scholarly journals Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children

2021 ◽  
Vol 18 (14) ◽  
pp. 7536
Author(s):  
Irina Kliziene ◽  
Ginas Cizauskas ◽  
Saule Sipaviciene ◽  
Roma Aleksandraviciene ◽  
Kristina Zaicenkoviene
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Education Program ◽  
Well Being ◽  
First Grade ◽  
Primary School Children ◽  
Second Grade ◽  
Somatic Anxiety

(1) Background: It has been identified that schools that adopt at least two hours a week of physical education and plan specific contents and activities can achieve development goals related to physical level, such as promoting health, well-being, and healthy lifestyles, on a personal level, including bodily awareness and confidence in physical skills, as well as a general sense of well-being, greater security and self-esteem, sense of responsibility, patience, courage, and mental balance. The purpose of this study was to establish the effect of physical education programs on the physical activity and emotional well-being of primary school children. (2) Methods: The experimental group comprised 45 girls and 44 boys aged 6–7 years (First Grade) and 48 girls and 46 boys aged 8–9 years (Second Grade), while the control group comprised 43 girls and 46 boys aged 6–7 years (First Grade) and 47 girls and 45 boys aged 8–9 years (Second Grade). All children attended the same school. The Children’s Physical Activity Questionnaire was used, which is based on the Children’s Leisure Activities Study Survey questionnaire, which includes activities specific to young children (e.g., “playing in a playhouse”). Emotional well-being status was explored by estimating three main dimensions: somatic anxiety, personality anxiety, and social anxiety. The Revised Children’s Manifest Anxiety Scale (RCMAS) was used. (3) Results: When analysing the pre-test results of physical activity of the 6–7- and 8–9-year-old children, it turned out that both the First Grade (92.15 MET, min/week) and Second Grade (97.50 MET, min/week) participants in the experimental group were physically active during physical education lessons. When exploring the results of somatic anxiety in EG (4.95 ± 1.10 points), both before and after the experiment, we established that somatic anxiety in EG was 4.55 ± 1.00 points after the intervention program, demonstrating lower levels of depression, seclusion, somatic complaints, aggression, and delinquent behaviours (F = 4.785, p < 0.05, P = 0.540). (4) Conclusions: We established that the properly constructed and purposefully applied eight-month physical education program had positive effects on the physical activity and emotional well-being of primary school children (6–7 and 8–9 years) in three main dimensions: somatic anxiety, personality anxiety, and social anxiety. Our findings suggest that the eight-month physical education program intervention was effective at increasing levels of physical activity. Changes in these activities may require more intensive behavioural interventions with children or upstream interventions at the family and societal levels, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services.

Effects of Physical Education on Objectively Determined Physical Activity in Primary School Children—Which Proportioning Is Best?

2015 ◽  
Vol 34 (3) ◽  
pp. 537-547 ◽  
Author(s):  
Susanne Kobel ◽  
Sarah Kettner ◽  
Nanette Erkelenz ◽  
Dorothea Kesztyüs ◽  
Jürgen M. Steinacker
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Regular Physical Activity ◽  
Primary School Children ◽  
Double Period

Physical Education (PE) can foster regular physical activity (PA) in children. However, children engage in insufficient moderate to vigorous PA (MVPA) during PE. This study objectively investigated MVPA of children during a single, compared with double PE-period. In 294 children (7.1 ± 0.7 years) PA was objectively assessed. PE periods were determined and PA was individually calculated. Children spent 8.5 ± 7.3 minutes of each 45 minutes PE lesson in MVPA. Boys were significantly more active than girls (p ≤ .01). All children participated in 135 minutes PE/week, 32.7% were scheduled one double and one single PE-period. Children, with a double PE-period and one single lesson engaged in significantly less MVPA than children, who had three single periods of PE (6.7 ± 6.9 minutes/45 minutes vs. 9.4 ± 7.4 minutes/45 minutes, respectively; p ≤ .01) In conclusion, single periods of PE seem to be more effective in getting primary school children to engage in more MVPA than one double period per week.

scholarly journals Cognitively Engaging Chronic Physical Activity, But Not Aerobic Exercise, Affects Executive Functions in Primary School Children: A Group-Randomized Controlled Trial

2015 ◽  
Vol 37 (6) ◽  
pp. 575-591 ◽  
Author(s):  
Mirko Schmidt ◽  
Katja Jäger ◽  
Fabienne Egger ◽  
Claudia M. Roebers ◽  
Achim Conzelmann
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Executive Functions ◽  
Aerobic Exercise ◽  
School Children ◽  
Education Program ◽  
Cognitive Engagement ◽  
Physical Exertion ◽  
Primary School Children ◽  
Team Games

Although the positive effects of different kinds of physical activity (PA) on cognitive functioning have already been demonstrated in a variety of studies, the role of cognitive engagement in promoting children’s executive functions is still unclear. The aim of the current study was therefore to investigate the effects of two qualitatively different chronic PA interventions on executive functions in primary school children. Children (N = 181) aged between 10 and 12 years were assigned to either a 6-week physical education program with a high level of physical exertion and high cognitive engagement (team games), a physical education program with high physical exertion but low cognitive engagement (aerobic exercise), or to a physical education program with both low physical exertion and low cognitive engagement (control condition). Executive functions (updating, inhibition, shifting) and aerobic fitness (multistage 20-m shuttle run test) were measured before and after the respective condition. Results revealed that both interventions (team games and aerobic exercise) have a positive impact on children’s aerobic fitness (4–5% increase in estimated VO2max). Importantly, an improvement in shifting performance was found only in the team games and not in the aerobic exercise or control condition. Thus, the inclusion of cognitive engagement in PA seems to be the most promising type of chronic intervention to enhance executive functions in children, providing further evidence for the importance of the qualitative aspects of PA.

scholarly journals Hygienic Characteristics of a Physically Active Lifestyle of Primary School Children of Different Gender

2020 ◽  
pp. 26-30
Author(s):  
OV Morgachev ◽  
Khramtsov
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Health Improvement ◽  
Active Lifestyle ◽  
Physically Active ◽  
Sports Clubs ◽  
Gender Specific

Background: The lifestyle of primary school children has a direct impact on the level of physical activity that plays a crucial role in their health improvement. Our objective was to assess gender-specific characteristics of a physically active lifestyle of primary school children. Materials and methods: A questionnaire-based survey of 124 boys and 141 girls aged 8–10 years was conducted to collect information about the main lifestyle factors contributing to the increase in physical activity. Results: Only 12.1±2.7 % of girls and 24.2±3.8 % of boys reported sufficient duration of outdoor activities (p < 0.05). 71.8±4.0 % of boys and 74.5±3.7 % of girls attend sports clubs and take dance classes. The proportion of those doing martial arts and playing sports games was higher in boys than in girls: 35.5±4.3 % against 3.5±1.6 % (p < 0.001) and 20.2±3.6 % against 10.6±2.6 % (p < 0.05), respectively. On the opposite, more girls did complex coordinated sports and took dance classes compared to boys: 41.8±4.2 % against 8.1±2.4 % (p < 0.001). We established that 79.8±3.6 % of boys and 75.9±3.6 % of girls (p>0.05) engaged in physical activity independently and/or with parents. We also found that 16.9±3.4% of boys and 29.8±3.9% of girls did not take part in active play during school breaks and at leisure (p<0.05). Physical education lessons were enjoyed by 84.7±3.2% of boys and 87.2±2.8% of girls (p>0.05). Conclusions: The lifestyle of modern primary school boys and girls has specific features that must be taken into account when implementing a sex-differentiated approach during physical education classes. It is expedient to engage boys in sports games and exercises that help develop coordination and flexibility and girls – in outdoor and sports games.

scholarly journals Multi-Teaching Styles Approach and Active Reflection: Effectiveness in Improving Fitness Level, Motor Competence, Enjoyment, Amount of Physical Activity, and Effects on the Perception of Physical Education Lessons in Primary School Children

2019 ◽  
Vol 11 (2) ◽  
pp. 405 ◽  
Author(s):  
Pietro Invernizzi ◽  
Matteo Crotti ◽  
Andrea Bosio ◽  
Luca Cavaggioni ◽  
Giampietro Alberti ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Teaching Styles ◽  
Primary School Children ◽  
Control Group ◽  
Motor Competence ◽  
Fitness Level ◽  
Positive Effects

Physical education (PE) researchers sustain that the teaching styles adopted by PE teachers play a key role in defining children’s positive experiences during lessons and have a relevant impact on their psychophysical health. However, a limited number of studies has examined the effect of teaching styles on these aspects. The aim of this study was to investigate the effectiveness of an integrated approach mainly based on integration of multi-teaching styles and active reflection (MTA) on the fitness level, motor competence, enjoyment, self-perception, amount of physical activity (PA), and children’s perception of PE, in Italian primary school children. Participants were 121 children from three elementary schools. Children were randomly assigned into two groups: (a) an intervention group (IG) that received PE lessons based on MTA provided by specifically trained PE students, and (b) a control group (CG) that received standard PE lessons (S-PE) from primary school classroom teachers. Both groups engaged in two PE lessons per week lasting 1 h each for 12 weeks. The findings revealed an increase in the children’s fitness level, motor competence, enjoyment and amount of PA in the IG compared to those in the CG. Furthermore, the children of the IG spent more time being engaged on a task, reflecting on it, and wasted less time during PE compared to the children of the CG. Finally, the children of the IG reported higher levels of satisfaction with PE lessons and teaching styles compared to children of the CG. Integration of different teaching styles lead by specifically trained educators can be suggested as a valuable strategy to provide learning experiences of children of primary school to have positive effects on their physical literacy development promoting healthy lifestyles.

scholarly journals Levels of health physical activity of primary school children: a systematic review of current research

2021 ◽  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Primary School ◽  
School Children ◽  
Vigorous Physical Activity ◽  
Well Being ◽  
Neighborhood Environment ◽  
Primary School Children ◽  
Time Duration ◽  
Academic Knowledge

Despite the numerous scientific studies of physical activity of people, this issue is still not losing its relevance. This is due to two main points of view. Firstly, through a series of physiological and biochemical reactions, any physical activity has a direct effect on the human body, both short-term and long-term. Secondly, modern global trends of socio-economic change, urbanization, scientific and technological progress, the development of information technology conduce to children’s and adults’ lifestyle changing, in particular, reduce their physical activity. Purpose of this article is to analyse findings arising from a systematic review of literature relating to current research evidence about recommended levels of health physical activity of primary school children. With a view to advancing academic knowledge in the field, the authors highlight those areas where further research is more needed. Methods. Structural-logical and bibliosemantic analytical methods were used. The databases searched were: electronic catalogs of Vernadsky library, PubMed, Google Scholar. The keywords searched were: «primary school children» «kids», «children», «physical activity», «physical inactivity», «exercise», «promotion physical activity», «changing physical activity», «planned behavior», «physical education», «neighborhood environment», «parental support», «health», «well-being», others. Results. Guidelines on physical activity for primary school children in the majority of countries recommend 60 min of moderate-to-vigorous physical activity daily. The review of Ukrainian literature sources reveals lack of schoolchildren’s motivation to consciously increase of their physical activity. The results of publications analysis show that primary school children do not follow the recommendations for daily physical activity both in Ukraine and abroad. Therefore, this issue makes dependent the requisite of further research to determine interrelationship between the levels of physical activity of primary school children and indicators of their physical and psychic health, body functioning abilities and the fitness levels. Сonclusions. Also, the research about forms and methods of organized sports is needed, it will be interesting and useful for children of this age group. The issue of creating national recommendations on the time duration and frequency of health-improving physical activity for primary school children remains uninvestigated.

Effects of MyBFF@school Intervention in Health-related Quality of Life among Overweight and Obese Primary School Children

2019 ◽  
Author(s):  
Zahari Ishak ◽  
Suet Fin Low ◽  
Wan Abdul Hakim Wan Ibrahim ◽  
Abqariyah Yahya ◽  
Fuziah Md. Zain ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Primary School ◽  
School Children ◽  
Well Being ◽  
School Functioning ◽  
Primary School Children ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related

<p>Obesity has been shown to impact the health-related quality of life (HRQOL) among children. This study aimed to determine the effectiveness of MyBFF@school program on HRQOL among overweight and obese primary school children in Malaysia. KINDL<sup>R</sup> Questionnaire was used to collect data on their HRQOL before and after the program. ANCOVA was used to analyse the comparison between intervention and control group after 6 months. There are significant effect on family functioning, F(2,1103)=7.452, p<0.05 and school functioning, F(1,1117)=7.103, p<0.05 after the intervention. Effects can also be seen on physical well-being, emotional well-being and friends functioning. The program is effective in improving the HRQOL significantly in two dimensions namely the family and school functioning. In order to achieve greater overall success,social support should be an integral part of the program and stigma on obesity should be managed and reduced by including normal-weight children in the program.</p>

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