The impact of a multi-component physical activity programme in low-income elementary schools

2017 ◽  
Vol 76 (5) ◽  
pp. 517-530 ◽  
Author(s):  
William V Massey ◽  
Megan B Stellino ◽  
Megan Holliday ◽  
Travis Godbersen ◽  
Rachel Rodia ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Low Income ◽  
Training Programme ◽  
Fifth Grade ◽  
Positive Interactions ◽  
Post Intervention ◽  
Beneficial Effects ◽  
Fifth Grade Students ◽  
The Impact

Objective: To identify the effects of a structured and multifaceted physical activity and recess intervention on student and adult behaviour in school. Design: Mixed-methods and community-based participatory approach. Setting: Large, urban, low-income school district in the USA. Methods: Data were collected at three time points over a 1-year period. Sources included recess observations at four elementary schools, in-class behavioural observations of fifth-grade students ( n = 21) and focus groups with fourth- and fifth-grade students ( n = 75). Results: Results suggested an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground post intervention. Results also suggested that a peer-leadership training programme had beneficial effects on students’ classroom behaviour. Conclusion: Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behaviour during recess and in the classroom.

Associations Between Parent-Perceived Neighborhood Safety and Encouragement and Child Outdoor Physical Activity Among Low-Income Children

2018 ◽  
Vol 15 (5) ◽  
pp. 317-324 ◽  
Author(s):  
Nicole E. Nicksic ◽  
Meliha Salahuddin ◽  
Nancy F. Butte ◽  
Deanna M. Hoelscher
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Fifth Grade ◽  
Neighborhood Safety ◽  
Parental Encouragement ◽  
Low Income Children ◽  
Fifth Grade Students ◽  
Logistic Regressions ◽  
The Relationship ◽  
Perceived Neighborhood Safety

Background: A growing body of research has examined the relationship between perceived neighborhood safety and parental encouragement for child physical activity (PA), yet these potential predictors have not been studied together to predict child outdoor PA. The purpose of this study is to examine these predictors and parent- and child-reported child outdoor PA. Methods: The Texas Childhood Obesity Research Demonstration study collected data from fifth-grade students attending 31 elementary schools across Austin and Houston and their parents (N = 748 parent–child dyads). Mixed-effects linear and logistic regressions stratified by gender and adjusted for sociodemographic covariates assessed associations among parental-perceived neighborhood safety, parental encouragement for child’s outdoor PA, and parent- and child-reported child’s outdoor PA. Results: Parental-perceived neighborhood safety was significantly associated with encouraging outdoor PA (P = .01) and child-reported child’s outdoor PA in boys, but not in girls. Significant associations were found between parental encouragement and child-reported outdoor PA for girls (P < .05) and parent-reported outdoor PA (P < .01) for boys and girls. Conclusions: Parent encouragement of PA and neighborhood safety are potential predictors of child outdoor PA and could be targeted in youth PA interventions.

scholarly journals Katalyst Pilot Study: Using Interactive Activities in Anatomy and Physiology to Teach Children the Scientific Foundation of Healthy Lifestyles

Children ◽  
2018 ◽  
Vol 5 (12) ◽  
pp. 162
Author(s):  
Rebecca L. Hagedorn ◽  
Kathryn Baker ◽  
Sara E. DeJarnett ◽  
Tyler Hendricks ◽  
Melissa McGowan ◽  
...  
Keyword(s):  
Pilot Study ◽  
Experiential Learning ◽  
Knowledge Score ◽  
The Body ◽  
Fifth Grade ◽  
Learning Program ◽  
Post Intervention ◽  
Fifth Grade Students ◽  
State Educational ◽  
The Impact

This pilot study evaluated the impact of the Katalyst curriculum, a fifth-grade experiential learning program, on students’ knowledge of a healthy lifestyle’s impact on body functions. Katalyst’s interactive curriculum spans two days and includes four, 60-min stations on body systems: cardiovascular/endocrine, gastrointestinal, neurological, and respiratory/musculoskeletal. Three schools were recruited, and two schools completed the intervention sessions. Prior to beginning the stations, fifth-grade students completed a 37-item questionnaire to assess knowledge and perceptions. Students completed the same survey at the end of the Katalyst intervention. Teachers at the school also completed a survey post intervention to provide feedback on the program. Frequency and paired analyses were conducted on student responses and summative content analysis on teacher and volunteer feedback. The School 1 completer (n = 63) baseline mean knowledge score was 66.2%. The School 2 completer (n = 47) baseline mean knowledge score was 67.3%. Following the Katalyst intervention, both schools showed a statistically significant increase in the mean post score to 70.3% (p = 0.0017) and 78.4%(p < 0.0001) at School 1 (n = 63) and School 2 (n = 47), respectively. Teacher feedback (n = 7) revealed that Katalyst was effective in meeting state educational health standards and teachers perceived that the students benefitted from the program more than “reading about the body systems in a textbook or health magazine”. The Katalyst pilot study appeared to improve fifth-grade students’ knowledge of body systems and health. Katalyst aligned with state educational standards and is supported by teachers for an experiential learning opportunity. The Katalyst curriculum could be a potential avenue for health educators in Appalachia.

Development of Instruments for Assessing Linguistic Intelligence in Elementary School

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Dea Sinta Maharani ◽  
Otang Kurniaman
Keyword(s):  
Elementary Schools ◽  
Data Collection ◽  
Assessment Instrument ◽  
Fifth Grade ◽  
Is Research ◽  
Fifth Grade Students ◽  
Intelligence Assessment ◽  
The World ◽  
Semantics And Pragmatics ◽  
Homeroom Teachers

Linguistic intelligence is one of eight multiple intelligences that currently attracts attention in the world of education. Linguistic intelligence is a person's ability to speak both verbally and in writing, besides that people who have linguistic intelligence also master the components of linguistic intelligence which consists of phonology, syntax, semantics and pragmatics. The type of research used is research and development (R & D) with a 4D model. The subjects in this study were experts as validators, fifth grade students for trials and homeroom teachers in elementary schools. Data collection is done by giving a questionnaire to the validator. In this study the researchers concluded that the product of the developed linguistic intelligence assessment instrument was declared feasible to be used based on the results of validation of 86% with very feasible categories. The obstacle in developing the product of this instrument of linguistic intelligence assessment is the lack of knowledge of the school about the importance of linguistic intelligence for students in elementary schools. 

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTUAN MULTIMEDIA TERHADAP HASIL BELAJAR IPA

2018 ◽  
Vol 2 (3) ◽  
pp. 336
Author(s):  
Ni Pt Rasni Karwati ◽  
Km Ngurah Wiyasa ◽  
I Kt Ardana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Science Learning ◽  
Learning Model ◽  
Test Method ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
School Year ◽  
Significant Difference

This research aims to determine the significance of the difference in science learning results between the group of fifth-grade students in Gugus I Elementary Schools, North Kuta District, in the school year of 2017/2018, that take lessons with the multimedia-assisted probing-prompting learning model and the group of students that take lessons with the conventional learning. The design of this research is a quasi-experimental research with the nonequivalent control group design. The population of this research are all the fifth-grade students of Gugus I Elementary Schools in North Kuta District that still implement the KTSP, which consists of 10 classes with a total of 339 students. The sampling is conducted using the random sampling technique. The sample in this research are the students of class VB in SD (Elementary School) No.7 Dalung, with 36 students as the experiment group and the students of class VB in SD No.4 Dalung with 28 students as the control group. The data collection is conducted using the test method in the form of the multiple choice objective test. The science learning results are analyzed using the t-test. Based on the average the experiment groups =80,89 > the control group =72,85, which means that the multimedia-assisted probing-prompting learning model has an influence on the science learning result. Based on the hypothesis test, tvalues =4,517> ttable =2,000, with dk=62 and a significance level of 5%. Based on the test criteria, H0 is rejected and Ha is accepted. Thus, it can be interpreted there is a significant difference the science learning result between the group of students that were taught using the multimedia-assisted probing-prompting learning model and the students that were taught using the conventional learning. It can be concluded that the the multimedia-assisted probing-prompting learning model has an influence on the science learning result of the fifth-grade students in Gugus I Elementary School, North Kuta District, in the school year of 2017/2018. Keywords : probing prompting, multimedia, science learning result

Relation between cognitive disorders and type of physical activity: Results of the FréLE cohort

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C Dupré ◽  
N Barth ◽  
A El Moutawakkil ◽  
F Béland ◽  
F Roche ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cognitive Decline ◽  
Proportional Hazards ◽  
Cognitive Disorders ◽  
The Elderly ◽  
Cognitive Status ◽  
Global Test ◽  
Professional Activities ◽  
Beneficial Effects ◽  
The Impact

Abstract Background Few previous cohorts have studied the different type of physical activities and the degree of cognitive decline. The objective of this work was to analyze the leisure, domestic and professional activities with mild and moderate cognitive disorders in older people living in community. Methods The study used data from the longitudinal and observational study, FrèLE (FRagility: Longitudinal Study of Expressions). The collected data included: socio-demographic variables, lifestyle, and health status (frailty, comorbidities, cognitive status, depression). Cognitive decline was assessed by using: MMSE (Mini-Mental State Examination) and MoCA (Montreal Cognitive Assessment). MoCA was used with two cut-offs (26 and 17) so as to define mild and moderate cognitive disorders Physical activity was assessed by the PASE (Physical Activity Scale for the Elderly), structured in three sections: leisure, domestic and professional activities. Spline and proportional hazards regression models (Cox) were used to estimate the risk of cognitive disorders. Results At baseline, 1623 participants were included and the prevalence of cognitive disorders was 6.9% (MMSE) and 7.2% (MoCA), mild cognitive disorders was 71.3%. The mean age was 77 years, and 52% of the participants were women. After a 2 years long follow-up, we found 6.9% (MMSE) and 6% (MoCA) cognitive disorders on participants. Analyses showed that domestic activities were associated to cognitive decline (HR = 0.52 [0.28-0.94] for MMSE and HR = 0.48 [0.28-0.80] for MoCA). No association were found with leisure and professional activities, and no spline were significant with mild cognitive disorders. Conclusions Analysis showed a relationship between cognitive disorders and type of physical activity, thanks to the use of specific questionnaire of elderly and two global test of cognition. These findings will contribute to the debate on the beneficial effects of physical activity on cognition. Key messages This work allowed to compare two test of cognition and their link with physical activity. It contributes to the debate on the beneficial effects of physical activity on cognition. The work allowed us to see the effect of the different types of physical activity and the impact of the statistical method on the results.

scholarly journals Effects of physical fitness training on metabolic syndrome among military personnel in Taiwan

2021 ◽  
pp. bmjmilitary-2020-001761
Author(s):  
Che-Fu Chang ◽  
Y-C Wu ◽  
C-H Lai ◽  
P-C Chen ◽  
Y-L Guo
Keyword(s):  
Physical Activity ◽  
Metabolic Syndrome ◽  
Physical Fitness ◽  
Military Personnel ◽  
Density Lipoprotein ◽  
Training Programme ◽  
Health Examination ◽  
Running Performance ◽  
Fitness Training ◽  
The Impact

IntroductionMetabolic syndrome (MS) is strongly associated with cardiovascular diseases and diabetes but can be prevented with regular physical activity. This study aimed to assess the impact of a physical fitness training programme on MS among military personnel.MethodsThis retrospective observational study included volunteer army soldiers who underwent annual health examinations between 2011 and 2014. In 2011, the reformed physical fitness training programme and physical fitness test were introduced to the participants. MS evaluation and physical fitness performances were evaluated before and after implementing the training programme using a mixed-effects model and generalised estimating equation, adjusted for sex, age and smoking.ResultsFrom 2011 to 2014, 1720 soldiers underwent the annual health examination. In 2011, before the fitness programme, 246 soldiers (14.3%) had MS. After implementation, decreases in blood pressure and fasting glucose levels were observed and maintained for 3 years. Running performance was negatively correlated to triglycerides (ß=−11.37; p<0.001) and waist circumference (ß=−0.42; p<0.001) and positively correlated to high-density lipoprotein cholesterol levels (ß=2.14; p<0.001). The severity of MS was reduced following introduction of the physical fitness programme.ConclusionsMS and its components improved after introducing the reformed fitness programme, with running performance proving to be most relevant to MS. Clinicians should encourage increased physical activity to prevent MS among military personnel.

Early Impact of the Federally Mandated Local Wellness Policy on Physical Activity in Rural, Low-Income Elementary Schools in Colorado

2009 ◽  
Vol 30 (S1) ◽  
pp. S141-S160 ◽  
Author(s):  
Elaine S Belansky ◽  
Nick Cutforth ◽  
Erin Delong ◽  
Courtney Ross ◽  
Sharon Scarbro ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Low Income ◽  
Wellness Policy ◽  
Local Wellness Policy

scholarly journals Differences in the Physical Activity, Sedentary Time, and BMI of Finnish Grade 5 Students

2019 ◽  
Vol 16 (9) ◽  
pp. 765-771
Author(s):  
Kasper Salin ◽  
Mikko Huhtiniemi ◽  
Anthony Watt ◽  
Harto Hakonen ◽  
Timo Jaakkola
Keyword(s):  
Physical Activity ◽  
Leisure Time ◽  
Sedentary Time ◽  
Normal Weight ◽  
Fifth Grade ◽  
Overweight Children ◽  
Fifth Grade Students ◽  
Grade 5 ◽  
Objectively Measured ◽  
Objectively Measured Physical Activity

Background: This study examined the distribution of objectively measured physical activity (PA) and sedentary time of fifth-grade students during school, leisure time, and physical education (PE) classes. Demographic, anthropometric, and PA data were collected from 17 representative Finnish schools. Methods: To estimate the PA and sedentary time, participants (N = 592) wore wGT3X-BT ActiGraphs for 7 consecutive days. Comparisons were made between genders and different BMI groups. Results: From the study sample, 43.7% met the moderate to vigorous PA (MVPA) guidelines. Participants spent 62.2% of the day sedentary and 8.2% in moderate and vigorous activities. Boys performed more MVPA than girls, and girls were more sedentary during school days. Boys had more MVPA than girls in leisure time, but there were no differences in sedentary time. However, an examination of PA assessed during PE classes revealed no differences between boys and girls. Normal-weight boys engaged in more MVPA than overweight and obese boys. No differences were found for girls. Conclusions: The PA levels differ between different BMI groups in leisure time and during school but not during PE lessons. PA for overweight children should be targeted and compulsory PE time should be increased to achieve the PA guidelines.

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

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