The relationship between physical strength and physical activity in elementary school children

Abstract Background: As internet use becomes more widespread, the screen time (ST) of elementary school students increases yearly. It is known that longer durations of ST can affect obesity, physical activity, dry eye disease, and learning ability. However, the effects of ST just before bedtime have not been clarified. Therefore, we examined ST duration and timing effects on elementary school children. Methods: We conducted a survey of 7,419 elementary school students in Tokyo, Japan using a questionnaire on food education. ST duration and timing (just before bedtime) served as the explanatory variables, and the relationship between obesity, physical activity, dry eyes, and learning ability was analyzed using logistic regression analysis. Gender, school year, height, and weight were considered confounding factors. First, we examined whether ST duration and timing were related to each objective variable, using a univariate model to examine all variables. Thereafter, we performed multivariate logistic regression analyses for all variables showing a significant difference in the univariate models.Results: The results showed that the relationship between the ST duration and obesity, physical activity, and learning ability was statistically significant. The relationship between ST timing and obesity, dry eyes, and learning ability was also statistically significant. Therefore, ST timing has a greater effect on dry eyes, and ST duration has a greater effect on academic performance. Conclusion: Our findings indicate that ST in school children is related to obesity, physical activity, dry eyes, and learning ability, and they suggest that not only the duration but also the timing of ST is important.

Download Full-text

Validation of Interviewer-Assisted Recall for Measuring Minutes of Moderate to Vigorous Physical Activity in Elementary School Children, Grades 3 and 5

Journal of Nutrition Education and Behavior ◽

10.1016/j.jneb.2015.12.001 ◽

2016 ◽

Vol 48 (2) ◽

pp. 152-156.e1 ◽

Cited By ~ 1

Author(s):

Marsha Dowda ◽

Russell R. Pate ◽

Kerry L. McIver ◽

Suzanne D. Baxter ◽

Dawn K. Wilson ◽

...

Keyword(s):

Physical Activity ◽

Elementary School ◽

School Children ◽

Elementary School Children ◽

Vigorous Physical Activity

Download Full-text

The Relationship Between Articulatory Deficits and Syntax in Speech Defective Children

Journal of Speech and Hearing Research ◽

10.1044/jshr.1202.319 ◽

1969 ◽

Vol 12 (2) ◽

pp. 319-325 ◽

Cited By ~ 28

Author(s):

Thomas H. Shriner ◽

Mary Sayre Holloway ◽

Raymond G. Daniloff

Keyword(s):

Elementary School ◽

School Children ◽

Elementary School Children ◽

Control Group ◽

Normal Children ◽

The Relationship ◽

Experimental Group

The relationship between articulatory deficits and the development of syntax in children with severe articulation problems was investigated. Subjects in the experimental group were 30 normal elementary school children, enrolled in grades one through three, who had severe problems with articulation. Thirty normal children, free from any articulation errors, served as a control group. Children with defective articulation performed significantly less well in the areas of grammatical usage, and used shorter sentences. The relationship between phonological and syntactical errors is discussed, with implications for therapy.

Download Full-text

THE RELATIONSHIP BETWEEN AUDITORY REACTION TIME AND BODY BALANCE IN ELEMENTARY SCHOOL CHILDREN AT BAHA VILLAGE

Majalah Ilmiah Fisioterapi Indonesia ◽

10.24843/mifi.2019.v07.i03.p02 ◽

2019 ◽

Vol 7 (3) ◽

pp. 5

Author(s):

Putu Rian Pradhiva ◽

Ari Wibawa ◽

Ni Wayan Tianing

Keyword(s):

Elementary School ◽

Reaction Time ◽

School Children ◽

Elementary School Children ◽

Pearson Correlation ◽

Body Balance ◽

Increased Risk ◽

Data Output ◽

Auditory Reaction Time ◽

The Relationship

Balance in children is one of the most important things to notice during its development. Increased risk of loss ofbalance is often associated with a slow reaction time. The purpose of this study was to determine the relationshipbetween auditory reaction time and body balance in students at Elementary School in Baha village. This research wasconducted in March 2018 with cross sectional analytic study design. Samples were taken by simple random samplingmethod with 96 samples. The sample age range is 8 - 10 years. The independent variable is auditory reaction timemeasured using computerized reaction time test software. Dependent variable is body balance measured usingPediatric Balance Scale. The relationship between two variables was analyze using Pearson Correlation test. There isa significant correlation between auditory reaction time to body balance, based on data output from analysis withsignificance <? (p = 0,006). Furthermore, based on data output known Correlation Coefficient of -0.228 which meansthe existence of negative and linear relationship. There was a significant relationship between auditory reaction timeand body balance in elementary school children in Baha Village.Keywords: Reaction Time, Auditory, Balance, Children

Download Full-text

Developmental relations between motivation types and physical activity in elementary school children (1)

Swiss Sports & Exercise Medicine ◽

10.34045/ssem/2019/30 ◽

2019 ◽

Keyword(s):

Physical Activity ◽

Elementary School ◽

Physical Education ◽

Measurement Invariance ◽

School Children ◽

Elementary School Children ◽

Growth Models ◽

Developmental Trajectories ◽

Autonomous Motivation ◽

Multiple Group

Objectives: The objectives of this study were to observe the developmental trajectories of motivation types among young children from 8 to 12 years using a more comprehensive scale of physical education motivation. We also tested the relations between these trajectories and objective physical activity during this period. Design: Students in grades 5–7 (n=1202; 51.2% boys) were recruited from 17 elementary schools. Three cohorts completed the motivation questionnaire four times and objective physical activity was measured up to four times over a two years school period. Method: Measurement invariance of the scale was tested across cohorts and occasions. Multiple group multiple cohort growth models were estimated to determine motivation types trajectories. Regression models were then built to predict children’s slope of MVPA during this period. Results: We provided strong measurement invariance to a new and more comprehensive scale of PE motivation. Latent growth curve modeling indicated trajectories that decrease on average for all forms of motivations at this early age. Results also revealed some relations between motivation’s scores and objective physical activity trajectories, especially with autonomous motivation. Conclusions: Our study revealed the earliest decline of motivation towards physical education to have ever been highlighted in elementary school children. Relations between trajectory of intrinsic stimulation and PA behavior permitted us to highlight the possible role of autonomous motivation in minimizing the decline of children’s PA behavior during PE lesson.

Download Full-text