Activity In Elementary School Children Research Articles

Strategies to increase physical activity in elementary school children in the digital age to support a healthy lifestyle

Strategies to increase physical activity in elementary school children in the digital age to support a healthy lifestyle

Improvement of executive functions and math-ematical skills through fitness/physical activity in elementary school children: a systematic review

Executive functions (EF) play a fundamental role in the acquisition of learning, especially in mathematics. The literature seems to indicate that fitness and physical activity (PA) have an important impact on cognition, including EF. Although the relationship between these variables seems evident, few studies have investigated the mediation role of EF between fitness/PA and mathematical skills (MS). The purpose of this systematic review was analysing the relationship between EF, fitness/PA and mathematical skills (MS) in children aged 6 to 12 aged. The systematic review (CRD42021237840) used information from Pubmed, WOS and ERIC published between 2010 and 2021. Eligibility criteria were: scientific articles, in English, children aged 5-16 years, assessment of EF using standardised tests and inclusion of the three variables (fitness/PA, EF and MS). For assess risk of bias was used the Medical Education Research Study Quality Instrument (MERSQI). From the selected articles were extracted the following data: country, age, type of study, characteristics of the sample, evaluation instruments, physical activity program and results. From the 387 initial records, 21 studies with a total of 8601 participants have been selected to be included in the systematic review. Only one of the studies analysed shows a clear causal relationship between the three variables, while five show a linear relationship. EF could act as a mediator between fitness and MS but not between PA and MS, although long-term randomised and controlled intervention studies are needed.

Implementation of a Triathlon Program for Primary School Students as part of Health and Physical Education

Introduction: The significance of triathlon is reflected in the teaching and development of motor, social and emotional skills. Because triathlon has great educational potential, this case study sought to explore whether a modified Physical Activity Enjoyment Scale (PACES) survey can be used as a suitable measure of enjoyment of physical activity in elementary school children when applied to a sports-specific task such as triathlon. Methods: The sample consisted of 12 female elementary school students (10.3 ± 1.3 years) from an inner-city high school. A modified triathlon program was delivered for one hour per week over a four-week duration with a modified PACES survey distributed each week. Survey responses were coded and then averaged over the four-week duration with the children’s responses subsequently analyzed using a Wilcoxon Signed Ranks Test to examine differences in the coded characteristic response scores of the survey. Further comparisons were made using a Student’s t-test and a coefficient of variation (CV). Results: A greater sense of pleasure and fun was reported by the participants at the conclusion of the four-week triathlon program while there was no change in the children’s sense of excitement (p < 0.5). Characteristic responses to ‘neutral’ decreased with a simultaneous increase in the ‘slightly enjoyed’ response when viewed over the four-week duration of the program (p <0.001) Conclusions: This PACES case study was designed as a feasible, simple, and innovative approach to monitor enjoyment levels in elementary school children who participated in a triathlon program. Overall, the positive enjoyment reported from this simple, low-cost intervention could be used to inform the development of future sport-specific elementary school programs.

Impact of Physical Activity on the Balance and Fitness of Elementary School Children During the Covid-19 Pandemic

The Covid-19 pandemic has caused a decline in activity both at the office and in schools. To stop the spread of the Covid-19 virus, the government decided that the learning process in elementary schools would be carried out using online systems. This has led to a decrease in psychomotor activity that is usually maintained through playing and routine sports activities at school. Physical activity increases motor physical development which later affects children’s skills in moving. Fitness is the body’s ability to carry out physical activities without causing excessive fatigue. Balance is the body’s ability to maintain a position in carrying out daily activities. These two components are very important in the development period of elementary school children to support other developments and avoid injury. The purpose of this study was to determine the level of change in physical activity in elementary school children during this pandemic and to examine how this has affected the fitness and balance of the children. The researchers used a cross-sectional design with an analytical survey which investigated the correlation between risk factors and the effects of the two variables.
 Keywords: balance, physical activity, school from home, Covid-19 pandemic

The impact of self-regulation on motion coordination ability for Elementary School students

This study aims to determine the effect of self-regulation on the ability of motion coordination of elementary school students. Motion experience and physical activity in elementary school children proved to have a positive effect on children’s physical, psychological, and social development. In addition, physical education in elementary schools is oriented to laying down the foundations of basic movement and movement, so that in the future, children will grow-up and develop into complete personalities that are in harmony and in harmony with age. Coordination ability is one of the basic components of motion. Self-regulation is internal motivation, which results in the emergence of a person’s desire to determine goals in his life, planning strategies to be used, and evaluating and modifying the behaviour that will be carried out. The method used is a quasi-experimental method that examines the effect of self-regulation on coordination ability of elementary school students. The instrument used for data retrieval on the variable of self-regulation is a questionnaire, while the variable of ability to coordinate the motion used the test. The results of this study show that self-regulation contributes to the ability to coordinate motion. Self-regulation of elementary school students has a varied contribution to the components of motion coordination, namely: the ability to assemble movements, distinguish, the ability to maintain balance, the ability to maintain balance, adapt movements, find and maintain the rhythm of movement, react and change direction.

Developmental relations between motivation types and physical activity in elementary school children

ObjectivesThe objectives of this study were to observe the developmental trajectories of motivation types among young children from 8 to 12 years using a more comprehensive scale of physical education motivation. We also tested the relations between these trajectories and objective physical activity during this period. DesignStudents in grades 5–7 (n = 1202; 51.2% boys) were recruited from 17 elementary schools. Three cohorts completed the motivation questionnaire four times and objective physical activity was measured up to four times over a two years school period. MethodMeasurement invariance of the scale was tested across cohorts and occasions. Multiple group multiple cohort growth models were estimated to determine motivation types trajectories. Regression models were then built to predict children’s slope of MVPA during this period. ResultsWe provided strong measurement invariance to a new and more comprehensive scale of PE motivation. Latent growth curve modeling indicated trajectories that decrease on average for all forms of motivations at this early age. Results also revealed some relations between motivation’s scores and objective physical activity trajectories, especially with autonomous motivation. ConclusionsOur study revealed the earliest decline of motivation towards physical education to have ever been highlighted in elementary school children. Relations between trajectory of intrinsic stimulation and PA behavior permitted us to highlight the possible role of autonomous motivation in minimizing the decline of children’s PA behavior during PE lesson.

Developmental relations between motivation types and physical activity in elementary school children (1)

Objectives: The objectives of this study were to observe the developmental trajectories of motivation types among young children from 8 to 12 years using a more comprehensive scale of physical education motivation. We also tested the relations between these trajectories and objective physical activity during this period. Design: Students in grades 5–7 (n=1202; 51.2% boys) were recruited from 17 elementary schools. Three cohorts completed the motivation questionnaire four times and objective physical activity was measured up to four times over a two years school period. Method: Measurement invariance of the scale was tested across cohorts and occasions. Multiple group multiple cohort growth models were estimated to determine motivation types trajectories. Regression models were then built to predict children’s slope of MVPA during this period. Results: We provided strong measurement invariance to a new and more comprehensive scale of PE motivation. Latent growth curve modeling indicated trajectories that decrease on average for all forms of motivations at this early age. Results also revealed some relations between motivation’s scores and objective physical activity trajectories, especially with autonomous motivation. Conclusions: Our study revealed the earliest decline of motivation towards physical education to have ever been highlighted in elementary school children. Relations between trajectory of intrinsic stimulation and PA behavior permitted us to highlight the possible role of autonomous motivation in minimizing the decline of children’s PA behavior during PE lesson.

Developmental relations between motivation types and physical activity in elementary school children (1)

Objectives: The objectives of this study were to observe the developmental trajectories of motivation types among young children from 8 to 12 years using a more comprehensive scale of physical education motivation. We also tested the relations between these trajectories and objective physical activity during this period. Design: Students in grades 5–7 (n=1202; 51.2% boys) were recruited from 17 elementary schools. Three cohorts completed the motivation questionnaire four times and objective physical activity was measured up to four times over a two years school period. Method: Measurement invariance of the scale was tested across cohorts and occasions. Multiple group multiple cohort growth models were estimated to determine motivation types trajectories. Regression models were then built to predict children’s slope of MVPA during this period. Results: We provided strong measurement invariance to a new and more comprehensive scale of PE motivation. Latent growth curve modeling indicated trajectories that decrease on average for all forms of motivations at this early age. Results also revealed some relations between motivation’s scores and objective physical activity trajectories, especially with autonomous motivation. Conclusions: Our study revealed the earliest decline of motivation towards physical education to have ever been highlighted in elementary school children. Relations between trajectory of intrinsic stimulation and PA behavior permitted us to highlight the possible role of autonomous motivation in minimizing the decline of children’s PA behavior during PE lesson.

The Effect of Feedback on Children's Physical Activity: A Randomized Control Trial in Alaska

The prevalence of obesity has significantly increased over the last few decades. It was once a condition exclusive to mature adults, but has now become commonplace among children. The World Health Organization (WHO) declared childhood obesity to be one of the most serious public health challenges of the 21st century. According to the Centers for Disease Control 17% of children and adolescents between the age of 2 and 19 are obese in the U.S. Additionally, obesity status can cause children serious psychological harm as a result of social stigmatization, depression, and poor body image. In this paper, I investigate how technology coupled with the social experience affects children's behavior and whether it can facilitate the adoption of more active lifestyles. Using a fitbit like device - named SQORD - and designed specifically for children, I conduct a clustered randomized control trial in the Anchorage School District where we assign schools to either full device access or restricted access. I evaluate the effect of feedback type on the physical activity of elementary school children. One type of feedback allowed students access to a website to check their points and compare their activity levels to that of friends while the other type limited the information to leader-board print outs that they received once every two weeks. I provide evidence that the type of feedback affects physical activity in elementary school children in Alaska.

Impact of the intervention to increase physical activity in elementary school children

Impact of the intervention to increase physical activity in elementary school children

Energy Expenditure and Intensity of Classroom Physical Activity in Elementary School Children.

There is limited data regarding objectively measured energy cost and intensity of classroom instruction. Therefore, the purpose of current study was to objectively measure energy cost and subsequently calculate MET values using a portable indirect calorimeter (IC) for both normal classroom instruction (NCI) and active classroom instruction (ACI). We assessed energy expenditure (EE) and intensity levels (METs) in elementary school children (17 boys and 15 girls) using an IC (COSMED K4b2). Independent t-tests were used to evaluate potential sex and grade level differences for age, BMI, VO2, EE, and METs. The average EE for NCI and ACI were 1.8 ± 0.4 and 3.9 ± 1.0, respectively. The average intensity level for NCI and ACI were 1.9 ± 0.4 and 4.2 ± 0.9 METs, respectively. PA delivered through ACI can elicit EE at a moderate intensity level. These results provide evidence for ACI as a convenient/feasible avenue for increasing PA in youth without decreasing instruction time.

Validation of Interviewer-Assisted Recall for Measuring Minutes of Moderate to Vigorous Physical Activity in Elementary School Children, Grades 3 and 5

ObjectiveTo test the validity of interviewer-administered recall for measuring moderate to vigorous physical activity (MVPA) in third- and fifth-grade children who reported physical activity (PA) only or both PA and diet, using a short (same-day recall in the afternoon) or long (previous-day recall in the morning) retention interval. MethodsRandomly selected children (n = 95) wore an accelerometer 1 day in school. Interviews occurred in the afternoon of the day on which the accelerometer was worn or on the next morning. Assignment to interview content was random. Spearman correlations were calculated between MVPA interview and MVPA accelerometer minutes. ResultsThe MVPA interview minutes were positively associated with the MVPA accelerometer minutes when the interview focused on PA only (r = .34; P = .02) but not when children recalled PA and diet (r = .12; P = .40). The MVPA interview minutes for the previous day was associated with the MVPA accelerometer minutes (r = .33; P = .02), but not for the same day (r = .17; P = .26). ConclusionsA recall interview method that focuses solely on PA is a promising approach to assessing children's school-day PA.

小学生における高次神経活動の実態とそれに及ぼす生活状況の検討：go/no-go課題における誤反応数と型判定の結果を基に

小学生における高次神経活動の実態とそれに及ぼす生活状況の検討：go/no-go課題における誤反応数と型判定の結果を基に

Brain Breaks: Physical Activity in the Classroom for Elementary School Children

To evaluate “Brain Breaks”, an exercise DVD, for promoting physical activity during classroom education in elementary school children. Elementary school children. We previously reported that 92% of Oregon elementary schools do not meet the recommended amount of physical education for at least 150 minutes per week and daily recess. To increase students' physical activity level in schools, we developed an exercise DVD (“Brain Breaks”) that provides short physical activity breaks during classroom education. “Brain Breaks” consists of short segments of physical activity breaks demonstrated by Oregon State University students and athletes and local school children. The segments are subdivided into strength, endurance, and relaxation and stretching activities that can be done in classrooms. Classroom teachers play parts of the DVD at least once per week. An anonymous mail survey was sent with the exercise DVD to participating Oregon school districts and was returned by 43 elementary school classroom teachers. Most elementary school classroom teachers (74%) played the DVD at least 2-3 times/week; the relaxation and stretching segment was played most often (60%). Nearly all teachers perceived that classes understood the instructions and responded to them at least adequately (98%) and that students were excited and engaged in participating (95% for the relaxation and stretching segment). 91% of teachers plan to continue using the DVD. In conclusion, “Brain Breaks” was effective in increasing physical activity in elementary school children during classroom education.

Differences in body esteem by weight status, gender, and physical activity among young elementary school-aged children

Body satisfaction is important for the prevention of disordered eating and body image disturbances. Yet, little is known about body esteem and what influences it among younger children. The purpose of this study was to evaluate body esteem and the relationships between body esteem, weight, gender, and physical activity in elementary school children. A total of 214 third graders in a U.S. Midwestern state participated in this correlational study. The Body Mass Index-for-age, the Body Esteem Scale (BES), BE-Weight, BE-Appearance, and a Physical Activity Checklist were used to examine the relationships between the variables using bivariate correlations and analysis of variance. While children's body esteem did not differ by physical activity, important interactions were identified between weight status and gender in global body esteem and BE-Appearance. It is critical to examine attitudes about weight and appearance and the relationship between body esteem and self-esteem further among middle childhood-aged children.

A Walking School Bus Program: Impact on Physical Activity in Elementary School Children in Columbia, Missouri

The Robert Wood Johnson Foundation (RWJF) provided Columbia MO with an Active Living by Design (ALbD) grant in 2003 to promote active living in the community. A separate project was funded in 2006 through RWJF's Active Living Research program. To evaluate whether participation in a Walking School Bus (WSB) program increased or decreased active living in elementary school children residing in Columbia, in association with ALbD funding. Objective measures of physical activity obtained using accelerometers were collected over 7 days in children participating in a WSB program and children in a nonparticipating comparison group. Differences in the percentage of time spent in moderate- to vigorous-intensity exercise (%MVPA) were compared between groups. Children in WSB programs showed no differences in %MVPA compared to children not participating in the WSB; however, when comparing the relationship of %MVPA and age, the slope of the regression line was steeper for those children not participating in the WSB. The ALbD intervention in Columbia did not result in measurable changes in physical activity in children participating in the Walking School Bus program, but there was a negative association between age and physical activity, and the slope of that regression line was affected by participation in the program.

A Ballroom Dance Classroom Program Promotes Moderate to Vigorous Physical Activity in Elementary School Children

To determine if an existing ballroom dance classroom program meets national recommendations to engage children in moderate to vigorous physical activity (MVPA) for ≥50% of class time and to determine class effects on body mass index (BMI). Prospective descriptive study. Setting . Two New York City public schools. Seventy-nine fourth and fifth grade students. The System for Observing Fitness Instruction Time (SOFIT) and direct heart rate monitoring were used to determine participants' MVPA levels during class time. Weight and height were measured to calculate BMI. Means were calculated for continuous variables; frequency counts and percentages were calculated for categorical variables. Change in BMI percentiles was assessed by using Bhapkar's χ(2) test of overall marginal homogeneity. Data from SOFIT observations showed that a mean of 50.0% and 67.0% of class time in the first and second halves of the program, respectively, were spent in MVPA. Data from the heart rate monitoring revealed that 71.1% of students were at ≥25% heart rate reserve, which indicated MVPA for ≥50% of class time. Improvement was seen in BMI percentile (p= .051). Ballroom dance provides MVPA in elementary school children for ≥50% of class time and has a positive impact on BMI percentiles.

Combined Association of Perceived Competence and Percent Fat with Physical Activity in Elementary School Children

Combined Association of Perceived Competence and Percent Fat with Physical Activity in Elementary School Children

Ready for Recess: A Pilot Study to Increase Physical Activity in Elementary School Children

Creating an optimal environment at recess may be necessary to maximize physical activity (PA) participation in youth. The purpose of this study was to determine the initial effectiveness of an elementary school recess intervention on the amount of moderate PA (MPA) and vigorous PA (VPA) during recess and the school day. This school-based intervention included staff training, activity zones, and playground equipment. The PA levels of third, fourth, and fifth grade students (n = 93) at two schools were measured at baseline and post-intervention using ActiGraph accelerometers. Paired t tests were used to compare percentage of time spent during recess in MPA and VPA. Multiple regressions were utilized to model the effect of intervention, age, sex, race, body mass index, and school on minutes spent in MPA and VPA. The multiple regression results demonstrated increases of 2.5 minutes of MPA (p < .001) and 2.2 minutes of VPA (p < .001) at recess and an increase of 18.7 minutes of MPA (p < .001) and 4.7 minutes of VPA (p < .001) during the school day. These represent respective increases of 51.2% and 112.2% in the adjusted means of MPA and VPA during recess and respective increases of 92.2% and 71.6% in the adjusted mean of MPA and VPA during school day. Staff training, recreational equipment, and playground markings are inexpensive, simple ways to increase PA during recess so that children can accumulate minutes of PA to meet the recommended guidelines of 60 minutes per day.

Physically Active Academic Lessons Improve Retention of Spelling Content in 4th Grade Students

Physically active academic lessons, in which academic content is taught through lessons incorporating student movement, have been shown to increase physical activity in elementary school children. However, the academic impact of this intervention has not been evaluated. PURPOSE: This study was designed assess academic (spelling) performance in five, 4th grade classrooms. METHODS: Following training in the active spelling lessons, each class completed a week of spelling instruction through active lessons and a week of instruction through traditional, sedentary methods. Order of instruction was randomly assigned. Spelling performance was assessed during the week prior to the study (pre-test), the Friday of the instructional week (posttest), and the Friday, two weeks following the instructional week (retention). RESULTS: Results indicated no difference at the posttest (P >.10), but a significant difference at the test of retention (P <.05), where performance following the active lessons was significantly stronger (d =.63; P <.05), than the week of traditional, sedentary lessons (d = -.22; P =.11). CONCLUSION: Physically active academic lessons have implications in increasing retention of academic content in elementary students.