUSION Adolescents spend long periods in SB at school, even during opportunities to be active like PE classes and recesses.
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Affiliation(s)
- Bruno G G da Costa
- Research Center in Physical Activity and Health (Room 48), Center of Sports, Campus João David Ferreira Lima Florianópolis, Santa Catarina State 88040-900, Brazil
| | - Kelly S da Silva
- Research Center in Physical Activity and Health (Room 48), Center of Sports, Campus João David Ferreira Lima Florianópolis, Santa Catarina State 88040-900, Brazil
- Research Center in Physical Activity and Health, Federal University of Santa Catarina
- Department of Physical Education, Federal University of Santa Catarina
| | - Alexsandra S Bandeira
- Research Center in Physical Activity and Health (Room 48), Center of Sports, Campus João David Ferreira Lima Florianópolis, Santa Catarina State 88040-900, Brazil
- Research Center in Physical Activity and Health - Federal University of Santa Catarina
| | - Cilene R Martins
- Methodist College of Santa Maria - FAMES, Dr. Turi Street, 2003, Downtown Neighborhood, Santa Maria, Rio Grande do Sul State 97010-200, Brazil
| | - Jéssika A J Vieira
- Center for Research in Kineanthropometry and Human Performance - Federal University of Santa Catarina
- Center for Research in Kineanthropometry and Human Performance, Center of Sports, Campus João David Ferreira Lima, Florianópolis, Santa Catarina State 88040-900, Brazil
| | - Edio L Petroski
- Center for Research in Kineanthropometry and Human Performance - Federal University of Santa Catarina
- Department of Physical Education - Federal University of Santa Catarina Center for Research in Kineanthropometry and Human Performance, Center of Sports, Campus João David Ferreira Lima, Florianópolis, Santa Catarina State 88040-900, Brazil
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Ala-Kitula A, Peltonen J, Finni T, Linnamo V. Physical activity on days with and without soccer practice in 12-13-year-old boys. SCI MED FOOTBALL 2019. [DOI: 10.1080/24733938.2018.1562276] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Anniina Ala-Kitula
- Neuromusuclar Research Center, Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | | | - Taija Finni
- Neuromusuclar Research Center, Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Vesa Linnamo
- Neuromusuclar Research Center, Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
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