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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: 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: Tyler R. Langosch
Publisher:
ISBN: 9780355081237
Category :
Languages : en
Pages : 54
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Book Description
PURPOSE: The purpose of the study was to examine in-school physical activity patterns among fifth-grade students residing in a Midwestern community. Variables observed were minutes of vigorous + activity, vigorous activity, moderate activity, easy activity and very easy activity along with steps and calories expended. A secondary purpose of this study was to determine the minimum number of days necessary to estimate mean physical activity levels, as both moderate-to-vigorous physical activity (MVPA) and steps per day, in fifth-grade students using objective physical activity monitors across two semesters. METHODS: Activity patterns were assessed during two school semesters, spring (N = 82 boys & 84 girls) and fall (N = 89 boys & 91 girls), from 10-12 year old fifth-grade students in four Midwestern elementary schools. Data was collected using wrist worn activity trackers. The devices were administered by teachers at the start of each school day and collected at the end of each school day for two consecutive weeks. Monitors measured MVPA and steps per day. Demographic and anthropometric data were also recorded (age, height, weight). All data was uploaded to the device website database and then collected by the primary researcher. Physical activity measures were surveyed and compared across the four different schools, semesters and genders. In the secondary analysis, steps and MVPA were examined, individually, with Cronbach's alpha to determine how many days of measurement were needed to assess mean activity patterns. RESULTS: Average in-school MVPA for boys in the fall semester accounted for 79.17% of the daily recommendation (47.5 of the 60 minutes), for girls, in-school MVPA accounted for 69.14% of the daily recommendation (41.49 of the 60 minutes). During the spring semester, boys attained 74.39% or 44.64 minutes of their MVPA in-school, while girls attained 60.46% or 36.27 minutes of their MVPA in-school. Average steps measured in-school during the fall semester was 7,491 or 57% of total daily recommendation, average steps measured during the spring semester was 7,006 or 54% of the daily recommendation. The reliability analysis suggested that at least four days of measurement were needed to achieve an alpha of 0.80 for both steps (alpha = 0.825, 95% CI [0.777-0.865]) and MVPA (alpha = 0.839, 95% CI [0.795-0.87]) during spring collection. During the fall semester, at least four days were also necessary to achieve a reliability of 0.80 in steps (alpha = 0.803, 95% CI [0.751-0.846]) and MVPA (alpha = 0.811, 95% CI [0.761-0.852]). However, fall five-day activity patterns did exhibit greater variability than four-day activity patterns in both steps (alpha = 0.784, 95% CI [0.730-0.830]) and MVPA (alpha = 0.794, 95% CI [0.742-0.838]). CONCLUSIONS: Our results show that boys attained more steps and minutes of MVPA during both semesters of collection than girls. Both reached promising levels of activity in-school, allowing them optimal opportunity out of school to reach daily activity goals. These results also indicate that four-day activity monitoring protocols most accurately estimate the mean in-school physical activity patterns, steps and MVPA, in fifth grades students. It should be noted that the results indicate consistency was not improved by a fifth day of measurement in steps and MVPA during a five-day collection period.
Author: Dan J Graham
Publisher: Frontiers E-books
ISBN: 2889192989
Category : Exercise
Languages : en
Pages : 141
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Book Description
Increasingly, efforts to promote and measure physical activity are achieving greater precision, greater ease of use, and/or greater scope by incorporating emerging technologies. This is significant for physical activity promotion because more precise measurement will allow investigators to better understand where, when, and how physical activity is and is not occurring, thus enabling more effective targeting of particular behavior settings. Emerging technologies associated with the measurement and evaluation of physical activity are noteworthy because: (1) Their ease of use and transferability can greatly increase external validity of measures and findings; (2) Technologies can significantly increase the ability to analyze patterns; (3) They can improve the ongoing, systematic collection and analysis of public health surveillance due to real-time capabilities associated with many emerging technologies; (4) There is a need for research and papers about the cyberinfrastructure required to cope with big data (multiple streams, processing, aggregation, visualization, etc.); and (5) Increasingly blurred boundaries between measurement and intervention activity (e.g., the quantified-self /self-tracking movement) may necessitate a reevaluation of the conventional scientific model for designing and evaluating these sorts of studies. There have been many recent, disparate advances related to this topic. Advances such as crowdsourcing allow for input from large, diverse audiences that can help to identify and improve infrastructure for activity (e.g., large group identification of environmental features that are conducive or inhibiting to physical activity on a national and even global scale). Technologies such as Global Positioning Systems (GPS) and accelerometry are now available in many mobile phones and can be used for identifying and promoting activity and also understanding naturalistically-occurring activity. SenseCam and other personal, visual devices and mobile apps provide person point of view context to physical activity lifestyle and timing. Further, multiple sensor systems are enabling better identification of types of activities (like stair climbing and jumping) that could not previously be identified readily using objective measures like pedometers or accelerometers in isolation. The ability of activity sensors to send data to remote servers allows for the incorporation of online technology (e.g., employing an online social-network as a source of inspiration or accountability to achieve physical activity goals), and websites such as Stickk.com enable individuals to make public contracts visible to other users and also incorporates financial incentives and disincentives in order to promote behaviors including physical activity. In addition, the increasing use of active-gaming (e.g., Wii, XBox Kinect) in homes, schools, and other venues further underscores the growing link between technology and physical activity. Improvements in mathematical models and computer algorithms also allow greater capacity for classifying and evaluating physical activity, improving consistency across research studies. Emerging technologies in the promotion and evaluation of physical activity is a significant area of interest because of its ability to greatly increase the amount and quality of global recorded measurements of PA patterns and its potential to more effectively promote PA. Emerging technologies related to physical activity build on our own and others’ interdisciplinary collaborations in employing technology to address public health challenges. This research area is innovative in that is uses emerging resources including social media, crowdsourcing, and online gaming to better understand patterns of physical activity.
Author: Timothy A. Brusseau
Publisher:
ISBN:
Category : School children
Languages : en
Pages : 250
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Book Description
Author: Cleland Donnelly, Frances
Publisher: Human Kinetics
ISBN: 1450441572
Category : Education
Languages : en
Pages : 680
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Book Description
Developmental Physical Education for All Children, Fifth Edition, will help you deliver developmentally appropriate physical education for kids in pre-K through grade 5. Lessons for all levels are based on the new national standards, and a host of ancillaries supplement the learning.
Author: Areej Hassan
Publisher: CRC Press
ISBN: 1498721737
Category : Health & Fitness
Languages : en
Pages : 443
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Book Description
This title includes a number of Open Access chapters.Childhood obesity is a major public health crisis nationally and internationally. This insightful compendium provides valuable information and assesses the research foundations behind several school initiatives to help combat the epidemic of obesity in children and adolescents, particularly using
Author: Wesley J. Wilson
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 69
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Book Description
The benefits of physical activity (PA) are well established (USDDHS, 2008). Concern over the high rate of childhood obesity, however, has highlighted the emphasis of PA. Yet, children and adolescents are not obtaining the recommended amount of PA (CDC, 2011). Physical education (PE) has been recognized as an important source in increasing PA for youth (CDC, 2007). However, research has struggled to establish clear understanding about PE's contribution to the overall activity pattern of its students (Morgan, Beighle, & Pangrazi, 2007) as there has been a number of methodological problems with prior research. The purpose of this study was to examine PE's contribution on overall PA behavior of 34 third and fourth grade elementary students (mean age: 9.2; girls n=15) while addressing the limitations of prior studies through employing an accelerometer-based, multi-site research design. In accomplishing this purpose, Aim 1 examined PE's overall percentage contribution to overall PA while Aim 2 focused on investigating whether students compensate for missed PA opportunities on days in which they do not have PE. PA levels of 34 third and fourth graders from two schools were measured by accelerometers over three data collection periods lasting five days each. At least two weeks separated each collection period. Accelerometers captured PA outcome variables of moderate-to-vigorous physical activity (MVPA), counts, and counts per minute (CPM) on PE days, non-PE days and weekend days. In answering Aim 1, descriptive statistics revealed that the average time spent daily in MVPA was 46.15 minutes (SD= 17.28) while PE accounted for 22.7% (SD= 8.5) of overall MVPA. PE also accounted for 15.12% (SD= 3.46) of overall average counts PA. In answering Aim 2, a one-way repeated measures MANCOVA revealed significant differences between type of day (PE, non-PE, and weekend) and PA levels (Wilks' [lamda]=.64, p
Author: Janice Selekman
Publisher: F.A. Davis
ISBN: 0803699190
Category : Medical
Languages : en
Pages : 1008
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Book Description
Produced in cooperation with the National Association of School Nurses, this text includes comprehensive coverage of the multiple facets of school nursing—from the foundations of practice and the roles and functions of a school nurse through episodic and chronic illness and behavioral issues, to legal issues and leading and managing within school settings. Written and edited by school nurses and pediatric experts, it features real-world-tested, best practices based on evidence and experience. There’s content here that you won’t find in other books, such as health assessments, individualized health plan development, mental health conditions including adolescent depression, contemporary legal issues, and current policy statements essential to school nursing.
Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 782
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Book Description
This three volume work presents the Office of Technology's assessment of the physical, emotional, and behavioral health status of contemporary American adolescents, including those living in poverty, racial and ethnic minority groups, Native Americans, and rural adolescents. Specific topics covered are identifying risk and protective factors for adolescent health problems, evaluating options in the organization of health services and technologies available to adolescents, assessing options in the conduct of national health surveys to improve collection of adolescent health statistics, and identifying gaps in research on the health and behavior of adolescents.
