Long-term effects of daily physical education throughout compulsory school on duration of physical activity in young adulthood: an 11-year prospective controlled study

ObjectivesWe examined whether daily physical activity (PA) during compulsory school encourages children to be more physically active during the intervention and 4 years after termination of the programme.MethodsThis prospective controlled intervention study followed the same 124 children (81 children in an intervention group and 43 controls) aged 7.7±0.6 (mean±SD) during a 7-year PA intervention and 4 years after the intervention when the children were 18.7±0.3 years old. The intervention included daily school physical education (PE) (200 min/week), whereas the controls continued with the Swedish standard of 60 min/week. Using a questionnaire, we gathered data about total PA, leisure time PA and sedentary activities (SA). Group comparisons are adjusted for age and gender, and data are provided as means with 95% CIs.ResultsAt baseline, we found similar duration of PA and SA between groups. After a mean of 7 years with intervention, the intervention group was more physically active than the controls (+4.5 (2.9 to 6.0) hours/week), whereas SA was similar (+0.6 (−2.5 to 3.9) hours/week). Four years beyond the intervention, the intervention group was still more physically active than the controls (2.7 (0.8 to 4.7) hours/week), and SA was still similar (−3.9 (−9.7 to 1.7) hours/week).ConclusionsIntervention with daily school PE throughout compulsory school is associated with higher duration of PA not only during the intervention but also 4 years after termination of the programme.

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Students’ Emotional Experience in Physical Education—A Qualitative Study for New Theoretical Insights

Sports ◽

10.3390/sports7010010 ◽

2019 ◽

Vol 7 (1) ◽

pp. 10 ◽

Cited By ~ 9

Author(s):

Sascha Leisterer ◽

Darko Jekauc

Keyword(s):

Physical Activity ◽

Physical Education ◽

Emotional Experience ◽

Structured Interview ◽

Physically Active ◽

Grounded Theory Method ◽

Starting Point ◽

Wide Range ◽

Social Belonging

Physical education (PE) can be the starting point for many students to be physically active throughout their lives. Positive emotional experiences in PE are discussed as beneficial for long-term physical activity, however, triggers of students’ emotions are still unclear. The purpose of this study is to explore, from a student’s perspective, emotions and their triggers, which occur in PE classes. N = 12 students (male: six, female: six, ø-age: 15.6 ± 1.2 years) have been interviewed using a focused semi-structured interview to identify their emotions in PE and to explore the situations in which they occurred. An inductive approach with elements of the Grounded Theory Method was implemented to analyze the data. Students reported a wide range of positive and negative emotions. Furthermore, four crucial triggers were identified: (I) Attractiveness of the task, (II) social belonging, (III) competence and (IV) autonomy. Parallels to existing theories, especially the Self-Determination Theory (SDT), will be discussed. These results can be used to improve teachers’ knowledge about students’ emotions in PE in order to build a basis for lifelong physical activity.

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One-year stability of physical education-centered physical literacy indicators on objectively measured physical activity

European Physical Education Review ◽

10.1177/1356336x211046302 ◽

2021 ◽

pp. 1356336X2110463

Author(s):

Sami Yli-Piipari ◽

Arto Gråstén ◽

Mikko Huhtiniemi ◽

Kasper Salin ◽

Timo Jaakkola

Keyword(s):

Physical Activity ◽

Elementary School ◽

Physical Education ◽

Motor Coordination ◽

Physical Literacy ◽

School Students ◽

Physically Active ◽

Upper Elementary School ◽

And Gender ◽

Objectively Measured

One of the central goals of school physical education (PE) is to improve physical literacy in youth to nurture their ability, confidence, and desire to be physically active for life. The aim of this study was to examine the stability of the selected PE-centered physical literacy indicators on school students’ objectively measured moderate-to-vigorous intensity physical activity (MVPA). This study was a follow-up study tracking a sample of 450 Finnish children ( M = 11.26[0.32]; nfemales = 194; nmales = 256) across upper elementary school from fifth (T1) to sixth (T2) grade. A set of independent variables (motor competence, health-related fitness, in-class PE MVPA, and PE motivation and enjoyment) and total MVPA as a dependent variable were collected, and gender and body mass index were controlled in the analyses. The entire model explained almost 29% of MVPA in T1 and 26% in T2. While cardiorespiratory endurance (β = 0.29) and MVPA in PE (β = 0.20) were statistically significant predictors of MVPA in T1, MVPA in PE (β = 0.23), and identified regulation (β = 0.16) were statistically significant predictors at T2. Across the time, boys had higher levels of MVPA compared to girls (T1: β = −0.12; T2: β = −0.14), whereas the relationship was inverted in motor coordination (T1: β = 0.13; T2: β = 0.12). The findings of this study suggest that MVPA in PE is an important contributor to children's MVPA, and its role is eminent during the last two grades of elementary school.

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Long‐term effects of daily hemodialysis on vascular access outcomes: A prospective controlled study

Hemodialysis International ◽

10.1111/j.1542-4758.2012.00756.x ◽

2012 ◽

Vol 17 (2) ◽

pp. 208-215 ◽

Cited By ~ 7

Author(s):

Steven G. Achinger ◽

T. Alp Ikizler ◽

Aihua Bian ◽

Ayumi Shintani ◽

Juan Carlos Ayus

Keyword(s):

Vascular Access ◽

Controlled Study ◽

Long Term Effects ◽

Daily Hemodialysis ◽

Prospective Controlled Study

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Long-Term Effects of Balance Training on Habitual Physical Activity in Older Adults with Parkinson’s Disease

Parkinson s Disease ◽

10.1155/2019/8769141 ◽

2019 ◽

Vol 2019 ◽

pp. 1-9 ◽

Cited By ~ 1

Author(s):

Håkan Nero ◽

Erika Franzén ◽

Agneta Ståhle ◽

Martin Benka Wallén ◽

Maria Hagströmer

Keyword(s):

Physical Activity ◽

Older Adults ◽

Sedentary Behavior ◽

Intervention Group ◽

Balance Training ◽

Moderate Intensity ◽

Brisk Walking ◽

Long Term Effects ◽

Short And Long Term

The HiBalance program is a progressive and highly challenging balance training intervention incorporating Parkinson’s disease (PD) specific balance components. The program improves balance and gait and increases the amount of ambulation in short-term, in older adults with PD. Yet, potential short- and long-term effects on habitual physical activity and sedentary behavior are currently unidentified. The aim of this study was to conduct preplanned secondary analyses of short- and long-term effects of the HiBalance program on objectively measured amount and bouts of brisk walking, sedentary behavior, and total physical activity in older adults with PD. Further, our aim was to investigate demographic, intervention-related, disease-related, and function-related factors potentially related to a difference in activity after intervention. A total of 100 older adults with mild-moderate PD were recruited. The intervention group participated in the HiBalance program, and the control received care as usual and was offered the HiBalance program after study termination. Physical activity data were collected using accelerometers at baseline, after intervention and after 6 and 12 months. A multilevel model was utilized to investigate the postintervention and long-term (6 and 12 months) effects on total physical activity, amount and bouts of brisk walking (i.e., moderate intensity physical activity), and sedentary behavior. Between-group difference for the main outcome brisk walking was at postintervention: Δ −10, CI −23.78 to 3.69 min/day (p<0.05); 6 months: Δ −10, CI −23.89 to 3.89 min/day (p<0.05); and 12 months: Δ −4, CI −16.81 to 8.81 min/day (p=0.43). Being part of the intervention group as well as finishing training during spring/summer showed an independent association to increased brisk walking after the intervention period. In conclusion, the HiBalance program increases the physical activity on moderate intensity after intervention and at 6 months but not at 12 months, independently of improved balance. Season seems to influence the effect on the physical activity.

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Long-Term Effects of a Movement Intervention Program for Children With Probable Developmental Coordination Disorder

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2021-0124 ◽

2021 ◽

pp. 1-9

Author(s):

Ilana Santos de Oliveira ◽

Bárbara Coiro Spessato ◽

Dayana da Silva Oliveira ◽

Romulo José César Lins ◽

Silvia Wanick Sarinho

Keyword(s):

Physical Education ◽

Intervention Program ◽

Developmental Coordination Disorder ◽

Intervention Group ◽

Manual Dexterity ◽

Long Term Effects ◽

Task Oriented ◽

Coordination Disorder

Purpose: To examine long-term effects of a task-oriented intervention program for children with probable developmental coordination disorder in a physical education setting. Method: Sixty-nine boys and girls (7–10 years) were divided into two groups: intervention (n = 36) and control (n = 33). All children participated in physical education classes twice a week. The intervention group also had two weekly sessions focused on gross motor skills development for 12 weeks. Children were assessed by the Movement Assessment Battery for Children-2, three times: pretest, posttest, and follow-up. Results: The intervention group showed superior results (p ≤ .05) posttest in: manual dexterity (d = 0.71), balance (d = 0.86), and total score (d = 1.02), and at follow-up in: manual dexterity (d = 1.05), balance (d = 0.86), and total score (d = 0.94). Conclusion: Task-oriented intervention provided a retained positive effect in the development of motor competence in children with probable developmental coordination disorder.

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Long-term effects of daily postprandial physical activity on blood glucose: a randomized controlled trial

Applied Physiology Nutrition and Metabolism ◽

10.1139/apnm-2016-0467 ◽

2017 ◽

Vol 42 (4) ◽

pp. 430-437

Author(s):

Håvard Nygaard ◽

Eirik Grindaker ◽

Bent Ronny Rønnestad ◽

Gerd Holmboe-Ottesen ◽

Arne Torbjørn Høstmark

Keyword(s):

Physical Activity ◽

Blood Glucose ◽

High Risk ◽

Controlled Trial ◽

Intervention Group ◽

Control Group ◽

Long Term Effects ◽

Post Test

Previous studies have shown that a bout of moderate or light postprandial physical activity effectively blunts the postprandial increase in blood glucose. The objective of this study was to test whether regular light postprandial physical activity can improve glycemia in persons with hyperglycemia or with a high risk of hyperglycemia. We randomized 56 participants to an intervention or a control group. They were diagnosed as hyperglycemic, not using antidiabetics, or were categorized as high-risk individuals for type 2 diabetes. The intervention group was instructed to undertake a minimum 30 min of daily light physical activity, starting a maximum of 30 min after a meal in addition to their usual physical activity for 12 weeks. The control group maintained their usual lifestyle. Blood samples were taken pre- and post-test. Forty participants completed the study and are included in the results. The self-reported increase in daily physical activity from before to within the study period was higher in the intervention group compared with control (41 ± 25 vs. 2 ± 16 min, p < 0.001). Activity diaries and accelerometer recordings supported this observation. The activity in the intervention group started earlier after the last meal compared with control (30 ± 13 vs. 100 ± 57 min, p = 0.001). There were no within- or between-group differences in any glycemic variable from pre- to post-test. In conclusion, the present study does not seem to support the notion that regular light postprandial physical activity improves blood glucose in the long term in persons with hyperglycemia or with high risk of hyperglycemia.

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