Physical Activity and School Performance: Evidence from a Danish Randomised School-Intervention Study

Romani, Annette Quinto; Klausen, Trond Beldo

doi:10.1080/00313831.2016.1172498

Cited by 9 publications

(12 citation statements)

References 30 publications

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“…However, barely one third of the studies meet the criteria for estimating statistical power [60]. The results of a study by Quinto Romani and Klausen [29] using data from a randomized school-based intervention indicate that, on average, the studied intervention of 45 min extra PA during the school day has a minimal beneficial impact on the pupils’ academic performance and, in some cases, even a negative impact. Pupils also stated that PuLH contributed to creating a calm and peaceful classroom environment and that it was even decisive for pupils who had been diagnosed with NDD.…”

Section: Discussionmentioning

confidence: 99%

“…However, it is not daily PA that has been shown to give this effect [27]. A number of previous studies have stressed that MVPA has either no beneficial impact or very limited beneficial impact on pupils’ executive control [28] and academic performance and sometimes even has a negative effect [29]. Other scholars have stressed that there is no convincing evidence to indicate either a strong or a significant relationship between PA and school performance [30].…”

Section: Introductionmentioning

confidence: 99%

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Voices from Pupil Participation in the Health Promotion Intervention “Pulse for Learning and Health [PuLH]” in Primary and Middle School

Lindgren

Haraldsson

Håman

2019

IJERPH

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In order to improve the learning conditions and health of schoolchildren, the Pulse for Learning and Health [PuLH] program in Sweden has introduced additional mandatory moderate to vigorous physical activity [MVPA] that lasts for 30 min three times a week. The PE teachers used a child-centered coaching approach to support all pupils. The aim of this study was to explore pupils’ perception and experience of PuLH that has been implemented in primary and middle schools in Sweden. We have taken into account children’s rights perspectives and adopted an exploratory and interpretive approach. In total, 73 pupils (34 girls, 39 boys, grades 4–9) were recruited through purposive sampling. 13 focus group interviews (n = 71) and individual interviews (n = 2) were carried out. All interviews were analyzed using qualitative content analysis. The analysis resulted in three major themes: ‘promotes academic performance and a learning school environment’, ‘promotes health and well-being’, and ‘individual and structural barriers’. From children’s perspective, the results highlight the importance of teachers and principals taking into account the interests and needs of all pupils, to have a well-planned MVPA intervention and to deal with issues regarding body ideals.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Voices from Pupil Participation in the Health Promotion Intervention “Pulse for Learning and Health [PuLH]” in Primary and Middle School

Lindgren

Haraldsson

Håman

2019

IJERPH

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“…The long-term health benefits of physical activity include healthy muscles and bones, reduced risk of developing chronic diseases, better overall fitness, and a longer “health span” [1,2,3,4]. Among school-aged children in particular, physical activity is related to many health benefits in the physical, psychological, social [5], and cognitive domains [5,6,7].…”

Section: Introductionmentioning

confidence: 99%

Results from Lithuania’s 2018 Report Card on Physical Activity for Children and Youth

Šukys

Emeljanovas

Gruodytė-Račienė

et al. 2019

IJERPH

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The Global Matrix 3.0 “Report Card” assessment of physical activity was developed to achieve a better understanding of the global variability in child and youth physical activity. Lithuania joined the Global Matrix 3.0. The aim of this article is to summarize the results of the first Lithuanian Report Card, which included 10 indicators, as representative of individual behaviors, sources, and settings of influence indicators, and a health-related characteristic. The grades for each indicator were based on the best available Lithuanian data. The findings showed poor Overall Physical Activity, Active Transportation (C−), and Family and Peers (D). Sedentary behavior was graded C−, and Organized Sport Participation, Community and Environment, and Government were graded C. Physical Fitness and School indicators received the highest grade (C+). The first Lithuanian Report Card on Physical Activity of Children and Youth shows that Lithuanian children and youth have less than satisfactory levels of organized physical activity, active transportation to and from school, community and built environments, and government strategies and investments. The low levels of support from family and peers require more attention from health promoters. There is a gap in the evidence about active play that should be addressed by researchers and policy makers.

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“…The maximum heart rate test among pupils [38] and the correct heart rate zone were problematized during the meetings due to methodological differences in previous studies (e.g., [39][40][41][42]).…”

Section: Technical-rational Discoursementioning

confidence: 99%

Physical Education Teacher’s Professional Learning of Implementing a Health Promotion Intervention in the Practice of a Research Circle

Håman¹,

Haraldsson²,

Lindgren³

2022

Health Promotion

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Scholars recommend that health promotion researchers engage practitioners in the analysis and reporting phase and expand their ability to share their research beyond academia. The purpose of this study was to draw benefit from physical education (PE) teachers’ discussions and reflections of the implementation of a health promotion intervention in school during research circle meetings. The health promotion intervention ‘Pulse for Health and Learning’ (PuLH) focused on moderate-to-vigorous physical activity, incorporating a child-centred coaching approach. This study has an action research approach. The research circle consisted of PE teachers (N = 22, approximately 18 per meeting) from eight primary and middle schools (from grades 4 to 9) in eight municipalities in Sweden and three researchers. The theory of ‘practice architectures’ was employed to interpret, discuss, and clarify what enables and constrain PE teachers’ implementation of the health promotion intervention. During the analysis, three discourses were identified: technical-rational discourse, participating discourse, and steering and supporting discourse. The practice architectures both enabled and constrained the implementation of PuLH. The research circle meetings stimulated critically conscious acting and decision-making through collaboration between PE teachers and together with researchers which improved the implementation of PuLH and contributed to PE teachers’ professional development.

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Physical Activity and School Performance: Evidence from a Danish Randomised School-Intervention Study

Cited by 9 publications

References 30 publications

Voices from Pupil Participation in the Health Promotion Intervention “Pulse for Learning and Health [PuLH]” in Primary and Middle School

Voices from Pupil Participation in the Health Promotion Intervention “Pulse for Learning and Health [PuLH]” in Primary and Middle School

Results from Lithuania’s 2018 Report Card on Physical Activity for Children and Youth

Physical Education Teacher’s Professional Learning of Implementing a Health Promotion Intervention in the Practice of a Research Circle

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