Activity Breaks Research Articles

Risk Factors for Posture Disorders of Esportsmen and Master Degree Students of Physical Education and Sports in the Specialty “Esports”

The purpose of this study was to investigate the risk factors for posture disorders in esportsmen and master’s degree students of physical culture and sports. The research involved 37 sportsmen and students. The research has found out that 32.4% of the respondents spend more than six hours a day on a computer. The research has proven that the posture of the respondents is most negatively affected by the reduced strength level of the lower extremities and torso, lack of active breaks during long work with a personal computer (PC), lack of awareness in the prevention of posture disorders when working with a PC, and neglect to control a PC user posture. The research suggests the structure of factors that negatively affect the posture condition of esportsmen and master’s degree students in the specialty “Esports”. The structure of risks for postural disorders contains three factors, that explain 66.2% of the total variance: “Failure to comply with the ergonomically optimal posture of a PC user”, “Disorders of the musculoskeletal system of esportsmen” and “Lack of measures to neutralize the negative impact of esports activities”. It is necessary to develop and implement health-improving measures to prevent postural disorders and diseases of the musculoskeletal system in esportsmen and students.

Co-Production at Work: The Process of Breaking Up Sitting Time to Improve Cardiovascular Health. A Pilot Study.

Prolonged sitting negatively affects several cardiovascular disease biomarkers. Current workplace physical activity interventions to reduce sitting result in inconsistent uptake and adherence rates. Co-production attempts to improve the translation of evidence to practice through engaging the participants within the intervention design, improving the context sensitivity and acceptability of the intervention. A needs analysis questionnaire was initially conducted (n = 157) to scope workplace behaviours and attitudes. A development group (n = 11) was consulted in focus groups around the needs analysis findings and asked to comment on the feasibility of a proposed intervention. A pilot intervention was then carried out (n = 5). The needs analysis indicated that only 1.8% (n = 4) engaged in occupational physical activity, and 68.7% (n = 103) sat for ≥6 h during their working day. Through the focus groups, an intervention breaking up sitting time hourly with five-minute walking breaks was co-produced. Cultural and pragmatic issues concerning the implementation of frequent physical activity breaks from sitting and the subsequent impact on work productivity were highlighted. The pilot intervention increased the number of breaks from sedentary behaviour from 2 to 11. The co-production methodology resulted in a research- and stakeholder-guided compromise. Large-scale intervention implementation is required before firm effectiveness conclusions can be made.

A Nanogel with Effective Blood-Brain Barrier Penetration Ability through Passive and Active Dual-Targeting Function

Clinically, surgery assisted by chemotherapy is the most effective treatment of cancer. But from our clinical observation, the median survival of patients with glioblastoma is still not so good with only 15-16 months. The low therapeutic index is mainly due to the blood-brain barrier (BBB) which significantly hindered the chemotherapeutic drug accumulation in tumor tissue. One main composition of the BBB is astrocyte, which contains a lipophilic cell membrane, which prevents more than 98% of small-molecule drugs from entering the brain. Previously, we found that the nanogel with passive targeting function can increase the BBB penetration ability, which indicates that it could be used to overcome the above mentioned in vivo obstacles which promoted drug accumulation in the tumor. In this study, thermosensitive targeted nanogel delivery systems (DPPC) with cell-penetrating peptides (CPP) are introduced onto the particle surface for active astrocyte breaking. The hydrodynamic radius of DPPC is around 300 nm, the potential is about 0-5 mV, and the TEM and DLS studies further confirm its well spherical morphology and uniform distribution. The DPPC is verified as the biocompatible carriers for further application by cell viability tests. The in vitro-constructed BBB model successfully proves that DPPC can efficiently penetrate the BBB, which is attributed to both the temperature-sensitive passive targeting and the active CPP penetration. Consequently, the intracellular doxorubicin (DOX) promotes such functional DPPC at the relatively high temperature inside tumor microenvironment (TME) (~42°C), which obviously improves intratumor drug accumulation and tumor cell-killing effects. The dual-targeted nanogel delivery systems designed in this study provides a more effective strategy for the treatment of glioma.

Impact of Active Breaks in the Classroom on Mathematical Performance and Attention in Elementary School Children.

Background: The increasing need to face the problem of sedentarism, especially in the COVID-19 era, induced teachers and researchers to find new intervention methodologies in school context. Active breaks (ABs) include brief periods of physical activity as a part of the curriculum. This study aimed to investigate the AB acute responses on attentive skills and mathematical performance and attention in a primary school. Methods: A total of 141 children (aged 9.61 ± 0.82), divided into six classes, participated in this study. Each class was randomly assigned to three groups on the basis of the type of protocol performed during the three ABs scheduled in a school day: fitness (FIT), creativity (CREAT), and control group (CON). At baseline and at the end of interventions, all participants underwent the Stroop Color and Word test (SCWT) and the math test (MATH) to assess the level of attention and mathematical performance, respectively. The degree of enjoyment was evaluated through the modified Physical Activity Enjoyment Scale. Results: The factorial ANOVA showed significant differences between the FIT and CON in MATH test (p = 0.023) and SCWT (p = 0.034). CREAT and FIT groups showed higher degree of enjoyment than the CON (both ps < 0.001). Conclusions: This study showed a positive acute impact of AB interventions. FIT positively influenced attentive and math performances more than the CREAT, probably due to the correct work/rest ratio and executive rhythm that allowed children to reach a good level of exertion. This report showed that ABs can be a useful and productive activity to be performed between curricular lessons.

Short breaks at school: effects of a physical activity and a mindfulness intervention on children's attention, reading comprehension, and self-esteem.

Although breaks are essential to restoring cognitive and psychological conditions for learning, short breaks within school lessons are not established and the specificity of effects has not often been investigated. Therefore, the effects of a physical activity (Study 1) and a mindfulness intervention (Study 2) were investigated. By an intervention-control group design, the effects of daily 10-min physical activity (Study 1: N=162, 4th grade) and mindfulness breaks (Study 2: N=79, 5th grade) were implemented within regular school lessons over a 2-week time period to research the impact on attention, reading comprehension, and self-esteem. In the physical activity intervention children's attention improved (attention-processing speed: p < .004, ηp2=.05, attention-performance: p < .025, ηp2=.03), and in the mindfulness intervention reading comprehension improved (p < .012, ηp2=.08) compared to the controls. Results further indicated that self-esteem moderated the relationship between groups and attention improvement in study 1. Classroom-based short physical and mindfulness breaks could support attention and reading comprehension, which are known to support overall academic success.

Monitoring of physical activity promotion in children and adolescents in the EU: current status and future perspectives.

BackgroundPolicy action is required to address physical inactivity in boys and girls. This action can be supported by international data collection, comparisons and sharing of good practices. Thus, this study aims to present and discuss the ongoing monitoring of physical activity (PA) indicators in children and adolescents in the 28 EU Member States.MethodsData on PA recommendations, PA prevalence, physical education (PE) and PA promotion programs for children and adolescents were provided by governments in a joint EU/WHO survey on the implementation status of the EU Council Recommendation on Health-Enhancing Physical Activity (HEPA) across Sectors.ResultsIn 23 countries, national recommendations on PA are available. Detailed PA prevalence data among children and adolescents was available in 27 countries, in most cases separately for sex/gender and age groups. The total amount of PE lessons in schools differed greatly between countries and lessons were predominantly mandatory. After-school HEPA promotion programs were mostly implemented in EU Member States (78.6%), followed by active school breaks (57.1%), active travel to school (57.1%) and active breaks during school lessons (53.6%).ConclusionsThis study summarizes the monitoring of PA indicators among children and adolescents in all EU Member States by providing a comprehensive overview of the status of PA promotion and monitoring across the region. Based on our findings, it could be concluded that the current EU monitoring system on PA promotion should be adapted to provide evidence that can inform future policy development.

Feasibility of student-designed, peer-led classroom physical activity breaks in graduate school

Objective: We evaluated the feasibility of Pitt Moves, a classroom-based, peer-led physical activity break (PAB) intervention developed by graduate students to improve mood, focus, and boredom among students. Participants: One hundred and thirty-two graduate-level students in 10 courses during an academic semester. Methods: Process evaluation with a formative focus involving document review, surveys, and interviews with students and facilitators. Results: Eighty-four percent of eligible students participated in ≥1 of 65 PABs. Participants said Pitt Moves provided a mental break, promoted community building, and increased their physical activity. They recommended increasing accessibility. Organizers’ time was a constraint in running this program. Conclusion: Pitt Moves was feasible based on successful recruitment of participants, delivery of PABs as planned, and participant acceptability. A formal study should evaluate whether Pitt Moves can improve mood, focus, and boredom among graduate students. Organizational encouragement and audiovisuals could enhance marketing and program implementation.

Feasibility and Acceptability of a Classroom-based Active Breaks Intervention for 8–12-Year Old Children

ABSTRACT Purpose: This study explored the feasibility of conducting a classroom-based active breaks intervention on sedentary behavior (SB), physical activity (PA) and attention in 8–12-year-old children. Methods: Eight schools were randomized on a 1:1 basis to the control or intervention. Teachers selected 10 cards detailing an activity break at random. Children then undertook each of the ten activity breaks for 30 s, three times per day for 6 weeks. School and participant recruitment, attrition rates, percentage of outcome measures collected, and acceptability were used to explore the feasibility of the study. Mixed effects models were undertaken to examine intervention effects upon measures of PA, SB and attention. Results: Two hundred and thirty-nine consent forms were issued and 153 were returned (64%). Of the 153 consents, 146 children (95%) were measured at baseline, and 117 participated in the follow-up measures (80%) 6 weeks later suggesting the intervention was acceptable for the participants. From teacher interviews, it was noted that the intervention was feasible to implement, and teachers observed positive classroom behavior changes in children. Inclusion rates for outcome measures ranged from 49% to 66%. Significant, intervention effects were observed for sitting time (B = −27.19; 95%CI: −36.84, −17.17), standing time (B = 23.51; 95%CI 14.1, 32.45) and the number of sit to stand transitions (B = 16.1; 95%CI 4.7, 26.79). Conclusion: Findings suggest that it was feasible and acceptable to implement an active breaks intervention within the classroom setting. Future work should consider the effectiveness of implementing this intervention across a full academic year.

Effect of Physical Exercise Program Based on Active Breaks on Physical Fitness and Vigilance Performance.

Simple SummaryOur study aimed to analyze the effects of 8 weeks physical training on vigilance performance in high school students. Forty-two healthy students were assigned for convenience and matched into two groups, a Control Group (CG) and an Active-Break Group (ABG). The participants were assessed before the training program using the Alpha-Fitness test battery and Psychomotor Vigilance Task (PVT) to observe their physical fitness and vigilance performance. Compared with the pre-test, significant different were observed in the post-test PVT. Results showed a main effect of ABG responding faster than students in the CG group. This demonstrated that 8 weeks physical training have an effect on vigilance performance and improve the efficiency of vigilance in high school students.The scientific literature has shown the beneficial effects of chronic Physical Exercise (PE) on a wide range of tasks that involve high-order functioning. For this reason, the present study aimed to investigate the effects of active breaks on physical fitness and vigilance performance in high school students through eight weeks of physical training. A total of 42 healthy students (age = 16.50 ± 0.59 years; height = 171.08 ± 8.07 cm; weight = 67.10 ± 13.76 kg) from one Andalusian high school (Spain) were assigned for convenience and matched into two groups, a Control Group (CG) and an Active-Break Group (ABG). The ABG performed two active breaks (based on strength and self-loading exercises) during the school day, first at 10:00 a.m. and second at 12:30 p.m. The participants were assessed before and after the training program using the Alpha-Fitness test battery and the Psychomotor Vigilance Task (PVT). Significant differences were observed in the post-training PVT results, compared with the pretraining PVT, showing ABG responding faster than CG. Thus, the presents study demonstrated that eight weeks of physical training affects vigilance performance (compared to CG) and improves the efficiency of vigilance in high school students, contributing to enhancement of quality of education.

Classroom Activity Breaks Improve On-Task Behavior and Physical Activity Levels Regardless of Time of Day

ABSTRACT Classroom physical activity breaks (CAB) are beneficial for increasing children’s physical activity (PA) levels as well as the amount of time spent being on-task within the classroom. Purpose: To examine the effect of CAB at different times within the school day on on-task behavior and PA levels in primary school (grade 1–3) children. Methods: Thirty-five children (6 ± 1 y, 22 = male, 13 = female) participated in four conditions in a randomized order: morning (AM), afternoon (PM), morning and afternoon (BOTH), and no CAB (CTRL). CAB followed a traditional Tabata format of 20 s work and 10 s rest repeated 8 times for a total of 4 min. PA levels were monitored (accelerometry). On-task behavior and three types of off-task (motor, verbal, passive) were recorded following each CAB (mobile application). Results: When compared to control, AM, PM, and BOTH increased on-task behavior AM: Δ10.4%, PM: Δ10.5%, BOTH: Δ14%; p < .001). AM was most beneficial for reducing off-task motor (Δ-6.5%) and off-task verbal (Δ-3%) behavior, while PM was most beneficial for reducing off-task passive (Δ-9%) behavior. These effects were greatest in those students demonstrating higher amounts off-task behavior during CTRL (r > 0.67, p < .001). Students achieved an additional 8.4 (p = .070; d = 0.93), 12.2 (p < .001, d = 0.49), and 6.3 min (p = .09, d = 0.47) of moderate-vigorous physical activity (MVPA) over 24 h following a CAB vs CTRL in AM, PM, and BOTH, respectively. Additionally, performing any of the CAB conditions increased the number of steps taken during the school day by an average of 2007 steps (p < .009). Conclusion: Overall, these results demonstrate that CAB improve both on-task behavior and PA levels, regardless of time of day. However, performing two CAB (BOTH) is recommended to derive the greatest improvements in on-task behavior across the school day.

Effects of classroom-based active breaks on cognition, sitting and on-task behaviour in children with intellectual disability

Objective: Classroom-based active breaks can help typically developing children to reduce prolonged sitting time, increase physical activity, and improve cognitive functions and on-task behavior. Yet, this approach has not been tested in children with intellectual disability, although this population are insufficiently active and at a higher risk of obesity compared to typically developing children. Hence, this study aimed to test the effects of a 5-week active break intervention on cognitive functions, sedentary patterns, and on-task behavior in schoolchildren with intellectual disability. Method: We recruited twenty-four children, aged between 8 and 12 years (37.5% girls), from two schools. Children’s cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and trial end using computer-based tests. Sitting, standing and movement patterns were assessed with inclinometers during class/school periods, at baseline, mid-trial, and end of trial. On-task behavior was directly observed in the classroom, before and after active breaks. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns. Generalised linear mixed models were used to analyse on-task behaviour data. Teachers’ experience was captured using one-on-one interviews. Results: A significant time × group interaction was found for working memory favouring the intervention group (B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children’s cognition or on-task behaviour. Relative to the control group, the intervention group showed significant positive changes in stepping time (+25 min) and step count (+1913 steps), and significant negative changes in time spent in sitting bouts greater than 5 mins (–60 mins) or greater than 20 min (–73 mins) from baseline to mid-trial; similar significant differences were also noted by the end of trial. Teachers indicated that active breaks are feasible to implement, although adaptations may be needed to cater for children’s specific needs. Discussion: Classroom-based active breaks are feasible to implement in the real school environment and can contribute to increase physical activity and reduce sedentary behaviour in children with intellectual disability and might also benefit their working memory. This study is the first to have tested the effects of classroom-based active breaks in this population. Further research is required to clarify the effects on cognitive functions and whether this strategy has other benefits in children with intellectual disability. Conflict of interest statement: J.S. declares that she has a potential conflict of interest as her husband established a business to manufacture height-adjustable desks for schools in 2017. However, she was not involved in the data analysis. N.R. currently receives funding from the Moose Foundation, Victorian Department of Education and Training, MECCA Brands, Wenig Family, Geelong Community Foundation, and Grace and Emilio Foundation to conduct research in the field of neurodevelopmental disorders and inclusion. N.R. also receives funding from the Ferrero Group Australia as part of its Kinder + Sport pillar of Corporate Social Responsibility initiatives to promote active lifestyles among young people. N.R. has previously received donations from Vic Health and Bus Association Victoria; and previous speaker honorarium from Novartis (2002), Pfizer (2006) and Nutricia (2007); and is a Director of the Amaze Board (Autism Victoria). N.R. has also received funding from the Australian National Disability Insurance Agency. None of the companies or organisational bodies listed above had a role in this research including the data collection and analysis, and/or the interpretation of results; in writing of this abstract or the manuscript; and/or in the decision to submit the article for publication. The other authors declare no conflicts of interest. This research was funded by the Department of Education and Training, State Government of Victoria. The funders had no role in the design of the study; in the data collection and analyses, and/or the interpretation of data; in the writing of the abstract/manuscript, or in the decision to publish the results.

Time-efficient physical activity intervention for older adolescents: the Burn 2 Learn cluster randomised controlled trial

Introduction: Time-efficient physical activity interventions are needed for older adolescents (≥16 years) in the senior school years (i.e., Grades 11 and 12) where there is a heavy focus on academic performance and physical education is not mandatory. The aim of our study was to evaluate the impact of a time-efficient school-based intervention designed to improve older adolescents’ cardiorespiratory fitness (CRF) by integrating high-intensity activity breaks into curriculum time. Methods: We evaluated the Burn 2 Learn (B2L) intervention using a cluster randomised controlled trial with older adolescents (N=670) from 20 secondary schools in New South Wales, Australia. We utilised a range of implementation strategies to support teachers to facilitate the delivery of 2-3 high intensity interval training (HIIT) sessions/week during lesson-time. The B2L intervention included the following: (i) information seminar for students delivered by school champions, (ii) school-based HIIT sessions delivered during lesson time, (iii) purpose-built smartphone application (app) and heart rate monitors designed to quantify individual and group heart rate and support self-monitoring, and (iv) information newsletters for parents. The HIIT sessions involved a combination of aerobic and muscle-strengthening exercises, designed to be enjoyable and vigorous in nature. Teachers and students in the control group continued with their usual practice. Outcomes were assessed at baseline, 6 and 12-months. The primary outcome was CRF (multi-stage fitness test). Secondary outcomes included physical activity (ActiGraph GT9X Link accelerometers), hair cortisol concentrations, muscular fitness (push-up and standing long jump tests), body composition (body mass index), mental health and HIIT self-efficacy (questionnaires). Data were analysed using linear mixed models, accounting for clustering of effects at the class level. Potential moderators of effects were identified a priori and sub-group analyses were conducted if interaction tests were significant (p<0.1). Results: At the primary endpoint (6-months), we found a significant difference between groups (in favour of B2L) for the primary outcome CRF [4.0 laps (95% CI, 1.7 to 6.4)] and a range of secondary outcomes. Moderator analyses revealed reduced stress and internalising problems among adolescents in the intervention group who were identified as ‘at-risk’ of poor mental health at baseline. Discussion: Implementing high intensity breaks during curricular time improved CRF and muscular endurance among the full sample of older adolescents, and mental health among the ‘at-risk’ sub-sample. Our findings highlight the health benefits of re-allocating a small amount of curriculum time to physical activity during the final years of secondary school. Trial registration: ACTRN12618000293268 My co-authors and I acknowledge that we have no conflicts of interest of relevance to the submission of this abstract.

Influence of Frequency and Time Implications on Efficacy of Primary School Active Break Programs

Classroom-based physical activity breaks are suggested to positively impact children's attention during their school day. Frequency and time implications are important as decisive factors in structuring primary school active break programs. The purpose of the study was to research the influence of frequency and time implications on efficacy of primary school active break programs. Materials and methods. This academic survey was admitted as the first Algerian pilot research among primary schools. Its appointment aims are to test the effect of frequency and time implications as decisive factors in structuring primary school active break programs. 4 teachers and 5-grade class levels took part in the study. A total of 180 children (100 girls and 80 boys), 45 in each class were involved in the study. The average age of the participants was 10.4±0.61 years old. All participants provided their written consent to attend the study. The ethics committee of Physical Education Institute, University of Abdel Hamid Ibn Badis Mostaganem had also given its approval. All children were divided in four groups. Group 1 (20 boys and 25 girls) had 2 minutes of exercise every 20 minutes of siting. Group 2 (19 boys and 26 girls) had 6 minutes of exercise for every 1-hour of sitting. Group 3 (19 boys and 26 girls) had 9-minute traditional Active Breaks Classroom-Based Physical Activity program integrated within regular day school break periods. Group 4 was a control one with no Active Breaks Classroom-Based Physical Activity program. All teachers, who voluntarily accepted to be engaged in this experience, were asked to apply the video-based physical activity appropriate for their students according to the model and content (time-frequency) and they encouraged their students to replicate their daily base-physical-activity as proposed. Push, pull, squat, standing chair single-leg balance, flexibility, self-myofascial release and static stretching were used as a complimentary physical activity program. Results and discussion. This study focuses on three frequencies and time implications of proposed Active Break Physical Classroom Routine. The test confirmed the benefits of active breaks program in groups. The higher scores than in the control group were recorded in the post-tests. This study explains it by the complementary time practised by experimental groups according to Active Breaks Classroom-Based Physical Activity program. Clear significant inverse correlations were established between the active-standing time involved and classroom inactive time chair sitting. Conclusion. The results of the study confirmed that it is more useful to use the short break program no longer than 5 minutes, frequently repeated with 2 minutes, after every 20 minutes of prolonged static setting. It has to be used as the prominent strategy for structuring the feasible and potential efficacy of primary school Active Break Program. This model is able to decrease sedentary time and increase daily energy expenditure

Occupational physical risk factors and prevalence of musculoskeletal disorders among the traditional lacquerware toy makers of South India.

The majority of handicraft workers in India falls under the informal sector, which plays a prominent role in the employment generation. Artisans in handicraft sectors encounter various hazards and risks causing occupational diseases. The key objective of the study is to identify the prevalence of musculoskeletal disorders and occupational risk factors among the artisans involved in making traditional lacquerware toys in Karnataka and Andhra Pradesh, South India. The subjects considered in this study are 177 artisans who work in mechanized lathes at Channapatna of Karnataka and Etikoppaka of Andhra Pradesh, South India. The information regarding the reported work-related musculoskeletal disorders (WMSD) symptoms from 7 days to 12 months are collected through modified Standardized Nordic Questionnaire and by direct observations. Moreover, the intervention of WMSD in their day-to-day life and the overall comfort of their body are also determined. The questionnaire survey is conducted through face-to-face interviews and by direct field study. From the statistical analysis, it is found that about 76.83%of the study population (77.4%male and 74.28%female) has self-reported WMSDs. The prevalence of WMSD is most common in the age group of 30-40 years. Physical factors like workplace adaptability, stress at work, body postures, health status, body mass index, active and enough breaks during work and body condition at the end of work have a significant association with WMSD. In this study, many of the work-related and lifestyle/health-related factors show a significant association with WMSD in artisans. The sub-standard working environment and the nature of work expose artisans to many occupational risks in their day-to-day life. To mitigate the occupational risks and musculoskeletal disorders, the workspace needs to be redesigned ergonomically.

Acute cardiometabolic effects of brief active breaks in sitting for patients with rheumatoid arthritis.

Exercise is a treatment in rheumatoid arthritis, but participation in moderate-to-vigorous exercise is challenging for some patients. Light-intensity breaks in sitting could be a promising alternative. We compared the acute effects of active breaks in sitting with those of moderate-to-vigorous exercise on cardiometabolic risk markers in patients with rheumatoid arthritis. In a crossover fashion, 15 women with rheumatoid arthritis underwent three 8-h experimental conditions: prolonged sitting (SIT), 30-min bout of moderate-to-vigorous exercise followed by prolonged sitting (EX), and 3-min bouts of light-intensity walking every 30 min of sitting (BR). Postprandial glucose, insulin, c-peptide, triglycerides, cytokines, lipid classes/subclasses (lipidomics), and blood pressure responses were assessed. Muscle biopsies were collected following each session to assess targeted proteins/genes. Glucose [-28% in area under the curve (AUC), P = 0.036], insulin (-28% in AUC, P = 0.016), and c-peptide (-27% in AUC, P = 0.006) postprandial responses were attenuated in BR versus SIT, whereas only c-peptide was lower in EX versus SIT (-20% in AUC, P = 0.002). IL-1β decreased during BR, but increased during EX and SIT (P = 0.027 and P = 0.085, respectively). IL-1ra was increased during EX versus BR (P = 0.002). TNF-α concentrations decreased during BR versus EX (P = 0.022). EX, but not BR, reduced systolic blood pressure (P = 0.013). Lipidomic analysis showed that 7 of 36 lipid classes/subclasses were significantly different between conditions, with greater changes being observed in EX. No differences were observed for protein/gene expression. Brief active breaks in sitting can offset markers of cardiometabolic disturbance, which may be particularly useful for patients who may find it difficult to adhere to exercise.NEW & NOTEWORTHY Exercise is a treatment in rheumatoid arthritis but is challenging for some patients. Light-intensity breaks in sitting could be a promising alternative. Our findings show beneficial, but differential, cardiometabolic effects of active breaks in sitting and exercise in patients with rheumatoid arthritis. Breaks in sitting mainly improved glycemic and inflammatory markers, whereas exercise improved lipidomic and hypotensive responses. Breaks in sitting show promise in offsetting aspects of cardiometabolic disturbance associated with prolonged sitting in rheumatoid arthritis.

8th Annual Michigan Physiological Society Meeting: June 24-25, 2021.

8th Annual Michigan Physiological Society Meeting: June 24-25, 2021.

Exploring children breakfast habits using Zoom8-questionnaire: Results from the I-MOVE Study

Abstract Background Scientific evidence widely argues that consuming breakfast daily is considered a good habit which positively affects health and academic performance, especially in children. In order to be adequate, according to national requirements, breakfast should include a portion of milk or yogurt and one grain based product, providing about 15-20% of the daily recommended energy intake. The aim of this study was to analyse breakfast habits in a convenience sample of primary school children inside the Imola Active Breaks Study. Methods A cross-sectional study was conducted in a sample of children, aged 6-10, recruited in a primary school of Imola (Emilia Romagna region, Italy). The Zoom8 self-reported questionnaire, which investigates dietary habits and lifestyle aspects were administered to parents to explore the children's breakfast habits. Results A total of 155 children were recruited in November 2019. Breakfast was consumed daily by 117 children (75%), 4-6 times/week by 12 (7%), 2-4 times/week by 4 (3%), and 22 (14%) did not answer. Concerning dairy products' consumption: 50 (32%) children reported milk or yogurt, 47 (30%) milk, 6 (4%) yogurt, 9 (6%) neither of them and 43 (28%) gave no answer. Mostly all the children consumed at least one of these products: biscuits, cakes, croissants, industrial snacks or cereals. 108 children (70%) recognised that the consumption of a dairy and a carbohydrate product represent an adequate breakfast. Conclusions The findings suggested that the majority of children consumed one grain based product for breakfast, but most of them were high in sugar and fat content (industrial snacks and croissants). Still not every child had breakfast daily nor had a portion of a dairy product. Measurements should be taken to avoid skipping breakfast and to promote a more balanced breakfast. It would be advisable to analyse in detail the frequency of consumption of each food group and their energy intake. Key messages Breakfast consumption positively affects children’s health and academic performance. Health Promotion should stimulate daily consumption of breakfast and improve its quality and energy intake.

Monitoring calf circumference: changes during prolonged constrained sitting

Prolonged sitting has been associated with negative health effects; however, short-term time-varying exposure and response data is lacking. Twenty-two young and healthy participants were seated for 2 hours with the instruction to avoid the confounding effects of large leg movements while calf circumference, perceived discomfort, and lower limb muscle activity were collected. Calf circumference increased significantly (0.90 ± 0.32 cm) during sitting with no statistical differences between sexes. Perceived discomfort increased significantly over time in the low back and gluteal regions (p = 0.001–0.072, η p 2=0.080–0.360). On average, it took 20.31 ± 10.87 minutes of walking for calf measures to return to pre-sitting baseline. These results suggest that sitting for 2 hours without activity breaks may not be advisable and that recovery may take longer than expected. The exposure/response data from this study may be helpful in the design of future studies, with a larger and more general population, aiming to better define recommended duration/activity ratios for sitting-focused occupations. Practitioner summary: Leg swelling is a concern in prolonged sitting. In this study of young, healthy participants, we found a 2 hour constrained sitting exposure (controlling for large leg movements) induced significant increases in calf circumference that took an average of 20.31 ± 10.87 min of walking to return to baseline. Abbreviations: FMD: flow-mediated dilation, GSC: gastrocnemius; TA: tibialis anterior; EMG: electromyography; VAS: visual analog scale; MVC: maximum voluntary contractions.

Associations between the School Environment and Physical Activity Pattern during School Time in Swedish Adolescents.

Knowledge about associations between school-based initiatives and physical activity patterns is limited. The purpose of this paper was to examine associations between factors in the school environment, physical activity and sedentary time during school time. The cross-sectional study included 1139 adolescents aged 13–14 from 34 schools. Physical activity and sedentary time were measured using hip-worn accelerometers. Factors in the school environment included health policy, a mobile phone ban during breaks, organized physical activities during breaks and activity breaks during lessons reported by teachers. The frequency and duration of breaks and physical education (PE) lessons were collected from school schedules. The results showed significant associations between health policy (β = 3.87, 95% confidence interval (CI): 2.37, 5.23), the mobile phone ban (β = 2.51, 95% CI: 1.29, 3.94) and PE; total duration (β = 0.08, 95% CI: 0.05, 0.11), average duration (β = 0.08, 95% CI: 0.01, 0.13) and frequency (β = 1.73, 95% CI: 0.50, 3.04) and moderate-vigorous physical activity. There were negative associations between health policy (β = −6.41, 95% CI: −10.24, −2.67), the mobile phone ban (β = −3.75, 95% CI: −7.25, −0.77) and PE; total duration (β = −0.15, 95% CI: −0.23, −0.08) and average duration (β = −0.14, 95% CI: −0.27, −0.03) and time spent sedentary. Adolescents attending schools with health policies, mobile phone bans and more time for PE showed higher levels of physical activity and lower sedentary time.

Ecotoxicological impacts of oil sand mining activity to endemic caged mussels Pyganodon grandis

The intense mining extraction of oil sand (OS) has increased over the last few decades, raising concerns about the release of OS contaminants and toxicity in resident aquatic organisms in the Athabasca River (Alberta, Canada). To address this, endemic Pyganodon grandis mussels were caged for 6 weeks at various upstream and downstream sites of industrial OS mining activities. Post-exposure mussels were then analyzed for light/medium/heavy polyaromatic hydrocarbons (PAHs) in tissues, general health (weight to length ratio, growth rate, air survival time), biotransformation (cytochrome P4501A and 3A and glutathione S-transferase activities), oxidative stress/inflammation (lipid peroxidation-LPO and arachidonate cyclooxygenase-COX), genotoxicity (DNA strand breaks), and gonad status (triglycerides, GSI and vitellogenin-like proteins). The following effects significantly differed between OS mining area and natural/background sites: health condition, growth rate, air survival time, COX (immune/inflammation) activity, P4501A/GST activity, LPO and DNA breaks in the digestive gland and vitellogenin-like proteins in the gonad. Correlation analysis revealed that the biochemical responses were scaled to at least one of the following impacts at the individual level: air survival time, weight to length ratio, growth rate and vitellogenin-like proteins. These indices were therefore identified as key adverse outcome pathways of mussels impacted by OS mining activities. Based on the relative levels of light/medium/heavy PAHs in tissues, the observed effects appears to be associated rather to the disturbance of OS in this area than contamination from OS tailing ponds leaching into the aquatic environment.