scholarly journals Cross-Sectional Associations Between 24-hour Activity Behaviours and Mental Health Indicators in Children and Adolescents: A Compositional Data Analysis

2020 ◽  
Author(s):  
Stuart J Fairclough ◽  
Richard Tyler ◽  
Jack R. Dainty ◽  
Dorothea Dumuid ◽  
Cassandra Richardson ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Secondary School ◽  
Primary School ◽  
Health Indicators ◽  
Youth Mental Health ◽  
The Other ◽  
Prosocial Behaviour ◽  
Internalising Problems ◽  
Activity Behaviour

Abstract Background. The prevalence of mental ill health increases with age through childhood and adolescence and likely impairs mental and physical health in adulthood. Little is known about the combined influence of sleep, sedentary time (ST), and physical activity on youth mental health. This study examined associations between youth 24-hour activity behaviour compositions and mental health indicators, and investigated predicted differences in mental health when time was reallocated between activity behaviours.Methods. Demographic information and anthropometric data were collected from 359 participants (aged 9-13 years; 50.7% girls). 24-hour activity behaviours (sleep, ST, light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA)) were assessed using a wrist accelerometer, worn for 7 days. Validated questionnaires measured self-esteem, depressive symptomology, overall emotional and behavioural mental health, internalising problems, externalising problems, and prosocial behaviour. A computerised cognitive test battery assessed executive functions of switching, spatial working memory, and inhibition. Linear mixed models examined associations between activity behaviour compositions and mental health indicators for all participants and separately by primary and secondary school. Post-hoc analyses modelled the influence of reallocating fixed durations of time between activity behaviours on mental health.Results. For all participants ST was associated with worse internalising problems, relative to the other activity behaviours. Among primary school participants, relative to the other activity behaviours, ST was associated with poorer prosocial behaviour, and LPA was associated with worse switching and inhibition test scores. For all participants, reallocating time to ST from sleep and MVPA was associated with higher internalising problems. Among primary school participants, reallocating time to ST from any other behaviour was associated with poorer prosocial behaviour, and reallocating time to LPA from any other behaviour was associated with lower cognitive function.Conclusions. Relative to other activity behaviours, ST and LPA were significantly and unfavourably associated with some mental health indicators. These associations were strongest among primary school participants with no significant relationships observed for the secondary school participants. Replacing MVPA with ST or LPA reflected the greatest unfavourable predicted changes in mental health indicators. Our results provide further evidence for the influence of daily activity behaviours on youth mental health.

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.

Joseph Proudman, 30 December 1888 - 26 June 1975

1976 ◽  
Vol 22 ◽  
pp. 319-333 ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
The Other ◽  
Technical School ◽  
Tenant Farmer

Joseph Proudman was born on 30 December 1888 at Thurston Fold Farm, Unsworth, near Bury in Lancashire. His father was then a farm bailiff; from 1898 to his death in 1943 he was a small tenant farmer at Bold, near Widnes in Lancashire. Joseph Proudman attended primary school at Unsworth from 1894 to 1898, and at Bold from 1898 to 1902. From 1902 to 1907 he was a pupil-teacher at Farnworth primary school between Bold and Widnes. He tells us that in 1902 his salary was £6 10s. Od. per year, and in 1907 it was £24 per year. His secondary education was begun by the headmaster, A. R. Smith, who gave him a lesson each morning from 8 to 8.45 before the school opened at 9. During the winters of 1902-4 he attended evening classes at the Widnes Technical School, studying art, mathematics and physiography. From 1903 to 1907 he only taught for half of each week; the other half he attended classes at the Widnes Secondary School. This was an excellent school, and it was here that the mathematical bent of his life was determined. From that time onwards his chief recreation became reading, especially the reading of history. One result of this interest was the writing of the unusually full autobiographical papers, of which the present writers have made much use.

The Relationship Between School Connectedness and Mental Health During the Transition to Secondary School: A Path Analysis

2013 ◽  
Vol 23 (2) ◽  
pp. 157-171 ◽  
Author(s):  
Leanne Lester ◽  
Stacey Waters ◽  
Donna Cross
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Primary School ◽  
Path Analysis ◽  
Secondary School Students ◽  
School Connectedness ◽  
Transition Period ◽  
Depression And Anxiety ◽  
School Students ◽  
Bullying Victimisation

During the transition from primary to secondary school, students typically experience a new social environment, moving from primary school with small intact classes throughout the day with one main teacher, to a larger secondary school with teachers, classrooms and often classmates changing throughout the day. During this time, students report a reduced sense of connectedness, which has been associated with symptoms of depression and anxiety. This study investigated the temporal association between feeling connected to school and mental health prior to and over the transition period. Data were obtained from 3,459 students in a longitudinal study of adolescents’ knowledge, attitudes and experiences of bullying victimisation and perpetration during the transition from primary school to secondary school. Students completed a questionnaire at four time points from Grade 7 to the end of Grade 9. Path analysis was used to model relationships between school connectedness, depression and anxiety. The findings suggest reciprocal relationships between connectedness and mental health where increased connectedness to school is associated with decreased depression and anxiety; conversely, increased depression and anxiety is associated with decreased connectedness to school. The significant reciprocal associations found in the cross-lag models in the first two years of secondary school indicate the need to intervene during the transition period to improve students’ social and mental health outcomes.

scholarly journals Change in Japanese children’s 24-hour movement guidelines and mental health during the COVID-19 pandemic

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Kim Hyunshik ◽  
Ma Jiameng ◽  
Lee Sunkyoung ◽  
Gu Ying
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Health Behaviors ◽  
Screen Time ◽  
Sedentary Time ◽  
Lifestyle Changes ◽  
The Other ◽  
Objective Measures ◽  
Physical Activity Adherence ◽  
Outdoor Playtime

AbstractSpecialized guidelines are required for the health behaviors of vulnerable populations such as children. This is especially true during the COVID-19 pandemic, wherein major lifestyle changes have occurred, especially among young children. The present study aims to use longitudinal data to understand changes in the physical activity, screen time, sleep, and mental health of preschoolers in Japan during the COVID-19 pandemic, compared to pre-pandemic period. Subjective and objective measures were used to assess the variables of interest longitudinally. It was found that physical activity, adherence to WHO-recommended screen time, and prosocial behaviors decreased significantly. On the other hand, sedentary time and hyperactivity increased. Our results are consistent with findings from other countries. The implications with respect to outdoor playtime, screen-time in the context of online learning during the pandemic, and the effects of parents’ mental health on preschool-aged children are discussed.

scholarly journals Effects of a programme of vigorous physical activity during secondary school physical education on academic performance, fitness, cognition, mental health and the brain of adolescents (Fit to Study): study protocol for a cluster-randomised trial

2019 ◽  
Author(s):  
Thomas Wassenaar ◽  
Catherine Wheatley ◽  
Nicholas Beale ◽  
Piergiorgio Salvan ◽  
Andy Meaney ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Cognitive Performance ◽  
Cardiorespiratory Fitness ◽  
Aerobic Fitness ◽  
Academic Attainment ◽  
Cluster Randomised ◽  
The Brain

BackgroundEarly adolescence is a period of dynamic neurobiological change. Converging lines of research suggest that regular physical activity (PA) and improved aerobic fitness have the potential to stimulate positive brain changes, improve cognitive function and boost academic attainment in this age group, but high quality studies are needed to substantiate these findings. The primary aim of the Fit to Study trial is to investigate whether short infusions of vigorous PA (VPA) delivered during secondary school physical education (PE) can improve attainment in maths, as described in a protocol published by NatCen Social Research. The present protocol concerns the trial’s secondary outcome measures, which are variables thought to moderate or mediate the relationship between PA and attainment including the effect of the intervention on cardiorespiratory fitness, cognitive performance, mental health, and brain structure and function. MethodThe Fit to Study project is a cluster-randomised controlled trial that includes Year-8 pupils (aged 12-13) from secondary state schools in South/Mid-England. Schools were randomised into an intervention condition in which PE teachers delivered an additional 10 minutes of VPA per PE lesson for one academic year, or a ‘PE as usual’ control condition. Intervention and control groups were stratified according to whether schools were single-sex or co-educational. Assessments take place at baseline (end of Year-7, aged 11-12), and after 12 months (Year-8). Secondary outcomes are cardiorespiratory fitness, objective PA during PE, cognitive performance and mental health. The study also includes exploratory measures of daytime sleepiness, attitudes towards daily PA and PE enjoyment. A subset of pupils from a subset of schools will also take part in a brain imaging sub-study, which is embedded in the trial. DiscussionThe Fit to Study trial could advance our understanding of the complex relationships between PA and aerobic fitness, the brain, cognitive performance, mental health and academic attainment during adolescence. Further, it will add to our understanding of whether school PE is an effective setting to increase VPA and fitness, which could inform future PA interventions and education policy.Trial registrationClinicaltrials.gov, ID: NCT03286725. Retrospectively registered on 18th of September, 2017 Clinicaltrials.gov, ID: NCT03593863. Retrospectively registered on 19th of July, 2018Trial sponsor: University of Oxford. Protocol version: 1.

scholarly journals Do Levels of Physical Activity among Pupils in Primary and Secondary Schools Explain the Number of Hours of Computer Use?

2002 ◽  
Vol 8 (2) ◽  
pp. 44-50
Author(s):  
Michael CHIA ◽  
Bervyn LEE
Keyword(s):  
Physical Activity ◽  
Body Weight ◽  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Computer Use ◽  
English Abstract ◽  
Healthy Body Weight ◽  
Information Number ◽  
Healthy Body

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of the study was to examine if the levels of physical activity predict the number of hours of computer use among pupils of healthy body weight from primary and secondary schools in Singapore. 120 primary school participants (mean age: 10.6 yrs) and 120 secondary school participants (mean age: 18.8 yrs), with the appropriate consents were involved in the study. Information number of hours of computer use, computer accessibility, how it is used for work and leisure and self-reported levels of current physical activity was gleaned from questionnaire responses Results showed that the number of hours spent per week using the computer increased with age (6.0±5.0 vs. 8.6±7.7 hrs, p

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