School-Based Physical Activity Does Not Compromise Children's Academic Performance

Ahamed, Yasmin; Macdonald, Heather M.; Reed, Katherine; Naylor, Patti-Jean; Liu-Ambrose, Teresa; McKay, Heather

doi:10.1249/01.mss.0000241654.45500.8e

Cited by 227 publications

(254 citation statements)

References 13 publications

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“…De facto, a AF é essencial para um desenvolvimento saudável e a inatividade física, cada vez mais normal entre as crianças, cria condições para constrangimentos não só ao nível da saúde e capacidades físicas mas também ao nível cognitivo (Booth, Gordon, Carlson, & Hamilton, 2000). Por exemplo, Ahamed et al (2007), num estudo randomizado, realizaram intervenção em várias escolas no sentido de aumentar a AF relacionando a mesma com o desempenho escolar. Não encontraram diferenças entre meninos e meninas no desempenho escolar e apesar do grupo de controlo ter começado o estudo com melhores classificações que o grupo experimental, no final das 16 semanas de AF acrescida não foi encontrada qualquer diferença no desempenho escolar.…”

Section: Perceção De Sucesso Escolarunclassified

“…Uma análise mais aprofundada em estudos com outro tipo de desenho tem mostrado resultados inconsistentes (Ahamed et al, 2007;Carlson et al, 2008;Coe, Pivarnik, Womack, Reeves, & Malina, 2006;Sibley & Etnier, 2003). Contudo os resultados devem ser vistos com algum cuidado, já que diferenças nos desenhos de estudo, no tempo de intervenção, nos métodos e na população podem resultar em más interpretações.…”

Section: Perceção De Sucesso Escolarunclassified

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Relação entre atividade física e desportiva, níveis de IMC, perceções de sucesso e rendimento escolar

et al. 2015

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RESUMOO excesso de peso é cada vez maior entre da população escolar jovem. Uma vez que não é evidente qual a atitude dos alunos com sobrepeso e obesidade face à participação em atividades físicas e sua relação com o desempenho escolar pretendemos identificar os factores de influência no contexto da EF escolar. Participaram neste estudo 490 alunos dos 3º ciclo e ensino secundário, divididos por sexo. Os valores de IMC foram ajustados para sexo e idade e criados três grupos: Magreza; peso normal; e excesso de peso. Os valores dos resultados escolares foram normalizadas para uma escala de 1 a 5 valores. A participação em atividades desportivas, regularidade de prática e percepção do sucesso escolar foi medida por questionário. Após análise exploratória dos dados foram realizados os testes do Qui-quadrado, ANOVA e correlação de Pearson. O eta quadrado parcial (η²) foi reportado como medida da magnitude do efeito das diferenças verificadas nas ANOVAs. Foi considerado o valor de α de 0.05. Os resultados mostraram que alunos com excesso de peso e magreza reportaram menores níveis de atividade física em relação a alunos normoponderais (4.20±1.73, 4.06±1.77, 4.61±1.73; p=0.044; η²=0.01, resp.). A maior parte dos alunos definiu o seu sucesso escolar através da aprovação/transição de ano a par de boas classificações, tendo este grupo obtido níveis superiores de prática (4.57±1.71, p=0.03) Verificaram-se efeitos significativos da variável níveis de IMC nas classificações médias finais e na disciplina de EF, em que os alunos normoponderais obtiveram melhores classificações do que os alunos com excesso de peso. Além disso, verificaram-se correlações significativas entre as classificações de Português e Matemática (r=0.80; p<0.001), entre as classificações de EF e Português (r=0.36; p<0.001), e entre as classificações de EF e Matemática (r=0.42; p<0.001). Os alunos com sobrepeso apresentaram níveis inferiores de prática de atividade física quando comparados com os alunos com peso normal ou magros concomitantemente com um rendimento escolar inferior. Face aos resultados consideramos a prática de atividade física um fator com influência positiva no rendimento escolar em alunos dos ensinos básico e secundário.Palavras-chave: Atividade física, IMC, perceções de sucesso, rendimento escolar, EF. ABSTRACTOverweight is increasing among the school population being physical inactivity one of its main causes. Since it is not clear what kind of attitude do overweight and obese students have towards participation in physical activity and its relationship with academic performance we intend to identify the influencing factors in the context of physical education. Participated in this study 490 students from 3 rd cycle and secondary education, divided by gender. BMI values were adjusted for sex and age and three groups were created: leanness; normal weight; and overweight. The values of the academic performance were normalized to a scale of 1 to 5 points. Participation in sporting activities, regularity of practice and perception of academic...

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Section: Perceção De Sucesso Escolarunclassified

Relação entre atividade física e desportiva, níveis de IMC, perceções de sucesso e rendimento escolar

et al. 2015

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“…35 That said, it would be unwise to ignore the epidemiological findings associated with obesity among city youth. Given the potential positive influence of healthy meals 36,37 and physical activity [38][39][40] on cognitive function and behavior, it seems that comprehensive wellness programs that include nutrition, physical education, and sports programming need to be integrated along with other core programs for academic development. An investment in these comprehensive wellness programs would require additional funding to (1) improve the physical plant and food options available to students in the schools, (2) increase the number of health and physical education teachers and team coaches necessary to meet national recommendations for physical activity for students in kindergarten through the 12th grade, 41 (3) address city transportation and teacher issues so that the school day can be expanded to accommodate physical education, and (4) invest in the built environment in the neighborhoods surrounding these schools and the communities in which the students who are served by these SBHCs reside.…”

Section: Discussionmentioning

confidence: 99%

Finding Targets for Obesity Intervention in Urban Communities: School-Based Health Centers and the Interface with Affected Youth

Trent¹,

Jennings²,

Waterfield

et al. 2009

J Urban Health

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Urban schools and school-based health centers (SBHCs) in low-income minority communities may be important points of intervention for overweight and obese youth. To date, little is known about the interface of overweight youth and the public health system through SBHCs. The objective of this study is to determine the prevalence, geographic distribution, sociodemographic, and comorbidity factors associated with obese status as a part of a public health system needs assessment. We conducted a cross-sectional clustered sampling utilizing prospective anthropometric measurement and chart review. Demographic, anthropometric, and medical comorbidity data were collected from 2,630 students in SBHCs in Baltimore, MD, USA. Students were geocoded to their primary residential address and assigned to a census block group using MapInfo v6.5. Demographic and comorbidity associations were analyzed using multivariable logistic regression analysis. Overall, the mean body mass index (BMI) was 25.5 (SD 6.6), and prevalence of obesity (BMI995th percentile) and overweight (BMI 85th-95th percentile) was 26.5% and 15.7%, respectively. Obesity was distributed among all the schools without one school being significantly more affected than others. Obese status was associated with gender, poverty, and several medical comorbidities such as asthma, high blood pressure, and disordered eating. Public health practitioners in this SBHC system appear to be faced with a greater burden of obesity than predicted by Centers for Disease Control and Prevention estimates. Given the ongoing interface with affected youth, these schools and health centers may be well situated to deliver public health obesity interventions.

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“…Studies have shown that physical activity (PA) is positively associated with academic performance [1][2][3][4][5][6][7][8][9][10][11]. Individuals are more likely to have better mental focus and concentration when engaging in structured physical activity [11][12][13][14][15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%

Impact Of Coordinated-bilateral Physical Activities On Attention And Concentration In School-aged Children

Chen¹,

Harris²

2018

Medicine &Amp; Science in Sports &Amp; Exercise

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properly cited.Purpose. This study examined the effects of 4-week, daily 6-minute coordinated-bilateral physical activity (CBPA) breaks in classroom on attention and concentration in school-aged children. Methods. Participants (n=116) in fifth grade from two elementary schools were assigned to three groups: two intervention groups (n= 60) and one control group (n = 56). All three groups were preand post-tested with the d2 Test of Attention (d2 test). One intervention group (n = 31) took part in six minutes of daily classroombased coordinated-bilateral physical activity (CBPA) break for four weeks. Another intervention group (n = 29), the Fitbit Only (Fitbit-O), wore Fitbits per day during a school, five days per week for four weeks without CBPA breaks. A 2 × 3 ANOVA was conducted, followed by the post hoc comparisons. Results. The CBPA showed significant increases in processing speed ( 1 = 6.876, p = .010), focused attention ( 1 = 10.688, p = .002), concentration performance ( 1 = 26.46, p = .000), and attention span ( 1 = 14.090, p = .000) over the control, but not in accuracy (Error %). The CBPA showed significant improvement in concentration performance ( 1 = 24.162, p = .000) and attention span ( 1 = 6.891, p = .011), compared to the Fitbit-O. No significant changes in all five attention parameters were found between the Fitbit-O and the control. Conclusion. It was concluded that daily brief coordinated-bilateral activities can improve attention and concentration in fifth-grade students over the course of four weeks.

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School-Based Physical Activity Does Not Compromise Children's Academic Performance

Abstract: The AS! BC model is an attractive and feasible intervention to increase physical activity for students while maintaining levels of academic performance.

Cited by 227 publications

References 13 publications

Relação entre atividade física e desportiva, níveis de IMC, perceções de sucesso e rendimento escolar

Relação entre atividade física e desportiva, níveis de IMC, perceções de sucesso e rendimento escolar

Finding Targets for Obesity Intervention in Urban Communities: School-Based Health Centers and the Interface with Affected Youth

Impact Of Coordinated-bilateral Physical Activities On Attention And Concentration In School-aged Children

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