Effects of a School-Based Physical Activity Program on Physical and Psychosocial Quality of Life in Elementary School Children: A Cluster-Randomized Trial

2010 ◽  
Vol 22 (4) ◽  
pp. 511-522 ◽  
Author(s):  
Tim Hartmann ◽  
Lukas Zahner ◽  
Uwe Pühse ◽  
Jardena J. Puder ◽  
Susi Kriemler
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Elementary School ◽  
School Children ◽  
Effect Size ◽  
Elementary School Children ◽  
First Graders ◽  
Fifth Graders ◽  
School Based

The present study tested the effect of a school-based physical activity (PA) program on quality of life (QoL) in 540 elementary school children. First and fifth graders were randomly assigned to a PA program or a no-PA control condition during one academic year. QoL was assessed by the Child Health Questionnaire at baseline and postintervention. Based on mixed linear model analyses, physical QoL in first graders and physical and psychosocial QoL in fifth graders were not affected by the intervention. In first graders, the PA intervention had a positive impact on psychosocial QoL (effect size [d], 0.32; p < .05). Subpopulation analyses revealed that this effect was caused by an effect in urban (effect size [d], 0.38; p < .05) and overweight first graders (effect size [d], 0.45; p < .05). In conclusion, a school-based PA intervention had little effect on QoL in elementary school children.

Health-Related Quality of Life in Austrian Elementary School Children

Medical Care ◽  
2008 ◽  
Vol 46 (4) ◽  
pp. 432-439 ◽  
Author(s):  
Rosemarie Felder-Puig ◽  
Michaela Baumgartner ◽  
Reinhard Topf ◽  
Helmut Gadner ◽  
Anton K. Formann
Keyword(s):  
Quality Of Life ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related

Moderate to Vigorous Physical Activity During Physical Education, Recess, and Class Time Among Elementary School Children in Qatar

2020 ◽  
Vol 39 (1) ◽  
pp. 1-8
Author(s):  
Lena Zimmo ◽  
Fuad Almudahka ◽  
Izzeldin Ibrahim ◽  
Mohamed G. Al-kuwari ◽  
Abdulaziz Farooq
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Vigorous Physical Activity ◽  
Cross Sectional ◽  
Class Time ◽  
School Based ◽  
School Day

Purpose: Schools provide opportunities for children to accumulate recommended daily moderate to vigorous physical activity (MVPA). This study aimed to determine physical activity (PA) across the school day among elementary school children in Qatar. Methods: This cross-sectional study recruited 181 Grade 1 (5.8 ± 0.4 years) and Grade 4 (9.0 ± 0.5 years) children. Participants wore wrist-based accelerometers for 5 days to assess school-based PA. MVPA during physical education, recess, and class time were compared across sex, grade, and body mass index using general linear models. Results: Only 39.0% of this cohort met the recommended 30 min of MVPA during school hours. Fewer girls (23.2%) than boys (58.1%) achieved the school-based PA guidelines (p < .001). The children engaged in 19.0 ± 12.3%, 19.3 ± 8.6%, and 6.2 ± 3.4% of the designated physical education, recess, and class time in MVPA, respectively. Conclusion: Elementary school children in Qatar engage in inadequate MVPA during the school day, especially girls. Enhancing PA opportunities during physical education and recess is crucial.

scholarly journals Body mass index and health related quality of life in elementary school children: a pilot study

2008 ◽  
Vol 6 (1) ◽  
pp. 77 ◽  
Author(s):  
Lei Zhang ◽  
Peter J Fos ◽  
William D Johnson ◽  
Vafa Kamali ◽  
Reagan G Cox ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Body Mass Index ◽  
Elementary School ◽  
Pilot Study ◽  
School Children ◽  
Elementary School Children ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related

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

2016 ◽  
Vol 48 (2) ◽  
pp. 152-156.e1 ◽  
Author(s):  
Marsha Dowda ◽  
Russell R. Pate ◽  
Kerry L. McIver ◽  
Suzanne D. Baxter ◽  
Dawn K. Wilson ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Vigorous Physical Activity

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

2019 ◽  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
Measurement Invariance ◽  
School Children ◽  
Elementary School Children ◽  
Growth Models ◽  
Developmental Trajectories ◽  
Autonomous Motivation ◽  
Multiple Group

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.

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