Physical activity and sedentary time in relation to academic achievement in children

Haapala, Eero A.; Väistö, Juuso; Lintu, Niina; Westgate, Kate; Ekelund, Ulf; Poikkeus, Anna‐Maija; Brage, Sören; Lakka, Timo A.

doi:10.1016/j.jsams.2016.11.003

Cited by 72 publications

(72 citation statements)

References 33 publications

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“…Several systematic reviews are available on the effects of physical activity (Donnelly 2016; Fedewa 2011; Sibley 2003, Vazou 2016; Verburgh 2014), dietary (Ells 2008) and general school health interventions (Langford 2014; Murray 2007) on school achievement and cognitive outcomes in the general population. Although these systematic reviews may include some children with obesity or overweight, they lack a separate analysis of the effect estimates in our population groups of interest.…”

Section: Discussionmentioning

confidence: 99%

“…For example, a meta-analysis of 44 experimental and cross-sectional studies (in participants aged four to 18 years) indicates that increased physical activity caused significant overall improvement in cognitive function and school performance (Hedge's g = 0.32; standard deviation (SD) 0.27) (Sibley 2003). A recent meta-analysis of 21 experimental and quasi-experimental studies in children aged four to 16 years (N = 4044) also reported a moderate positive effect of physical activity interventions on cognitive outcomes (Hedge's g = 0.46, 95% confidence interval 0.28 to 0.64) (Vazou 2016). …”

Section: Introductionmentioning

confidence: 99%

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Physical activity, diet and other behavioural interventions for improving cognition and school achievement in children and adolescents with obesity or overweight

Martin

Booth

Laird

et al. 2018

Cochrane Database of Systematic Reviews

142

109

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Background The global prevalence of childhood and adolescent obesity is high. Lifestyle changes towards a healthy diet, increased physical activity and reduced sedentary activities are recommended to prevent and treat obesity. Evidence suggests that changing these health behaviours can benefit cognitive function and school achievement in children and adolescents in general. There are various theoretical mechanisms that suggest that children and adolescents with excessive body fat may benefit particularly from these interventions. Objectives To assess whether lifestyle interventions (in the areas of diet, physical activity, sedentary behaviour and behavioural therapy) improve school achievement, cognitive function (e.g. executive functions) and/or future success in children and adolescents with obesity or overweight, compared with standard care, waiting‐list control, no treatment, or an attention placebo control group. Search methods In February 2017, we searched CENTRAL, MEDLINE and 15 other databases. We also searched two trials registries, reference lists, and handsearched one journal from inception. We also contacted researchers in the field to obtain unpublished data. Selection criteria We included randomised and quasi‐randomised controlled trials (RCTs) of behavioural interventions for weight management in children and adolescents with obesity or overweight. We excluded studies in children and adolescents with medical conditions known to affect weight status, school achievement and cognitive function. We also excluded self‐ and parent‐reported outcomes. Data collection and analysis Four review authors independently selected studies for inclusion. Two review authors extracted data, assessed quality and risks of bias, and evaluated the quality of the evidence using the GRADE approach. We contacted study authors to obtain additional information. We used standard methodological procedures expected by Cochrane. Where the same outcome was assessed across different intervention types, we reported standardised effect sizes for findings from single‐study and multiple‐study analyses to allow comparison of intervention effects across intervention types. To ease interpretation of the effect size, we also reported the mean difference of effect sizes for single‐study outcomes. Main results We included 18 studies (59 records) of 2384 children and adolescents with obesity or overweight. Eight studies delivered physical activity interventions, seven studies combined physical activity programmes with healthy lifestyle education, and three studies delivered dietary interventions. We included five RCTs and 13 cluster‐RCTs. The studies took place in 10 different countries. Two were carried out in children attending preschool, 11 were conducted in primary/elementary school‐aged children, four studies were aimed at adolescents attending secondary/high s...

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Physical activity, diet and other behavioural interventions for improving cognition and school achievement in children and adolescents with obesity or overweight

Martin

Booth

Laird

et al. 2018

Cochrane Database of Systematic Reviews

142

109

View full text Add to dashboard Cite

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“…Core knowledge in teaching, is the knowledge of the competency of teachers to implement the learning process. Teachers should have an element of: (1) the content of knowledge; (2) a basic knowledge of pedagogy; (3) pedagogical content knowledge; (4) knowledge and curriculum; (5) knowledge in the context of learning; (6) knowledge and characteristics of learners; and (7) knowledge in effective learning objectives, exciting, and motivating learners to participate in activities PJOK.…”

Section: Discussionmentioning

confidence: 99%

“…(3) pedagogical content knowledge; (4) knowledge and curriculum; (5) knowledge in the context of learning; (6) knowledge and characteristics of learners; and (7) knowledge in effective learning objectives, exciting, and motivating learners to participate in activities PJOK.…”

Section: Introductionmentioning

confidence: 99%

Diagnosis Effectiveness of Teaching Physical Education Curriculum 2013 for Sport and Health

Saputro¹,

Pramono²,

Nurhasan³

et al. 2019

Proceedings of the 4th International Conference on Education and Management (COEMA 2019)

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This research was conducted with the aim to understanding problems and needs of teachers PJOK through need assessment (analysis of needs). This study was to determine the effectiveness of learning PJOK for Curriculum 2013. This study used quantitative and qualitative research design. Quantitative research is focused on the 10 learners and teachers Physical Education (PJOK) through video recording by looking at the amount of time learners or the so-called Academic Learning Times (ALT). Whereas qualitative research by providing questions to a questionnaire given to 54 teachers who implement Curriculum 2013 PJOK who are willing to fill out a questionnaire and interviews covered the spread in Master Learner PJOK SD. Engineering sample selection using purposive sampling. The sample is based on destination and availability of samples for examination. Data shows that: (1) the teachers too long, do break (B) with an average percentage of 27, 4%; (2) while warming (WU) with an average percentage of 2.22%; (3) explain the rules (R) with an average percentage of 11.33%; (4) practice skills (P) with an average percentage of 0.8%; (5) exercise (S) with an average percentage of 11.11%; (6) do the game (G) with an average percentage of 7.48%. While the views of the Learner's Involvement Level: (1) the waiting time (W) learners with an average percentage of 28.51%; (2) when there is no task (OFF) by an average percentage of 2.22%; (3) a motion that is not appropriate (MI) with an average percentage of 3,03%; and (4) the time to support the motion (MS) with an average percentage of 5.78%. The total of all video recording and learners' activity for 135 minutes. From the results of questionnaires and interviews with teachers and teacher learner PJOK SD with the following data: (1) scientific or thematic learning model to be applied to the subject integrated PJOK of 54 teachers is quite difficult to answer 30 55.59%, 10 difficult 18.52%, and 14 is 29.92%; (2) learning PJOK expected of 54 teachers, learners are active (42 / 77.8%), simple (35 / 64.8%) and healthy (32 / 59.3%); (3) the need for the development of scientific or thematic models for subject PJOK elementary school of 54 teachers that 24 urgently need 44.44%, 27 require 50% and 3 quite require 5.56%; (4) PJOK teachers rarely use the strengthening of the use of scientific approach; (5) teachers tend rarely to apply the model of scientific learning in the learning process PJOK because too complicated. Teachers seek learning model that is simple and easy; and (6) the difficulties faced by teachers, among others understand the basic competence, choose the model, and learning methods. Based on the above data, we need a breakthrough or development of a particular learning model curriculum PJOK nuanced, 2013.

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“…During a typical school day, students have 3 distinct forms of participating in physical activity: (1) physical education, (2) recess, and (3) other unstructured physical activities (Slater et al, 2012). However, the recommended 150 mins/wk of physical activity is rarely met (Haapala et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The effects of a physical activity program called "minds-in-motion-the maze" on balance and motor skills in middle school aged students.

Vargas¹

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Physical activity and sedentary time in relation to academic achievement in children

Cited by 72 publications

References 33 publications

Physical activity, diet and other behavioural interventions for improving cognition and school achievement in children and adolescents with obesity or overweight

Physical activity, diet and other behavioural interventions for improving cognition and school achievement in children and adolescents with obesity or overweight

Diagnosis Effectiveness of Teaching Physical Education Curriculum 2013 for Sport and Health

The effects of a physical activity program called "minds-in-motion-the maze" on balance and motor skills in middle school aged students.

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