scholarly journals İlkokul Öğrenci Velilerinin Beslenme Alışkanlıkları ve Fiziksel Aktivite Durumlarının Belirlenmesi: Konya Örneği (Determination of Eating Habits and Physical Activity Status of The Parents of Primary School Students: The Case of Konya)

2021 ◽  
Vol 9 (3) ◽  
pp. 1593-1609
Author(s):  
Ayşe Büşra Madenci ◽  
Esra Sormaz ◽  
Zehra İmamoğlu Taşkaya ◽  
Ümit Sormaz
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Eating Habits ◽  
Primary School Students ◽  
School Students

scholarly journals ASSOCIATION BETWEEN EATING HABITS AND PHYSICAL ACTIVITY IN PRIMARY SCHOOL STUDENTS

2020 ◽  
Vol 73 (10) ◽  
pp. 2120-2126
Author(s):  
Paulina Kiebuła ◽  
Katarzyna Tomczyk ◽  
Joanna Furman ◽  
Beata Łabuz-Roszak
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Physical Activity Level ◽  
Eating Habits ◽  
Activity Level ◽  
Whole Grain ◽  
Primary School Students ◽  
School Students ◽  
High Physical Activity ◽  
High Physical Activity Level

The aim: The study aimed to assess the association between the physical activity level and eating habits of primary school students. Material and methods: 139 children attending one of the Polish primary school or football school were included. The research tool was author’s anonymous survey. Results: The high physical activity level was observed in 34.1% of boys and in 8.8% of girls. As the level of physical activity increased, the consumption of vegetables and fruits also increased. Whole grain bread, coarse-grained groats, whole grain pasta and brown rice were more popular among students with a high physical activity level. The greater the physical activity, the greater the amount of water drank by students. The consumption of sweets, fast food, and ready-made meals, such as frozen pizza or Chinese soup, decreased with increased physical activity. The choice of healthier substitutes for unhealthy snacks was declared by students with moderate or high physical activity level. There was no correlation between BMI and age and the physical activity level. Girls were less active than boys. Conclusions: More active physically children had better eating habits and were more aware of healthy eating principles than less active people.

scholarly journals Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Sara Wawrzyniak ◽  
Ireneusz Cichy ◽  
Ana Rita Matias ◽  
Damian Pawlik ◽  
Agnieszka Kruszwicka ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Primary School ◽  
Writing Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Schooling Process ◽  
Experimental Group ◽  
Development Of Students

Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N= 28) significantly improved these skills compared to the control class (N= 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

A school excursion to a museum can promote physical activity in children by integrating movement into curricular activities

2017 ◽  
Vol 25 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Lærke Mygind ◽  
Tine Kryger ◽  
Gry Sidenius ◽  
Jasper Schipperijn ◽  
Peter Bentsen
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Sedentary Time ◽  
School Curriculum ◽  
Primary School Students ◽  
Light Physical Activity ◽  
School Students ◽  
Regular School ◽  
Institutional Settings ◽  
School Day

Since children spend a large proportion of their time in institutional settings such as schools, health promotion researchers have identified this as an important setting to promote physical activity (PA). Apart from physical education, PA could be integrated into the school curriculum in other ways. Therefore, the aim of this study was to examine whether a school excursion to a museum can increase primary school students’ PA and reduce sedentary time. One hundred and ten primary school students aged 12–13, from three Danish schools, wore accelerometers for four consecutive days, of which one consisted of an excursion day to a museum. While an increase in light physical activity and reduction in the amount of sedentary time was observed, students did not spend more time in moderate to vigorous PA (MVPA) during the visit to the museum than on a regular school day. However, over the full excursion day, the students accumulated more MVPA. One school used active transportation to and from the museum, which contributed to significantly more MVPA compared to the other schools. An excursion to a museum significantly reduced sedentary time, but was in itself not sufficient to increase MVPA.

Classroom-based high-intensity interval activity improves off-task behaviour in primary school students

2014 ◽  
Vol 39 (12) ◽  
pp. 1332-1337 ◽  
Author(s):  
Jasmin K. Ma ◽  
Lucy Le Mare ◽  
Brendon J. Gurd
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
High Intensity ◽  
Primary School Students ◽  
School Students ◽  
Acute Bout ◽  
Interval Exercise ◽  
Regular Class ◽  
Classroom Behaviour ◽  
High Intensity Interval

This study examined the effects of an acute bout of brief, high-intensity interval exercise on off-task classroom behaviour in primary school students. A grade 4 class (n = 24) and a grade 2 class (n = 20) were exposed to either a no-activity break or an active break that consisted of “FUNtervals”, a high-intensity interval protocol, on alternating days for 3 weeks. No-activity days consisted of a 10-min inactive break while FUNterval days consisted of a 4-min FUNterval completed within a 10-min break from regular class activities. Off-task behaviour was observed for 50 min after each no-activity/FUNterval break, with the amount of time students spent off-task (motor, passive, and verbal behaviour) being recorded. When comparing no-activity breaks with FUNtervals the grade 4 class demonstrated reductions in both passive (no activity = 29% ± 13% vs. FUNterval = 25% ± 13%, p < 0.05, effect size (ES) = 0.31) and motor (no activity = 31% ± 16% vs. FUNterval = 24% ± 13%, p < 0.01, ES = 0.48) off-task behaviour following FUNtervals. Similarly, in the grade 2 class, passive (no activity = 23% ± 14% vs. FUNterval = 14% ± 10%, p < 0.01, ES = 0.74), verbal (no activity = 8% ± 8% vs. FUNterval = 5% ± 5%, p < 0.05, ES = 0.45), and motor (no activity = 29% ± 17% vs. FUNterval = 14% ± 10%, p < 0.01, ES = 1.076) off-task behaviours were reduced following FUNtervals. In both classrooms the effects of physical activity were greatest in those students demonstrating the highest rates of off-task behaviour on no-activity days. These data demonstrate that very brief high-intensity bouts of exercise can improve off-task behaviour in grade 2 and 4 students, particularly in students with high rates of such behaviour.

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