scholarly journals Examining the Effects of Acute Cognitively Engaging Physical Activity on Cognition in Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Chloe Bedard ◽  
Emily Bremer ◽  
Jeffrey D. Graham ◽  
Daniele Chirico ◽  
John Cairney
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Flanker Task ◽  
Cognitive Activity ◽  
Cognitive Effects ◽  
Post Intervention ◽  
Acute Bout ◽  
Significant Difference ◽  
Different Types ◽  
Sedentary Activities

Cognitively engaging physical activity (PA) has been suggested to have superior effects on cognition compared to PA with low cognitive demands; however, there have been few studies directly comparing these different types of activities. The aim of this study is to compare the cognitive effects of a combined physically and cognitively engaging bout of PA to a physical or cognitive activity alone in children. Children were randomized in pairs to one of three 20-min conditions: (1) a cognitive sedentary activity; (2) a non-cognitively engaging PA; and a (3) cognitively engaging PA. Executive function (EF) was assessed using a modified Eriksen flanker task immediately before and 10–15 min following the experimental condition. Children ages 6–8 years (n = 48, Mage = 7.04, SD = 1.37; 40% girls) were included in the study. A repeated measures ANOVA found no significant difference between groups with respect to scores on the flanker task. The results do not support the hypotheses that a cognitively engaging bout of PA enhances cognitive performance over non-cognitively engaging PA or sedentary activities. Possible explanations for our findings include overexertion during the acute bout of PA and depletion of positive affect prior to performing the post-intervention EF tasks.

scholarly journals Consider BMI Change When Evaluating Nutrition Intervention Impact on Eating Competence: Findings from an Intervention with Eating Competence Constructs for Adults

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1326-1326
Author(s):  
Barbara Lohse ◽  
Leslie Cunningham-Sabo
Keyword(s):  
Physical Activity ◽  
Nutrition Education ◽  
Repeated Measures ◽  
Online Survey ◽  
Physical Activity Intervention ◽  
Pearson Correlation ◽  
Nutrition Intervention ◽  
Linear Modeling ◽  
Post Intervention ◽  
Eating Competence

Abstract Objectives Examine change in adult eating competence (EC) over a 12 month period following participation in a controlled 7-month nutrition education intervention with EC constructs. Methods Parents of 4th grade youth in a cluster randomized impact assessment of a 7 month school-based culinary and physical activity intervention were assigned to 1 of 4 incrementally complex treatments that included components congruent with EC tenets. An online survey included validated measures of EC (ecSI 2.0TM), physical activity, stress, diet quality, healthful modeling, self-efficacy (SE) to offer fruits and vegetables to youth, and self-reported height/weight. EC was defined as ecSI 2.0TM ≥32. Measures were completed at baseline (BL), post-intervention (FU) and 5 months later (FU2). SPSS 24.0 analyses included repeated measures general linear modeling, means testing, chi square, Pearson correlation. Results Mean age of the mostly female (86%) sample (n = 418) was 39.1 ± 6.0 y; at FU2 126 were intervention and 96 control parents. BL analyses supported EC tenets with greater ecSI 2.0TM scores associated with less stress, lower BMI, less overweight/obesity, greater physical activity, greater SE and modeling behaviors (all P < 0.01). These relationships persisted at FU (n = 220) and FU2 (n = 221) for BMI, SE, modeling, and stress measures (all P < 0.01) and physical activity (P = 0.001 FU and 0.09 FU2). EC was denoted for 53% and 57% at BL and FU2 respectively. BL to FU2 ecSI 2.0TM change was not significant when controlling for changes in stress or physical activity. However, compared to those with increased FU2 BMI, ecSI 2.0TM tended (P = 0.06) to increase when BMI was decreased or unchanged, even when controlling for BL BMI. BL to FU2 ecSI 2.0 change was inversely related to BMI change (P = 0.01). ecSI 2.0TM tended to decrease for control, but increase for intervention parents (P = 0.07; –0.34 vs. 1.05), but not when controlling for BMI change. Conclusions An intervention with attention to EC congruent tenets showed modest effect on ecSI 2.0TM suggesting that successful programs require attributes that directly align with EC, which may be uniquely different from traditional nutrition education. Accurate EC intervention assessment required consideration of BMI change. Funding Sources USDA, NIFA.

Effectiveness of an Educational Intervention to Participation in Physical Activity: A quasi-experimental model-based study

2020 ◽  
Author(s):  
Saeideh Shahsavari ◽  
Sakineh dadipoor ◽  
Mohtasham Ghaffari ◽  
Ali Safari-Moradabadi
Keyword(s):  
Physical Activity ◽  
Educational Intervention ◽  
Stages Of Change ◽  
Intervention Group ◽  
T Test ◽  
Control Group ◽  
Post Intervention ◽  
Chi Square ◽  
Significant Difference ◽  
Quasi Experimental

Abstract Background: The aim of the present study was to assess readiness to become or stay physically active according to the Stages of Change Model.Methods: The present quasi-experimental study was conducted on 100 women working in the healthcare centres of Bandar Abbas, Iran. The sampling method is clustering in type. The subjects were assigned into two groups of intervention and control. The collected data were analysed by SPSS-16 software using descriptive and inferential statistics, including independent-sample t-test, paired-sample t-test and Chi-square test.Results: Before the educational intervention, 19 subjects (0.38%) from the intervention group showed to have regular physical activity (4-5 stages). This number changed to 29 (0.58%) and 25 (0.50%) after three months and six months of intervention. A statistically significant difference was found before the intervention and 3 and 6 months afterwards (P˂.001). In the control group, no statistically significant difference was found between the pre-intervention and post-intervention (three months (P=.351) and six months (P=.687).Conclusion: The educational intervention based on the stages of behaviour change model showed to be effective in promoting the physical activity of employed women. These findings may benefit health education researchers and practitioners who tend to develop innovative theory-based interventions and strategies to increase the level of physical activity in women.

scholarly journals Standing Desks in a Grade 4 Classroom over the Full School Year

2019 ◽  
Vol 16 (19) ◽  
pp. 3590 ◽  
Author(s):  
Sharon Parry ◽  
Beatriz IR de Oliveira ◽  
Joanne A. McVeigh ◽  
Joyln Ee ◽  
Angela Jacques ◽  
...  
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Sedentary Time ◽  
Sitting Time ◽  
Musculoskeletal Discomfort ◽  
Beneficial Effects ◽  
School Aged Children ◽  
School Year ◽  
Significant Difference ◽  
School Day

School-aged children are spending increasingly long periods of time engaged in sedentary activities such as sitting. Recent school-based studies have examined the intervention effects of introducing standing desks into the classroom in the short and medium term. The aim of this repeated-measures crossover design study was to assess the sit-stand behaviour, waking sedentary time and physical activity, and musculoskeletal discomfort at the start and the end of a full school year following the provision of standing desks into a Grade 4 classroom. Accelerometry and musculoskeletal discomfort were measured in both standing and traditional desk conditions at the start and at the end of the school year. At both time points, when students used a standing desk, there was an increase in standing time (17–26 min/school day) and a reduction in sitting time (17–40 min/school day). There was no significant difference in sit-stand behaviour during school hours or sedentary time and physical activity during waking hours between the start and the end of the school year. Students were less likely to report discomfort in the neck and shoulders when using a standing desk and this finding was consistent over the full school year. The beneficial effects of using a standing desk were maintained over the full school year, after the novelty of using a standing desk had worn off.

The role of linguistic cues in bilingual negation processing

2017 ◽  
Vol 23 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Bojana Ćoso ◽  
Irena Bogunović
Keyword(s):  
Sentence Processing ◽  
Repeated Measures ◽  
Sentence Type ◽  
Negative Concord ◽  
Bilingual Speakers ◽  
Significant Difference ◽  
Linguistic Cues ◽  
Different Types

Aims and objectives: A vast body of research has dealt with negation processing. There are many differences between negations across languages, which could influence negation processing in bilingual speakers. However, bilingual negation processing has rarely been experimentally investigated. This study aims at exploring whether highly proficient Croatian-English bilinguals are able to adequately adopt English negations, and whether linguistic cues from both languages have similar effect on negation processing. Methodology: A sentence–picture verification task was used to investigate the processing of affirmative sentences, sentential and constituent negations, Croatian negative concord and English sentences with negated subject. Data and analysis: 2 (language) × 4 (sentence type) × 2 (congruency) ANOVA with repeated measures was used to analyze the data. Findings: The results showed that the effect of language was not significant, except in the case of constituent negations which were processed faster in English. There was a significant difference between the processing of affirmative and negative sentences, as affirmatives were processed faster than negatives in both languages. Constituent negations in both languages were processed slower compared with other types of negations. Originality: The results suggest that strong linguistic cues, such as word order and quantifiers, influence negation processing in both languages, resulting in differences between different types of negations. The results are discussed in the light of two existing models of negation and sentence processing. A new model, as a combination of these two models, is proposed. Implications: The fact that there was no significant difference in negation processing between the bilinguals’ two languages supports the view that highly proficient successive bilinguals are able to adequately adopt negations in both their languages.

scholarly journals The Effect of Clinical Pilates on Functional Movement in Recreational Runners

2017 ◽  
Vol 38 (10) ◽  
pp. 776-780 ◽  
Author(s):  
Anna Laws ◽  
Sean Williams ◽  
Cassie Wilson
Keyword(s):  
Repeated Measures ◽  
Functional Movement Screen ◽  
Contributing Factors ◽  
Post Intervention ◽  
Functional Movement ◽  
Repeated Measures Analysis ◽  
Significant Difference ◽  
Movement Ability ◽  
Recreational Runners ◽  
Post Hoc

AbstractBiomechanical imbalances and inefficient functional movements are considered contributing factors to running-related injuries. Clinical Pilates uses a series of exercises focused on retraining normal movement patterns. This study investigated whether a 6-week course of Clinical Pilates improves functional movement and thereby, potentially, reduces the risk of running-related injuries associated with movement dysfunction. A modified functional movement screen was used to analyze the functional movement ability of forty runners. Forty participants completed a 6-week course of Clinical Pilates delivered by a Clinical Pilates instructor. The movement screen was carried out 3 times for each runner: 6 weeks pre-intervention (baseline), within one week pre-intervention (pre) and within one week post-intervention (post). Repeated-measures analysis of variance and post-hoc tests found significant increases in scores between baseline and post (mean±SD; 13.4±2.4 vs. 17.0±1.7, p<0.01) and pre and post (mean±SD; 13.5±2.5 vs. 17.0±1.7, p<0.01), but no significant difference between baseline and pre (p=0.3). A 6-week course of Clinical Pilates significantly improves functional movement in recreational runners, and this may lead to a reduction in the risk of running-related injuries.

scholarly journals Pengaruh latihan mandiri dalam rangka pembatasan kegiatan masyarakat: Study kasus atlet pencak silat Kabupaten Karawang

2021 ◽  
Vol 9 (2) ◽  
pp. 290-298
Author(s):  
Rian Tri Prayogo ◽  
Sendy Mohamad Anugrah ◽  
Ardhika Falaahudin ◽  
Dody Tri Iwandana ◽  
Rifqi Festiawan
Keyword(s):  
Physical Activity ◽  
Uric Acid ◽  
Repeated Measures ◽  
Repeated Measure ◽  
Sports Activity ◽  
Repeated Measures Analysis ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Measure Analysis ◽  
Repeated Measure Analysis

Pembatasan kegiatan masyarakat akibat penyebaran virus covid-19 telah mengubah olahraga di Indonesia sehingga memaksa para atlet untuk melakukan latihan mandiri di tempat tinggalnya masing-masing dengan program latihan yang dibuat oleh para pelatihnya. Tujuan penelitian ini adalah membandingkan kapasitas aerobik, aspek kelincahan, dan daya tahan otot lokal atlet pencak silat sebelum dan sesudah masa latihan mandiri. Metode penelitian yang digunakan adalah deskritptif dengan melibatkan 12 atlet pencak silat putra kategori tanding Kabupaten Karawang. Hasil penelitian menunjukan bahwa terjadi penurunan signifikan pada kapasitas aerobik (p= 0.025) dan performa kelincahan (0.042) namun pada daya tahan otot lokal tidak terdapat perbedaan. Kesimpulan penelitian ini adalah terjadi penurunan pada kapasitas aerobik dan aspek kelincahan pada atlet pencak silat Kabupaten Karawang setelah masa latihan di tempat tinggalnya masing-masing akibat dari pemberlakukan pembatasan kegiatan masyarakat (PPKM), namun pada komponen daya tahan otot-otot lokal tidak terdapat perubahan.The sports activity of badminton and responses to changes in blood uric acid at productive age AbstractThis study aims to determine whether there was a response to changes in uric acid levels due to the physical activity of badminton. The design of this study is a quasi-experimental. The sample used in this study was eight respondents with certain criteria. Treat physical activity twice on different days with 4 measurements of uric acid levels. The method of this study is repeated measure analysis. When subjects are measured repeatedly, requiring fewer subjects per experiment, then repeated measures analysis can be used. The results showed that the treatment of badminton had a significant effect on changes in uric acid levels with a probability value of 0,038. These results were obtained by using the Greenhouse-Geisser test where the assumptions of normality and homogeneity were satisfied. From the marginal test results using pairwise comparisons, there was a significant difference in the average uric acid levels at 15 minutes after exercise and 9 hours the following day, where there was a decrease of 1.169 mg/dl. Badminton can reduce uric acid levels, which is indicated by a decrease of 0.15 mg/dl at 09.00 the next day compared to before exercise. Marginally, this decrease is not statistically significant, but regular badminton can be an option for physical activity for those who want to reduce uric acid levels.

scholarly journals Comparing the Effect of Face-To-Face Education and E-learning on the Physical Activity of the Elderly

2021 ◽  
Vol 31 (1) ◽  
pp. 35-43
Author(s):  
Shahab Papi ◽  
◽  
Yadollah Abolfathi Momtaz ◽  
Mahshid Foroughan ◽  
Farahnaz Mohammadi Shahboulaghi ◽  
...  
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
The Elderly ◽  
Learning Methods ◽  
Significance Level ◽  
Face To Face ◽  
Significant Difference ◽  
Educational Groups ◽  
E Learning ◽  
Post Hoc

Introduction: Regular physical activity is very effective in preventing or delaying chronic diseases and premature death in the elderly. Objective: This study aimed to compare the effect of face-to-face education and e-learning methods on the physical activity of the elderly. Materials and Methods: This is a quasi-experimental study conducted in Karaj, Iran in 2018. The participants were 88 elderly people referred to a senior rehab center and then were assigned into three groups of face-to-face education (n=30), e-learning (n=28), and control (n=30).The study data were collected by a demographic form and the 41-item community healthy activities program for seniors questionnaire (CHAMPS) before the intervention, 1 month after the intervention, and 3-month follow-up. Face-to-face education and e-learning were presented to the two educational groups’ during eight 20-minute sessions. The obtained data were analyzed using ANOVA, Bonferroni post hoc test, the Chi-square test, and repeated measures ANOVA. The significance level was set at0.05. Results: Between the two educational groups, a significant difference was observed in the mean score of physical activity at three measurement phases (P = 0.001).The effect size was 0.61 for face-to-face education and 0.64 for e-learning. Based on the results of the Bonferroni post hoc test, there was no significant difference between e-learning and face-to-face education groups. Conclusion: Both face-to-face and e-learning methods were effective in promoting the physical activity behavior of the elderly. E-learning method can be used as one of the complementary methods of traditional education for improving the physical activity of the elderly.

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.

Effects of gastrocnemius stretching with talus-stabilizing taping on ankle dorsiflexion and balance in individuals with limited ankle dorsiflexion: A randomized controlled trial

2021 ◽  
pp. 1-9
Author(s):  
Jong-Chul Jung ◽  
Yong-Il Shin ◽  
Da-In An ◽  
Won-Young Park ◽  
Soo-Yong Kim
Keyword(s):  
Repeated Measures ◽  
Controlled Trial ◽  
Ankle Dorsiflexion ◽  
Long Term Effects ◽  
Post Intervention ◽  
Balance Test ◽  
Randomized Controlled ◽  
Repeated Measures Analysis ◽  
Significant Difference

BACKGROUND: Various interventions have been recommended to increase ankle dorsiflexion range of motion (DFROM); however, few studies have investigated the long-term effects of applying gastrocnemius stretching with talus-stabilizing taping (GSTST). OBJECTIVE: To compare the effects of gastrocnemius stretching (GS) and GSTST on DFROM and balance in subjects with limited DFROM. METHODS: Twenty-six subjects with limited DFROM were randomly allocated to either the GS group (n= 13) or GSTST group (n= 13) for 6 weeks. Maximum DFROM before heel-off during gait, passive DFROM, posterior talar glide, flexibility of the gastrocnemius, and the lower-quarter Y-balance test (YBT-LQ) were assessed pre-intervention and post-intervention. Two-way repeated-measures analysis of variance was used to compare the changes in variables. RESULTS: The GSTST group had greater maximum DFROM before heel-off, passive DFROM, and posterior talar glide than the GS group. Gastrocnemius flexibility and YBT-LQ scores increased significantly post-intervention in both groups; however, there was no significant difference between the groups. CONCLUSIONS: GSTST is recommend for improving ankle DFROM and balance in subjects with limited DFROM.

Structure of Physical Activity Opportunities Contribution to Children’s Physical Activity Levels in After-School Programs

2019 ◽  
Vol 16 (7) ◽  
pp. 512-517 ◽  
Author(s):  
Jessica L. Chandler ◽  
Keith Brazendale ◽  
Clemens Drenowatz ◽  
Justin B. Moore ◽  
Xuemei Sui ◽  
...  
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Free Play ◽  
After School Programs ◽  
Mixed Effects Models ◽  
After School ◽  
Activity Levels ◽  
Significant Difference ◽  
School Programs ◽  
Children’S Physical Activity

Background: The primary purpose of this study was to determine which physical activity (PA) opportunity elicits the most moderate to vigorous PA (MVPA) in after-school programs. This study used a 3-group cross-over design in which participants were exposed to 3 variations of activity structures: free play, organized, or a mixture. Methods: PA was measured using ActiGraph GT3X+ accelerometers. All data were transformed into percentage of time spent sedentary or in MVPA. Repeated-measures mixed-effects models were used to examine differences in MVPA and sedentary among the 3 activity sessions. Participants included 197 unique children, aged 5–12 years, and were 53% male and 55% white. Results: Statistically significant differences were observed in the percentage of time boys spent in MVPA during free play and mixed compared with organized only sessions (35.8% and 34.8% vs 29.4%). No significant difference was observed in the percentage of time girls spent in MVPA during free play compared with organized or mixed (27.2% and 26.1% vs 26.1%). Both boys and girls experienced ∼10% less time sedentary during free play compared with the others. Conclusion: Offering free play during PA opportunities can help children attain as much if not more MVPA compared with only offering organized, adult-led games.

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