An Exploratory Study of the Effects of Vigorous Physical Activity Upon Fifth-sixth Grade Children PDF Download
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Author: Arne Eric Anderson
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 96
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Book Description
Author: Arne Eric Anderson
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 96
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Book Description
Author: Richard Charles Burnham
Publisher:
ISBN:
Category : Physical fitness
Languages : en
Pages : 67
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Book Description
Author: Kelly A. Zook
Publisher:
ISBN: 9781321789843
Category :
Languages : en
Pages : 46
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Book Description
Despite the evidence of the benefits physical activity provides, the typical child is not sufficiently active with only about one-quarter (24.8%) of U.S. school-aged children meeting the recommended amount of daily moderate-to-vigorous physical activity (MVPA). Given that children spend nearly half of their waking hours at school, it is essential that physical activity be implemented into the school day in order to account for a reasonable balance between school-based activity and at-home or community-based activity. PURPOSE: The primary purpose of this study was to determine the extent to which the school day contributes toward a child meeting the recommended daily physical activity goals. A secondary purpose of the study was to examine the effects of physical activity on academic performance. METHODS: Polar Active activity monitors were assigned to 102 5th grade students at two elementary schools. The monitors were distributed to the children each morning, worn for the entirety of the school day and then collected at the end of each school day for four consecutive weeks. All data recorded by the activity monitors was downloaded and compiled for each student. Data was summarized for daily records of total moderate- and vigorous-intensity physical activity and steps taken. Exclusions included any day in which the student took zero steps, accounted for 500 minutes in one day. Each student's data was then compared to the guidelines for the amount of daily physical activity and steps recommended to identify the extent to which time in school contributed toward meeting those recommended guidelines. To assess the relationship between physical activity and academics, scores from the Illinois Measures of Academic Progress (MAP) standardized test were examined. RESULTS: In-school MVPA accounted for 53.5% or about 32 minutes of the recommended 60 minutes of daily MVPA. Of the recommended 12,000 steps per day, the students averaged 6,175 steps at school or 51.5% of the recommended daily step count. An inverse relationship between levels of physical activity and academic scores was found in this sample. Further analysis showed no significant differences in MAP scores based on physical activity or sex when the sample was split between high activity and low activity groups. There was a significant difference in MAP scores based on minutes of MVPA collapsed across both sexes. CONCLUSION: On average, the school day contributes to slightly over half of the recommended daily MVPA in 5th grade children, and those levels of physical activity in this sample do not result in improved academic performance.
Author: Committee on Physical Activity and Physical Education in the School Environment
Publisher: National Academies Press
ISBN: 0309283140
Category : Medical
Languages : en
Pages : 503
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Book Description
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Author: Henning Boecker
Publisher: Springer Science & Business Media
ISBN: 1461432936
Category : Medical
Languages : en
Pages : 523
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Book Description
Regular physical exercise is associated with substantial health benefits. Recent evidence not only holds for cardiovascular effects promoting "physical health", but also for the central nervous system believed to promote "brain health”. Moderate physical exercise has been found to improve learning, memory, and attentional processing, with recent research indicating that neuroprotective mechanisms and associated plasticity in brain structure and function also benefit. Physical exercise is also known to induce a range of acute or sustained psychophysiological effects, among these mood elevation, stress reduction, anxiolysis, and hypoalgesia. Today, modern functional neuroimaging techniques afford direct measurement of the acute and chronic relation of physical exercise on the human brain, as well as the correlation of the derived physiological in vivo signals with behavioral outcomes recorded during and after exercise. A wide range of imaging techniques have been applied to human exercise research, ranging from electroencephalography (EEG), magnetoencephalography (MEG), near infrared spectroscopy (NIRS), magnetic resonance imaging (MRI) to positron emission tomography (PET). All of these imaging methods provide distinct information, and they differ considerably in terms of spatial and temporal resolution, availability, cost, and associated risks. However, from a “multimodal imaging” perspective, neuroimaging provides an unprecedented potential to unravel the neurobiology of human exercise, covering a wide spectrum ranging from structural plasticity in gray and white matter, network dynamics, global and regional perfusion, evoked neuronal responses to the quantification of neurotransmitter release. The aim of this book is to provide the current state of the human neuroimaging literature in the emerging field of the neurobiological exercise sciences and to outline future applications and directions of research.
Author: Lauren Alexis Grieco
Publisher:
ISBN:
Category :
Languages : en
Pages : 222
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Book Description
Past research has shown classroom lessons incorporating physical activity (10-15 minutes in duration) to improve on-task behavior in children (Mahar, 2006; Grieco, Bartholomew & Jowers, 2009). However, no study to date has examined the levels of physical activity required to elicit this response. As such, the present study was designed to assess the effects of physically active, academic lessons of varying intensity, set in game-type format, on academic engagement of preadolescent children in the classroom setting. Time spent on-task (measured through direct observation) served as the primary outcome variable and assessed by means of a two (time: pre-, post-lesson) x four [condition: inactive lesson (physical activity control); sedentary academic game (interest control); low-to-moderate intensity physically active academic game; moderate-to-vigorous intensity physically active academic game] repeated measures design. Participants were third, fourth and fifth grade children from two elementary schools in central Texas (7 to 11 years of age). Physical activity was measured using Actigraph GT1M accelerometers (Fort Walton Beach, FL). Demographic data were collected for each participant on gender, age, ethnicity, height and weight (BMI calculated). Results indicated that the students' TOT decreased significantly after a traditional seated control lesson. TOT did not change following the inactive control game. Thus, the competitive, seated game was sufficient to prevent the reduction in TOT that followed the traditional, seated control. In contrast, both physically active games were sufficient to increase TOT. Both had a significant increase in TOT relative to each control condition. In addition, the effect of the MVPA game was nearly three times the effect of the LMPA game.
Author: Julius Gundersheim
Publisher:
ISBN:
Category : Physical education for children
Languages : en
Pages : 242
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Author: Barbara Stevens Cleveland
Publisher:
ISBN:
Category : Self-perception in children
Languages : en
Pages : 176
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Book Description
The purpose of this study was to investigate the effects of experiencing success in a physical activity on fifth-grade boys' self concept and behavior. A unique guidance approach to learning water skiing was implemented. The water skiing intervention provided an opportunity for the children to develop awareness of the relationship between self-control and success. The setting for the intervention was at a nearby ski school located on a lake. This environment was new to the child and one in which he had no previous success or failure. A total of 30 boys were identified as the lowest 25% of the population who took the Piers-Harris Children's Self Concept Scale from the three participating elementary schools in Alachua County, Florida. The boys were randomly assigned to an experimental and a control group. Each group consisted of 15 boys. The experimental group received the three experiences in water skiing and self-control. The control group participated in the regular school curriculum. The first dependent variable, self-concept, was measured pre- and post-test by the Piers-Harris Children's Self Concept Scale . The second dependent variable, behavior, was pre- and post-tested by classroom teachers using the Burks' Behavior Rating Scales . The results of this study indicate that self-concept was significantly improved in fifth-grade boys following participation in the water skiing intervention. Data analysis showed significant differences in self-concept between the experimental and the control group. Analysis of covariance resulted in a p value of .0002. An analysis of the teacher ratings of behavior showed that the intervention had the greatest effect on the boys who exhibited the most severe behaviors. Because analysis of covariance was not appropriate for these data, separate regression lines were plotted to help interpret the interaction. The treatment had the greatest effect on those boys who were rated as exhibiting the most negative behavior on the pre-test. Less treatment effect was found among the boys who were rated as exhibiting few negative behaviors. Although other studies give results suggesting a significant positive relationship between behavior and self-concept, the correlation coefficient analysis indicated that no relationship existed between these variables in this study for subjects receiving the treatment. The implications of this study are that success in a non-school related physical activity can improve children's feelings about themselves and alter behavior patterns in a positive way.
Author: Stuart Biddle
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
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Book Description
Author: Kelly Danilson
Publisher:
ISBN:
Category : Mind and body
Languages : en
Pages : 42
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Book Description
The purpose of this research was to study the influence of moderate to vigorous physical activity, directly before literacy class, on the motivational levels of sixth grade students. This research project was conducted over an eight week period using one 6th grade class at Prairie Creek Intermediate School. The homeroom time immediately prior to a literacy class was used for 20 minute exercise sessions three days per week. Subject motivation levels were monitored through both literacy teacher and student interviews. Subjects were interviewed on their motivation levels in the literacy classroom. Observations of subjects in the literacy classroom were used to gain information on their motivation levels in the literacy class; anecdotal notes were taken during observations. Results from this study show a correlation between academic motivation and exercise. Continued research is needed to determine if the data represented the general population.
