Academic Performance Of Primary School Children Research Articles

Does Learning Through Movement Improve Academic Performance in Primary Schoolchildren? A Systematic Review

Physically active children have greater motor competence and a faster maturation compared with their sedentary peers. Recent research also suggests that physical activity during childhood may also promote cognitive development and therefore improve academic performance. The aim of this study was to understand if physically active academic lessons may improve academic achievement in primary schoolchildren. A systematic review following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines was conducted. The search was performed on the following database: PubMed, Web of Science, Scopus, Education Resources Information Center (ERIC), and PsycINFO (APA). Studies evaluating schoolchildren aged between 3 and 11 years taking part in educational contexts that include physical activity and natural environments evaluating physical fitness and/or educational outcomes were included. A total of 54 studies (for a total sample of 29,460 schoolchildren) were considered eligible and included in the qualitative synthesis. The Effective Public Health Practice Project risk-of-bias assessment revealed a moderate quality of the included studies with only two considered weeks. Despite differences in the retrieved protocols, physically active academic lessons improve the total time engaged in physical activity, motor skills, and/or academic performance. The results of this review suggest that learning through movement is an effective, low-cost, and enjoyable strategy for elementary schoolchildren.

Academic Performance in Relation to Adherence to the Mediterranean Diet and Energy Balance Behaviors in Greek Primary Schoolchildren

To explore possible links between adherence to the Mediterranean Diet (MeD), excess body weight, energy balance behaviors, and academic performance in Greek primary schoolchildren. Cross-sectional study. Primary schools in Athens, Greece. A total of 528 students (256 boys and 272 girls), 10-12 years of age, were recruited from 21 primary schools in the area of Athens, Greece. Students completed a specifically designed energy balance behaviors questionnaire together with the KIDMED index, which evaluates the degree of adherence to the MeD. The teacher assessed academic performance through a specifically designed, 5-scale questionnaire. Standard anthropometric measurements were also taken. Block stepwise regression analysis was conducted. Adherence to the MeD (β = .140; P = .001), obesity (β = -.095; P = .001), physical activity levels (β = .206; P = .001), hours of sleep (β = .100; P = .003), television viewing (β = -.068; P = .05), and global self-esteem levels (β = .122; P = .001) are significant factors in predicting academic performance in primary schoolchildren. Poor adherence to the MeD, obesity, and low physical activity levels seem to negatively affect academic performance in children. Understanding these interrelationships could facilitate the formation of policies focused on improving children's academic achievement.