Extracurricular Physical Activity Research Articles

Mediterranean diet and physical activity impact on metabolic syndrome among children and adolescents from Southern Italy: Contribution from the Calabrian Sierras Community Study (CSCS)

ObjectivesThe aim of this study was to assess the impact of Mediterranean diet (MD) and physical activity on metabolic syndrome (MS) prevalence in children and adolescents. Material and methodsThis cross-sectional study was carried out in 863 boys and 780 girls, 6–14years old, from primary and secondary schools in a 14-town Southern Italian community. We modified the KIDMED questionnaire to adapt it to the local reality. ResultsPoor adherence to MD was seen in 18.4% of children and adolescents, while 81.6% had a medium-high compliance and the prevalence of MS was 6.6% and 3.7% respectively (OR: 1.8; 95% C.I.: 1.06–3.11; p=0.013). When participants had less physical activity, MS was more frequent as compared to those more active (5.3% versus 2.3%; OR: 2.3; 95% C.I.: 1.3–4.3; p=0.0068) which had a parallel counterpart when comparing those accustomed to seeing television for less or more than 5h per day and MS prevalence was 12.3% versus 3.8% (OR: 3.38; 95% C.I.: 1.66–6.86, p=0.0008), respectively. Finally, there was a specific abnormality in triglyceride levels, both in girls and boys, when participants were classified according to bad lifestyles, based on the combined evaluation of scarce adherence to MD and less extracurricular physical activity, accompanied by a 7-fold increased prevalence of MS as compared to those with the best lifestyle (11.0% versus 1.6%; p=0.025). ConclusionsThere is an apparent importance of healthier lifestyle habits including physical activity and adherence to the MD also among children and adolescents.

Physical activity, bone mass and muscle strength in children

Physical activity, bone mass and muscle strength in children

Developing Spatial and Body Schema Orientation in Preschoolers and Primary School through Physical Activities

The present research aims at studying, out of the content of psychomotricity, spatial orientation andthe recognition of the body schema, which is basic in the extracurricular physical activity of n...

Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30.

The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.

The impact of participation in extra-curricular physical activity on males from disadvantaged schools

Extra-curricular physical activity (ECPA) may have an important role to play in the health and well-being of adolescents, but the actual benefits are relatively unknown. This study examined ECPA participation amongst adolescent males (age 12–15 years) from disadvantaged backgrounds, and evaluated its impact on overall physical activity (PA) accumulation and psychological well-being. At three time points over a single academic year, participants from four schools ( n = 174) wore a pedometer for seven days and completed a questionnaire assessing habitual PA, frequency of ECPA participation, barriers to ECPA participation and seven psychosocial subscales. An average year-long score was calculated for each participant, for each variable. Across seasons, 84% of participants reported regular (≥ twice a week) or occasional (once a week) participation in ECPA. Those reporting regular participation in ECPA were significantly ( p < .01) more active (steps/day) and scored higher ( p < .01) on each psychosocial subscale. Results of multinomial regression analysis showed that perceived physical competence ( p < .001) had a significant main effect on ECPA participation. Our study results indicate that students from disadvantaged backgrounds whom participate in ECPA at least once a week are significantly more physically active and have a higher level of psychological well-being than those who never participate.

Engaging Middle School Students in Physical Education and Physical Activity Programs

With school-based physical activity emerging as a public health issue, it is more important than ever to understand what keeps children and adolescents interested and participating in physical education and physical activity. As the research on physical activity patterns indicates, the middle school years may be a watershed moment in the lives of students, where effective teaching and programs at school can limit or even reverse the trend toward disengagement from physical education and physical activity. The three middle school programs described in this feature show how outstanding teachers keep their students engaged as they begin the transition to high school and early adulthood. Using research-based principles of practice about mastery and student engagement, this article will revisit the program policies and teaching practices described in this feature, and identify elements that lead toward affective/emotional, behavioral and cogntive engagement in physical education and extracurricular sport and physical activity. Keeping these principles in mind may increase teachers' understanding of student engagement and help to create a culture of physical education and physical activity at school that is characterized by variety, inclusion, differentiation and respect for the social and personal development of students.

Effectiveness of after-school interventions at increasing moderate-to-vigorous physical activity levels in 5- to 18-year olds: a systematic review and meta-analysis

AimPhysical activity in children improves cardiovascular, mental, metabolic and skeletal health. Many children fail to meet the national recommendation of at least 60 min per day of moderate-to-vigorous physical activity...

Efecto del modelo de enseñanza sobre el autoconcepto físico del alumnado en educación física (Effect of the pedagogical model on the physical self-concept of students in physical education)

Esta investigación, realizada en el curso 2013-2014, analiza la percepción del alumnado de secundaria sobre los factores implícitos en el autoconcepto físico tras haber recibido una Unidad Didáctica (UD) de condición física bajo la metodología del estilo actitudinal. Los datos son analizados (pretest-postest) en función del género con un grupo 231 estudiantes, 102 chicos y 129 chicas. El método es mixto, utilizando un análisis de descriptivo e inferencial, y una entrevista a la profesora al finalizar la experiencia. En el pretest los chicos obtuvieron valores más elevados en los factores de competencia percibida y fuerza física. En el postest no existió significatividad en la diferencia entre grupos, aumentando significativamente la competencia percibida de las chicas. Los chicos que realizan más actividad física extraescolar presentan mayor aprendizaje hacia la UD recibida, y en las chicas las diferencias se encuentran en función del expediente académico. La profesora destaca la importancia de la metodología utilizada para generar percepción de logro en los estudiantes. Se concluye que el enfoque metodológico utilizado en el aula tiene una incidencia directa en el autoconcepto del alumno.Abstract. This research, conducted in the 2013-2014 academic year, analyzes the perceptions of secondary students on the factors implicit in the physical self, after receiving a fitness teaching unit (TU) using the attitudinal style methodology. Data are analyzed (pretest-posttest) by gender in a group of 231 students (102 boys and 129 girls). The method is mixed, using a descriptive and inferential analysis and an interview with the teacher at the end of the experience. In the pretest, the boys scored higher in the factors of perceived competence and physical strength. In the posttest the difference between groups was not significant, while there was a great increase in the perceived competence of the girls. The boys who engage in more extracurricular physical activity show higher learning about the TU received, while in girls differences are dependent on academic performance. The teacher emphasizes the importance of the methodology used to generate perceptions of achievement in students. It is concluded that the methodological approach used in the classroom has a direct impact on student self-concept.

Proyecto MÓVIL-ÍZATE: Fomento de la actividad física en escolares mediante las Apps móviles (Movil-Izate Project: Promoting physical activity in school through Mobile Apps)

El objetivo del estudio era dar a conocer una propuesta práctica desarrollada en el contexto educativo para fomentar los niveles de actividad física (AF) extraescolar y, a su vez, analizar el grado de utilidad y satisfacción de los participantes con el programa. Para ello, se contó con un total de 1043 alumnos (M = 14.93; DT = .88) de 3º y 4º de ESO pertenecientes a 22 centros diferentes. La intervención realizada estaba centrada en cuatro pilares fundamentales: 1) un taller con alumnos, encaminado a concienciar a los adolescentes sobre la importancia de crear estilos de vida saludables; 2) un taller práctico en el que se explicaba el funcionamiento de una App móvil destinada al registro de la AF; 3) un concurso cooperativo, con el que se pretendía fomentar la práctica de AF de forma autónoma; y 4) un taller con padres/madres, con el fin de exponerles una serie de estrategias para fomentar en sus hijos/as la práctica de AF extraescolar. Tras la realización del programa, tanto los alumnos como los profesores completaron un cuestionario encaminado a valorar la percepción de la propuesta, comprobándose con ello la idoneidad de este tipo de iniciativas para fomentar la práctica de AF en la población adolescente.Abstract. The aim of the study was to provide a practical proposal developed in an educational context to promote extracurricular physical activity (PA) and, in turn, analyze the degree of usefulness and participant satisfaction with the program. To this aim, a total of 1043 students (M = 14.93, SD = .88) in secondary 3 and 4 from 22 high schools participated in the study. The intervention was focused on four points: 1) a workshop with students, aiming to educate teens about the importance of adopting healthy lifestyles; 2) a workshop in which the operation of a mobile app designed to record the PA was explained; 3) a cooperative competition, intended to encourage the practice of PA autonomously; and 4) a workshop with fathers/mothers, in order to present a series of strategies to encourage their children to engage in regular PA. After completion of the program, both students and teachers completed a questionnaire aimed at assessing the perception of the proposal, and thus at demonstrating the suitability of these type of initiatives to encourage the practice of PA in the adolescent population.

Cross-sectional observation of the relationship of depressive symptoms with lifestyles and parents' status among Japanese junior high school students.

Students' depressive symptoms might be related to their own risk factors and to their parents' status. The objective of this cross-sectional study was to examine the relationship of depressive symptoms with lifestyle variables and parents' psychological and socio-demographic status among Japanese junior high school students. Of 477 students and their parents, 409 (85.7%) students and 314 (65.8%) parents participated in the study. Students answered self-reported questionnaire on depressive symptoms, their heights and weights, subjective stress, body dissatisfaction, lifestyles including sleep duration and extracurricular physical activity in school and other physical activity outside the school, and nutritional intake. Parents responded to questionnaire on depressive symptoms and socio-demographic status. The prevalence of depressive symptoms was 24.9%. Students with depressive symptoms were more likely to have stress. Students in shorter and longer sleep duration groups were more likely to have depressive symptoms. The students with depressive symptoms had smaller amount of energy intake than did those without depressive symptoms. Multiple logistic regression analysis revealed significant relationships between students' depressive symptoms and some independent variables. Sex, subjective stress, "almost-never"-categorized extracurricular physical activity in school and other physical activity outside the school, and having a parent with depressive symptoms were significantly associated with students' depressive symptoms. Reducing mental stress and taking care of lifestyles, especially, "almost-everyday"-categorized extracurricular physical activity in school and other physical activity outside the school, may have benefits for students' mental health, and having a parent with depressive symptoms may be associated with students' depressive symptoms.

ASSESMENT OF PHYSICAL ACTIVITY ON ACADEMIC PERFORMANCE OF SCHOOL CHILDREN

There is a need to find out the association between school-based physical activity, including physical education and academic performance among school-aged youth. To better understand these connections, this research paper first finds out the independent variables upon which academic performance depends. Study is from a range of physical activity contexts, including school-based physical education, recess, classroom-based physical activity and extracurricular physical activity. In his attempt researcher studied 120 students from 04 CBSE schools of Bikaner District, Rajasthan. He uses Physical Activity Questionnaire for Children (PAQ-C) to find out physical activity performance of students, examination/ test scores to find out the academic achievement and stroopcolour word task to find out the academic performance which includes cognitive dimension also.

Fatores associados ao tempo de tela em estudantes do ensino médio de Fortaleza, região Nordeste do Brasil

Aims: To investigate the factors associated with the time adolescents spend watching television, using the computer, or playing video games. Methods: Cross-sectional study with adolescents attending high school, randomly selected from four schools of the Liceu do Ceara network in the city of Fortaleza, Northeastern Brazil. The number of students invited to participate in the study was proportional to the representative sample of the school. All the data were self-reported, including: daily screen time (time spent watching television or using the video game or the computer), intake of soft drinks, sweets, and packaged snack foods, sex, age, school shift, occupational status, participation in physical education classes, and practice of extracurricular physical activity. The chi-square test for linear trend was used to assess the associations, and the significance level was set as p <0.05. Results: A total of 964 students (46.4% aged 17 to 19 years and 51.5% female) were assessed. The prevalence of students who watched TV for more than 3 hours a day was 51.1% and the highest rate was observed among younger adolescents of both sexes, who did not work, went to school in the afternoon, and often consumed soft drinks, sweets, and packaged snack foods. Excessive use of computer / video games was observed in 21.85% of the sample, with a higher prevalence among boys who attended school in the morning and regularly consumed packaged snack foods. Conclusions: Sociodemographic and behavioral factors, including eating habits, are associated with screen time among adolescents. However, associated factors differed depending on the most widely type of media used (TV, computer, or video games). These aspects should be considered in programs for the elimination of leisure time sedentary behavior among adolescents.

Physical Activity-Related Policy and Environmental Strategies to Prevent Obesity in Rural Communities: A Systematic Review of the Literature, 2002-2013.

IntroductionHealth disparities exist between rural and urban residents; in particular, rural residents have higher rates of chronic diseases and obesity. Evidence supports the effectiveness of policy and environmental strategies to prevent obesity and promote health equity. In 2009, the Centers for Disease Control and Prevention recommended 24 policy and environmental strategies for use by local communities: the Common Community Measures for Obesity Prevention (COCOMO); 12 strategies focus on physical activity. This review was conducted to synthesize evidence on the implementation, relevance, and effectiveness of physical activity–related policy and environmental strategies for obesity prevention in rural communities.MethodsA literature search was conducted in PubMed, PsycINFO, Web of Science, CINHAL, and PAIS databases for articles published from 2002 through May 2013 that reported findings from physical activity–related policy or environmental interventions conducted in the United States or Canada. Each article was extracted independently by 2 researchers.ResultsOf 2,002 articles, 30 articles representing 26 distinct studies met inclusion criteria. Schools were the most common setting (n = 18 studies). COCOMO strategies were applied in rural communities in 22 studies; the 2 most common COCOMO strategies were “enhance infrastructure supporting walking” (n = 11) and “increase opportunities for extracurricular physical activity” (n = 9). Most studies (n = 21) applied at least one of 8 non-COCOMO strategies; the most common was increasing physical activity opportunities at school outside of physical education (n = 8). Only 14 studies measured or reported physical activity outcomes (10 studies solely used self-report); 10 reported positive changes.ConclusionSeven of the 12 COCOMO physical activity–related strategies were successfully implemented in 2 or more studies, suggesting that these 7 strategies are relevant in rural communities and the other 5 might be less applicable in rural communities. Further research using robust study designs and measurement is needed to better ascertain implementation success and effectiveness of COCOMO and non-COCOMO strategies in rural communities.

Analysis of psychomotor development and level of physical activity of children with extracurricular physical activities

Objetivo: Avaliar o desenvolvimento psicomotor nas areas de habilidades motoras globais, equilibrio e estrutura corporal e nivel de atividade extracurricular escolar. Metodo: A amostra foi constituida por 30 individuos de ambos os sexos de 6 a 10 anos de idade, divididos em dois grupos: Grupo Extracurricular Ativo e Grupo Extracurricular Sedentario. A coleta de dados incluiu a caracterizacao dos sujeitos, os dados antropometricos e os testes Development Scale Motor e a versao curta do IPAQ. As variaveis ​​foram expressas em frequencias e proporcoes, sendo o teste de Shapiro-Wilk utilizado e o teste t de Student para determinar a significância estatistica. Quanto aos dados nao normais, utilizou-se o teste de Mann Whitney, que foi considerado estatisticamente significativo p <0,05. Resultados: Mostraram que a classificacao de IMC / idade de ambos os grupos foi eutrofica (53,3%) e o restante (46,6%) apresentou sobrepeso. O grupo sedentario apresentou melhores resultados no desenvolvimento motor global, e o grupo ativo no esquema do equilibrio e do corpo. Conclusao: As criancas que realizam atividade extracurricular apresentaram melhor desenvolvimento de equilibrio e estrutura corporal, quando comparadas com aquelas que nao o fizeram.

Structural Relation among Motivational Climate, Self-determination Motivation and Attitudes of Extra-curricular Physical Activities in Elementary School

Structural Relation among Motivational Climate, Self-determination Motivation and Attitudes of Extra-curricular Physical Activities in Elementary School

Programas de actividad física extraescolar. Revisión de la literatura

The purpose of this review was to analyze the scientific production about extra-curricular physical activity (PA) in western children of 6-12 years. Medline / Pub-Med, Scopus and Google Scholar were used. This search collects articles published between January 1990 and May 2013. A total of 104 publications were analyzed. The body composition parameters are best used to assess the results of the studies, followed by those which estimate the maximum aerobic capacity. Articles of intervention are presented with very heterogeneous methodological features but there are clear trends in the use of certain aspects. As for the reviews, most are systematic and include meta-analysis. In this studies, body mass index (BMI) is the most used parameter.

Actividad física extraescolar y rendimiento académico

Objetivos: Saber en qué medida las y los escolares practican algún tipo de Actividad Física Extraescolar y Conocer la influencia de la práctica de la Actividad Física en el Rendimiento Académico. Material y Método: Se realizó una investigación descriptiva, transversal, cuantitativa utilizando un Cuestionario estructurado (aplicado a 92 niños/as, de 10-13 años, de dos colegios de Educación Primaria) y las Notas Académicas de la primera evaluación. Los datos obtenidos están siendo analizados con el SPSS/21. Resultados y Conclusiones: Están en fase de realización.

Portuguese version of the Physical Education State Anxiety Scale: psychometric properties and its association with gender, age and extracurricular physical activity

This study aims to provide the translation and the cultural adaptation of the Physical Education State Anxiety Scale (PESAS) in Portuguese, assess its psycho...

Temporal patterns of physical activity and sedentary behavior in 10-14 year-old children on weekdays.

BackgroundAn important but often ignored aspect of physical activity (PA) and sedentary behavior (SB) is the chronological succession of activities, or temporal pattern. The main purposes of this study were (1) to investigate when certain types of PA and SB compete against each other during the course of the day and (2) compare intensity- and domain-specific activity levels during different day-segments.MethodsThe study sample consists of 211 children aged 10–14, recruited from 15 primary and 15 secondary schools. PA was assessed combining the SenseWear Mini Armband (SWM) with an electronic activity diary. The intensity- and domain-specific temporal patterns were plotted and PA differences between different day-segments (i.e., morning, school, early evening and late evening) were examined using repeated-measures ANCOVA models.ResultsPhysical activity level (PAL) was highest during the early evening (2.51 METSWM) and school hours (2.49 METSWM); the late evening segment was significantly less active (2.21 METSWM) and showed the highest proportion of sedentary time (54 % of total time-use). Throughout the different day-segments, several domains of PA and SB competed with each other. During the critical early-evening segment, screentime (12 % of time-use) and homework (10 %) were dominant compared to activity domains of sports (4 %) and active leisure (3 %). The domain of active travel competed directly with motor travel during the morning (5 % and 6 % respectively) and early-evening segment (both 8 %).ConclusionsThroughout the day, different aspects of PA and SB go in competition with each other, especially during the time period immediately after school. Detailed information on the temporal patterns of PA and SB of children could help health professionals to develop more effective PA interventions and promotion strategies. By making adaptations to the typical day schedule of children (e.g., through the introduction of extra-curricular PA after school hours), their daily activity levels might improve.Electronic supplementary materialThe online version of this article (doi:10.1186/s12889-015-2093-7) contains supplementary material, which is available to authorized users.

Independent Associations of Organized Physical Activity and Weight Status with Children's Cognitive Functioning: A Matched-Pairs Design.

This study tested whether participation in organized physical activity (active vs. inactive) or weight status (normal weight vs. overweight or obese) independently relate to children's cognition, using a matched-pairs design. Normal weight, active children (8-11 yrs, 5th-75th percentile BMI) were recruited from extracurricular physical activity programs while normal weight inactive (5th-75th percentile BMI) and overweight inactive children (BMI ≥85th percentile) were recruited from local Augusta, Georgia area schools. Measures included the Cognitive Assessment System, anthropometrics, and parent- and self-report of physical activity. Paired t tests compared cognition scores between matched groups of normal weight active vs. normal weight inactive (N = 24 pairs), normal weight inactive vs. overweight inactive (N = 21 pairs), and normal weight active vs. overweight inactive children (N = 16 pairs). Children in each comparison were matched for race, gender, age, and socioeconomic status. Normal weight active children had higher Planning (M± SD = 109 ± 11 vs. 100 ± 11, p = .011) and Attention scores (108 ± 11 vs. 100 ± 11, p = .013) than overweight inactive children. Normal weight inactive children had higher Attention scores than overweight inactive children (105 ± 13 vs. 93 ± 12, p = .008). When compared with normal weight inactive children, normal weight active children had higher Planning (113 ± 10 vs. 102 ± 13, p = .008) and marginally higher Attention scores (111 ± 11 vs. 104 ± 12, p = .06). Findings suggest independent associations of children's weight status with selective attention, and physical activity with higher-order processes of executive function.