scholarly journals The effect of a school-based intervention on physical activity, cardiorespiratory fitness and muscle strength: the School in Motion cluster randomized trial

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Elin Kolle ◽  
Runar Barstad Solberg ◽  
Reidar Säfvenbom ◽  
Sindre M. Dyrstad ◽  
Sveinung Berntsen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Muscle Strength ◽  
Active Learning ◽  
Cardiorespiratory Fitness ◽  
Cluster Randomized Trial ◽  
Control Group ◽  
Physically Active ◽  
School Based ◽  
The Mean ◽  
Cluster Randomized

Abstract Background Physical activity (PA) declines throughout adolescence, therefore PA promotion during this period is important. We analyzed the effect of two school-based PA interventions on daily PA levels, cardiorespiratory fitness (CRF) and muscle strength among adolescents. Methods For the nine-month School in Motion intervention study (ScIM), we cluster-randomized 30 Norwegian secondary schools (N = 2084, mean age [SD] = 14 [0.3] years) to one of three study arms. The physically active learning (PAL) intervention included 30 min physically active learning, 30 min PA and a 60 min physical education (PE) lesson per week. The Don’t worry-Be happy (DWBH) intervention included a 60 min PA lesson and a 60 min PE lesson per week, both tailored to promote friendships and wellbeing. Both intervention arms were designed to engage the adolescents in 120 min of PA per week in addition to recess and mandatory PE lessons. The control group continued as per usual, including the standard amount of mandatory PE. PA (main outcome) was assessed by accelerometers, CRF and muscle strength (secondary outcomes) were assessed by an intermittent running test and selected tests from the Eurofit test battery. Results Daily PA and time spent in moderate- to vigorous-intensity PA (MVPA) decreased in all groups throughout the intervention. The mean difference in PA level and MVPA for participants in the PAL-intervention arm was 34.7 cpm (95% CI: 4.1, 65.3) and 4.7 min/day (95% CI: 0.6, 8.8) higher, respectively, compared to the control arm. There were no significant intervention effects on daily PA level, MVPA or time spent sedentary for adolescents in the DWBH-intervention arm. Adolescents in the PAL-intervention arm increased distance covered in the running test compared to controls (19.8 m, 95% CI: 10.4, 29.1), whilst a negative intervention effect was observed among adolescents in the DWBH-intervention arm (− 11.6 m, 95% CI: − 22.0, − 1.1). Conclusion The PAL-intervention resulted in a significantly smaller decrease in daily PA level, time spent in MVPA, and increased CRF compared to controls. Our results indicate that a teacher-led intervention, including three unique intervention components, is effective in curbing the decline in PA observed across our cohort and improving CRF. Trial registration ClinicalTrials.gov ID nr: NCT03817047. Registered 01/25/2019 ‘retrospectively registered’.

scholarly journals Daily School Physical Activity Improves Academic Performance

Sports ◽  
2020 ◽  
Vol 8 (6) ◽  
pp. 83
Author(s):  
Jesper Fritz ◽  
Marcus E. Cöster ◽  
Björn E. Rosengren ◽  
Caroline Karlsson ◽  
Magnus K. Karlsson
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Intervention Study ◽  
Control Group ◽  
Compulsory School ◽  
Final Grade ◽  
School Based ◽  
Percentage Points ◽  
Upper Secondary ◽  
The Mean

Physical activity (PA) may improve brain development, cognition, concentration and academic performance. In this prospective controlled intervention study, we increased the level of PA in 338 children aged 6–8 years at study start, from the Swedish standard of 60 min per week to 200 min per week (40 min daily). The intervention continued in all nine compulsory school years until the students graduated between 2007–2012. All other 689,881 Swedish children who graduated the same years were included as a control group. We registered at graduation eligibility rate for upper secondary school and the final grade score (from 0 to 320 grade points). We also registered the same end points in the 295 students in the index school and in all other 471,926 Swedish students who graduated in 2003–2006, that is, those who graduated before the intervention study started. Before the intervention, academic performance was similar among children in the index school as for all other Swedish boys and girls. With the intervention, the eligibility rate increased for boys in the index school by 7.3 percentage points and the mean grade scores by 13.3 points. This should be compared with a decrease of 0.8 percentage points in eligibility rate and an increase by 2.7 points in grade score in other Swedish boys. No changes were seen for intervention girls, neither in eligibility rates or grade scores. By introducing daily school-based PA in compulsory school, more boys would probably reach the eligibility rate for higher education.

scholarly journals Effects of School-Based Exergaming on Urban Children’s Physical Activity and Cardiorespiratory Fitness: A Quasi-Experimental Study

2019 ◽  
Vol 16 (21) ◽  
pp. 4080 ◽  
Author(s):  
Ye ◽  
Pope ◽  
Lee ◽  
Gao
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Repeated Measures ◽  
Intervention Group ◽  
Control School ◽  
Control Group ◽  
Post Intervention ◽  
School Based ◽  
Quasi Experimental ◽  
Over Time

Background: Modern-day technology is appealing to children. Few studies, however, have conducted longitudinal analyses of a school-based exergaming program’s effect on physical activity (PA) behaviors and fitness in children. Therefore, this study examined the longitudinal effect of an 8-month school-based exergaming intervention on children’s objectively-measured PA and cardiorespiratory fitness (CRF). Materials and Methods: Eighty-one fourth grade students (X̅age = 9.23 ± 0.62; 39 girls; 54.3% African American, 30.9% Non-Hispanic White, 14.8% other) participated in this study from 2014–2015. The intervention school’s children participated in a once-weekly 50-minute exergaming intervention during recess throughout the school year, while the control school continued regular recess. Children’s in-school PA and sedentary behavior (SB) were measured with ActiGraphGT3X+ accelerometers, with CRF assessed via the half-mile run. All measurements were taken at baseline, mid-intervention (four months) and post-intervention (eight months). Repeated-measures two-way ANCOVAs using age and race as covariates were conducted to examine between-school differences over time for SB, light PA (LPA), moderate-to-vigorous PA (MVPA), and CRF. Results: Significant time by group interactions were observed for LPA, F(1, 79) = 7.82, η2 = 0.09, p < 0.01, and MVPA, F(1, 79) = 4.58, η2 = 0.06, p < 0.05, as LPA increased among the control group, while MVPA increased among intervention group. Children in both groups experienced decreased SB during the intervention (intervention: −7.63 minutes; control: −17.59 minutes), but demonstrated lower CRF over time (intervention: +46.73 seconds; control: +61.60 seconds). Conclusions: Observations suggested that school-based exergaming implementation may be effective in increasing children’s MVPA and decreasing their SB over the course an academic year (i.e., ~eight months). More research is needed, however, to discern how modifications to school-based exergaming might also promote improved CRF in children.

scholarly journals A Pedometer-Based Physically Active Learning Intervention: The Importance of Using Preintervention Physical Activity Categories to Assess Effectiveness

2019 ◽  
Vol 31 (3) ◽  
pp. 356-362 ◽  
Author(s):  
Jade L. Morris ◽  
Andy Daly-Smith ◽  
Margaret A. Defeyter ◽  
Jim McKenna ◽  
Steve Zwolinsky ◽  
...  
Keyword(s):  
Physical Activity ◽  
Active Learning ◽  
Sedentary Time ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Physically Active ◽  
Beneficial Effects ◽  
Learning Intervention

Purpose: To assess physical activity outcomes of a pedometer-based physically active learning (PAL) intervention in primary school children. Methods: Six paired schools were randomly allocated to either a 6-week teacher-led pedometer-based physically active learning intervention or a control (n = 154, female = 60%, age = 9.9 [0.3] y). Accelerometers assessed total daily sedentary time, light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA). Preintervention mean daily MVPA minutes grouped participants as Low Active (<45 min/d) and High Active (≥45 min/d). Results: From the final sample size, the intervention (n = 52) significantly improved LPA versus control (n = 31, P = .04), by reducing sedentary time. More intervention (+10%) than control (+3%) pupils met the 60 minutes per day guidelines. In both intervention subgroups, pupils spent less time in LPA (P < .05) versus control. The greatest nonsignificant increase was found in the Low Active pupils MVPA levels. Conclusions: Improvements in LPA were statistically significant in the intervention versus control group. In subgroup analysis, Low Active pupils in the intervention showed the greatest beneficial effects and the Most Active pupils may have replaced MVPA and sedentary time with LPA. The intervention group housed clusters of pupils showing variable responsiveness, justifying routine examination of subgroup variability in future studies.

scholarly journals Effect of a Multidimensional Physical Activity Intervention on Body Mass Index, Skinfolds and Fitness in South African Children: Results from a Cluster-Randomised Controlled Trial

2019 ◽  
Vol 16 (2) ◽  
pp. 232 ◽  
Author(s):  
Ivan Müller ◽  
Christian Schindler ◽  
Larissa Adams ◽  
Katharina Endes ◽  
Stefanie Gall ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Physical Activity Intervention ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Skinfold Thickness ◽  
School Based ◽  
Cluster Randomised ◽  
The Mean ◽  
Randomised Controlled

Obesity-related conditions impose a considerable and growing burden on low- and middle-income countries, including South Africa. We aimed to assess the effect of twice a 10-week multidimensional, school-based physical activity intervention on children’s health in Port Elizabeth, South Africa. A cluster-randomised controlled trial was implemented from February 2015 to May 2016 in grade 4 classes in eight disadvantaged primary schools. Interventions consisted of physical education lessons, moving-to-music classes, in-class activity breaks and school infrastructure enhancement to promote physical activity. Primary outcomes included cardiorespiratory fitness, body mass index (BMI) and skinfold thickness. Explanatory variables were socioeconomic status, self-reported physical activity, stunting, anaemia and parasite infections. Complete data were available from 746 children. A significantly lower increase in the mean BMI Z-score (estimate of difference in mean change: −0.17; 95% confidence interval (CI): −0.24 to −0.09; p < 0.001) and reduced increase in the mean skinfold thickness (difference in mean change: −1.06; 95% CI: −1.83 to −0.29; p = 0.007) was observed in intervention schools. No significant group difference occurred in the mean change of cardiorespiratory fitness (p > 0.05). These findings show that a multidimensional, school-based physical activity intervention can reduce the increase in specific cardiovascular risk factors. However, a longer and more intensive intervention might be necessary to improve cardiorespiratory fitness.

scholarly journals Sprint Interval Training and the School Curriculum: Benefits Upon Cardiorespiratory Fitness, Physical Activity Profiles, and Cardiometabolic Risk Profiles of Healthy Adolescents

2019 ◽  
Vol 31 (3) ◽  
pp. 296-305 ◽  
Author(s):  
Rhona Martin-Smith ◽  
Duncan S. Buchan ◽  
Julien S. Baker ◽  
Mhairi J. Macdonald ◽  
Nicholas F. Sculthorpe ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Cardiometabolic Risk ◽  
Intervention Group ◽  
Interval Training ◽  
Control Group ◽  
Sprint Interval Training ◽  
Significant Group ◽  
School Based ◽  
The Impact

Background:This study examined the impact of a 4-week school-based sprint interval training program on cardiorespiratory fitness (CRF), daily physical activity (PA) behavior, and cardiometabolic risk (CMR) outcomes in adolescents.Methods:A total of 56 adolescents (22 females) were allocated to either an intervention (n = 22; 17.0 [0.3] y) or control group (n = 30; 16.8 [0.5] y). Intervention group performed 5 to 6, 30 second “all out” running sprints, interspersed with 30-second rest intervals, 3 times per week, for 4 consecutive weeks, whereas control group performed their normal physical education lessons. CRF was estimated from the 20-m multistage fitness test and PA behavior was determined using accelerometry. Fasting blood samples were obtained to measure biochemical markers of CMR.Results:Significant group × time interactions were observed for CRF (5.03 [1.66 to 8.40];P < .001;d = 0.95), sedentary time (136.15 [91.91 to 180.39];P = .004;d = 1.8), moderate PA (57.20 [32.17 to 82.23];P < .001;d = 1.5), vigorous PA (5.40 [4.22 to 6.57];P < .001;d = 1.2), fasting insulin (0.37 [−0.48 to 1.21];P = .01;d = 1.0), homeostasis model of assessment-insulin resistance (0.26 [0.15 to 0.42];P < .001;d = 0.9), and clustered CMR score (0.22 [−0.05 to 0.68];P < .001;d = 10.63).Conclusion:Findings of this study indicate that 4 weeks of school-based sprint interval training improves CRF, improves PA profiles, and maintains CMR in adolescents during the school term.

scholarly journals Effects of School-Based Physical Activity Programs on Health-Related Physical Fitness of Korean Adolescents: A Preliminary Study

2021 ◽  
Vol 18 (6) ◽  
pp. 2976
Author(s):  
Eui-Jae Lee ◽  
Wi-Young So ◽  
Hyun-Su Youn ◽  
Jooyoung Kim
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Muscle Strength ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Health Concern ◽  
School Based ◽  
Significant Difference ◽  
Health Related ◽  
Physical Activity Programs

As adolescents spend the majority of their time focused on exams and assignments, they do not have sufficient time to engage in physical activity; this lack of physical activity is an important public health concern. This study aimed to investigate how school-based physical activity programs affect the health-related physical fitness of adolescents in the Republic of Korea. For this study, a total of 120 high school students participated in a school-based physical activity program that included badminton and table tennis for 15 weeks each (35 min/day, three times a week), with a total of 30 weeks for one academic year. The parameters for health-related physical fitness measured muscle strength (handgrip strength), power (standing long jump), cardiorespiratory fitness (shuttle run test), flexibility (sit and reach), body mass index (BMI), and the total score. The results revealed a statistically significant improvement in muscle strength (p < 0.001), power (p < 0.001), cardiorespiratory fitness (p < 0.001), flexibility (p = 0.005), and the overall health-related physical fitness score (p = 0.001). However, students’ BMI showed no significant difference before and after participation (p = 0.825). The results of this study indicated that school-based physical activity programs can have a positive effect on the health-related physical fitness of adolescents.

scholarly journals Evaluating the effect of increased physical activity in lower secondary school adolescents: The study protocol for the School in Motion (ScIM) study – a cluster-randomized controlled trial.

2020 ◽  
Author(s):  
Elin Kolle ◽  
Runar Barstad Solberg ◽  
May Grydeland ◽  
Reidar Säfvenbom ◽  
Sigmund Alfred Anderssen ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Academic Performance ◽  
Muscle Strength ◽  
Learning Environment ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
School Based ◽  
Cluster Randomized

Abstract Background: Participation in regular physical activity (PA) is important for both physical and mental health, and positive associations have also been reported between PA and academic performance. However, PA levels decline markedly during adolescence. School in motion (ScIM) is a school-based PA intervention carried out over one school year, in a sample of 14-year-old girls and boys. The primary aim was to investigate whether two extra hours of PA weekly lead to increases in the adolescents’ accelerometer assessed PA levels. Secondary aims were to investigate the intervention effects on time spent in PA of different intensities, muscle strength, cardiorespiratory fitness, mental health, academic performance and learning environment. ffigMethods & design: This is a multicenter, school-based, three-arm cluster randomized controlled trial (RCT) recruiting ninth graders from lower secondary schools in Norway. A total of 2084 14-year-olds from 29 schools were included, yielding a participation rate of 76 %. Schools (clusters) were randomly assigned to one of three study arms: (1) the physical active learning (PAL) intervention arm, (2) the don't worry-be happy (DWBH) intervention arm, or (3) current practice (control arm). All schools participating in ScIM had two or three mandatory PE-lessons per week. Schools in the two intervention arms added two hours of PA and PE to the class schedule each week. PA was assessed by accelerometers at baseline, midpoint and at the end of the intervention. All other variables were tested at baseline and at the end of the intervention. The measures included cardiorespiratory fitness, muscle strength, mental health (general mental health, quality of life and self-perception) academic performance (standardized national tests in reading and numeracy) and learning environment. Qualitative interviews were performed with students, teachers and school management to obtain an in-depth understanding of pedagogical processes taking place during the intervention.Discussion: This study will inform what effect two added hours of PA during the school week can have on adolescents’ PA levels, their health, academic performance and learning environment. Further, the study will add valuable information if the two PA interventions will generate different effects on important factors for learning and health.Trial registration: Clinicaltrials.gov ID nr: NCT03817047. Registered 01/25/2019 ‘retrospectively registered’

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