scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

scholarly journals Assessing the impact of the European resilience curriculum in preschool, early and late primary school children

2021 ◽  
pp. 014303432110250
Author(s):  
Celeste Simões ◽  
Anabela C. Santos ◽  
Paula Lebre ◽  
João R. Daniel ◽  
Cátia Branquinho ◽  
...  
Keyword(s):  
Mental Health ◽  
Intervention Group ◽  
Well Being ◽  
Primary School Children ◽  
Control Group ◽  
Physical And Mental Health ◽  
Quasi Experimental ◽  
Mental Health Difficulties ◽  
Prosocial Behaviours ◽  
The Impact

Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.

scholarly journals Health and Nutrition Education in Elementary Schools: Changes in health knowledge, nutrient intakes and physical activity over a six year period

1999 ◽  
Vol 2 (3a) ◽  
pp. 445-448 ◽  
Author(s):  
Yannis Manios ◽  
Anthony Kafatos
Keyword(s):  
Physical Activity ◽  
Nutrition Education ◽  
Primary Schools ◽  
Health Knowledge ◽  
Dietary Habits ◽  
Intervention Group ◽  
Nutrition Intervention ◽  
Control Group ◽  
Nutrient Intakes ◽  
Health And Nutrition

AbstractObjective:To examine the effects of a health and nutrition intervention, implemented in primary schools of Crete, on health knowledge, nutrient intakes and physical activity of the intervention population.Methods:The intervention group consisted of 24 schools while the control group consisted of 16 schools. The overall duration of the intervention was six years, while the topics of the intervention primarily focused on children' dietary habits, physical activity and fitness.Results:After the completion of the intervention period, the changes observed in health knowledge, nutrient intakes and physical activity were in favour of the intervention group pupils.Conclusion:The encouraging findings of the study indicate the potential of the programme in health promotion and disease prevention without involving substantial new school resources and time.

scholarly journals Formal string instrument training in a class setting enhances cognitive and sensorimotor development of primary school children

2019 ◽  
Author(s):  
Clara E. James ◽  
Sascha Zuber ◽  
Elise Dupuis-Lozeron ◽  
Laura Abdili ◽  
Diane Gervaise ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Bimanual Coordination ◽  
Intervention Group ◽  
Control Group ◽  
Group Setting ◽  
Transfer Effects ◽  
String Instruments ◽  
Music Practice

AbstractThis randomized controlled trial shows for the first time that focused musical instrumental practice as compared to traditional sensitization to music provokes robust cognitive and sensorimotor transfer effects. Over the last two years of primary school (10-12-year-old children), sixty-nine children received biweekly musical instruction by professional musicians within the regular school curriculum. The intervention group learned to play string instruments, whereas the control group, peers in parallel classes, was sensitized to music via listening, theory, and some practice. Broad benefits manifested in the intervention group as compared to the control group for working memory, attention, processing speed, cognitive flexibility, matrix reasoning, sensorimotor hand function and bimanual coordination Apparently, learning to play a complex instrument in a dynamic group setting impacts development much stronger than classical sensitization to music. Our results therefore highlight the added value of intensive musical instrumental training in a group setting, encouraging general implementation in public primary schools, better preparing children for secondary school and for daily living activities.Highlights-Music practice produces multiple cognitive transfer effects in school children-Making music causes stronger cognitive benefits than sensitization to music-Music practice in a class setting improves executive functions and abstract thinking-Playing string instruments enhances fine manual dexterity and bimanual coordination

scholarly journals Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial

2020 ◽  
Vol 17 (19) ◽  
pp. 7048
Author(s):  
Aron P. Sherry ◽  
Natalie Pearson ◽  
Nicola D. Ridgers ◽  
William Johnson ◽  
Sally E. Barber ◽  
...  
Keyword(s):  
Mental Health ◽  
Primary School ◽  
Controlled Trial ◽  
School Setting ◽  
Intervention Group ◽  
Traditional Classroom ◽  
Control Group ◽  
Musculoskeletal Discomfort ◽  
Class Time ◽  
The Impact

Traditional classroom furniture dictates that children predominantly sit during class time. This study evaluated the impact of providing standing desks within a deprived UK primary school setting over 8 months using mixed-method approaches. All children within a Year 5 class (9–10-year-olds, n = 30) received an adjustable sit–stand desk, while another Year 5 class (n = 30) in a nearby school retained traditional furniture as a control classroom. At baseline, 4 months, and 8 months, activPAL monitors (PAL Technologies, Glasgow, UK) were worn for 7 days to provide time spent sitting and standing. Behavior-related mental health, musculoskeletal discomfort surveys, and a cognitive function test battery were also completed at all three timepoints. Intervention experiences from pupils and the teacher were captured using focus groups, interviews, and classroom observations. At both 4 months and 8 months, multi-level models revealed a reduction in class time sitting in the intervention group compared to the control group ((β (95%CI) 4 months −25.3% (−32.3, −18.4); 8 months −19.9% (−27.05, −12.9)). Qualitative data revealed challenges to teaching practicalities and a gradual decline in behavior-related mental health was observed (intervention vs. control: 4 months +5.31 (+2.55, +8.08); 8 months +7.92 (+5.18, +10.66)). Larger trials within similar high-priority settings are required to determine the feasibility and cost-effectiveness of providing standing desks to every child in the classroom.

scholarly journals Findings From the EASY Minds Cluster Randomized Controlled Trial: Evaluation of a Physical Activity Integration Program for Mathematics in Primary Schools

2016 ◽  
Vol 13 (2) ◽  
pp. 198-206 ◽  
Author(s):  
Nicholas Riley ◽  
David R. Lubans ◽  
Kathryn Holmes ◽  
Philip J Morgan
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Intervention Effects ◽  
Integration Program ◽  
School Day ◽  
Mathematics Program ◽  
The Impact

Background:To evaluate the impact of a primary school-based physical activity (PA) integration program delivered by teachers on objectively measured PA and key educational outcomes.Methods:Ten classes from 8 Australian public schools were randomly allocated to treatment conditions. Teachers from the intervention group were taught to embed movement-based learning in their students’ (n = 142) daily mathematics program in 3 lessons per week for 6 weeks. The control group (n = 98) continued its regular mathematics program. The primary outcome was accelerometer-determined PA across the school day. Linear mixed models were used to analyze treatment effects.Results:Significant intervention effects were found for PA across the school day (adjusted mean difference 103 counts per minute [CPM], 95% confidence interval [CI], 36.5–169.7, P = .008). Intervention effects were also found for PA (168 CPM, 95% CI, 90.1–247.4, P = .008) and moderate-to-vigorous PA (2.6%, 95% CI, 0.9–4.4, P = .009) in mathematics lessons, sedentary time across the school day (–3.5%, 95% CI, –7.0 to –0.13, P = .044) and during mathematics (–8.2%, CI, –13.0 to –2.0, P = .010) and on-task behavior (13.8%, 95% CI, 4.0–23.6, P = .011)—but not for mathematics performance or attitude.Conclusion:Integrating movement across the primary mathematics syllabus is feasible and efficacious.

scholarly journals 533The psychosocial profiles of children aged 11-12 years who have self-harmed: A prospective cohort study

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Rohan Borschmann ◽  
Lisa Mundy ◽  
Louise Canterford ◽  
Margarita Moreno-Betancur ◽  
Paul Moran ◽  
...  
Keyword(s):  
Mental Health ◽  
Primary School ◽  
Peer Relationships ◽  
Primary Schools ◽  
Community Dwelling ◽  
Physical And Mental Health ◽  
Online Bullying ◽  
School Aged Children ◽  
Self Harm ◽  
Bullying Victimisation

Abstract Background Self-harm in very young people can be a clinically ominous event. While most studies to date have focused on self-harm during the teenage years, fewer studies have examined children aged 12 years or under. We aimed to estimate the incidence and correlates of recent self-harm in a population-based, non-treatment-seeking sample of primary school-aged children. Methods 1059 children from 43 primary schools in Melbourne, Australia were interviewed at the age of 8 years (Wave 1), and followed up annually until the age of 11 years (Waves 2-4). Interviews covered a range of physical and mental health, social, educational and family domains, including (at Wave 4) self-harm during the previous 12 months. Results At Wave 4 (mean age: 11.9 years), a total of 28 children (3%; 18 girls [3%], 10 boys [2%]) reported self-harming during the previous 12 months. When compared with children who reported no self-harm, they were more likely to report depression, anxiety, poor emotional control, frequent bullying victimisation (including online bullying), truancy, recent alcohol consumption, and antisocial behaviour during Waves 1-3. They were also more likely to report having few friends. Conclusions Self-harm was reported by a proportion of community-dwelling children aged 11-12 years. As these children were more likely to report a range of other adverse behaviours, experiences and health conditions, clinicians should consider the possibility of prior self-harm when assessing children presenting with such behaviours and issues. Key messages The focus of intervention efforts aimed at preventing and reducing adolescent self-harm should extend to primary school-aged children, with a focus on mental health and peer relationships during the pubertal transition.

Effectiveness of a School-Based Intervention on Physical Activity for High School Students in Brazil: The Saude na Boa Project

2009 ◽  
Vol 6 (2) ◽  
pp. 163-169 ◽  
Author(s):  
Mauro Virgílio Gomes de Barros ◽  
Markus Vinicius Nahas ◽  
Pedro Curi Hallal ◽  
José Cazuza de Farias Júnior ◽  
Alex Antônio Florindo ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Control Group ◽  
School Students ◽  
School Based Intervention ◽  
School Year ◽  
School Based

Background:We evaluated the effectiveness of a school-based intervention on the promotion of physical activity among high school students in Brazil: the Saude na Boa project.Methods:A school-based, randomized trial was carried out in 2 Brazilian cities: Recife (northeast) and Florianopolis (south). Ten schools in each city were matched by size and location, and randomized into intervention or control groups. The intervention included environmental/organizational changes, physical activity education, and personnel training and engagement. Students age 15 to 24 years were evaluated at baseline and 9 months later (end of school year).Results:Although similar at baseline, after the intervention, the control group reported significantly fewer d/wk accumulating 60 minutes+ moderate-to-vigorous physical activity (MVPA) in comparison with the intervention group (2.6 versus 3.3, P < .001). The prevalence of inactivity (0 days per week) rose in the control and decreased in the intervention group. The odds ratio for engaging at least once per week in physical activity associated with the intervention was 1.83 (95% CI = 1.24–2.71) in the unadjusted analysis and 1.88 (95% CI = 1.27–2.79) after controlling for gender.

scholarly journals Classroom Active Breaks to Increase Children’s Physical Activity: A Cross-Sectional Study in the Province of Naples, Italy

2020 ◽  
Vol 17 (18) ◽  
pp. 6599
Author(s):  
Francesca Gallè ◽  
Pierluigi Pecoraro ◽  
Patrizia Calella ◽  
Giuseppe Cerullo ◽  
Maria Imoletti ◽  
...  
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
Primary Schools ◽  
Weight Status ◽  
Sedentary Time ◽  
Intervention Group ◽  
Third Grade ◽  
Control Group ◽  
School Day ◽  
Active Breaks

Background: Classroom Active Breaks (CABs), short active sessions integrated in the school time, have been recognized as a promising tool to reduce sedentary behavior and increase Physical Activity (PA) levels in children. “AulAttiva” is a six-month CABs-based program implemented in primary schools of the province of Naples. The aim of this study was to evaluate its effectiveness by comparing PA and sedentary time of participating pupils respect to a control group, considering also their weight status. Methods: Four third-grade classes, each from 4 schools out of 32 participating in AulAttiva, and 4 third-grade classes, each from 4 schools out of 74 that did not take part, were randomly selected. Finally, 58 children composed the intervention group and 57 the control group. Age, gender, weight and height were registered for each participant. Weight status was classified as non-overweight and overweight/obesity. Sedentary time and PA were assessed through accelerometers along a school day. Results: Light PA was 4 min higher in the AulAttiva group with respect to controls (p = 0.046). Within the non-overweight children, the AulAttiva group spent less time in sedentary behavior and more time in light and total PA than controls. No significant differences were found between the overweight/obese subgroups. Conclusions: The results support the effectiveness of CABs in increasing PA during the school day. Greater effects were registered among normal weight pupils, suggesting the possible influence of weight status on children’s participation to the intervention. Further studies are needed to improve the compliance of overweight/obese children to this intervention.

Positive Effects of Promoting Physical Activity and Balanced Diets in a Primary School Setting with a High Proportion of Migrant School Children

2017 ◽  
Vol 125 (08) ◽  
pp. 554-562 ◽  
Author(s):  
Katharina Weber ◽  
Olaf Spörkel ◽  
Melina Mertens ◽  
Alem Freese ◽  
Klaus Strassburger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Motor Skills ◽  
School Setting ◽  
Migration Background ◽  
Control Group ◽  
Test Items ◽  
Positive Effects ◽  
School Year ◽  
Before And After

Abstract Background Children with migration background are at particular risk for overweight. We assessed the effects of a primary school-based initiative targeted at enhancing physical activity and dietary education among children with a high proportion of migration background. Methods Four 3rd and 4th grade classes (n=70 children, 77% with migration background) participated in a 10-months intervention comprising 2 additional exercise lessons weekly and 10 nutrition lessons per school year. 6 school classes (n=125 children, 65% with migration background) served as control. Before and after the intervention, an assessment of physical fitness and motor skills and questionnaires on dietary behavior and knowledge were conducted. In a subgroup (n=37), after 6 months of the intervention, daily physical activity was assessed by accelerometer-based monitoring. Differences in changes between the groups were assessed using linear regression analyses. Results Changes between the 2 time points for fitness and motor skill tests (differences in standard deviation scores) were larger in the intervention than in the control group for the total mean test value (β=0.38, p<0.001), driven by higher improvements in 5 of the 8 test items, i.e., obstacle race (speed) (β=0.22, p=0.049), standing long jump (strength) (β=0.35, p<0.001), sit-ups (strength) (β=0.33, p=0.002), stand and reach (mobility) (β=0.22, p=0.042), and 6 min run (endurance) (β=0.40, p<0.001), independently of confounders. Changes in dietary knowledge and consumption frequencies did not differ between groups. Conclusions Promoting guided physical activity in a primary school setting with a high proportion of children with migration background positively affected parameters of fitness and motor skills.

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