Extended physical education in children aged 6-15 years was associated with improved academic achievement in boys

Upper Secondary School Pupils' Experience of a Lifestyle Plan Based on Physical Power, Mental Harmony, and Social Capacity

PURPOSE

This study aimed to illustrate upper secondary school pupils' experience using a self-administered web-based health-promoting tool, the Swedish Physical Power, Mental Harmony, and Social Capacity (FMS) student profile.

METHOD

Five upper secondary schools in Sweden were included. Focus group interviews with pupils (10 girls, 5 boys, 15-19 years) were conducted, and data were analyzed using qualitative content analysis.

RESULT

Two themes were generated from six categories: a sense of participation and self-control of health: everyday well-being, objective formulation, disappointment, health awareness, limitations, and health-promoting change. The participants experienced that using the FMS made them aware of factors that influence their health. They also reported that being given feedback visually from the FMS, peers, and staff involved in the school was beneficial in increasing their motivation to maintain a health-promoting change regarding physical activity and lifestyle factors.

CONCLUSION

The use of a self-administered web-based health-promoting tool is viewed as beneficial for raising awareness and motivation to implement strategies that help attain a healthier lifestyle in upper secondary school students regarding factors affecting perceived health.

Extracurricular Pulse Activities in School: Students' Attitudes and Experiences

BACKGROUND

Few children and adolescents reach the recommended levels of daily physical activity, which is something that affects their health and wellbeing. Research shows that physical activities could be one factor for improving health and achieving academic goals in children and adolescents.

METHODS

Eight focus group interviews with students 10-15 years old were conducted at two schools with extracurricular pulse activities (ECPAs) during the school day.

RESULTS

In general, the interviewed students at both schools expressed positive attitudes toward ECPAs, emphasizing a felt correlation with physical activities out of school. Phenomena such as motivation, concentration and social relations also seem to profit from ECPAs. However, some students display a critical approach to ECPAs. From a gender perspective, girls embrace ECPAs with more enthusiasm than boys.

CONCLUSIONS

In order to make the best use of positive attitudes and health promotion, schools need to improve structural conditions such as facilities, time pressure, unhygienic conditions, blurry boundaries between ECPAs and Physical Education (PE), uncomprehending teachers, contents and, very importantly, the inclusion of students in the process of planning and implementing ECPAs.

Changes in Athletic Performance in Children Attending a Secondary School with a Physical Activity Profile

The longitudinal and multidisciplinary research project Malmö Youth Sport Study measured the sports results achieved by two cohorts of pupils using a variable named ACHIEVE, dividing the pupils into three categories (an elite group competing at the national or international level, a group competing at the district level, and a third group either not competing at all or below district level). This was assessed three and six years after baseline at age 13. An additional hypothetical measure, based on information from the athletes’ trainers, predicted the category the pupils were expected to belong to after twelve years (age 25). Social variables related to the ACHIEVE variable are sex, socio-economic position of the parents, ethnicity, completed secondary sports school, sports capital, and quartile of birth. After three years, 28% of the pupils belonged to the elite group and after six years, 26%. Thirty-two and 48%, respectively, had abandoned their elite efforts. The elite group remained fairly stable over time but fewer girls than boys advanced to the elite group. The pupils at the school have a homogenous middle-class background. We found little evidence that socio-economic factors affected ACHIEVE. Nearly all parents had been engaged in sports, either competing or as coaches. On admission to the school, there was a pronounced relative age effect (RAE). This remained after three years as the age was significantly different between the three groups but was reduced after six years. According to the prognosis made by the coaches, the elite group would be considerably smaller when the subjects reached the age of 25. The RAE was again significant in the prognosis. A further follow-up when the subjects are 25 years old will reveal not only what proportion of subjects are actively competing, but also if they are engaged in recreational sports, to what extent the RAE is present, and how accurately coaches can predict success.

Effects of physical education interventions on cognition and academic performance outcomes in children and adolescents: a systematic review and meta-analysis

OBJECTIVE

To determine the effects of interventions aimed at optimising the quantity and quality of physical education (PE) on cognition and academic performance in children and adolescents.

DESIGN

A systematic review and meta-analysis.

DATA SOURCES

Studies from electronic databases from inception to 3 January 2021 were identified.

ELIGIBILITY CRITERIA FOR SELECTING STUDIES

Experimental studies that assessed the effect of quantity-based (ie, increasing the amount of curriculum time allocated to PE) or quality-based (ie, increasing students' participation in physical activity during PE) PE interventions, or both, on changes in cognition and/or academic performance in youth (aged 5-18 years) were included.

RESULTS

19 trials comprising 8676 youth (46.5% girls) were included. Individual quality-based PE interventions increased cognition performance (Hedges' g=0.38, 95% CI 0.15 to 0.60; I ²=83.70%), mainly in primary education settings (g=0.48, 95% CI 0.07 to 0.89; I ²=90.43%). Academic performance, principally mathematics-related skills, was also increased by quality-based PE interventions (g=0.15, 95% CI 0.06 to 0.24; I ²=41.75%). Among these interventions, teaching strategies favoured similar results, but without heterogeneity in the results (g=0.12, 95% CI 0.05 to 0.18; I ²=0%). In contrast, quantity-based PE interventions had a very small and non-significant effect on academic performance (g=0.09, 95% CI -0.05 to 0.24; Q=11.65; I ²=48.48%). Finally, there were no differences between the three PE interventions (ie, quantity, quality, and combined PE interventions) in regard to academic performance.

CONCLUSION

Improving the quality of PE classes may improve students' cognition and academic performance in children and adolescents. Importantly, allocating more time for PE does not seem to compromise this performance.

Daily School Physical Activity Improves Academic Performance

Physical activity (PA) may improve brain development, cognition, concentration and academic performance. In this prospective controlled intervention study, we increased the level of PA in 338 children aged 6–8 years at study start, from the Swedish standard of 60 min per week to 200 min per week (40 min daily). The intervention continued in all nine compulsory school years until the students graduated between 2007–2012. All other 689,881 Swedish children who graduated the same years were included as a control group. We registered at graduation eligibility rate for upper secondary school and the final grade score (from 0 to 320 grade points). We also registered the same end points in the 295 students in the index school and in all other 471,926 Swedish students who graduated in 2003–2006, that is, those who graduated before the intervention study started. Before the intervention, academic performance was similar among children in the index school as for all other Swedish boys and girls. With the intervention, the eligibility rate increased for boys in the index school by 7.3 percentage points and the mean grade scores by 13.3 points. This should be compared with a decrease of 0.8 percentage points in eligibility rate and an increase by 2.7 points in grade score in other Swedish boys. No changes were seen for intervention girls, neither in eligibility rates or grade scores. By introducing daily school-based PA in compulsory school, more boys would probably reach the eligibility rate for higher education.

Exercise and Peak Bone Mass

PURPOSE OF REVIEW

The main goal of this narrative review is to assess whether physical activity (PA) influences peak bone mass and fracture risk.

RECENT FINDINGS

Several randomized controlled trials (RCT) show that short-term PA intervention programs in childhood improve the accrual of bone mineral. There are now also long-term controlled PA intervention studies demonstrating that both boys and girls with daily school PA through puberty gain higher bone mineral content (BMC) and bone mineral density (BMD) and greater bone size than boys and girls with school PA 1-2 times/week. These benefits seem to be followed by a gradual reduction in expected fracture rates, so that in children with daily school PA, the incidence rate ratio (IRR) after 8 years is less than half that expected by age. Daily school PA from before to after puberty is associated with beneficial gains in bone traits and gradually lower relative fracture risk.

Physical Fitness and Locomotor Skills in Children With Esophageal Atresia-A Case Control Pilot Study

Background: Patients with esophageal atresia (EA) often experience physical limitations. With increasing survival over the past decades, the focus in care shifted toward improving the long-term quality of life. We performed validated testing fitness and motor skills in children born with EA. Methods: Patients with EA were evaluated using the standardized Kinderturntest Plus/ Deutscher Motorik Test after caregiver's written consent. Test scores range from 1 to 5 (compared to an age- and gender matched standard population). Caregivers completed an online-questionnaire on patient history. Results: Seventeen patients (median age 7 [3-12] years) were included. Comorbidities were prematurity (54%), birth weight <1,500 g (23%), congenital heart disease (46%), developmental delay (38%), skeletal deformity (23%), and anorectal malformation (15%). The mean test score was significantly lower in children with EA (2.19) compared to a control group matched for age, gender, body weight, and -height, (2.75, p = 0.04), and the general population (3, p = 0.00). Distribution of patient scores was below the 41st performance percentile for gender and age in 54-63%. Caregivers identified notable deficits of strength and endurance. All but one patient complained about discomfort during physical exercise, most commonly respiratory distress (46%) and gastroesophageal reflux symptoms (31%). Notably, 93% of subjects participated in regular school physical education classes, and 86% participated regularly in additional organized sporting activities. Conclusions: Children after EA repair have decreased physical fitness and impaired locomotor function compared to the general population on a standardized test. Physical discomfort is frequent during exertion. To avoid demotivation, locomotor skill should be promoted at each individual's comfortable level. The study was registered at www.researchregistry.com (No. 3707).