LEVEL OF MOTOR SKILLS IN YOUNGER PRIMARY-SCHOOL CHILDREN AND THEIR SELECTED CONDITIONS

2016 ◽  
Vol 26 (76) ◽  
pp. 51-60
Author(s):  
Eligiusz Madejski ◽  
Grażyna Kosiba ◽  
Magdalena Majer
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Primary Schools ◽  
School Achievement ◽  
Primary School Children ◽  
Physical Culture ◽  
Achievement Testing ◽  
Study Results

Aim. To assess the motor skill level of younger primary school children (grade 1-3) and the relationship between the motor skills of the participants and their knowledge on physical culture and physical activity. Basic procedures. The study was conducted among randomly selected children enrolled in grades 1-3 of primary schools in Krakow. 334 students aged 7-8, 365 aged 8-9 and 317 aged 9-10 took part in the study. The basic method was a diagnostic survey, and the technique was a questionnaire and school achievement testing. The SPSS 21 (IBM Corp., 2012) programme was used for statistical analysis of the study results. Statistically significant correlations were assumed at p < 0.01 and were marked by two asterisks. Results. The highest percentage of subjects regarding the level of motor skills was in the middle and high ranges. The analysis of the results also showed an average level of physical activity and knowledge about physical culture in the majority of participants. Research also showed a statistically significant positive correlation between motor skills and the level of physical activity of children and the level of knowledge about physical culture. Conclusions. Younger school-girls and school-boys are generally above average in terms of selected motor skills. The age of the examined children clearly differentiated their level of motor skills. There was a statistically significant correlation between the motor skills and physical activity of children in their free time and their knowledge on physical culture.

scholarly journals Validation of self-reported physical activity by accelerometry among primary school children in Kilimanjaro, Tanzania: a pilot study

2020 ◽  
Vol 3 ◽  
pp. 40
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia E. Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Positive Correlation ◽  
Self Reports ◽  
Study Participants ◽  
Moderate Positive Correlation

Background: Self-reports are commonly used to assess physical activity in children.  Existing self-reports for physical activity have not been validated for use among primary school children in Kilimanjaro, Tanzania. In order to understand if primary school children can accurately report their physical activity, we examined the validity of self-reported physical activity against accelerometer measured physical activity. Methods: A community based cross-sectional study was conducted from May to July, 2018 among four primary schools in Moshi municipal and Moshi rural districts, Kilimanjaro, Tanzania.  A total of 51 primary school children aged 9–11 years were enrolled using a simple random sampling technique. A self-reported questionnaire was used to collect physical activity related variables. In addition, children wore accelerometers for seven consecutive days to capture physical activity movements. Spearman’s rank test and Bland Altman plots were used for assessing validity and agreement between self-reports and accelerometer moderate to vigorous physical activity (MVPA). Results: The mean age of the study participants was 10 (SD=0.8) years. Majority of the study participants were female 32 (63%). A moderate, positive correlation was found between self-reports and accelerometer MVPA (rho=0.36, p=0.009). Accelerometer had higher MVPA compared to self-reports. Children who reported walking to school had higher MVPA for both accelerometer and self- reports compared to children who use other means of transport to school, e.g. school buses (p < 0.001). Conclusions: This study found the moderate positive correlation between self-reports and accelerometers. Self-reports are prone to errors due to recall bias, and this interferes their validity.  More research is needed to develop better self-reported measures with specific activities which can easily be recalled by children. Also, researchers have to be aware of self-reports validity limitation.

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

scholarly journals NUTRITION EDUCATION MODULE AND WORKBOOK DEVELOPMENT FOR PRIMARY SCHOOL CHILDREN

ICCD ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 141-147
Author(s):  
Khoirul Anwar ◽  
Hardinsyah Hardinsyah ◽  
Muhammad Aries ◽  
Hana Navratilova
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
School Children ◽  
Primary Schools ◽  
School Achievement ◽  
Primary School Children ◽  
Food Label ◽  
Primary School Students ◽  
School Students ◽  
Protein Food

Primary school students are in a period of continued growth and development after the pre-school age period. However several studies have shown that children at this age are vulnerable to under- and over-nutrition, which can interfere in their learning process and school achievement. The objective of this activity was to develop a nutrition education module for primary school students aged 8-12 years. This activity was held on January – August 2018 into Primary Schools of Bogor. The steps of this activity included: 1) to establish of technical working group (TWG); 2) to review existing nutrition education for primary school students; and 3) to develop student module and workbook (SMW) for nutrition education. The TWG which were formed, consists of school principles, nutrition professional society (Food and Nutrition Society of Indonesia), university staffs (Bogor Agricultural University and SAHID University Jakarta), and local government (Bogor Education Office). This activity was done collaboration with SEA-PHN. Currently, there is no activity on nutrition education at these schools, neither teacher guide for nutrition education for primary school students. The TWG developed nine topics of SMW were developed, namely balance diet and my plate, active and healthy life, cereals, fruit and vegetable, protein food, limit sugar salt and fat, choosing safe and nutritious food, food label, and summary. The SMW was designed colorfully and interestingly. Prior to final version of SMW, it was assessed to be used by school children. In conclusion, the SMW could be used to educate primary school students on nutrition. 

scholarly journals Association between overweight/obesity and eating habits while watching television among primary-school children in the city of Shiraz, Iran

2017 ◽  
Vol 21 (03) ◽  
pp. 571-579 ◽  
Author(s):  
Saeed Ghobadi ◽  
Julia O Totosy de Zepetnek ◽  
Zeinab Hemmatdar ◽  
Nick Bellissimo ◽  
Reza Barati ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Eating Habits ◽  
Primary School Children ◽  
Viewing Time ◽  
Tv Viewing ◽  
Dietary Record ◽  
Watching Tv

AbstractObjectiveIt has been reported that television (TV) viewing is associated with childhood obesity in Western countries. The present study aimed to investigate the relationship between obesity and eating habits while watching TV among primary-school children in the Middle East.DesignCross-sectional.SettingChildren were recruited from primary schools of four educational districts in Shiraz, Iran. Anthropometric indices of mass (kg) and height (m) were measured, and BMI (percentile) was calculated. Demographic characteristics, TV viewing behaviours and physical activity data were collected from parents during face-to-face interviews and a 3d dietary record was completed.SubjectChildren (n607) aged 6–10 years.ResultsMean (sd) age of children was 8·16 (1·37) years, of whom 9·1 and 8·4 % were overweight and obese, respectively. Children who spent ≥2 h watching TV on weekdays (OR=1·99; 95 % CI 1·09, 3·60) and weekend days (OR=1·86; 95 % CI 1·01, 3·43) had higher odds of being obese, even after adjusting for physical activity. Children who ate breakfast while watching TV had higher odds of being overweightv. those who did not watch TV while eating breakfast (OR=2·70; 95 % CI 1·02, 7·60). There were no associations between TV viewing during other meals (lunch and dinner) and overweight/obesity.ConclusionsTV viewing for ≥2 h daily increases the risk of being obese in Iranian children aged 6–10 years, independent of physical activity. Further, breakfast consumption while watching TV may increase the risk of overweight/obesity, independent of total TV viewing time.

scholarly journals Description and comparison of physical activity from self-reports and accelerometry among primary school children in Kilimanjaro, Tanzania: a pilot study

2021 ◽  
Vol 3 ◽  
pp. 40
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia E. Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Significant Positive Correlation ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Rank Test ◽  
Positive Correlation ◽  
Self Reports

Background: Self-reports are commonly used to assess physical activity in children. Existing self-reports for physical activity have not been validated for primary school children in Tanzania. To understand if primary school children can accurately report their physical activity, we examined the validity of self-reported physical activity against accelerometer measured physical activity. Methods: A community-based cross-sectional study was conducted from May to July 2018. We conveniently selected four primary schools in Moshi municipal and Moshi rural districts in Kilimanjaro, Tanzania. From these districts, 51 children aged 9 – 11 years were randomly selected. A self-reported questionnaire was used to collect physical activity-related variables. Children wore accelerometers for seven consecutive days to capture physical activity movements. Spearman’s rank test and Bland Altman plots were used for assessing validity and agreement between self-reports and accelerometer moderate to vigorous physical activity (MVPA). Results: The study participants' mean age was 10 (SD=0.8) years, and 32 (63%) were girls. A significant positive correlation was found between self-reports and accelerometer MVPA (rho=0.36, p=0.009). The mean total of weekday minutes in MVPA from accelerometers was higher than from self-reports, 408 (SD = 66) versus 261 (SD = 179). Conclusions: This study found a significant positive correlation between self-reports and accelerometers. Self-reports are prone to errors due to recall bias, which interferes with their validity. More research is needed to develop better self-reported measures with specific activities that children can easily remember. Also, researchers should carefully consider the inherent limitations in the validity of self-reports.

scholarly journals Validation of self-reported physical activity by accelerometry in Tanzanian primary school children

2020 ◽  
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Reference Method ◽  
Primary School Children ◽  
Health Concern ◽  
Cross Sectional ◽  
Self Reports

Abstract Background: Insufficient physical activity is a serious public health concern. Assessing physical activity accurately in children remains a challenge and valid tools for its assessment in African children are needed. This study compares self-reports versus accelerometry-captured physical activity.Methods: In this cross-sectional study, 51 primary school children aged 9 – 11 years from four primary schools in Kilimanjaro region were enrolled. Children were asked to complete a self-reported questionnaire on physical activity and wore an accelerometer for seven consecutive days. Accelerometry was used as a reference method to assess for child reporting accuracy.Results: Spearman correlation between self-reports and accelerometry was moderate (r=0.41, p=0.002). Children who reported walking to school had higher moderate to vigorous physical activity (MVPA) for both accelerometry and self- reports compared to their counterparts (p < 0.001). Intra-class correlation (ICC) showed that 32% of the variations in accelerometry weekly total MVPA was contributed by the differences in activities between children.Conclusions: Objective measures of physical activity such as accelerometers can be used to accurately measure physical activity in children where feasible. Self-reports have limited validity, and therefore more research is needed to develop better self-reported measures with specific activities which can easily be recalled by children.

scholarly journals Exposome changes in primary school children following the wide population non-pharmacological interventions implemented due to COVID-19 in Cyprus: a national survey

2020 ◽  
Author(s):  
C. Konstantinou ◽  
X.D. Andrianou ◽  
A. Constantinou ◽  
A. Perikkou ◽  
E. Markidou ◽  
...  
Keyword(s):  
Public Health ◽  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Primary School Children ◽  
Pharmacological Intervention ◽  
Initial Population ◽  
The Impact ◽  
At Home

SummaryBackgroundSchool closures were part of a series of non-pharmacological intervention (NPI) measures addressing the COVID-19 pandemic in Cyprus. We aimed to study changes in the environment, diet, behavior, personal hygiene, contacts, lifestyle choices and the degree of compliance to NPI measures by primary school children in Cyprus at school and at home for two periods, i.e., before lockdown and during the school re-opening using the methodological context of the human exposome.MethodsDuring June 2020, an online survey questionnaire was forwarded to parents of primary school children through schools’ administrations, with questions about the children’s lifestyle/behaviours for two periods; school re-opening, following the population-wide lockdown (May 21-June 26, 2020), and the school period before lockdown (before March 2020). Descriptive statistics and exposome wide association analysis were implemented to agnostically assess associations of demographic, lifestyle and behavioral parameters with the degree of compliance to NPI measures.FindingsA total of 1509 children from more than 180 primary schools (out of 330 schools) in Cyprus were included. Median number of contacts per day at home, school and other places during weekdays was lower (p<0.001) in the post-lockdown period compared to the pre-lockdown period (5 vs 12, 10 vs 29 and 6 vs 14, respectively). Vulnerable contacts with children also decreased from 2[1, 3] in the pre-lockdown to 1[0, 2] in the post-lockdown period (p<0.001). Differences in sugary and ready-made food consumption, physical activity, screen time, digital communication and hand hygiene were noted between the two periods. More than 72% of children complied with the NPI measures, with the exception of the decrease in number of vulnerable contact(s) indicator (48%). Eating meat more frequently post-lockdown and doing less physical activity during school break post-lockdown were positively associated with increased time spent at home post-lockdown. Furthermore, the odds of compliance, as indicated by the time spent at home post-lockdown were lower with days elapsing from school re-opening, living in smaller town and using antiseptic more frequently pre-lockdown.InterpretationIn this national survey, children showed a high degree of compliance to most NPI measures for the community and primary school settings in Cyprus. The initial NPI measures may have affected the children’s exposome profile in the following months, by altering their diet, physical activity, sedentary lifestyle and hand hygiene habits.FundingThe study was partially funded by the EXPOSOGAS project, H2020 under grant agreement #810995Panel: Research in contextEvidence before this studyWe searched PubMed for studies published until September 30, 2020 using the search terms: COVID-19, children and lifestyle. Only six peer-reviewed, English-language studies were retrieved on the effect of COVID-19 measures on children’s lifestyle. The impact of non-pharmacological intervention (NPI) measures on children’s health during the pandemic period has been sporadically studied by focusing on a few risk factors at a time without using the exposome’s methodological framework, which is defined as the comprehensive characterization of all environmental exposures during one’s lifetime.Added value of this studyA survey targeted all primary schools of Cyprus to comprehensively study the impact of the initial population-wide NPI measures (lockdown) (March 13-May 4) on the children’s exposome during the school re-opening period (May 21 – June 26). To the best of our knowledge, this is the first study looking at the post-confinement (lockdown) exposome profile changes of children during schools’ re-opening, after the initial population-wide NPI measures of COVID-19 response. The comprehensive and agnostic description of the children’s exposome profile may help to comprehensively account for both known and possibly unknown effects of NPI measures on children’s health and for delineating the children’s degree of compliance to infection prevention and control protocols at school and at home.Implications of all the available evidenceThis dataset could inform COVID-19 risk-based public health response strategies targeted for school settings. Future response strategies to epidemic waves shall consider elements of promoting a healthy lifestyle for children at school and at home. Public health policy could ultimately benefit from the inclusion of the human exposome methodological framework and its tools towards the improved identification of susceptible sub-population groups and to facilitate the deployment of site-tailored public health measures; this may be particularly relevant for children and their potential to spread the disease to vulnerable groups.

scholarly journals Description and comparison of physical activity from self-reports and accelerometry among primary school children in Kilimanjaro, Tanzania: a pilot study

2021 ◽  
Vol 3 ◽  
pp. 40
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia E. Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Rank Test ◽  
Cross Sectional ◽  
Self Reports ◽  
Positive Significant Correlation

Background: Self-reports are commonly used to assess physical activity in children. Existing self-reports for physical activity have not been validated for use among primary school children in, Tanzania. In order to understand if primary school children can accurately report their physical activity, we examined the validity of self-reported physical activity against accelerometer measured physical activity. Methods: A community based cross-sectional study was conducted from May to July, 2018. Four primary schools were conveniently selected in Moshi municipal and Moshi rural districts in Kilimanjaro, Tanzania and from these 51 children aged 9 – 11 years were randomly selected. Self-reported questionnaire was used to collect physical activity related variables. In addition, children wore accelerometers for seven consecutive days to capture physical activity movements. Spearman’s rank test and Bland Altman plots were used for assessing validity and agreement between self-reports and accelerometer moderate to vigorous physical activity (MVPA). Results: The mean age of the study participants was 10 (SD=0.8) years and 32 (63%) were girls. A positive significant correlation was found between self-reports and accelerometer MVPA (rho=0.36, p=0.009). Accelerometer had higher mean MVPA 408 (SD = 66) compared to self-reports 261 (SD = 179). Children who reported walking to school had higher MVPA for both accelerometer and self- reports compared to children who use other means of transport to school, e.g. school buses (p < 0.001). Conclusions: This study found a positive significant correlation between self-reports and accelerometers. Self-reports are prone to errors due to recall bias, and this interferes their validity. More research is needed to develop better self-reported measures with specific activities which can easily be recalled by children. Also, researchers have to be aware of self-reports validity limitation.

scholarly journals Description and comparison of physical activity from self-reports and accelerometry among primary school children in Kilimanjaro, Tanzania: a pilot study

2021 ◽  
Vol 3 ◽  
pp. 40
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia E. Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Significant Positive Correlation ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Rank Test ◽  
Positive Correlation ◽  
Self Reports

Background: Self-reports are commonly used to assess physical activity in children. Existing self-reports for physical activity have not been validated for primary school children in Tanzania. To understand if primary school children can accurately report their physical activity, we examined the validity of self-reported physical activity against accelerometer measured physical activity. Methods: A community-based cross-sectional study was conducted from May to July 2018. We conveniently selected four primary schools in Moshi municipal and Moshi rural districts in Kilimanjaro, Tanzania. From these districts, 51 children aged 9 – 11 years were randomly selected. A self-reported questionnaire was used to collect physical activity-related variables. Children wore accelerometers for seven consecutive days to capture physical activity movements. Spearman’s rank test and Bland Altman plots were used for assessing validity and agreement between self-reports and accelerometer moderate to vigorous physical activity (MVPA). Results: The study participants' mean age was 10 (SD=0.8) years, and 32 (63%) were girls. A significant positive correlation was found between self-reports and accelerometer MVPA (rho=0.36, p=0.009). The mean total of weekday minutes in MVPA from accelerometers was higher than from self-reports, 408 (SD = 66) versus 261 (SD = 179). Conclusions: This study found a significant positive correlation between self-reports and accelerometers. Self-reports are prone to errors due to recall bias, which interferes with their validity. More research is needed to develop better self-reported measures with specific activities that children can easily remember. Also, researchers should carefully consider the inherent limitations in the validity of self-reports.

scholarly journals Physical activity and functional motor skills of primary school children in Estonia

2018 ◽  
Vol 23 ◽  
pp. 52
Author(s):  
Liis Süda ◽  
Kerli Mooses ◽  
Iti Müürsepp
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Educational Level ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Organized Sport ◽  
Parental Educational Level

The purpose of this study was to examine the physical activity (PA) and functional motor skills in 7–9-year-old children, and to find out whether participation in organized sport enhances their motor skills and fulfils the requirements for PA. To assess PA, all 38 participants (18 boys, 20 girls; mean age 8.1±0.7 years) used accelerometer and accelerometer diary during one week. Average time per day spent in sedentary, light and moderate-to-vigorous physical activity (MVPA) was calculated. To measure motor skills, MABC-2 was used. Also, parental PA and educational level were recorded with questionnaire. PA of children was not associated with their motor skills (p>0.05). Recommendations for daily PA were fulfilled by two children (5.3%), seven children (18.4%) did not meet the recommendations in any of the measured days. Both, boys and girls spent significantly more time in sedentary on schooldays than on weekend-days (F=23.122, p0.05) with PA or motor skills. Also, parent and child PA were not significantly correlated. Average PA of children is lower than recommended. However, PA was not correlated with motor skills. The higher was parental educational level, the higher were motor skills of their child.

Sign in / Sign up

Export Citation Format

Share Document