Extracurricular Physical Activity Research Articles

Research on Portable Intelligent Terminal and APP Application Analysis and Intelligent Monitoring Method of College Students' Health Status

As a carrier of college students' health status monitoring, portable intelligent terminal APP, the study of its APP application analysis not only provides a new way for college students' extracurricular physical exercise, guides college students to actively participate in extracurricular physical activities using intelligent terminal APP software, but also promotes college students' physical health monitoring and enhancement in various aspects. Aiming at the current portable terminal APP college students' health monitoring application analysis method research exists low precision, real-time poor and other problems, through the analysis of the basic functional framework and functional characteristics of the portable intelligent terminal APP, the establishment of the portable intelligent terminal APP analysis index system applied to college students' health monitoring, combined with the heuristic optimisation algorithm and the improvement of deep learning algorithms, the construction of the marine predator based heuristic optimisation algorithm and the attention mechanism to improve the gating control loop. Combining the heuristic optimisation algorithm and the improved deep learning algorithm, we construct the portable intelligent terminal APP application analysis method for college students' health monitoring based on the marine predator heuristic optimisation algorithm and the attention mechanism improved gated recurrent unit neural network. Through simulation analysis, the results show that the proposed method meets the real-time requirements while improving the prediction accuracy of the portable smart terminal APP application analysis method, and significantly improves the efficiency of portable smart terminal APP analysis.

Is it possible to identify physical-motor profiles of preschool children on their association with selected biosocial factors?

Biosocial factors play a crucial role in the physical-motor development (PMD) of children during the preschool age. The present study aims to identify physical-motor profiles throughout preschool age (3-6 years) and explore associations between profiles and selected biosocial factors such as age, sex, prematurity, weight, height, BMI, and participation in extracurricular physical activities. Data from 412 typically developing children (46.6% girls and 53.4% boys), aged 35-71 months (M = 51.21, SD = 10.47) was collected using the Psychomotor Activities Checklist and specifically the scale of Psycho-Motor Aspects. Cluster analysis made it possible to define four different childhood PMD profiles. High PMD; High PMD except left laterality; medium-low PMD; and low PMD. High PMD profile includes older children, with anthropometric measurements closer to the WHO recommendations, fewer preterm children, and greater participation in extracurricular physical activities. Low PMD profile includes younger children, with weight slightly above and height slightly below the WHO recommendations and low participation in extracurricular physical activities. This study allows us to identify specific trends that may be decisive for the motor development of children throughout preschool age, highlighting selected biological variables and participation in extracurricular physical activities.

A 16-week school-based intervention improves physical fitness in Slovenian children: a randomized controlled trial.

Introduction: The aim of this study was to evaluate the effects of a 16-week school-based physical activity (PA) intervention on physical fitness (PF) (speed, hand-eye coordination, flexibility) of 8- to 9-year-olds. Methods: A total of seventy-eight boys and girls (boys: n = 45, aged 8.4 ± 4.9years; girls: n = 42, aged 8.6 ± 0.5years) from a school in Slovenia were randomly assigned to either a group with an after-school PA program (EXP) or a control group (CON) that participated exclusively in mandatory physical education (PE). The EXP group engaged in the extracurricular PA program for 60 min twice a week for 16 weeks, concurrent with regular PE classes. The program primarily involved elementary PE games that included elements of athletics (e.g., skipping, push- off running, hopping, crossstepping, and jumping) and gymnastics (e.g., handstand, forward roll, backward roll, hand support jumps, squat jump on a vault box, climbing on horizontal bars, incline benches and ropes, crawling, and jumping rope). Standardized tests appropriate for this age group were used to assess PF, including the sit and reach test (SAR), the 30-meter sprint, and the alternate hand wall toss test at distances of 1.0 and 2.0 m (AHWT 1.0 and 2.0). Results: There was a significant group-time interaction for SAR test (EXP group increase: +1.6 cm, +6.3%; CON group decrease: -0.1cm, -0.4%; p < 0.001, ηp2 = 0.361), and the 30m sprint (EXP group improvement: -0.4 s, -6.3%; CON group decrease: +0.1 s, +1.6%; p < 0.001, ηp2 = 0.193). Similarly, the EXP group improved by +2.1 points (+25.6%) in the 1.0 m wall throw with the alternating hand, while the CON group showed only minimal changes (-0.2 points, -2.4%; p < 0.001, ηp2 = 0.545). No significant interaction was found for the 2.0m toss (EXP and CON group both -0.1 points, -2.6%; p = 0.888, ηp2 = 0.001). Post-hoc analyses with paired t-tests revealed that the EXP group showed significant improvements in SAR test (p < 0.001), 30 m sprint (p < 0.001) and AHWT 1.0 test (p < 0.001), while the CON group showed no significant changes in SAR test (p = 0.533), 30 m sprint (p = 0.150), AHWT 1.0 test (p = 0.186) and AHWT 2.0 test (p = 0.430). Discussion: The results of the study showed that the extracurricular program with only two additional weekly sessions significantly improved the components of PF in 8- to 9-year olds. Significant improvements were observed in the areas of flexibility, speed and coordination, as shown in the SAR test, 30-meter sprint and 1.0-meter handwall toss tests. However, no similar improvements were observed in the 2.0-meter handwall toss, which illustrates the specific areas of impact of the program.

Benefits of recreational physical activity in 6-9 year old children: impact on body composition and motor skills

Optimally developed body composition and motor skills make an important contribution to increasing quality of life and also determine sports performance. The aim of this study was to analyze the influence of recreational contemporary dance training on body composition and the level of motor skills development in 6-9 year old children. The subjects of the study were 26 girls aged 6-9 years, 12 of whom were in the experimental group (EG) and 14 in the control group (CG). The EG participated in contemporary dance training for 6 months, twice a week, one hour each, and the CG did not perform any extracurricular physical activity. Body mass index (BMI), body fat (BF) and skeletal muscle (SM) were analyzed with OMRON BF511 monitor. The motor skills assessment tests were: standing board jump (SBJ), Matorin test (MatT), back saver sit &amp; reach with alternatively reached legs (S&amp;R_RL – right leg reached, S&amp;R_LL – left leg reached) and sit-ups (S-U). Data were processed with SPSS 20 software. Statistically significant differences between initial and final values were found for body composition in the experimental group for the parameter SM (p = .000), and in the control group for SM (p = .004), but also for BF (p = .053) on CG. In the motor skills assessment tests, in the experimental group the differences were statistically significant for all parameters assessed (p ≤ .05), and in the control group only for S&amp;R_RL (p = .007) and , S&amp;R_LL (p = .005), but with smaller effects size. In conclusion, contemporary dance practiced for 6 months, twice a week, has no impact on body composition, but may influence the development of specific motor skills.

Effect of Extracurricular After-School Physical Activities on Academic Performance of Schoolchildren

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. To investigate whether additional extracurricular physical activity time after school compromises the academic performance of schoolchildren. 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. 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. 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. 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. 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. ClinicalTrials.gov Identifier: NCT04587765.

O.4.6-7 The role of external providers for Physical Education and extracurricular physical activity in Irish primary schools

Abstract Purpose In Irish primary schools, Physical Education (PE) is taught by generalist teachers. While PE is critical in developing essential skills for lifelong physical activity (PA) participation, studies show teacher confidence and competence to teach PE is low due to negative personal experiences and insufficient training. Many schools utilise external providers to supplement PE provision and provide extracurricular PA. However, this provision is largely unregulated, without clear distinction between the two. This study aims to examine the role of external providers for PE and PA in Irish primary schools. Methods An online survey for principals and teachers was developed and validated using a modified Delphi technique. It included 57 questions examining current practices for PE provision schools. A link to the survey was emailed to all Irish primary schools and shared on social media. SPSS version 27 was used for data analysis. Results Of the 513 respondents, 81.7% were female, 17.9% male and 0.4% didn’t say. A majority (82%) regularly use external providers for extracurricular PA, which takes place mostly during the school day (89%). Although intended as activity not related to PE provision, it is used by teachers as the only PE provided either sometimes (45.5%) or all of the time (21.6%). External providers teach specific strands of the PE curriculum in 52.9% of schools, with Games being the strand most provided. While this provision is taking place, most teachers stay with their class and assist (61.9%). Conclusion Results show external providers are extensively used in Irish primary schools to supplement PE provision rather than solely providing extracurricular PA. Games being the most commonly delivered strand by external providers is reflective of the number of sports coaches providing this service to schools. Teachers using extracurricular PA as their PE can be problematic as external providers often lack suitable qualifications and provision may not align with PE curriculum guidelines. Support is needed for schools to provide good quality PE and approaches such as regulating the use of external providers or engaging specialist PE teachers to support delivery should be examined in order to improve PE in Irish primary schools.

Daily physical activity in children enrolled in extracurricular activity

This study aimed to verify and compare the physical activity practices of children enrolled and non-enrolled on different days of week in a specific program offered at school. Seventy-eight children comprised two groups: children with extra physical activity (EPA; n=39; 15 females and 24 males; age: 9.2±0.8 years) and those with no involvement in extra physical activity (NPA; n=39; 21 females and 18 males; age: 9.0±0.4 years). To infer caloric expenditure, number of steps per day, and total distance traveled, children were monitored with pedometers during three nonconsecutive days: a day with a physical education class at school, a normal activity weekday, and a weekend day. Children enrolled in extra activities at school presented higher levels of caloric expenditure (EPA=132±61, NPA=61±25), performed more steps per day (EPA=7742±2473, NPA=5245±2306) and traveled longer distances (EPA=4201±1318, NPA=2799±1269), with boys (calories=154.1±91.6; steps=9763±3804; traveled distance=5114±2205) more active than girls (calories=94.4±46.7; steps=6691±2394; traveled distance=3726±1387). In the extracurricular physical activity day, children expended more calories (155.8±88.3), performed mores steps (10133±3724) and traveled longer distance (5442±2118) than in the physical education day (calories=127.2±79.3; steps=8409±3283; traveled distance=4478±1864) and in the weekend (calories=96.8±58.8; steps=6493±2687; traveled distance=3500±1466). Extracurricular physical activity at school leads to an increase of physical activity of boys and girls, even on days when the extracurricular activity is not offered.

Influence of Physical Activity, SES`, Perceived Safety, and Demographic Factors on the GPA of Asian American Students: Report of the National High School Longitudinal Study

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.

E61 Prevalence and related factors of spinal pain in Tunisian children and adolescents

Abstract Introduction The prevalence of back and neck pain is common in children and adolescents, and in some series the numbers are alarming. Various risk factors have been identified, although some are controversial. Objective To determine the prevalence of neck and back pain in children and adolescents and to investigate the potential association with various risk factors identified in the literature. Methods We established a questionnaire targeting parents of children and adolescents aged between 6–18 years old in Tunisia. The recruitment of participants was done online using the Google Forms application. The questionnaire was divided into 2 parts: Part one collected the sociodemographics characteristics of the participants: age, gender, body mass index (BMI), exposure to passive smoking, the practice of a physical activity, puberty status and age at puberty if applicable, type and weight of the schoolbag, mean daily time spent on electronic devices, type of school the child attends (private/public), mode of transport from home to school, parental history of neck and/or back pain, posture of the sitting position of the child, and finally whether the child reports neck/back pain. The second part was aimed at parents whose child reported neck and/or back pain. We asked about the weekly frequency of neck/back pain, school absenteeism due to neck/back pain, whether it prevented the child from practicing physical activity and, finally, whether the child had ever seen a doctor/chiropractor/physiotherapist for their neck/back pain. For all statistical tests, the significance threshold was fixed at 0,05. Results Eighty-two participants (sex-ratio = 1) answered the questionnaire. Mean age was 11.4 ± 3.8[6–18]. Thirty (36.6%) were pubescent. Fifty-three children practiced regularly an extracurricular physical activity (swimming n = 11, basketball n = 9, football = 9, tennis = 9, gymnastics= 6, ballet = 5, horseback riding n = 3, krav maga = 2, running n = 1, volley ball n = 1). Mean schoolbag weight according to the participants was 7.6 ± 1.6 kg [1–9]. Fifty-seven children (69.5%) attended private school. Mode of transport was walking, taking public transport and driving the family car respectively in 10 and 1 and 71 children. Parental history of neck and/or back pain was positive in 47 participants (57.3%). Forty-four participants (53.7%) reported bad sitting position of their child. Neck pain, dorsal pain and low back pain (LBP) were reported respectively in 21 (25.6%), 15 (18.3%), 25 (30.5%) participants. Four children (4.9%) had neck, dorsal and low back pain. Among participants who reported neck or back pain, the average weekly frequency was 1.6 [0–7] and 3.7% had a history of missing school due to neck/back pain with a mean truancy per trimester of 3.6 times [1–12]. Spinal pain prevented 9 participants from engaging in physical activity. Twelve participants (14.6%) revealed that their spinal pain made them see a doctor and three (3.7%) a chiropractor/physiotherapist. The analytical study didn’t show an association between neck/back pain and gender, physical activity, type of school and mode of transport to school. A positive parental history of neck or back pain was significantly associated with the presence of neck, dorsal and LBP (P = 0.043, P = 0.011 and P &amp;lt; 0.0001 respectively). The presence of neck pain and LBP were both associated with a bad sitting position (P = 0.05 and P = 0.02 respectively). Presence of LBP was associated with a positive puberty status (P = 0.016), use of a backpack (P = 0.05), and exposure to passive smoking (P = 0.001). No significant correlations were found between neck/back pain and age at puberty, time spent daily on electronic devices, weekly duration of physical activity, schoolbag weight and absenteeism rate. LBP was significantly associated with higher BMI (P = 0.001) and higher age (P = 0.003). Similarly, dorsal pain was associated with higher age (P = 0.03). Conclusion The prevalence of spinal pain was frequent in our series. A positive parental history of spinal pain, a bad posture while sitting, passive smoking, use of backpack, higher age and higher BMI were potential associated factors.

Effects of Physical Activity in the High School Curriculum on Cardiovascular Health, Cognitive and Physical Performance.

Cardiovascular health at a young age has implications for preventing cardiovascular disease, and it is associated with improved physical and cognitive performance during the aging process. Sports are well known to prevent cardiovascular disease; however, school-based interventions have mostly been neglected. This cross-sectional study aimed to compare groups of high school students, stratified by the amount of physical activity in their high school curriculum and downtime. Comparisons concerning physical and cognitive performance and arterial stiffness were made. A total of 63 senior-year students were investigated. Arterial stiffness was assessed using the oscillometric technique with ArteriographTM detection. Three-kilometer and pendulum runs were conducted as typical training loads. Cognitive performance was evaluated via the visual and verbal memory and number connection tests. Regarding cognitive skills, extracurricular physical activity improved the number connection test in male participants (p = 0.004). For physical performance, female students with a sports-focused curriculum were faster in the 3 km run (p < 0.001). Concerning arterial stiffness, the measurements yielded a lower mean arterial pressure (p = 0.015) and aortic pulse wave velocity (p = 0.04) in male students with a sports-focused curriculum. In summary, extracurricular physical activity and enrollment in a sports-focused curriculum may be associated with lower cardiovascular risk due to lower arterial stiffness and better physical and cognitive abilities.

Using Dancesport as an Educational Resource for Improving Institutionalized Children's Learning Strategies.

Specialized studies mention that extracurricular activities (including dance) contribute to the stimulation of multiple intelligences, on whose development the educational process and academic success depend. The aims of the study were to investigate the benefits of dancesport for the development of institutionalized children's learning strategies, and to examine gender-dependent differences in learning strategies, as well as to formulate possible recommendations regarding the practice of dance at the age of preadolescence, from the perspective of school success vectors. Through the School Motivation and Learning Strategies Inventory (SMALSI), we could observe the changes produced in children from the initial phase to the final assessment at the end of a dancesport program. The intervention took place over a period of six months with a frequency of two lessons per week, with each lesson lasting 60 min, and aimed to increase school motivation and performance, considering the learning strategies used by institutionalized children. Thirty institutionalized children, aged 11-12 years old, participated in the research, during which they did not engage in other extracurricular physical activities. The preadolescents were assessed using the School Motivation and Learning Strategies Inventory (SMALSI). This self-report rating scale measures nine areas associated with learning strategies, six of which focus on student strengths (study strategies, note-taking/listening skills, reading/comprehension strategies, writing/research skills, test-taking strategies, and time management/organization techniques), and three are aimed at student liabilities (low academic motivation, test anxiety, and concentration/attention difficulties). The results show that the biggest improvements in the case of institutionalized children were recorded for study strategies, effectiveness of test-taking strategies, and concentration difficulties. Girls registered significantly better results than boys only in the case of study strategies and for writing/research skills (Mann-Whitney test was used). The study demonstrates the benefits of dancesport practice for the development of institutionalized children's learning strategies, creating a foundation for the improvement of their academic performance and school integration. At the end of the dance program, significant improvements in academic interest were observed due to the testing strategies used. Better results were also obtained for the scales of anxiety and difficulty concentrating during tests, where average scores decreased significantly.

Quantification of the Number of Steps in a School Recess by Means of Smart Bands: Proposal of Referential Values for Children and Adolescents.

(1) Background: Regular physical activity has multiple benefits. Therefore, school recess is a key tool to provide opportunities for schoolchildren to engage in extracurricular physical activity, have fun, play and interact with their peers. The aim is to provide reference data to quantify the number of steps that children and adolescents perform in a school recess using smart bands according to age range and sex. (2) Method: A descriptive cross-sectional study was carried out in 494 schoolchildren aged 6 to 17 years (292 males and 202 females). Weight, standing height and waist circumference (WC) were evaluated. The body mass index (BMI) was calculated. The quantification of the number of steps during school recess was performed using a smart band. (3) Results: Percentiles were constructed for the number of steps (number of steps/recess). The cut-off points considered were <p25 (below average), p25 to p75 (average) and >p75 (above average). The median values in both sexes decreased as the age range increased. Youth who walked fewer steps during recess (<p25: below average) had elevated BMI and WC values relative to those who walked within average and above average. (4) Conclusion: The number of steps taken by schoolchildren during school recess decreases drastically with advancing age. The proposed reference values can be used to categorize schoolchildren according to the number of steps taken and to compare them among their peers. The results suggest their use and application in schools as a way of achieving the minimum physical activity recommendations.

Physical Activity and Academic Performance in School-Age Children: A Systematic Review

This brief review aims to empirically summarize the expansive and ever-growing literature about the impact of physical activity interventions on cognitive function and academic performance. To better understand these relationships, this overview included research from different physical activity settings, such as school-based physical education, classroom-based physical activity and extracurricular physical activity. Given the findings adduced from the literature on this field, it could be argued that physical activity produces important changes in the brain, which mediate enhancements in cognitive performance as well as academic achievement. Therefore, the aim of this work is to analyze how physical activity may provide different pathways to improve cognitive health and academic performance among school-age children.

English

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 &lt;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 &lt;0.001) and a moderate strong positive correlation for academic records (r=0.56, P &lt;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.

Intervention Programme Based on Self-Determination Theory to Promote Extracurricular Physical Activity through Physical Education in Primary School: A Study Protocol.

Low levels of physical activity (PA) are a concern among students, producing negative physical, health and mental consequences. This study aims to present a protocol intervention in physical education (PE) based on self-determination theory (SDT) to enhance students' motivation towards performing PA and increasing their PA levels in their leisure time. This protocol is a convenience study with two allocation arms (intervention group versus control group). SDT-based motivational strategies will be carried out and co-created with PE teachers to increase motivation and out-of-school PA levels. Data collection will be conducted three times: before the intervention, after the intervention (four months after baseline) and at the end of the intervention (retention measurement, seven months after baseline). The measures will assess perceived teacher support for PA, motivation towards PA, intention to be physically active, PA levels, engagement in PE and academic performance. Overall, this intervention programme is expected to increase students' autonomous motivation for PA and their PA levels in their free time. This intervention might encourage teachers to establish strategies and resources to increase their students' adaptive outcomes.

Does quantity make the difference? Associations between the amount of physical education and children’s basic motor competencies

Basic motor competencies (BMC) belong to the main learning goals of physical education (PE) in primary school and are needed to actively take part in the culture of sport and human movement. BMC levels between European countries differ widely and individual determinants like age, sex, and extracurricular physical activity participation consistently predict BMC levels (Wälti et al., 2022), but also structural aspects of PE are important factors of learning outcomes. In this study, we wanted to investigate if the weekly amount of PE accounts for differences in BMC levels across countries.&#x0D; We assessed BMC (object movement, self-movement), anthropometric data (sex, age, body-mass-index) and participation in extracurricular physical activity (ball sports, individual sports) in 3,069 6- to 10-year-old primary school children using the MOBAK-1-4 and structural aspects (amount of PE) in 179 teachers from eight European countries. Latent multilevel regression analyses were corrected for children’s sex, age, body-mass-index, extracurricular physical activity participation and region of assessment.&#x0D; Despite differences in the weekly amount of PE in the assessed samples, there were no significant associations between the amount of PE and object movement or self-movement in either the 6- to 8-year-old or the 8- to 10-year-old children. The covariates age, sex, body-mass-index and participation in ball sports were significant predictors of object movement in all children. Body-mass-index and participation in any kind of extracurricular physical activity were significantly associated with self-movement in children aged 6-8 years. In children aged 8-10 years, all anthropometric variables as well as participation in any kind of extracurricular physical activity were significant predictors of self-movement. Other country-specific or PE-related factors might be more crucial for the differences in BMC levels than the amount of PE (García-Hermoso et al., 2020). A focus on the quality and content of PE lessons as well as on the qualification and goals of PE teachers is suggested. Nevertheless, for children who do not participate in extracurricular physical activity, PE can be crucial for BMC development.&#x0D; References&#x0D; García-Hermoso, A., Alonso-Martínez, A. M., Ramírez-Vélez, R., Pérez-Sousa, M. Á., Ramírez-Campillo, R., &amp; Izquierdo, M. (2020). Association of physical education with improvement of health-related physical fitness outcomes and fundamental motor skills among youths: A systematic review and meta-analysis. JAMA Pediatrics, 174(6), Article e200223. https://doi.org/10.1001/jamapediatrics.2020.0223&#x0D; Wälti, M., Sallen, J., Adamakis, M., Ennigkeit, F., Gerlach, E., Heim, C., Jidovtseff, B., Kossyva, I., Labudová, J., Masaryková, D., Mombarg, R., De Sousa Morgado, L., Niederkofler, B., Niehues, M., Onofre, M., Pühse, U., Quitério, A., Scheuer, C., Seelig, H., Vlček, P., . . . &amp; Herrmann, C. (2022). Basic motor competencies of 6- to 8-year-old primary school children in ten European countries: A cross-sectional study on associations with age, sex, BMI and physical activity. Frontiers in Psychology, 13, Article 804753. https://doi.org/10.3389/fpsyg.2022.804753

Factors associated with academic performance in adolescents from La Rioja (Spain): lifestyle habits, health indicators, and sociodemographic factors

Introduction: academic performance is influenced by numerous factors, some personal and others contextual in nature, which also have a close relationship with the health of students. Therefore, the aim of this study was to analyze the relationship and influence of lifestyle habits, various physical and psychosocial health indicators, and sociodemographic variables on academic performance. Method: the study was carried out on a sample of 761 students (14.51 ± 1.63 years old) from 25 educational centers in a region of northern Spain. Academic performance was assessed, as well as health-related quality of life, self-esteem, adherence to the Mediterranean diet, hours of nocturnal sleep, level of physical activity, environment for the practice of physical activity, participation in extra-curricular sports activities, maximum oxygen consumption, body mass index, and various sociodemographic factors. Results: being male, having immigrant origins, as well as having a low/medium socioeconomic level, a cardiorespiratory capacity in the risk zone, lower adherence to the Mediterranean diet, and lower health-related quality of life indices were associated with lower academic performance, explaining up to 14 % of its variance according to the regression analysis. Likewise, adolescents with higher self-esteem, lower body mass index, females, those who lived in a favorable environment for physical activity practice, engaged in extra-curricular physical activity, and had a higher number of hours of nocturnal sleep showed higher levels of academic performance. Conclusions: interventions aimed at combating academic failure should take into account the aforementioned associated factors, with special emphasis on the most vulnerable groups such as males, those with lower socioeconomic status, and those who follow unhealthy lifestyle habits.

PROJECTIONS OF THE ACADEMIC PROFILE OF THE PEDAGOGUE AS A SPORTS ANIMATOR

One of the modern challenges facing society is finding ways to counteract hypodynamia. This article discusses the ability of educational institutions to enrich the forms and means of extracurricular physical activity through sports-animation practice, in order to stimulate the active participation of adolescents and increase the volume of their motor activity. Presented is the regulatory conditioning for the formation of professional-pedagogical competence for the realization of sports-animation activity. The authors justify the fact that maximising the engagement of the free time of the younger generation will regressively affect its activities with negative health dependencies.

Impact of Implementing and Lifting COVID-19 Lockdown on Study and Physical Activity Patterns Among Youths in China.

The youths' study and physical activity (PA) patterns may have been affected by lockdown measures due to COVID-19. This study aimed to reveal how youths' study and PA patterns had changed after implementing and lifting COVID-19 lockdown in China. The COVID-19 Impact on Lifestyle Change Survey (COINLICS) was used, where 10082 youth participants voluntarily reported their study and PA patterns in the 3 periods before, during, and after COVID-19 lockdown. PA was measured as the weekly frequency of engaging in active transport for commuting/errands, leisure-time walking, leisure-time moderate-/vigorous-intensity physical activity (MVPA), and moderate-/vigorous-intensity housework (MVH); study patterns were measured as the daily average study time and the major study modes. We assessed differences of these variables across educational levels, sex, and periods. The significant decreases were generally observed during lockdown in the frequency of active transport for commuting/ errands (1.3 to 0.2 days/ week), leisure-time walking (1.0 to 0.2 days/ week), leisure-time MVPA (0.7 to 0.3 days/ week), and MVH (2.3 to 2.0 days/ week), with heterogeneities existing between sexes and across educational levels, except for the increase in MVH engagement among graduate students, especially female (1.5 to 2.4 days/ week). Rebounds were observed in the frequency of all activities except MVH after lifting lockdown (2.0 to 1.9 days/ week). The average study time generally increased during lockdown, with more youths studying for 1 - 4 hours/ day and less studying for < 1 hour/ day, and further increased after lockdown. A main shift of study modes has been from in-class to online study after implementing lockdown. The youths' PA level have generally decreased, and study patterns significantly changed during and after lockdown in China. Our results would inform policymakers and educational administrators of the declined PA levels and changed study patterns among youths during COVID-19 lockdown for better policy making. In - class and/ or extracurricular PA programs could be designed to counteract those effects under cooperation of youths' parents.

Factors Affecting Drug Abuse among Hostelites of Twin Cities, Pakistan

Drug abuse commonly refers to the use of illegal drugs that have so many negative consequences, including physical, social, and psychological drugs, and it is spreading in the world like fire. Pakistan is located in South Asia with a population of about 241.5 million, comprising about 64 % youth and nearly 25% were using some form of drugs in 2011, 240 million people were using drugs while its number increased to 296 million in 2021 which means that 1 in 17 people were using drugs in the World. This study was conducted to examine the factors that influence drug abuse in university hostels of twin cities. A quantitative cross-sectional technique was used with simple random sampling in four university hostels in twin cities. The collected data was analyzed through descriptive statistics, frequencies, and the impact of factors on dependent variables through Probit regression analysis. The results showed that the people who smoke were often moved towards drug abuse, and it is significant at 0.001(p-value), and the people with drug addict friends and smoker friends showed significant values of 0.041 and 0.002, respectively. Cannabis was the most abused drug among them, as 50% were using cannabis, and participants who were involved in extra-curricular activities or physical activities were less likely to get involved in drug abuse. There is an urgent need for policymaking to ban drugs as it is the leading cause of so many harmful activities that further impact our social, mental, and physical well-being.