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Effect of Physical Education and Activity Levels on Academic Achievement in Children
Abstract
This study was conducted to determine the effect of physical education class enrollment and physical activity on academic achievement in middle school children.
Participants were 214 sixth-grade students randomly assigned to physical education during either first or second semesters. Moderate and vigorous physical activity (MVPA) (number of 30-min time blocks) outside of school was assessed using the 3-d physical activity recall (3DPAR). The 3DPAR time blocks were converted to ordinal data with scores of 1 (no activity), 2 (some activity), or 3 (activity meeting Healthy People 2010 guidelines). Academic achievement was assessed using grades from four core academic classes and standardized test scores (Terra Nova percentiles).
Grades were similar regardless of whether students were enrolled in physical education during first or second semesters. Physical education classes averaged only 19 min of MVPA. Students who either performed some or met Healthy People 2010 guidelines for vigorous activity had significantly higher grades (P < 0.05) than students who performed no vigorous activity in both semesters. Moderate physical activity did not affect grades. Standardized test scores were not significantly related to physical education class enrollment or physical activity levels.
Although academic achievement was not significantly related to physical education enrollment, higher grades were associated with vigorous physical activity, particularly activity meeting recommended Healthy People 2010 levels.
... Mode refers to the specific type of activities, which can also be classified into different categories (e.g., aerobic or anaerobic, weight bearing or nonweight bearing, continuous or intermittent), Corbin et al., (2006). ...
... Frequency refers to the number of repetitions within a particular time period. It is usually measured as number of days per week, Corbin et al., (2006). ...
... Duration describes the amount of physical activity performed within a set time period (e.g. per day, last 7 days) and is typically expressed in minutes, Corbin et al., (2006). ...
This study investigates the impact of vigorous physical activities on the academic performance of students in Physical and Health Education (PAHE) at Colleges of Education in Cross River State, Nigeria. A longitudinal and correlational design was employed, involving experimental and control groups to assess changes in academic performance and cognitive functions. Using a multi-stage sampling method, a sample of 200 students from Federal and State colleges was selected in the state. Data were collected via PAHEAT and questionnaires, and analyzed using descriptive statistics, including mean, standard deviation, simple percentage, and one-way ANOVA. Results revealed a significant positive effect of vigorous physical activities on academic performance, with students in the experimental group showing improved grades compared to the control group. This finding was supported by a t-value of 4.24, surpassing the critical value of 1.972, leading to the rejection of the null hypothesis. Additionally, a significant relationship was found between the frequency and intensity of vigorous physical activities and cognitive functions such as concentration and memory, demonstrated by an F-value of 310.33 and a p-value of 0.00. This supported the rejection of the null hypothesis regarding cognitive functions. The study recommends that educational institutions promote vigorous physical activities to enhance academic performance and cognitive functions. Future research should explore the long-term effects of these activities across different disciplines and educational contexts.
... Studies also correlate PE deficiencies with poorer student self-esteem, confidence, memory, cognition, concentration, classroom behavior, and academic achievement (Coe et al., 2006) [7] . Social isolation, disciplinary issues, anxiety, stress, and depression also increase without PE as an emotional outlet. ...
... Studies also correlate PE deficiencies with poorer student self-esteem, confidence, memory, cognition, concentration, classroom behavior, and academic achievement (Coe et al., 2006) [7] . Social isolation, disciplinary issues, anxiety, stress, and depression also increase without PE as an emotional outlet. ...
... District-wide centralized management of the physical education unit promotes cooperation. School-wise, utilization of community partnerships, parents, philanthropists, and business sponsorships can be very crucial to the access to facilities, equipment, and program support cost-effectively for the schools (Coe et al., 2006) [7] . Grants, subsidized sports programs, charity drives, and PE budget-focused in-school fundraising ensure the desired funds are available. ...
... Physical education (PE) plays a crucial role in students' overall development, contributing to their physical, cognitive, and emotional well-being . In higher vocational colleges, PE classes offer students the opportunity to develop physical skills, improve health, and foster positive attitudes toward physical activity (Coe et al., 2006). Achievement emotions, which encompass a range of emotions experienced in relation to academic achievements and the learning process (Pekrun, 2006), can significantly impact students' experiences in PE classes and their academic performance. ...
... These factors can positively influence students' achievement emotions, promoting positive emotions such as pride and enjoyment while reducing negative emotions such as anxiety and boredom (Biddle & Asare, 2011). Moreover, higher levels of physical activity have been linked to better academic performance in PE classes (Coe et al., 2006;Fedewa & Ahn, 2011). ...
... This may involve creating supportive learning environments, promoting regular physical activity, and providing mental health support services for students (Bailey, 2006;Dyer, 2018). Such interventions could lead to improved emotional experiences, better mental health, and ultimately, better academic performance in PE classes Coe et al., 2006). ...
... Certainly, in the present study, we focus on the relationships between Personal-health, Physical activity participation, and Asian American high school students' Phys-Ed GPA. Coe, Pivarnik, Womack, Reeves, and Malina (2006) examined the effects of physical education, class enrollment, and physical activity on the academic achievement of 214 6th-grade students. 9 Participants were assigned to execute 30-minute blocks of moderate and vigorous physical activity (MVPA), outside of school. ...
... Although it is common knowledge that regular participation in physical activity will lead to positive personal health indices and psychological benefits, the relationship between adolescents' physical activity participation and academic achievement, requires additional clarification. Some studies have found little support for a positive relationship between physical activity and academic performance (Donnelly & Lambourne, 2011), while other studies have identified a negative relationship between physical activity participation and academic achievement (Castelli et al. 2015;Coe et al., 2006). However, a greater number of studies have reported positive physical health as well as better cognitive outcomes as a function of regular physical activity participation (e.g., Donnelly & Lambourne, 2011). ...
... It is also consistent with the report of the Effect of physical education and activity levels on academic achievement in children by a previous research study (Coe et al. (2006). Thus, the current investigation confirmed their earlier research findings Coe et al. (2006) in their report about the Effect of Physical Education and Activity Levels on Academic Achievement in Children, presented evidence that described and illustrated why the positive relationship exists between physical activity and academic achievement in children; how to obtain those positive ...
Physical Activity is an important contributor to health, both physical and cognitive. Relationships among students’ physical activity (PA), sports participation, physical health status, and academic performance have been explored in various academic venues, however, investigating Asian American students nationwide has not yet been covered. Using the latest National High School Longitudinal Study data and the hierarchical regression approach analyzed, this study examined: How the extracurricular PAs, school attitudes, and other demographic variables impact the participants’ personal health, and grade point average (GPA). Participants were 956 Asian American high-school students (AAHSSs). Findings confirmed the importance of participating in PA and identified the relationships between the relative factors. In brief, AAHSSs who participated in after-school PA (including sports) earned a higher GPA. No significant impact on GPA from the AAHSSs’ hours spent on extracurricular activities. Female AAHSSs had a higher GPA than their male counterparts. AAHSSs’ socioeconomic status significantly impacted their educational achievement. Why the way of distributing social resources to all American students is the key to having equal educational opportunities was revealed and explained because the equal distribution of social resources influences educational achievement. Meaningful recommendations are offered to parents, community leaders, teachers, school administrators, and policymakers as well.
... However, Singh et al. (2019) and Barbosa et al. (2020) reported that the impact of PA on academic outcomes was not consistent. More specifically, different intensities of PA exert various effects on AA (Aadland et al., 2017;Coe et al., 2006). For example, some studies have reported that both moderate-intensity physical activity (MPA) and vigorous-intensity physical activity (VPA) have positive effects on AA (De Greeff et al., 2018;Morris et al., 2019;Pál, 2018), whereas other studies have reported that VPA has a negative impact on reading and science literacy (Gomez-Fernandez and Albert, 2020;Pál, 2018). ...
... MPA has positive effects on AA (Pál, 2018) in terms of mathematics (Aadland et al., 2017), reading (Castelli et al., 2007) and science (Barbosa et al., 2020) literacy. Similarly, VPA contributes to reading (Hillman et al., 2009;Pontifex et al., 2013), mathematics (Coe et al., 2006) and science (Coe et al., 2006) literacy. However, VPA may lead to poor AA in terms of reading and science literacy (Gomez-Fernandez and Albert, 2020;Pál, 2018). ...
... MPA has positive effects on AA (Pál, 2018) in terms of mathematics (Aadland et al., 2017), reading (Castelli et al., 2007) and science (Barbosa et al., 2020) literacy. Similarly, VPA contributes to reading (Hillman et al., 2009;Pontifex et al., 2013), mathematics (Coe et al., 2006) and science (Coe et al., 2006) literacy. However, VPA may lead to poor AA in terms of reading and science literacy (Gomez-Fernandez and Albert, 2020;Pál, 2018). ...
Background
Physical activity (PA) is considered an important factor affecting academic achievement (AA). Different intensities of PA affect mental engagement (ME), which, in turn, affects AA. However, the role of ME in the relationship between PA and AA remains unclear.
Objective
This study aimed to examine the mediating and/or moderating role of ME (i.e. cognitive flexibility [COGFLEX], metacognition [META] and competitiveness achievement motivation [COMPETE]) in the relationship between PA (both moderate- and vigorous-intensity activities) and AA.
Method
Structural equation modelling was used to build a mediated moderation model. A total of 68,144 students from eight economies who participated in the 2018 Programme for International Student Assessment were included in the study.
Results
Moderate-intensity physical activity (MPA) was significantly positively correlated and vigorous-intensity physical activity (VPA) was significantly negatively correlated with AA in adolescents. COGFLEX, META and COMPETE were found to play a significant mediating role in the relationship between both types of PA (MPA and VPA) and AA. COGFLEX and COMPETE were found to moderate the relationship between VPA and AA.
Conclusion
ME plays a mediated moderation role in the relationship between the intensity of PA and AA. The theoretical and practical implications of these findings are discussed.
... Physical education classes (PECs) offer the inducement of MVPA and can therefore be a critical means to the above [22][23][24]. It is of interest that academic achievement was significantly associated with MVPA in PECs [25][26][27], although not with PECs alone [22,25], as MVPA must be included. ...
... Physical education classes (PECs) offer the inducement of MVPA and can therefore be a critical means to the above [22][23][24]. It is of interest that academic achievement was significantly associated with MVPA in PECs [25][26][27], although not with PECs alone [22,25], as MVPA must be included. ...
Previous studies showed moderate to vigorous physical activity (MVPA) and aerobic fitness in adolescents are significant factors for cognitive and academic performance. Most previous studies have employed a cross-sectional design; consequently, the evidence on the longitudinal effect of physical education classes (PECs) on cognitive performance and academic achievement is limited. Therefore, the current study utilized a longitudinal design to examine the longstanding effect of MVPA during PECs on cognitive and academic performance across gender groups. Structural equation modeling analyses were employed to understand how MVPA influences youth academic achievement in a nationally representative sample (n = 2092). Study findings indicated that (a) MVPA exerted a direct effect on initial academic achievement as well as an indirect effect, which is mediated by middle school students’ attention in both gender groups; (b) MVPA had both long-term direct effects on academic achievement as well as indirect effects on attention, which ultimately affected the subsequent academic achievements of female middle school students.
... Additionally, recent systematic reviews have concluded that increased levels of PA and sports participation had a positive effect on AP in adolescents [31,32]. On the other hand, numerous studies do not show a positive influence of different PA levels on AP [33][34][35][36]. Due to the existence of mixed evidence in the aforementioned studies, it is important to conduct a regression analysis with the aim of delving into understanding how different levels of PA may influence AP. ...
... On the other hand, there are some studies that are not in line with our study [33][34][35], implying that there is no significant influence of PA levels and AP. The assumption is that greater duration of physical activity results in a lack of free time that could be used for studying [37][38][39], or that intense physical activity may lead to fatigue and subsequently to a lack of motivation for engaging in other activities. ...
Background/Objectives: Today's high school students often engage in sedentary behavior by choosing passive activities during leisure time. Increasing research shows that regular physical activity (PA) provides benefits beyond physical health, especially important during childhood and adolescence. Our study investigated the association between physical activity levels and academic performance (AP) in Serbian adolescents. Methods: We selected a sample of 836 fourth-grade high school students (avg. 17.9 ± 0.7 years old) who completed the IPAQ (short-version) and the Academic Performance Scale. Data analysis was conducted using IBM SPSS 21.0. Due to non-normal data distribution, Spearman's correlation was used and hierarchical regression analysis to assess the association between PA and AP. Results: The findings revealed significant correlations between vigorous, moderate and light PA, as well as overall units of metabolic equivalent of task (METs), with AP (p-values: 0.000, 0.005, 0.021, 0.004, respectively), although with weak correlation coefficients (0.127, 0.098, 0.080, 0.181, respectively). Vigorous PA influenced AP by 10.1%, moderate PA by 8.2%, and light PA by 11.4%. Conclusions: These results suggest that adolescents engaging in higher PA levels tend to have better AP. This finding indicates a substantial association between PA levels and AP, with both moderate and vigorous PA showing a positive correlation and influence. Further investigation is necessary to comprehensively grasp the link between light PA and AP.
... Several studies have shown that PE can promote positive social interactions, teamwork, and communication skills (Lee & Kwon, 2019) [34] , provide opportunities for students to cultivate leadership abilities and self-confidence (Gurney et al., 2016), and serve as an outlet for releasing energy and minimizing disruptive behavior in the classroom (Moore et al., 2016) [40] . Students who engage in physical education classes exhibit fewer disciplinary issues compared to non-participating peers, as supported by research (Coe, Pivarnik, Womack, Reeves, & Malina, 2006) [8] . Physical education is an indispensable element of a comprehensive education, aiming to foster physical literacy and encourage lifelong physical activity [63] . ...
... Several studies have shown that PE can promote positive social interactions, teamwork, and communication skills (Lee & Kwon, 2019) [34] , provide opportunities for students to cultivate leadership abilities and self-confidence (Gurney et al., 2016), and serve as an outlet for releasing energy and minimizing disruptive behavior in the classroom (Moore et al., 2016) [40] . Students who engage in physical education classes exhibit fewer disciplinary issues compared to non-participating peers, as supported by research (Coe, Pivarnik, Womack, Reeves, & Malina, 2006) [8] . Physical education is an indispensable element of a comprehensive education, aiming to foster physical literacy and encourage lifelong physical activity [63] . ...
Physical education (PE) is an academic subject that aims to promote physical fitness, healthy lifestyle habits, and overall well-being through physical activity and exercise. It emphasizes the development and maintenance of physical fitness and skills through sports, exercise, and games. Curriculum is a structured framework that facilitates learners in accomplishing specific learning goals and objectives, encompassing planned activities, materials, assessments, topics, skills, methods of instruction, and expected outcomes. The primary aim of this article is to reconnoiter the advantages and challenges of integrating PE into the curriculum. Secondary qualitative data, extracted from relevant books and journal articles, have been collected to support the study. The article concludes that incorporating PE into the curriculum significantly contributes to students' holistic development. PE imparts students with a profound understanding of the significance of regular physical exercise in reducing the risk of obesity, diabetes, cardiovascular disease, stress, anxiety, and depression. Furthermore, PE has the potential to enhance academic performance by improving concentration, memory, and creativity. This article plays a crucial role in advocating for equal importance to be given to PE alongside other subjects in the curriculum, both by inspiring students and guiding curriculum designers.
... Studies show that regular physical exercise or sport has positive effects on cognitive functions and behavior control. [35][36][37][38][39][40] A study conducted with children with poor impulse control and attention disorders has shown that physical exercise is associated with decreased negative behavior and improvements in cognitive functions. 37 In the current study, when we classified the children who had possible psychopathology from one of the MOXO d-CPT's parameters, according to the possible psychopathology severity; we found that the sport duration for those with low intensity (1 and 2) was longer than that of those with high intensity (3 and 4). ...
... Studies indicate a positive relationship between the amount of physical exercise and academic performance in the literatüre. [40][41][42][43][44][45] Similarly, in another study, it was stated that children with the higher aerobic condition had better inhibition. 46 It has been reported in previous studies that a high aerobic fitness level is associated with attentionworking memory-reaction time parameters and provides better performance in response accuracy. ...
... Still, today the society is not ready to accept sports as equal to education [19,20,26]. Parents are very much worried about competency based education but are not bothered about health education [14,16,27]. ...
... Physical education helps to make a complete human being and develops academic performance [7,12,25]. It was also proved that academic achievement was not significantly related to enrollment in PE [26]. Increased PE could help academic achievement and cognitive performance. ...
In the present study, the researchers were mainly interested in investigating the impact of PE curriculum on the academic achievements of the Higher Secondary (HS) level (10+2) students belonging to two different educational boards in India i.e., West Bengal Council of Higher Secondary Education (WBCHSE) and Central Board of Secondary Education (CBSE). On the basis of simple randomization, one hundred eighty (N=180) HS level boys were selected from four schools (two schools from each board) as participants for the present study. Among 180 students, 120 students [60 from each educational board, WBCHSE acted as experimental Group-I (EGWB–I); CBSE acted as experimental Group-II (EGCB–II)] were so selected that they had PE as a compulsory subject and rest, 60 students [30 from each educational board, simultaneously acted as Control Group (CGWB+CB)] had either computer science or painting as a compulsory subject in place of PE. The students of EGWB–I & EGCB–II underwent two different PE curriculums as training interventions over an academic year (11 months). But the CGWB+CB did not receive any PE curriculum as a training intervention. The student’s academic achievement was measured by obtained marks in two common subjects (Bengali and English) for both boards. It was standardized through T-score and finally, composite T-score were calculated for all the subjects to draw statistical inference on academic achievement. Statistical inference on academic achievement among the groups in baseline and post-test were drawn through ANCOVA followed by Tukey's LSD post-hoc test. Significance was tested at p<.05 level. Both EGWB–I & EGCB–II showed a significant difference compared to the CGWB+CB in academic achievement. But no significant difference was observed between EGWB–I & EGCB–II. The academic achievement of the students having PE as a subject improved significantly compared to the students having no PE as a compulsory subject in both boards. But the PE curriculum in both boards was found to be equally effective for developing students' academic achievement.
... Des conditions pédagogiques particulières semblent donc devoir être convoquées pour réengager les jeunes en et hors EP dont l'une serait de proposer aux élèves une activité agréable et signifiante (Coe et al., 2006 ;Tappe & Burgeson, 2014). Pourtant, des recherches supplémentaires sont nécessaires pour étudier l'efficacité des interventions dans le cadre de l'éducation physique afin d'améliorer le plaisir et l'engagement physique (Dudley et al., 2011). ...
“There is a growing awareness of the significance of affective learning outcomes as a
central pedagogical concern among physical education teachers, but also an acknowledgement that teachers may have limited skills and resources to facilitate affective learning” (Kirk, 2020, cited by Teraoka et al., 2021, p. 460).
Despite the popularity of game-based approaches across the Atlantic, it does not seem to have filled a gap in the scientific literature concerning the notion of 'engaging formats' in physical education. The ambition of this habilitation is to articulate, around the 'Constraints-Led-Approach' (CLA) paradigm, the theoretical frameworks of situational interest (SI), motor praxeology (PM) and the conative approach (CA), in order to create ‘affective learning design’ in which the teacher becomes the 'designer' of emotionally significant experiences for students.
CLA and game theories are epistemologically compatible, which is often the poor relation of 'mixed' approaches. On the one hand, they are holistic approaches based on the perception-action coupling and the actor-environment symmetry. On the other hand, they are hedonistic conceptions insofar as they give a central place to emotions in adaptation processes. They thus share a bottom-up logic of interpreting behavior in situations and aim to design learning environments that are both adapted and rich in new possibilities, guiding each learner towards active exploration of their environment. CLA, PM and CA can be used in an integrated and complementary manner to explore the effectiveness of pedagogical designs in PE. While CA provides a classification of organismic constraint and PM a system for categorizing the games used, CLA provides a sound theoretical explanation of how task and environmental factors interact with personal factors to shape both the physical and psychological engagement of practitioners.
Our work as part of this habilitation highlights: a) that practitioners can declare the same pleasure in a variety of formats while engaging in them differently from a physical point of view; b) that studying these phenomena requires us to look at the effects of interactions, as variables linked to expertise and gender modify the effect of certain formats (this calls for a twofold vigilance with regard to declarative measures and the myth of the ideal format for an epistemic student); and c) that there are also important inducers not directly linked to game formats that need to be analyzed over the medium and long term, particularly after major life transitions.
Studying engagement is therefore eminently complex and requires above all focusing on the effects of engagement in order to uncover the individual-environment interactions that set the subject in motion (and interest). This research option cannot be carried out a priori by focusing on the presupposed effects of the proposed formats and/or a posteriori by focusing on the subjectivity of the experience recounted by the actor, but rather in situ by recording the action in context. This objectification of the effects of interactions or ‘ergo-conative consonances’ is therefore a central condition for attesting to the relevance of the format in terms of engagement. Finally, as for the teaching method used: "the only good format is the one that matches the specific interests of the students".
This work, rooted in the ecological paradigm, to study the commitment of practitioners ‘from within’, requires a rapprochement between scientists and practitioners. By opening the doors of the gymnasium to the researcher, the PE teacher gives him/her access to the analysis of behaviors in situation. In return, the researcher's updating of the eco-engaging variables enables the teacher to develop real pedagogical content knowledge and thus rehabilitate non-interventionist pedagogies in PE. On the basis of this knowledge, teachers can switch from simply prescribing tasks, which often demotivate pupils, to co-designing an 'engaging' experiential design in PE. In this type of research project, the role of practitioners is therefore more important than ever, and if this could be the message of this habilitation, it would summarize my own career quite well, first as a badminton player, then as a coach, teacher-trainer and finally as a teacher-researcher.
... • Desarrollo de habilidades socioemocionales: La práctica deportiva fomenta la disciplina, la perseverancia y el trabajo en equipo, habilidades transferibles al ámbito académico (Coe et al., 2006). ...
... As suggested in the literature, implementing new strategies that promote higher participation of the children in PE classes and improving PA can positively influence cardiorespiratory fitness levels and student academic achievement [10,68]. According to Lopes et al. [69], discouraging sedentary behavior among children at school can improve their levels of MC. ...
Children’s development occurs in socioecological contexts through an evolving process of reciprocal interactions between the child and multidimensional levels of the immediate environments. Inside these contexts, different opportunities for action shape motor behavior, promoting higher levels of motor competence, learning, and physical activity. Although many consider the home as one of the most critical settings for children, it is equally important to highlight the role of school, recess, physical education classes, and extracurricular activities. This chapter aims to provide a comprehensive overview of the scientific evidence concerning factors associated with school-aged children’s motor behavior, pointing out the importance of affordances in acquiring new motor skills and enhancing motor competence. Therefore, this chapter provides a more comprehensive view of the relationship between the environment and behavior, which is paramount to improving practice among movement professionals and physical education teachers.
... Specifically, the training bout for the CIb approach involved prac- their impact on brain activity [50,51] and the cardiovascular system [52,53]. This approach allowed us to establish a norm for training session duration, approximately 3 minutes. ...
Despite the development of various motor learning models over many decades, the question of which model is most effective under which conditions to optimize the acquisition of skills remains a heated and recurring debate. This is particularly important in connection with learning sports movements with a high strength component. This study aims to examine the acute effects of various motor learning models on technical efficiency and force production during the Olympic snatch movement. In a within-subject design, sixteen highly active male participants (mean age: 23.13±2.09 years), who were absolute beginners regarding the learning task, engaged in randomized snatch learning bouts, consisting of 36 trials across different learning models: differential learning (DL), contextual interference (serial, sCI; and blocked, bCI), and repetitive learning (RL). Kinematic and kinetic data were collected from three snatch trials executed following each learning bout. Discrete data from the most commonly monitored biomechanical parameters in Olympic weightlifting were analyzed using inferential statistics to identify differences between learning models. The statistical analysis revealed no significant differences between the learning models across all tested parameters, with p-values ranging from 0.236 to 0.99. However, it was observed that only the bouts with an exercise sequence following the DL model resulted in an average antero-posterior displacement of the barbell that matched the optimal displacement. This was characterized by a mean positive displacement towards the lifter during the pulling phases, a negative displacement away from the lifter in the turnover phase, and a return to positive displacement in the catch phase. These findings indicate the limited acute impact of the exercise sequences based on the three motor learning models on Olympic snatch technical efficiency in beginners, yet they hint at a possible slight advantage for the DL model. Coaches might therefore consider incorporating the DL model to potentially enhance technical efficiency, especially during the early stages of skill acquisition. Future research, involving even bigger amounts of exercise noise, longer learning periods, or a greater number of total learning trials and sessions, is essential to verify the potential advantages of the DL model for weightlifting technical efficiency.
... Physical education plays a vital role in the overall educational process by incorporating planned physical activities that address cognitive, affective, and psychomotor aspects of learning (Coe et al. 2006;Donnelly et al. 2017;Ramires et al. 2023). Insufficient student movement during practical learning can hinder their ability to achieve optimal physical fitness. ...
Physical education (PE) has long been recognized as an important component of holistic education, contributing not only to physical fitness but also to cognitive, social, and emotional development. This research is to find out whether physical education can improve problem solving skills. The type of research used in this research is associative (relationship) research. This research was conducted on high school students in Padang, West Sumatra with a sample size of 50 people (23 men and 27 women) using a purposive sampling technique. The Problem Solving Inventory (PSI) was the tool used in this research. This instrument consists of (1) problem solving beliefs (r =.85), (2) approach-avoidance style (r =.88), (3) personal control (r -.83). The research results that can be seen in the anti-image matrix table determine the level of suitability of the variables studied. In this case, the three variables in the Problem Solving Inventory all have values > 0.50 with the following details: 1) Problem solving confidence 0.643; 2) Approach avoidance style 0.501 and 3) Personal control 0.501. Furthermore, the Total Variance explained above in the Initial Eigenvalues section only has 1 factor which is formed from the 3 variables used. Because the requirement to become a factor is that the Initial Eigen Value > 1 is able to explain 43.273%, while the Extraction Sums of Squared Loadings value is 1.298 or > 1 and is able to explain 43.273% of the variation. And has a cumulative variation of 43.273%. Based on the research results above, it can be concluded that the problem-based learning model can improve the learning outcomes of high school students in Padang. Problem solving is an important component in life, therefore problem-solving skills must be included in every lesson. Keywords: physical education, problem solving, problem-based learning, school students
... However, there are some indications in the literature that vigorous PA is associated with better cognitive performance compared to moderate PA. For instance, Coe et al. [66] showed that higher amounts of vigorous (first semester: chi-squared = 10.1, p < 0.05; second semester: chi-squared = 6.05, p < 0.05) but not moderate PA were associated with higher grades among sixth-grade students. Further, engaging in PA may improve brain structure and function in youth [36]. ...
The health benefits of regular physical activity (PA) in youth are well-documented. Yet the adherence rate to PA guidelines among youth worldwide is alarmingly deficient with only 19% of youth worldwide adhering to the World Health Organization guidelines. This is reflective of a global proliferation of a physical inactivity pandemic among youth. The negative consequences of physical inactivity on health are profound, as they threaten to persist into adulthood, exacerbating the burden of preventable health issues. There is persuasive evidence that vigorous PA generates physical fitness and health benefits surpassing low or moderate activity in youth. In addition, indications show that the adherence rate to vigorous PA among youth exceeds that relative to low or moderate activity. As a result, promoting vigorous PA can help mitigate the global issue of low adherence to PA in youth. Therefore, in this opinion paper, we argue that vigorous PA, compared to low or moderate activity, holds greater significance for youth's health and physical fitness. Additionally, the potential implications derived from the existing evidence regarding vigorous PA on the current guidelines for youth are discussed.
... Many of the school leaders, until now, consider PE as a non-academic subject, and time spent in PE often regarded as a threat to academic and examination performance. However, numerous studies have shown positive relationships between academic achievement and both physical activity and sports participation (Donnelly et al, 2009;Hillman et al., 2009;Coe D., et al., 2006). Adequacy of teaching considered essential element, which have major functions in determining the range and effectiveness of the PEP. ...
The current paper assesses the physical education program (PEP) at secondary schools located within the Selangor State of the Malaysia. Of the 116 schools invited to participate, 38 schools selected to complete the survey (32.8% response rate). The purpose of this study was to assess the (PEP) and to determine implementation levels of the (PEP) in Selangor schools. The 79-item of the checklist survey included topics related to basic school PE teacher profile, sports facilities, safety guidelines and maintenance, school leader, curricular items incorporated into each program, and various areas of (PEP) content. The checklist total score was used as criteria in determining the implementation levels of the (PEP) in these schools. Findings from this study indicated that PEP, on average, in these schools was lowly implemented, and not like as planned by the Ministry of Education. The variation of implementation levels of the PEP in these schools is the most likely contributing to the shortages of sports facilities, lack of opportunities for the children to be active, status of the PE inside schools, and lack of qualified PE teachers in Malaysian schools.
... Memory and executive control, which are foundational for learning and academic success, have been found to be related to physical activity (Kohl & Cook, 2013). Research suggests math achievement and reading performance are impacted the most by physical activity (Coe et al., 2006;Nelson & Gordon, 2006;Singh et al., 2012;Kohl & Cook, 2013). ...
There are numerous benefits associated with physical activity. Unfortunately,
few people participate in enough daily activity to reap the rewards. Health
professionals have explored ways to promote adherence to physical activity and
healthy behavior. Evidence shows self-regulation to be a determinant of physical
activity. This study investigated the relationship between self-regulation strategy
usage and levels of physical activity participation. Additionally, the study examined
how motivation (through the perspective of Self-Determination theory) impacts
physical activity. Six behavior regulation styles correspond to the degree of motivation (from low to high) on the Self-Determination continuum. A comparison of behavior regulation styles to physical activity levels was performed to better understand how motivation drives the decision to be physically active.
Participants were students (at least 18 years old) enrolled at a private university in Florida. Self-report questionnaires were used to measure the variables in this study: self-regulation strategy usage, behavior regulation style, and physical activity participation.
When analyzed, self-regulation strategy usage was related to physical activity.
Those who participated in strenuous physical activity used more self-regulation
strategies than those who participated in only non-strenuous activity. Compared to
non-strenuous activities, participation in strenuous activities may result in better health benefits.
High levels of physical activity were seen among highly self-determined
(autonomous) behavior regulation styles. Self-regulation strategies were used more by those within the higher autonomous behavior regulation styles. This information may guide research on how to promote activity based on an individual’s level of
motivation.
GPAs were compared to physical activity and self-regulation. Some studies
have shown academic achievement (e.g., GPA or math scores) to be related to
physical activity. In this study, the GPA levels did not appear to be associated with
physical activity. There was not enough evidence to show GPA impacted usage of
self-regulation strategies. Freshman class and graduates had higher levels of physical activity. Freshmen living on campus may part of the reason for higher activity compared to other undergraduate students. These findings suggest having an environment favorable for activity (and less driving) provides more opportunities to reach healthy levels of physical activity.
... Regarding physical activity intensity, it has been observed to have an impact on executive function development. Research by Coe et al. (2006) found no results in the group who developed active breaks through interventions focused on physical activity at moderate intensity, while participants who followed a vigorous intensity reported benefits in executive function improvement. Reloba et al. (2016) confirm these findings, establishing high aerobic capacity to be associated with better executive function performance. ...
Active breaks have now been shown to be a tool that helps improve physical health and some executive functions. The objective was to analyse the effects of the interventions carried out through active breaks for the improvement of attention according to the educational stage, duration of the session and duration of the intervention. A systematic search has been conducted until March 2023 including scientific articles reporting on an intervention programme based on active breaks to improve attention and studies using a quasi-experimental or experimental methodological design with pre-test and post-test. The bibliographic search has been carried out in Web of Science, Scopus and Pubmed, specifically in the categories of "Education Educational Research" "Sport Sciences" "Psychology" "Psychology Applied" "Psychology Educational" and "Social Sciences". The sample of the quantitative synthesis consisted of 15 research studies with 1474 participants. Three moderating variables were established: educational stage, session time and intervention programme time. The average effect size has been ( X = 0.31; CI = [0.21; 0.42]). The moderators' analysis has shown that high school education is the most effective stage for developing active breaks (X = 0.58; CI = [0.42; 0.74]). It has also been observed that intervention programmes with a duration of 5 to 8 weeks (X = 0.53; CI = [0.37; 0.69]) with a 30-minute duration per session (X = 0.98; CI = [0.74; 1.22]) were the most effective in improving attention. These results have led to the conclusion that the educational stage, the duration of the intervention and the length of the programme sessions are variables to be taken into account when it comes to active breaks.
... The GPA was calculated according to the rules of the Saudi Arabian Ministry of Education as an average for all subjects, including Arabic language, mathematics, science, social studies, English language, and Islamic studies. The GPA ranges from 1 to 5, with higher scores indicating a better performance (Coe et al., 2006;Dwyer et al., 2001). ...
... The results of this study also clarify doubts about the research report of (Coe et al., 2006;Stevens et al., 2008;Vedøy et al., 2021), as well as Lambert et al. (2022), that purely physical activity-based learning has not provided satisfactory student learning outcomes that are comprehensive for student development. The physical activity that the teacher initiates through play activities and games influences student learning outcomes because the teacher accustoms students to comparing and contrasting two or more things from irrelevant or unimportant parts in play activities and games, determining how elements fit or function in a structure or the reasons why something happens or the procedure for solving a problem in play activities and games, as well as determining, criticizing, or evaluating the viewpoints, biases, values, or intentions that underlie the material in play activities and games. ...
In the education curriculum in Indonesia, physical education is a medium for developing the potential of student learning outcomes in a comprehensive (cognitive, affective, and psychomotor) and sustainable manner. However, at the same time, teachers have not maximized analytical thinking supplements in learning and mastering student movements to optimize their physical education learning outcomes. This research used quantitative methods to examine the effect of analytical thinking skills on student learning outcomes. The participants were 24 elementary school students (mean age = 10.17+0.38) who were determined using a purposive sampling technique. Data on thinking skills were collected using instruments and rubrics for assessing analytical thinking skills. While the learning outcomes data use the final value of physical education learning. Data analysis used descriptive statistics and simple linear regression analysis. Descriptive analysis showed that students' analytical thinking skills were moderate (58.34%), and learning outcomes were good (100%). There is a significant influence between analytical thinking skills on student learning outcomes (t = 2.312, α = 0.031) with a determination value of 19.6%. Considering the essence of analytical thinking skills for learning outcomes and supporting students' life skills, the orientation of physical education learning outcomes parameters and the comprehensive and sustainable integration of analytical thinking into students' physical activities must be discussed further.
... Physical activity also helps to improve students' working memory and information processing speed, which also has a positive impact on their academic achievement; Secondly, physical activity can promote the improvement of physical health and mental state, thus enhancing students' learning motivation and effect. Physical activity can help students maintain good physical health, improve their physical strength and endurance, and make them more energetic and focused in learning [42] . In addition, physical activity can also release stress and stress within the body, improve students' mental state, and make them more optimistic and positive in facing academic challenges. ...
The academic achievement of middle school students has always been a hot topic that scholars pay attention to.
Objective: To investigate the relationship between physical activity and academic achievement of middle school students, and to verify the mediating role of social support and learning engagement between them.
Methods: 3230 middle school students in Guangdong Province were investigated and tested by physical activity scale, academic achievement scale, perceptive social support scale and learning engagement scale.
Results: (1) Boys scored slightly higher than girls in physical activity and social support, but slightly lower in academic achievement and engagement. There were some differences in physical activity, academic achievement, social support and learning engagement among middle schools in Guangdong Province (P<0.05). (2) Physical activity had a significant positive correlation with academic achievement (r=0.37, p < 0.01), and physical activity had a significant direct path to academic achievement (β=-0.025, t=2.052, p < 0.01). Physical activity positively predicted social support (β=0.085, t=1.552, p < 0.01) and learning engagement (β=0.082, t=0.562, p < 0.01). Social support significantly predicted learning engagement (β=0.096, t=3.376, p < 0.01) and academic achievement (β=-0.038, t=1.568, p < 0.01). Learning engagement positively predicted academic achievement (β=0.054, t=1.558, p < 0.01). (3) Social support and learning engagement play a significant mediating role between physical activity and academic achievement, and the mediating effect accounts for 90.25% of the total effect. The mediating effect was composed of three pathways: physical activity → social support → academic achievement (13.82%), physical activity → learning engagement → academic achievement (26.02%), physical activity → social support → learning engagement → academic achievement (50.41%).
Conclusion: Physical activity can significantly positively predict middle school students' social support, learning engagement and academic achievement, that is, physical activity can not only directly predict middle school students' academic achievement, but also directly predict academic achievement through the independent mediating effect of social support and learning engagement, and indirectly predict academic achievement through the chain mediating effect of social support and learning engagement.
... compared with controls, but 3 of the 4 included RCTs had a followup time shorter than 2 months. 19 There is inconsistent evidence from other studies with longer follow-ups regarding the effect of adding physical activity time on academic performance, with 2 trials 20,21 reporting no significant effect and 3 trials 22-24 finding a beneficial effect on children's mathematics performance in elementary schools. ...
Importance
The beneficial effects of increasing outdoor physical activity time on children’s myopia onset and physical well-being are widely acknowledged. However, in countries with competitive educational systems, such as China, parents and school administrators may be relatively reluctant to increase the extracurricular physical activity time for children due to concerns that this action will compromise children’s academic performance.
Objective
To investigate whether additional extracurricular physical activity time after school compromises the academic performance of schoolchildren.
Design, Setting, and Participants
This cluster randomized clinical trial was conducted from October 2020 to June 2021 in Yudu, Jiangxi, China. Eligible children in grades 3 and 4 from 24 elementary schools were randomized to the intervention or control group. Primary analysis was conducted in the full sample using the intention-to-treat principle.
Interventions
The intervention group received 2 hours of after-school physical activity time outdoors on school days. The control group was free to arrange their after-school activity.
Main Outcomes and Measures
The primary outcome was the between-group mean difference in mathematics test scores at the end of 1 academic year, with a noninferiority margin of −3.3 points. Standardized mathematics tests, physical fitness assessments (in reference to the 2018 National Physical Fitness Survey Monitoring Programme in China), and cycloplegic autorefraction were performed at baseline and the end of 1 academic year. Myopia was defined as a cycloplegic spherical equivalent refraction of −0.5 diopters or less in either eye.
Results
A total of 2032 children (mean [SD] age, 9.22 [0.62] years; 1040 girls [51.2%]) from 24 schools were randomized to the intervention group (12 schools; 1012 children) or control group (12 schools; 1020 children). The mean (SD) mathematics score at the end of 1 academic year was 78.01 (17.56) points in the intervention group and 77.70 (17.29) points in the control group. The adjusted between-group mean difference was 0.65 points (95% CI, −2.85 to 4.15). The adjusted between-group mean difference in physical fitness score was 4.95 points (95% CI, 3.56-6.34; P < .001) and −1.90% (95% CI, −18.72% to 14.91%; P > .99) in myopia incidence.
Conclusions and Relevance
Results of this trial indicate that, compared with the control practice of free play after school, adding 2 hours of extracurricular physical activity outdoors after school was noninferior in academic performance and had superior efficacy in improving physical fitness.
Trial Registration
ClinicalTrials.gov Identifier: NCT04587765
... A study reported a very high correlation between doing sports activities and reducing anxiety and behavioral disorders in school children (Biddle & Asare, 2011). Coe et al. also report-ed similar results and presented that performing various sports activities with different intensity levels improves children's behavioral performance (Coe et al., 2006). The studies of many researchers have proved the positive impact of physical activities on the treatment of anxiety, depression, and stress, and the improvement of individuals' mental state (Mahindru et al., 2023). ...
Objective: Poor motor skill performance can place children with ADHD at risk of developing a weak self-concept, high anxiety levels, and a poor social function. The purpose of this study is to explore the effects of a moderate- to high-intensity paintball game program on fitness, cognitive functions, and ADHD-related behavior in children with ADHD. Method: A total of 21 participants (age in years: M = 9.1, SD = 1.1, ranging from 7 to 12) took part in the study. Measuring tools were included Fitness and Motor Tests Measures, Behavioral Measures, Neuropsychological Measures. Fitness level, motor skills, behaviors, and cognitive functions are assessed by standardized tests before and after a 10-week training or control period Results: Findings show that participation in a paintball game program (improves muscular capacities, motor skills, behavior reports by parents and teachers, and level of information processing. Posttest analysis revealed that with the exception of rule breaking behaviors, a tendency for improvements was reported by the teachers in the experimental group for all scales, but all differences did not reach statistical significance. Conclusion: Structured paintball game program may have clinical relevance in the functional adaptation of children with ADHD. This supports the need for further research in the area of physical activity with this population
... Es una pieza clave para reducir la carga de enfermedades no transmisibles (por ejemplo, obesidad y la diabetes), tiene efectos positivos en la salud mental, el bienestar y la calidad de vida (Farshbaf-Khalili et al., 2021). Además, existe evidencia que muestra los beneficios de la actividad física para mejorar la cognición y las habilidades de aprendizaje de los estudiantes (Donnelly et al., 2016;Hillman et al., 2009); además, mejora el autoconcepto, la autoeficacia, el disfrute, reduce el aburrimiento y el estrés, estabiliza el estado de ánimo, mejora el sueño, aumenta la capacidad de atención y la concentración (Coe et al., 2006;Biddle y Asare, 2011). Se ha informado que el cerebro se activa durante la actividad física aumentando los factores neurotróficos derivados del cerebro, esto da como resultado un incremento del volumen del hipocampo y el flujo sanguíneo cortical cerebral, lo que puede estimular el aprendizaje, aumentar la inteligencia y la capacidad de razonamiento (IOM, 2013). ...
Los estudiantes de medicina enfrentan múltiples factores estre- sores a lo largo de su formación. Los cuales, pueden estar asocia- dos con consecuencias graves como la falta de empatía con los pa- cientes y colegas, estrés crónico, síndrome de burnout, depresión y, en situaciones extremas, ideación e intento suicida. Además, los síntomas afectivos de importancia clínica pueden afectar su capacidad de aprendizaje y rendimiento académico, lo que tam- bién puede tener importantes implicaciones a largo plazo.
◆ La literatura sugiere que las mujeres médicas enfrentan obstá- culos profesionales significativamente mayores en comparación con sus contrapartes masculinas: puestos no privilegiados para médicas en investigación, especialidades quirúrgicas, roles de liderazgo. Además, factores estresantes como el acoso, los avan- ces sexuales coercitivos, el abuso moral, el cinismo y los comen- tarios sexistas, son posibles impulsores de la vulnerabilidad a la depresión para las mujeres en las escuelas de medicina.
◆ El currículo oculto es un influyente conocido de los resultados educativos, incluidas las normas, los valores y las creencias del entorno social educativo que no se enseñan abiertamente en el currículo formal, el cual, promueve la empatía, la colegiali- dad y la igualdad; mientras que en el currículo oculto se puede rechazar esos valores y dar como resultado la aceptación o normalización del maltrato.
◆ Los estudiantes que ingresan a la carrera de medicina puntúan
más alto en asertividad, autoestima, rasgos narcisistas, altas ex- pectativas y algunas medidas de estrés, ansiedad y mala salud mental, y también puntúan más bajo en autosuficiencia.
◆ La calidad de las relaciones familiares, incluido el apoyo social- comunitario influye en el bienestar y salud mental de los estu- diantes de medicina.
◆ La naturaleza estresante de la educación médica puede afectar su bienestar físico y mental, su capacidad para empatizar con su entorno, asociarse a la presencia de fatiga por compasión, problemas en medidas de autocuidado como es la higiene de sueño, el ejercicio y la alimentación.
◆ La educación médica implica emociones y los estudiantes de- ben aprender a manejar las propias, así como contender con las de los demás (por ejemplo, sus pacientes, familiares, colegas).
◆ Entre los recursos personales, el optimismo y la autoeficacia se han investigado como características individuales que constitu- yen amortiguadores del estrés percibido.
◆ La forma en que los estudiantes enfrentan el estrés académico (resiliencia) es la clave para determinar si se convierte o no en un problema de salud mental o podría tener un impacto en su desarrollo profesional posterior.
◆ Las escuelas y facultades de medicina deben implementar estudios para la conceptualización e implementación de in- tervenciones para mejorar la conciencia metacognitiva y las motivaciones de sus estudiantes durante su formación médica.
◆ La educación médica debe basarse en la investigación de los
avances en la ciencia del aprendizaje.
... Es una pieza clave para reducir la carga de enfermedades no transmisibles (por ejemplo, obesidad y la diabetes), tiene efectos positivos en la salud mental, el bienestar y la calidad de vida (Farshbaf-Khalili et al., 2021). Además, existe evidencia que muestra los beneficios de la actividad física para mejorar la cognición y las habilidades de aprendizaje de los estudiantes (Donnelly et al., 2016;Hillman et al., 2009); además, mejora el autoconcepto, la autoeficacia, el disfrute, reduce el aburrimiento y el estrés, estabiliza el estado de ánimo, mejora el sueño, aumenta la capacidad de atención y la concentración (Coe et al., 2006;Biddle y Asare, 2011). Se ha informado que el cerebro se activa durante la actividad física aumentando los factores neurotróficos derivados del cerebro, esto da como resultado un incremento del volumen del hipocampo y el flujo sanguíneo cortical cerebral, lo que puede estimular el aprendizaje, aumentar la inteligencia y la capacidad de razonamiento (IOM, 2013). ...
La pandemia por COVID-19 ha evidenciado el reto de diseñar y gestionar ambientes virtuales de aprendizaje.
◆ En el ámbito médico la supervisión educativa y mentoría es un fuerte pilar del proceso enseñanza y aprendizaje que se ha visto afectado en los últimos meses por la pandemia teniendo que recurrir a diversas estrategias de mentoría en línea para cum- plir con los objetivos.
◆ Los ambientes de aprendizaje exigen un cambio de paradigma educativo de los involucrados que fomente la reflexión y el pen- samiento crítico.
◆ El liderazgo es una habilidad necesaria en la formación médica, ya que involucra la toma de decisiones y el trabajo colaborativo.
... First, in this study, MVPA was considered to be an indicator of PA engagement in PE, an approach that is in line with previous research (Fairclough and Stratton, 2005;Saugy et al., 2020). However, MVPA is related to other educational outcomes, such as motor learning and cognitive, affective, and social outcomes (Casey and Goodyear, 2015;Coe et al., 2006;Kirk, 2010), and these outcomes must be considered in future research. Examining the relationships between students' educational outcomes and both the quality and quantity of the interactions that occur during a sequence would be a valuable avenue for future investigations. ...
Jigsaw is an attractive cooperative method for implementing physical education (PE). However, Jigsaw is a demanding method for students and teachers and requires time. Thus, the time required for the implementation of Jigsaw is important with respect to its potential effects on students. Previous findings regarding the effects of Jigsaw on students’ learning in the educational field have been inconsistent, and the consequences of the method on students’ engagement remain understudied. In PE, differences between boys and girls are well known, notably with respect to their engagement in physical activity (PA). The purpose of this study was to investigate the effect of Jigsaw on moderate to vigorous PA (MVPA) in PE classes in light of student sex and habituation (through one sequence and during several sequences). Overall, 254 secondary school students participated in the study. MVPA was measured during the third and sixth lessons of three different PE sequences during a school year. Linear mixed model analyses were performed while controlling for the type of activity taught in PE and the class. The results showed that the Jigsaw condition was associated with smaller sex differences than the control condition. Moreover, differences between the two conditions decreased with habituation through one sequence in favor of Jigsaw but not through three sequences. The results suggest that Jigsaw could be used to reduce inequalities between girls and boys in PE and that long sequences based on a specific activity seem to be pref-
erable to successive sequences involving various activities.
... Also, students who participate in sports have better educational outcomes. A study about the relationship between academic performance and physical activity finds out that Kids who engaged in vigorous physical activities scored 10% higher in math, science, English, and social studies than students who did not or did little engagement in intense physical activities (Coe et al., 2006). Moreover, School engagement and a sense of belonging can be enhanced by engaging in sports and extracurricular activities. ...
... Pretjerani verbalizam izaziva svojevrsnu "inflaciju" značenja riječi tako što prelazi u "pridike" ili "pametovanje". (Chris, 1991.). Odnos između glavnih subjekata nastave (nastavnika i učenika) nije značajan samo za razvoj učenika u emocionalnoj i socijalnoj sferi, već i u saznajnoj sferi. ...
Nastavni rad na Fakultetu sporta i tjelesnog odgoja Univerziteta u Sarajevu ukazao je na potrebu za pisanjem „nove“ jedinstvene knjige pod nazivom „Metodika i pedagoška praksa nastave tjelesnog i zdravstvenog odgoja“, za studente master studija. Naime, zrelost studenata, kao i nivo studija (II ciklus- 60 ECTS) prevazilaze „klasični dodiplomski nivo znanja“, te traže noviji pristup „fundamentalnim“ metodičkim sadržajima.
Dio sadržaja ove knjige već je obrađen u knjizi autora Rašidagić, Manić i Mahmutović (2016.), ali za dodiplomski studij. Kroz praksu je utvrđeno da dio gradiva iz te knjige prevazlilazi potrebni nivo znanja za I ciklus studija, pa je zbog navedenog i preuzet iz te metodike. Drugi dio gradiva je prerađen i upotpunjen novim saznanjima, dok treći dio gradiva ove knjige sadrži potpuno nova poglavlja.
Nemoguće je ali i nepotrebno sve sadržaje dosadašnjih knjiga metodike u potpunosti promijeniti ili zamijeniti, pogotovo iz razloga što se nastava i dalje realizuje klasičnim razredno- časovnim sistemom, ali je moguće dopuniti ih novim aktuelnijim temama, što je ovdje i realizovano. Različite promjene/dopune konkretnog realizovanja časa, muzičkim sadržajima npr. mogle bi nastavu tjelesnog i zdravstvenog odgoja učiniti interesantnijom.
Organizacija i realizacija takvih- interesantnijih časova zahtijeva dodatni napor za nastavnika, ali ako je procjena da 70% mladih ljudi napušta svaki oblik tjelesne/fizičke aktivnosti (rekreativno vježbanje, treniranje) nakon završenog školovanja , tada se može konstatovati ne samo da je dodatni napor nastavnika opravdan, nego i neophodan. U suprotnom, teško su ostvarivi ciljevi: eliminacija sedentarnog načina života, produženje funkcionalno aktivnog života i očuvanje zdravlja.
Knjiga je primarno namjenjena studentskoj populaciji. U knjizi postoje i određena poglavlja koja tretiraju rad nastavnog kadra, a koja mogu biti na određeni način neshvaćena. Razlog može biti prerano obrađivanje i predstavljanje određenih područja. Opšte je mišljenje da će se kroz par godina, uz odgovarajući nivo razvoja, ta poglavlja posmatrati u pozitivnom kontekstu, pogotovo jer je autor pri izradi ove knjige koristio dio ličnih saznanja stečenih u procesima cjeloživotnog učenja i osposobljavanja . Osim navedenog, vjerodostojnost sadržaja u okviru ove knjige, podržana je saznanjima iz radova velikog broja poznatih istraživača i autora.
Ni ova knjga ne sadrži „sve“ ali se iz nje se može uzeti ono što je u određenom „baš tom“ trenutku aktuelno ili moguće primjeniti.
... Οι επιδράσεις αυτές είναι ιδιαίτερα σημαντικές για τους λιγότερο φυσικά δραστήριους μαθητές για τους οποίους η Φυσική Αγωγή αποτελεί ίσως τη μόνη ευκαιρία για φυσική δραστηριότητα (Trudeau & Shephard, 2005). Είναι ιδιαίτερα σημαντικό να τονιστεί το γεγονός ότι η αύξηση του χρόνου που διατίθεται στη Φυσική Αγωγή δεν λειτουργεί [16] αρνητικά για τα υπόλοιπα μαθήματα, ενώ μπορεί να αυξήσει και την ακαδημαϊκή επίδοση (Coe et al., 2006). Έτσι, στη Φυσική Αγωγή οι μαθητές μπορούν να εμπλακούν σε φυσική δραστηριότητα και ταυτόχρονα σε γνωστική, συναισθηματική και ψυχοσωματική μάθηση που συνδέεται με τη δια βίου φυσική δραστηριότητα (Fairclough & Stratton, 2006). ...
Το βιβλίο Παιχνίδια Φυσικής Δραστηριότητας και Γνωστικής Πρόκλησης παρουσιάζει παιχνίδια φυσικής δραστηριότητας και γνωστικής πρόκλησης που στοχεύουν στην αύξηση της φυσικής δραστηριότητας και στην ενίσχυση της γνωστικής ανάπτυξης των μαθητών/τριών. Περιλαμβάνει τρεις εκπαιδευτικούς οδηγούς, τον Οδηγό Εκπαίδευσης, τον Οδηγό Πρακτικής Εφαρμογής και τον Οδηγό Παιχνιδιών. Στο εκπαιδευτικό αυτό υλικό τεκμηριώνεται θεωρητικά η σημασία των παιχνιδιών φυσικής δραστηριότητας και γνωστικής πρόκλησης, παρουσιάζονται εμπειρικά δεδομένα για τις θετικές τους επιδράσεις και περιγράφονται αναλυτικά τα παιχνίδια αυτά. Παράλληλα, δίνονται οδηγίες για την εφαρμογή των παιχνιδιών στην πράξη καθώς και κατευθύνεις για την προσαρμογή και την ανάπτυξη νέων σχετικών παιχνιδιών και δραστηριοτήτων. Το εκπαιδευτικό υλικό απευθύνεται σe εκπαιδευτικούς φυσικής αγωγής που διδάσκουν στο σχολείο και ενδιαφέρονται να εμπλουτίσουν τα προγράμματα φυσικής δραστηριότητας που εφαρμόζουν στο μάθημά τους. Απευθύνεται επίσης και σε προπονητές που δραστηριοποιούνται στον παιδικό αθλητισμό και επιδιώκουν την ολόπλευρη ανάπτυξη των μικρών αθλητών/τριών τους. Ακόμη, το βιβλίο μπορεί να αποτελέσει χρήσιμο βοήθημα για φοιτητές/τριες τμημάτων Φυσικής Αγωγής και Αθλητισμού που θέλουν να εμπλουτίσουν τις γνώσεις τους για τις επιδράσεις της φυσικής δραστηριότητας στη γνωστική ανάπτυξη των μαθητών/τριών και να εμπλουτίσουν τα προγράμματα που σχεδιάζουν τόσο για το μάθημα της φυσικής αγωγής όσο και για τα άλλα πρακτικά μαθήματα.
Το έργο αυτό υλοποιήθηκε στο Τμήμα Επιστήμης Φυσικής Αγωγής και Αθλητισμού του Πανεπιστημίου Θεσσαλίας και υποστηρίχθηκε από το Ελληνικό Ίδρυμα Έρευνας και Καινοτομίας (ΕΛ.ΙΔ.Ε.Κ.) στο πλαίσιο της Δράσης «1η Προκήρυξη ερευνητικών έργων ΕΛ.ΙΔ.Ε.Κ. για την ενίσχυση των μελών ΔΕΠ και Ερευνητών/τριών και την προμήθεια ερευνητικού εξοπλισμού μεγάλης αξίας» (Αριθμός Έργου: 1041).
... Exercises were suggested to play a vital role in the classroom by resolving attention and learning challenges. 19 Miller et al, 20 also reported that the likelihood of having pupils with higher concentration levels was higher among schools offering a more intense physical activity programme. Despite the participants in the above study are not mentally-retarded teenagers, from the effect of other groups, they could also support the effect of exercise on the improvement of attention function to a certain extent. ...
Objective:
To detect the impact of moderate-intensity aerobic exercise combined with acupuncture on the attention function of mentally-retarded adolescents from the three dimensions of attention concentration, attention transfer and attention span.
Methods:
A total of 48 adolescents with mild to moderate mental disabilities were recruited. The participants were randomly divided into four groups: control group (C), Traditional Chinese Medicine acupuncture group (M), moderate-intensity aerobic exercise group (E) and exercise and acupuncture combined intervention group (J). Before and after the experimental intervention, the participant's height, weight and attention ability were measured.
Results:
The improved range of attention total duration of the J group after the intervention was significantly higher than that of the E and M groups (0.05), whereas that of the latter groups was significantly higher compared to that of the C group ( 0.05). The J group showed significantly higher ( 0.05) attention span values after the intervention compared to the E, M and C groups. The C group did not show a significant difference in attention transfer at 12 weeks compared to before intervention (0.05), whereas the E, M and J groups increased significantly ( 0.05) after intervention than the C group.
Conclusions:
Moderate-intensity aerobic exercise combined with acupuncture can more effectively improve the attention concentration and attention span of mentally-retarded adolescents than aerobic exercise or acupuncture alone.
... Seperti yang ditunjukkan oleh Coe et al. (2006) pendidikan jasmani dapat membuat siswa mengalami perubahan yang luar biasa selama rentang waktu pendidikan. Pendidikan jasmani benar-benar berkomitmen untuk kemajuan umum anakanak. ...
Tujuan dari artikel ini adalah untuk memaparkan kajian isi jurnal publikasi dari beberapa hasil penelitian terkait pada evaluasi model countenance dalam proses pembelajaran pendidikan jasmani. Metode penelitian yang digunakan adalah literature review dengan menggunakan data base google scholar, scimagojr, dan sinta journal. dengan kata kunci evaluasi model countenance dalam proses pembelajaran pendidikan jasmani. Artikel yang dianalisis terbit sejak tahun 2013 sampai dengan 2022, menggunakan kriteria inklusi sebagai berikut: research article, metode penelitian evaluatif, populasi/sampel/subjek penelitian adalah semua masyarakat di sekolah. Artikel yang dikaji berjumlah 10 artikel dari jurnal internasional dan nasional. Hasil dari 10 artikel yang di review menunjukkan sebagian besar proses pembelajaran pendidikan jasmani di sekolah masuk dalam kategori baik dan sudah memenuhi standar kurikulum yang ditetapkan. Tetapi masih ada aspek-aspek yang perlu ditingkatkan dan mendapat perhatian lebih. Model evaluasi countenance sangat membantu dan efektif digunakan untuk mengetahui hal apa saja yang belum tercapai dalam program pembelajaran pendidikan jasmani, dengan cara evaluasi peneliti dapat menilai capaian dalam aspek mana yang belum maksimal.
ZET Günümüzde hareketsiz yaşamın yaygınlaşması ve olumsuz etkilerinin giderek artmasıyla fiziksel aktivitenin insan doğası için önemi ve gerekliliği de daha fazla anlam kazanmaktadır. Sağlığın korunması ve geliştirilmesine olan katkılarının yanında farklı gelişim alanlarına etkileri de göz önüne alındığında fiziksel aktivitenin insan yaşamındaki önemi gittikçe artmaktadır. Bu derleme ile fiziksel aktivitenin; genel sağlık ve fiziksel görünüm üzerine etkileri ile birlikte, psikolojik, sosyal ve bilişsel alanlar üzerine etkileri, beyinde meydana getirdiği nörolojik değişimler ve tüm bunlara bağlı olarak akademik başarıya olan etkileri ortaya koyulmaktadır. Fiziksel aktivite ve egzersizin türü, şiddeti, süresi ve sıklığı parametreleri literatür çerçevesinde incelendiğinde bilişsel alanda ve nörolojik yapıda meydana gelen değişimlerin olduğu tespit edilmiştir. Fiziksel aktivitenin akademik başarıyı negatif yönde etkilediğini ifade eden çalışma olmadığı, aksine olumlu etkilerden bahseden pek çok çalışma olduğu saptanmıştır. Sonuç olarak fiziksel aktivite ve egzersizin bireylerin çok yönlü gelişimlerinin desteklenmesinde önemli bir role sahip olduğundan çocukluktan itibaren yaşamın bir parçası haline getirilmesi gerekmektedir. ABSTRACT Physical Activity: From Health to the Academic Success Nowadays, with the spread of sedentary life and the increasing negative effects of it, the importance and necessity of physical activity for human nature is gaining more and more Considering its contributions to the protection and development of health, as well as its effects on different areas of development, the importance of physical activity in human life is increasing everyday. With this review, the effects of physical activity on general health and physical appearance, as well as its effects on psychological, social and cognitive areas, the neurological changes it causes in the brain and, accordingly, its effects on academic success are revealed. When the parameters of the type, intensity, duration and frequency of physical activity and exercise are examined within the framework of the literature, it has been determined that there are changes in the cognitive field and neurological structure. It has been determined that there are no studies that state that physical activity negatively affects academic achievement, on the contrary, there are many studies that talk about positive effects. As a result, physical activity and exercise have an important role in supporting the multifaceted development of individuals, so they should be made a part of life from childhood.
Se ha demostrado que los descansos activos son una herramienta que ayuda a mejorar la salud física y algunas funciones ejecutivas. Se ha pretendido analizar los efectos que han tenido las intervenciones de descansos activos para la mejora de la atención en función de la etapa educativa, duración de la sesión y duración de la intervención. Se ha realizado una búsqueda sistemática hasta marzo de 2023 incluyendo los artículos científicos que informasen sobre un programa de intervención basado en descansos activos para mejorar la atención y los estudios que utilicen un diseño metodológico cuasi-experimental o experimental con pre-test y post-test. La búsqueda bibliográfica se ha llevado a cabo en Web of Science, Scopus y Pubmed, en las categorías de “Education Educational Research” “Sport Sciences” “Psychology” “Psychology Applied” “Psychology Educational” y “Social Sciences”. La síntesis cuantitativa ha quedado formada por 15 investigaciones y 1.474 participantes. El tamaño del efecto medio ha sido ( X = 0.31; CI = [0.21; 0.42]). Se han establecido tres variables moderadoras: etapa educativa, duración de cada sesión y duración del programa de intervención. La etapa de educación secundaria ha sido la más eficaz para desarrollar los descansos activos ( X = 0.58; IC = [0.42; 0.74]). Asimismo, las intervenciones con una duración de 5 a 8 semanas ( X = 0.53; IC = [0.37; 0.69]) y con una duración por sesión de 30 minutos ( X = 0.98; IC = [0.74; 1.22]) han sido las más efectivas para mejorar la atención. Se ha concluido que la etapa educativa, la duración de la intervención y la duración de las sesiones del programa son fundamentales a la hora de realizar descansos activos.
The monograph presents a part of the research work within the project "Active and Inclusive Teaching of Literacy and Communication Skills for Enhanced Employment and Sustainable Economic Growth (In-Comm Guide)," and underscores the significance of communication skills for both business success and personal development. These skills are deemed essential not only in academic achievements but also in the professional realm, with employers actively seeking them in prospective candidates. The monograph emerges as a product of the Erasmus+ initiative – the project was supported by the European Union and overseen by the Slovenian national agency CMEPIUS. Encompassing a consortium of institutions including the University of Maribor, University of Applied Sciences Zwickau, University of Pula, and University of Udine, the project aimed to develop communication skills curricula. This focus sought to bolster students' readiness for the job market while emphasizing non-verbal communication, sign languages, and linguistic proficiency, particularly in English. Within the monograph, the emphasis on innovative teaching methodologies, intercultural communication, and students' well-being converge. Moreover, attention is directed toward individuals with hearing impairments and the significance of non-verbal communication.
The literature focuses more on healthy students, and the methodologies for organising
physical education lessons do not address in depth the problem of physically exempt students who,
with time, transform from exempt students into possible patients.
This research aims to develop the application "Info-Scutit-Efort" in physical educa-tion lessons to
facilitate learning, assessment of medically exempt students and their en-gagement in
directed/adapted effort recovery programs in the physical education lesson.
The research also aims to extend the use of the application to cover a broader range of needs. This
study highlights the usefulness of the "Info-Scutit-Efort" app to actively and consciously engage 55
medically exempt students (58.2% of the total and 42.8% partially) in physical education lessons.
The app, in an enhanced form, offers free and flexible access to different functionalities, in line with
all the content of the curriculum and the Medical Checklist, transformed into questions so that the
exempted student can access information about previously taught homework, homework taught in
real-time, or information about general or particular medical recommendations depending on the
diagnosis.
In the assessment section, students can access tasks and tests to assess their knowledge, and in the
self-assessment section, they can use tools to track their progress. The assessment provided by the
app after the session can give the student a grade for previously taught information if they access
the homework from the lessons covered, or it can provide a grade for the current assessment to test
active and conscious participation in the lesson just taught as well as information about the
indications, recovery programs, received from doctors for various conditions for which students
have received medical exemption.
The results of the simple linear regression analysis revealed that the relationship between the time
spent accessing the application (minutes = 18.60±4.821) and the grade received is significant (p
<0.05), with a regression coefficient of 0.241 and an R² of 0.762, which means that the time spent
accessing the application explains 76.2% of the variation in the grade received
Previous research suggests that youth sports participation is moderately associated with lower levels of delinquency. However, little is known about whether head injury dampens the protective role of sports involvement for delinquent offending. The current study analyzes data from a sample of juvenile justice involved youth to: 1) examine the relationship between sports involvement and head injury, 2) assess whether groups of sports involved youth with and without a head injury report varying levels of general, violent, and/or nonviolent delinquency, and 3) examine potential sex differences in these group differences. The results suggest that sports participation is not associated with head injury. Non-sports involved youth with a head injury report higher levels of general and violent delinquency, compared to non-sports involved youth without a head injury. Sports involved females with a head injury report higher levels of general and violent delinquency, compared to sports involved males with a head injury. The implications of the findings and avenues for future research are discussed.
Currently, there is limited evidence regarding various neurophysiological responses to strength exercise and the influence of the adopted practice schedule. This study aimed to assess the acute systemic effects of snatch training bouts, employing different motor learning models, on skill efficiency, electric brain activity (EEG), heart rate variability (HRV), and perceived exertion as well as mental demand in novices. In a within-subject design, sixteen highly active males (mean age: 23.13 ± 2.09 years) randomly performed snatch learning bouts consisting of 36 trials using repetitive learning (RL), contextual interference (blocked, CIb; and serial, CIs), and differential learning (DL) models. Spontaneous resting EEG and HRV activities were recorded at PRE and POST training bouts while measuring heart rate. Perceived exertion and mental demand were assessed immediately after, and barbell kinematics were recorded during three power snatch trials performed following the POST measurement. The results showed increases in alpha, beta, and gamma frequencies from pre-to post-training bouts in the majority of the tested brain regions (p values ranging from < 0.0001 to 0.02). The CIb model exhibited increased frequencies in more regions. Resting time domain HRV parameters were altered following the snatch bouts, with increased HR (p < 0.001) and decreased RR interval (p < 0.001), SDNN, and RMSSD (p values ranging from < 0.0001 to 0.02). DL showed more pronounced pulse-related changes (p = 0.01). Significant changes in HRV frequency domain parameters were observed, with a significant increase in LFn (p = 0.03) and a decrease in HFn (p = 0.001) registered only in the DL model. Elevated HR zones (> HR zone 3) were more dominant in the DL model during the snatch bouts (effect size = 0.5). Similarly, the DL model tended to exhibit higher perceived physical (effect size = 0.5) and mental exertions (effect size = 0.6). Despite the highest psycho-physiological response, the DL group showed one of the fewest significant EEG changes. There was no significant advantage of one learning model over the other in terms of technical efficiency. These findings offer preliminary support for the acute neurophysiological benefits of coordination-strength-based exercise in novices, particularly when employing a DL model. The advantages of combining EEG and HRV measurements for comprehensive monitoring and understanding of potential adaptations are also highlighted. However, further studies encompassing a broader range of coordination-strength-based exercises are warranted to corroborate these observations. CITATION: Ammar A, Boujelbane MA, Simak ML et al. Unveiling the acute neurophysiological responses to strength training: An exploratory study on novices performing weightlifting bouts with different motor learning models.
Background and Aim of Study: The physical performance that children exhibit when engaging in sports or any form of physical activity will depend not only on their physical abilities but also on their psychological and cognitive attributes. The aim of the study: to analyze whether symptoms of anxiety, lie, attention, and age are predictors of arithmetic abilities in children practicing sports. Material and Methods: The study sample consisted of 108 children with an average age of 12.12 (±2.18) who practice various sports, with greater emphasis on futsal and soccer. The study protocol Results: The results showed that through the adjusted model, we identify four significant explanatory variables that are predictors of arithmetic abilities, namely anxiety symptoms (β=-0.009, p=0.009); and the attention sub-factors: processed characters (β=0.002, p=3.44e-14), default errors (β=-0.005, p=0.000), errors by marking irrelevant characters (β=-0.016, p=0.003). Conclusions: The presence of anxiety symptoms and attentional cognitive abilities play a significant role in predicting the arithmetic aptitudes of young individuals. These variables should be taken into consideration within training programs for young athletes, as they hold relevance for sports engagement.
This article highlights the potential of rubrics as tools for effective assessment in education by encouraging students to pursue high-quality education, assessing students in ways other than traditional testing, and fostering outcome-based education. It highlights the importance of quantitative research for data gathering and analysis, as well as the use of statistical applications like SPSS for data analysis in educational research. The study examines various types of rubrics and their components to create a full rubric for classroom effectiveness. It also provides literature on appropriate rubric usage for students and teachers, as well as rubric researchers. The findings suggest that a nationwide database of discipline-specific rubrics is necessary for preserving and advancing standards in technical and higher education. A guidelines handbook should be developed before employing rubrics. Implementing rubrics at elementary and secondary levels is essential for students to advance to higher education, as they may be exposed to unprepared OBE approaches in cities with inadequate communication and technology skills. The Ministry of Higher Education should determine teaching obligations and responsibilities, and universities should implement rubrics immediately and emphasise them. The findings are relevant to both students and teachers, emphasising the importance of user perception, rubric design, and intended use in determining the usefulness of rubrics in raising student performance. By optimising variables based on trustworthy data and knowledge of the intended educational context, educators can maximise students' learning opportunities.
Balancing physical activity and studying is an important issue facing Chinese teenagers. Therefore, numerous studies have found that engaging in physical activity can promote academic performance among students. However, what is the optimal duration of physical activity? This study used data from the China Education Panel Survey, with a sample size of 18,009 valid respondents. General linear regression analysis was conducted using Stata 17 software to evaluate the effects of different durations of physical activity, cognitive ability, and physical Fitness on academic performance among adolescents. Furthermore, the “Bootstrap Mediation” method and the “Maximum Likelihood Estimation” method were used to analyze whether physical health and cognitive ability have significant mediating effects. The present study reveals the following findings: (1) There exists a non-linear relationship between students’ academic performance and the duration of physical exercise. The greatest improvement in academic performance is observed when the exercise duration reaches 2 hours. (2) Physical exercise can enhance students’ academic performance by promoting physical health and cognitive abilities. (3) Gender heterogeneity is observed, with the optimal exercise duration for male students being 2 hours, while female students exhibit the highest academic performance when exercising for one hour. This study provides theoretical guidance for research on adolescents’ participation in physical Activity and improving academic performance, enabling adolescents to engage in physical Activity more scientifically and rationally.
Introduction: The practice of physical activity (PA) triggers positive adaptations on health. Extracurricular sport activities represent a strategy to increase hours of PA. The aim of this study was to evaluate the impact of extracurricular PA on physical condition (PC), health-related quality of life (HRQoL), screen time, and academic level.
Material and method: In collaboration with three educational centers of Soria, the participants of the study completed several validated questionnaires related to PA information and lifestyle. Different physical tests were conducted to assess pupils’ PC and the centers provided information related to academics.
Result: A total of 199 students (51.3% females), mean age 9.9 (standard deviation [ED] 1.4) years, were included in the study.
Average weekly of PA hours was 3.3 (DE 1.6), and 51.3% of the pupils performed extracurricular sport activities. The results of the study showed statistically differences (P <0.05) on body mass index, screening time, and academic records between those pupils that performed extracurricular sport activities and those that did not perform any extracurricular activity. We observed a moderate negative correlation between weekly PA hours and screen time (r = -0.46, P <0.001) and a moderate strong positive correlation for academic records (r=0.56, P <0.001). The multivariate logistic regression model revealed that boys had a higher likelihood (odds ratio [OR] 3.59, confidence interval [CI] 95% 1.17-11.05) of practicing extracurricular sport activities compared to girls. Moreover, practicing extracurricular sport activities was significantly associated with lower screen
time (OR 0.68, CI 95% 0.57-1.81) and better performance on academics (OR 3.63, CI 95% 2.07-6.37).
Conclusion: Our results reinforce the need to develop strategies for the promotion and management of environments that
promote extracurricular sport activities
A lack of such nourishment among adolescents can lead to various degrees of malnutrition, which may have implications on their health as well as their academic achievements (1). The human brain needs Sufficient energy specifically glucose and variety of micronutrients to perform cognitive functions. The aim of the study to identify the effect of some variables such as BMI, sleep, physical activity (PA), and breakfast on academic achievements. The study was conduct from June to July 2022 on the three intermediate schools, the subjects' only female aged from 12-16 years, and studying between 7th to 9th classes. The questionnaire data consist of 18 questions. The number of questionnaires distributed to 300 of participants and received 236 that has been 64 excluded. The 24-hours dietary recall (24HR) used in this study to provide quantitative information on individual diets. The mean age of participants was 13.89(±1.016) range from 12 to 16 years old. The result showed that underweight, overweight and obese were 27.1%, 13.6% and 4.6% respectively. The study revealed that, 55.1% of the students slept from five to eight hours, while, 30.5%, and 14.4% slept more than 8 hours and Less than 5 hours respectively. The study revealed that normal BMI represented 54.7% when compared with obese, overweight and underweight represented 4.7%, 13.6% and 27.1% respectively. This study showed that normal BMI was major cause of good academic performance compared with unhealthy nutritional status; this difference was not strongly significant relationship (p ≥ 0.2). The study showed that 65.3% had a less physical activity (PA), and had high academic achievements among participants represented 54.2%. The results of this study were students consumed breakfast represented 83.5% compared with 16.5% skipped breakfast. Skipping breakfast was associated with poor academic performance in the present study.
El objetivo de este trabajo consiste en dar a conocer un programa de descansos activos (DDAA), llevado a cabo en dos aulas de enseñanza primaria de un colegio concertado de La Rioja, con una participación de 52 alumnos de 5º y 6º curso de Enseñanza Primaria, durante todo el curso escolar 2021-2022. El programa consistió en la realización de 2 a 3 sesiones diarias de 10 minutos de duración durante la jornada escolar, en base a un programa de juegos activos muy populares y sencillos con dos propósitos: aumentar los niveles de actividad física (AF) como elemento promotor de salud y facilitar un recurso muy efectivo para dinamizar la actividad docente en momentos en los que el desarrollo normal de la misma se ve comprometida por cansancio, aburrimiento, falta de atención, o por el contrario, un exceso de excitación y con su ayuda, volver a conectar a los alumnos con la actividad del aula. La justificación principal de esta experiencia didáctica es la de presentar a nuestros compañeros docentes una actividad motivadora y muy fácil de realizar y mostrar a través de las propias opiniones de los participantes, su nivel de agrado y de aceptación de la misma. Se trata de una experiencia personal con la que queremos demostrar, en palabras de la autora, que: “No se pierden diez minutos, si no que se ganan cincuenta”. De la experiencia realizada se puede deducir su buena aceptación por parte de los alumnos, sin desestimar la no menos importante aportación a la cantidad de AF diaria, que era uno de sus objetivos prioritarios. Tratamos con este trabajo realizar una pequeña aportación para la promoción de la actividad física y una llamada de atención no sólo a los compañeros docentes sino a la administración educativa. Palabras clave: Descansos activos, salud, enseñanza primaria, obesidad, actividad física, neurociencia. Abstract. The aim of this document is to report on an Active Breaks program, carried out in two primary school’s classrooms of a semi-private school in La Rioja, with the participation of 52 students in the 5th and 6th grade of primary school, throughout the 2021-2022 school year. The program is comprised of 2 to 3 daily interventions with a duration of 10 minutes during the school day, based on a program of easy, popular and simple active games with two purposes: To increase the levels of Physical Activity (PA) as a health promoting element and to facilitate a method to energize the class in some moments when the usual activity slows down because students are tired, bored, lacking attention, or even they’re too excited; and these activities will help us to reconnect students with the subject. The aim for this work is to present to our colleagues a teaching activity that is motivating and very easy to carry out, and to show, through the participants' own opinions, the positive results of it. It is about a personal experience, greatly valued by the students, with which we want to confirm, as the author says, that: "ten minutes of teaching activity are not lost, but fifty are gained". From the experience carried out, it can be concluded that the activity is well accepted by the students, and that it makes no less important contribution to the amount of daily PA, one of our main purposes. With this report, we are trying to make a small contribution to the promotion of physical activity and a call for attention not only to fellow teachers but also to the educational administration. Key words: active breaks, health, primary education, obesity, physical activity, neuroscience.
Penelitian bertujuan mengetahui hasil belajar pendidikan jasmani menggunakan model pembelajaran Inquiry terhadap tingkat konsentrasi siswa. Penelitian menggunakan metode eksperimen, desain penelitian Randomized Control-Group Pretest-Posttest Design. Populasi adalah siswa kelas VII SMPN 29 Bandung, sampel diambill menggunakan Simple Random Sampling. Sebanyak 30 siswa belajar dengan model pembelajaran Inquiry dan 30 siswa dengan model konvensional. Instrumen yang digunakan adalah Tes Konsentrasi.Hasil penelitian menunjukan model pembelajaran Inquiry memberikan pengaruh lebih besar dibandingkan model konvensional terhadap tingkat konsentrasi siswa
Nell'inclusione del discente con deficit di disturbo dell'attenzione da iperattività (ADHD) l'esercizio fisico ha un ruolo di primaria importanza. La maggior parte della letteratura scientifica sostiene che gli effetti dell'attività fisica, del movimento e dello sport agiscono sulla riduzione dei sintomi principali dell'ADHD, apportando altresì miglioramenti anche nelle funzioni esecutive. Lo scopo di questo studio è stato quello di valutare il miglioramento dell'inclusione degli alunnni con ADHD nel contesto scolastico, in seguito allo svolgimento di esercizi aerobici. Sono stati considerati dieci studenti con diagnosi dell'ADHD. La loro età variava dagli otto agli undici anni. Questi sono stati divisi casualmente in due uguali gruppi. Il gruppo che ha svolto gli esercizi ha eseguito dieci settimane di programma di attività aerobica, tre sessioni a settimana (nelle prime due settimane la sessione è durata circa 40 minuti e nelle ultime otto settimane la sessione è stata estesa a 50 minuti). È stata utilizzata la scala di valutazione del comportamento degli studenti prima di iniziare e dopo la fine delle dieci settimane del programma di esercizi. I risultati del gruppo di studenti che ha svolto gli esercizi aerobici ha rivelato un miglioramento significativo in tre delle cinque voci coinvolte nella scala (attenzione, capacità motorie e comportamento in classe) con p < 0,05 mentre non vi è stato alcun miglioramento nel gruppo di controllo (p> 0,05). Si può quindi concludere che un programma di esercizi aerobici regolari correttamente proposto a scuola genera degli effetti positivi sulla sintomatologia dell'ADHD, incidendo, quindi, positivamente sullo stato psico-fisico dei discenti.
The purpose of this study is to determine, define, and compare the variations in basic motor movement performance and movement skills, as well as attention skills, of an experimental group and a series of variables against a control group in order to reveal the effect of coordination-based movement education practices on the basic motor movement performance and movement skills, as well as attention skills, of preschool children who are at the 60-72 month age group.
The research was designed with a control group pre test - post test design, which is one of the quasi-experimental research models. While limiting the study group constituting the experimental and control groups, it consisted of a total of 60 (experimental n=30 control n=30) preschool children at the 60-72 month age group, which were selected by using the convenience sampling technique, which is one of the purposeful sampling methods, and formed by unbiased assignment.
In the research, basic motor movement performance capacities and movement skill tests, as well as attention skill tests, were used in the study to determine basic motor movement performance capacities, agility, and attention skill levels. As data collection tools, for basic motor movement performance capacity data: vertical jump, standing long jump, countermovement jump, airtime, tennis ball throwing, sit and lie down and 20 meters speed test, flamingo (static) and Y balance (dynamic) tests; agility test for skill performance data; for attention skill data Frankfurter attention test were used as data collection tools.
Pre-test measurements were applied to the study group in the first week before the applications, and then the control group was implemented in the pre-school education program, while the experiment group was being implemented in the pre-school education program in movement and game activities in the pre-school program during the course hours and in accordance with the developmental characteristics of children, the basic motor performance capacities, movement skills, education on coordination-based movement supporting and developing attention skills and overall coordination has been implemented. After the applications were applied for 12 weeks, the post-test measurements were applied at the 13th week.
The Levene test was applied to determine whether the collected data were suitable for normal distribution, and it was determined that p>0.05 for all parameters as a result of the test. Paired-group T-test was used to compare within-group differences from parametric tests, and independent-sample T-test was used to compare differences in intergroup scores. Percentage frequency distributions were analyzed for gender and group (experiment-control) variables of all participants, and the average and standard deviation values of body length, body weight, lower extremity limb length were analyzed and interpreted. In the study, the confidence interval was determined as 95% and the significance level as p<0.05 and all calculations and analyzes were made using the SPSS 23.0 statistical package program.
As a consequence, it has been concluded that coordination-based movement education practices have a positive effect on 60-72 month age group children’s basic motor movement performance capacities, movement skill performance capacity, and attention skill levels.
Keywords: Preschool, Coordination-Based Movement Education, Basic Motor Performance, Skill, Attention
Bu araştırma ile, koordinasyon temelli hareket eğitimi uygulamalarının okul öncesi evrede olan 60-72 ay yaş grubu çocukların temel motor hareket performans ve hareket becerileri ile dikkat becerileri üzerindeki etkisini ortaya koymak için bir deney grubunun temel motor hareket performans ve hareket becerileri ile dikkat becerileri varyasyonlarını ve bir dizi değişkeni bir kontrol grubuna karşı belirlemek, tanımlamak ve karşılaştırmak amaçlanmıştır.
Araştırma, yarı deneysel araştırma modellerinden olan kontrol gruplu ön test - son test deseni ile tasarlanmıştır. Deney ve kontrol gruplarını oluşturan çalışma grubu sınırlandırılırken amaçlı örneklem metotlarından olan uygun (convenience) örneklem tekniğinden yararlanılarak seçilen ve yansız atama ile oluşturulan 60-72 ay yaş grubu toplam 60 (deney n=30 kontrol n=30) okul öncesi çocuktan oluşmaktadır.
Araştırmada, temel motor hareket beceri performans kapasiteleri ile çeviklik ve dikkat beceri düzeylerinin belirlenmesi amacıyla motor performans ve hareket beceri testleri ile dikkat beceri testi kullanılmıştır. Veri toplama araçları olarak, temel motor hareket performans beceri kapasitesi verileri için dikey sıçrama, durarak uzun atlama, countermovement sıçrama, havada kalma süresi, tenis topu fırlatma, otur uzan ve 20 metre sürat testi, flamingo (statik) ve Y denge (dinamik) testleri, beceri performans verisi için çeviklik testi, dikkat becerisi verisi için ise Frankfurter dikkat testi ile veriler toplanmıştır.
Uygulamalardan önceki ilk hafta çalışma grubuna ön-test ölçümleri uygulanmış, daha sonra kontrol grubuna okul öncesi eğitim programında yer alan hareket ve oyun etkinlikleri uygulanırken deney grubuna okul öncesi eğitim programında yer alan hareket ve oyun etkinlikleri ders saatlerinde ve öğrencilerin gelişim özelliklerine uygun olarak temel motor performans kapasitelerini, hareket becerilerini, dikkat becerilerini ve genel koordinasyonlarını destekleyici ve geliştirici koordinasyon temelli hareket eğitimi uygulanmıştır. Uygulamalar 12 hafta süre ile uygulandıktan sonra 13. hafta son-test ölçümleri uygulanmıştır.
Toplanan veriler, öncelikle verilerin normal dağılıma uygun olup olmadığını ortaya koymak amacıyla Levene testi uygulanarak test sonucunda tüm parametreler için p>0,05 olduğu tespit edilmiştir. Parametrik testlerden grup içi farklılıkların karşılaştırılmasında eşleştirilmiş grup T test ve gruplararası skorlardaki farklılıkların karşılaştırılmasında bağımsız örneklem T test kullanılmıştır. Tüm katılımcıların cinsiyet ve grup (deney-kontrol) değişkenleri için yüzde frekans dağılımları analiz edilmiş, vücut uzunluğu, vücut ağırlığı, alt ekstremite uzuv uzunluğu ortalama ve standart sapma değerleri analiz edilerek yorumlanmıştır. Araştırmada güven aralığı %95 ve anlamlılık seviyesi p<0,05 olarak belirlenerek hesaplama ve analizlerin tümü SPSS 23.0 istatistiksel paket programı kullanılarak yapılmıştır.
Sonuç olarak, koordinasyon temelli hareket eğitimi uygulamalarının 60-72 ay yaş grubu çocukların temel motor hareket performans kapasiteleri ve hareket beceri performans kapasiteleri ile dikkat beceri düzeylerini geliştirerek olumlu yönde etkilediği sonucuna ulaşılmıştır.
Anahtar Kelimeler: Okul Öncesi, Koordinasyon Temelli Hareket Eğitimi, Temel Motor Performans, Beceri, Dikkat
A review of the literature indicates that acute bouts of physical activity exert short-term positive benefits on the behavior and cognitive functioning of youths without clinical disorders and on youths who have difficulty focusing attention, controlling impulsive actions, or who evidence high levels of motor activity. Prior research conducted has been largely atheoretical. Information-processing models are suggested to provide a framework for assessing the impact of physical activity and cognition and behavior.
The objective of this study was to examine the association of scholastic performance with physical activity and fitness of children. To do so, school ratings of scholastic ability on a five-point scale for a nationally representative sample of 7,961 Australian schoolchildren aged 7-15 years were compared with physical activity and fitness measurements. Consistently across age and sex groups, the ratings were significantly correlated with questionnaire measures of physical activity and with performance on the 1.6-kilometer run, sit-ups and push-ups challenges, 50-meter sprint, and standing long jump. There were no significant associations for physical work capacity at a heart rate of 170 (PWC170). The results are concordant with the hypothesis that physical activity enhances academic performance, but the cross-sectional nature of the observations limits causal inference, and the disparity for PWC170 gives reason to question whether the associations were due to measurement bias or residual confounding.
The purpose of this study was to quantitatively combine and examine the results of studies pertaining to physical activity and cognition in children. Studies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method. Effect sizes (ESs) were calculated for each study and an overall ES and average ESs relative to moderator variables were then calculated. ESs (n = 125) from 44 studies were included in the analysis. The overall ES was 0.32 (SD = 0.27), which was significantly different from zero. Significant moderator variables included publication status, subject age, and type of cognitive assessment. As a result of this statistical review of the literature, it is concluded that there is a significant positive relationship between physical activity and cognitive functioning in children.
The aim of this study was to explore the relationship between adolescents' choices regarding physical activity-both organized and nonorganized-and their parents' Socioeconomic status (occupation and education level) and to characterize those differences. The sample comprised 594 adolescents (304 girls and 290 boys) between 13 and 20 yrs old (mean age of 15.9). Physical activity was assessed by questionnaire and was classified as organized or nonorganized. The findings showed that adolescents from families of higher socioeconomic status chose significantly more organized activities, whereas, for those choosing nonorganized activities, only mothers' education was statistically significant. Participants who engaged in organized physical activity reported more moderate-intensity, moderate-frequency team activities, whereas adolescents' in nonorganized physical activities reported more low-intensity, moderate-frequency individual activities.
The intent of this investigation was to examine the potential influence of varying durations of physical exertion at different times of the day on immediate mathematical performance by 120 sixth-grade boys and girls. Subjects were assigned to two control and two treatment groups (Solomon Four-group Design), with treated subjects administered physical exertion (paced walking at controlled moderate intensity) for durations of 20, 30, and 40 min. at three different times of the school day [8:30 a.m., 11:50 a.m. (before lunch), 2:20 p.m.] over 3 weeks. After each exertion session, subjects were immediately administered a 90-sec. mathematical computation test. Analysis indicated no significant differences in mathematical performance at any duration in the morning, but scores were significantly higher at 11:50 a.m. and 2:20 p.m. at 30- and 40-min. durations in comparison to the 20-min. duration. There were no differences by gender of subject.
SHPPS measures five components of school health programs at state, district, and school levels. In addition, health education and physical education were assessed at the classroom level. At the state and district levels, SHPPS focused on policies and programs in grades K-12. At the school and classroom levels, SHPPS focused on policies and programs in middle/junior high school and senior high school. Seventeen questionnaires were fielded in the SHPPS data collection, one for each component at state, district, and school levels, plus classroom-level questionnaires for health education and physical education.
The sample of districts and schools was generated by first sampling 480 primary sampling units. The initial sample consisted of 480 school districts. In addition, it consisted of 384 schools at the senior high school level and 384 schools at the middle/junior high school level.
This study examined the associations between physical activity and other health behaviors in a representative sample of US adolescents.
In the 1990 Youth Risk Behavior Survey, 11631 high school students provided information on physical activity; diet; substance use; and other negative health behaviors. Logistic regression analyses examined associations between physical activity and other health behaviors in a subset of 2652 high-active and 1641 low-active students.
Low activity was associated with cigarette smoking, marijuana use, lower fruit and vegetable consumption, greater television watching, failure to wear a seat belt, and low perception of academic performance. For consumption of fruit, television watching, and alcohol consumption, significant interactions were found with race/ethnicity or sex, suggesting that sociocultural factors may affect the relationships between physical activity and some health behaviors.
Low physical activity was associated with several other negative health behaviors in teenagers. Future studies should examine whether interventions for increasing physical activity in youth can be effective in reducing negative health behaviors.
We provide an updated version of the Compendium of Physical Activities, a coding scheme that classifies specific physical activity (PA) by rate of energy expenditure. It was developed to enhance the comparability of results across studies using self-reports of PA. The Compendium coding scheme links a five-digit code that describes physical activities by major headings (e.g., occupation, transportation, etc.) and specific activities within each major heading with its intensity, defined as the ratio of work metabolic rate to a standard resting metabolic rate (MET). Energy expenditure in MET-minutes, MET-hours, kcal, or kcal per kilogram body weight can be estimated for specific activities by type or MET intensity. Additions to the Compendium were obtained from studies describing daily PA patterns of adults and studies measuring the energy cost of specific physical activities in field settings. The updated version includes two new major headings of volunteer and religious activities, extends the number of specific activities from 477 to 605, and provides updated MET intensity levels for selected activities.
This study examined the relative contributions of sex, social class, socioeconomic status of the family, and exercise behavior of significant others (father, mother, sister, brother, best friend) to the variability of physical activities of 13-15-year-old urban adolescents (N = 475). Physical activity was measured using 7-day physical activity recall. Family income was negatively correlated with physical activity of adolescents. Physical activity of the father, older brother, and best friend was associated with a higher activity level of adolescents (r = 0.24-0.33). Sex and social class of the families accounted for 18% of the variance of the adolescents' physical activity. When the physical activity of the father, older brother, and best friend were entered into regression analysis, a total of 32% of the variation in adolescents' physical activity was explained. Physical activity of adolescents is associated with sex, activity levels of significant others, and socioeconomic status of the family.
This study examined the relationships between children's reported levels of physical activity, body-mass index, self-esteem, and reading and mathematics scores, while controlling for sex, family structure, and socioeconomic status. The data were collected from the full population of Grade 6 students (N = 6,923) in New Brunswick (NB), Canada in 1996, as part of the Elementary School Climate Study, and the NB Department of Education's Grade 6 Assessment. Physical activity had a negative relationship with body-mass index. Physical activity had a positive relationship with self-esteem, and a trivial negative relationship with academic achievement. The analysis revealed that both females and males who were more physically active had considerably higher levels of self-esteem. The study suggests that the relationship between physical activity and academic achievement is weak. For some children, physical activity may be indirectly related to enhanced academic performance by improving physical health and self-esteem.
Advocates of quality daily physical education for prepubescent children frequently encounter the argument that such initiatives will harm academic progress. The impact of daily physical education upon the academic performance of primary school students is thus reviewed with particular reference to studies conducted in Vanves (France), Australia, and Trois Rivières (Québec). When a substantial proportion of curricular time (14-26%) is allocated to physical activity, learning seems to proceed more rapidly per unit of classroom time, so that academic performance matches, and may even exceed, that of control students. Children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem. Academic teachers may also favor the enhanced physical education program, creating "halo" effects, and the resulting release time may enhance their academic teaching. Irrespective of mechanisms, the implication for public policy is that daily required physical education can be introduced when a child enters primary school without compromising academic development. Given the importance of establishing positive health habits from an early age, school boards should be encouraged to follow a policy of required daily physical activity in primary schools. Evidence of specific benefit in students with learning disabilities remains less convincing.
The public health burden of obesity, overweight, and physical inactivity suggests schools be actively involved in prevention and treatment. Schools were challenged to take action by the Surgeon General in 2001. Few resources have been allocated to support the schools and in the presence of budget and high stakes testing pressure, resources are decreasing. Sources of support (research, professional organizations, government, coalitions/foundations) often criticize schools and teachers while providing erroneous information and no support. Teachers have responded to recommendations by including lifetime activities, health related fitness, and increasing MVPA. Approximately half the recommended minutes per week are provided in schools where there is any PE, many (5-33%) schools have no PE for their students. Three recommendations for scholars and leaders in the field include the following: Provide clear and consistent messages and interpretation of the scientific and theoretical information about physical activity; secure funded mandates for daily PE; be supportive not critical. (Contains 1 figure, 2 tables and 2 notes.)
This paper describes SOFIT (System for Observing Fitness Instruction Time), an observation instrument designed to assess variables associated with students’ activity levels and opportunities to become physically fit in physical education. SOFIT involves the direct observation of classes while simultaneously recording student physical activity levels, curriculum context variables, and teacher behavior. The paper reports the reliability, validity, and feasibility of using the instrument, as well as data from using SOFIT to assess 88 third- and fourth-grade classes.
The present study has examined the influence of additional required physical education upon childhood patterns of physical activity, in relation to sex and milieu (urban, or 'rural-industrial'). The subjects were an appropriately stratified group of 281 students aged 10-12 years, who since entry to primary school had participated in either a standard or an enhanced program of physical education. An activity diary was maintained for a weekday and a weekend day during March (urban and rural) and September (rural sample only). A daily retrospective activity questionnaire was also administered for 7 days in March. Girls spent more time in domestic duties than the boys (1.22 h/day versus 0.70 h/day, P<0.001), but allocated less time to light-moderate activity (2.50 versus 2.70 h/day, P<0.005 weekend) and vigorous activity (0.87 versus 1.23 h/day, P<0.001 weekday, P<0.003 weekend). Relative to their rural counterparts, urban children spent less time in very light-light activity (9.78 versus 10.29 h/day, P<0.001 weekday) but more time in light-moderate activity (2.96 versus 2.01 h/day, P<0.01 weekday); respective daily walking distances were 2.4 and 1.23 km/day. The experimental program (nominal additional hour of physical education each weekday) enhanced vigorous weekday activity by 0.73 h per day. On weekend days, the experimental group was also more active than controls (light-moderate activity 2.60, 2.50 h/day, p<0.031). It is concluded that an added hour of required physical education per school day leads to a useful augmentation in the overall activity of the primary school child.
Studies on the effects of regular (three to five times per week) periods of moderate to vigorous physical activity (MVPA) on the health, academic performance, attitudes and classroom behaviour of children at school are reviewed. Conclusions from the literature provide a basis for enhancement of school-based physical education programs that are currently considered to lack sufficient intensity, duration and frequency to benefit the children involved. The review not only confirms the value of and need for inclusion of MVPA in physical education programs but also shows the feasibility of doing so, to the advantage of both students and teachers.
A coding scheme is presented for classifying physical activity by rate of energy expenditure, i.e., by intensity. Energy cost was established by a review of published and unpublished data. This coding scheme employs five digits that classify activity by purpose (i.e., sports, occupation, self-care), the specific type of activity, and its intensity as the ratio of work metabolic rate to resting metabolic rate (METs). Energy expenditure in kilocalories or kilocalories per kilogram body weight can be estimated for all activities, specific activities, or activity types. General use of this coding system would enhance the comparability of results across studies using self reports of physical activity.
PHYSICAL ACTIVITY and Health: A Report of the Surgeon General was released on July 11, 1996, by the Public Health Service, U.S. Department of Health and Human Services.¹ This report assesses the role of physical activity in preventing disease and concludes that regular physical activity reduces the risk for developing or dying from coronary heart disease, noninsulin-dependent diabetes, hypertension, and colon cancer; reduces symptoms of anxiety and depression; contributes to the development and maintenance of healthier bones, muscles, and joints; and helps control weight. Physical activity also may help older adults maintain the ability to live independently and help prevent falling and fractures.
The Surgeon General's report emphasizes two important findings. First, demonstrated health benefits occur at a "moderate" level of activity—a level sufficient to expend about 150 calories of energy per day, or 1000 calories per week (e.g., walking briskly for 30 minutes each day). Second,
This study assessed the reliability and validity of the Previous Day Physical Activity Recall (PDPAR), a self-report instrument designed to measure physical activity in youth. Subjects were randomly selected students in grades 7-12. Test-retest reliability was reported as the correlation between estimated relative energy expenditures determined from two PDPAR administrations completed within 1 h. Interrater reliability was determined by two observers using the scoring protocol. Validity was assessed using footstrikes (pedometer), Caltrac activity counts, and heart rate monitoring as criterion measures. Interrater and test-retest reliability was 0.99 and 0.98, respectively (P < 0.01). The correlation between relative energy expenditure from the PDPAR (kcal.kg-1.l.d-1) and pedometer and Caltrac counts was 0.88 (P < 0.01) and 0.77 (P < 0.01), respectively. The correlation between percentage heart rate range (HRmax-HR-rest) and mean energy expenditure from the PDPAR was 0.53 (P < 0.01). The correlation between 1-min heart rates > 50% HRR sustained for 20 min and the number of 30-min blocks with a relative energy expenditure of at least four metabolic equivalent tasks (MET) was 0.63 (P < 0.01). The PDPAR provides valid and reliable estimates of physical activity and also accurately identifies bouts of moderate to vigorous activity.
The appropriateness of recess in the elementary program continues to be questioned although generally it is believed to be useful by elementary principals despite a dearth of supportive data. This study was a developmental study of the effects of physical activity on concentration. Comparison of passive and directed physical education activities on the concentration of second-, third-, and fourth-grade children was made. The Woodcock-Johnson Test of Concentration showed better performance by the fourth grades and within Grade 4 in favor of the physical activity group. A structured physical activity or a classroom activity immediately prior to a concentration task was not detrimental to children in Grades 2 and 3. Fourth-grade children performed significantly better on a test of concentration after engaging in a physical activity.
This study investigated the relationship between adolescents' academic performance and participation in physical activity. 232 boys and girls from Years 8-11 (ages 13-16 years) were randomly selected, and their academic performance was assessed on previous examination scores in English, Mathematics, and Science. Participants were also asked to list all the sports based physical activities in which they normally participated during a typical week and to indicate how many times per week they took part in each activity and the duration of each. Overall, no significant correlations were found, although weak negative correlations were recorded between the amount of time (in minutes) in sport and exercise and English scores for children ages 13, 14, and 16 years. A similar association was also noted for Science scores of children 16 years old.
From the Centers for Disease Control and Prevention.
United States Surgeon General's report on physical activity and
health. From the Centers for Disease Control and Prevention.
JAMA. 276:522, 1996.
Health Programs and Policies Study
- Centersfordiseasecontrolandprevention
- School
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