Effects of a Randomized Trial After-School Physical Activity Club on the Math Achievement and Executive Functioning of Girls PDF Download
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Author: Katelin da Cruz
Publisher:
ISBN: 9781369773439
Category : Electronic dissertations
Languages : en
Pages : 155
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Book Description
Author: Katelin da Cruz
Publisher:
ISBN: 9781369773439
Category : Electronic dissertations
Languages : en
Pages : 155
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Book Description
Author: Paula J. Schwanenflugel
Publisher: Guilford Publications
ISBN: 1462532683
Category : Education
Languages : en
Pages : 257
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Book Description
"Subject Areas/Keywords: academic enrichment programs, academic skills, after school activities, after school programs, children, elementary schools, exercise, games, health promotion, high poverty schools, interventions, kinesiology, literacy, mathematics, obesity prevention, physical education, physical fitness, public health, reading, social studies, struggling learners, students DESCRIPTION Every school day, more than 10 million children attend after
Author: Romain Meeusen
Publisher: Routledge
ISBN: 1315305771
Category : Education
Languages : en
Pages : 378
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Book Description
A growing body of research evidence suggests that physical activity can have a positive effect on educational achievement. This book examines a range of processes associated with physical activity that are of relevance to those working in education – including cognition, learning, memory, attention, mood, stress and mental health symptoms – and draws on the latest insights from exercise neuroscience to help explain the evidence. With contributions from leading scientists and educationalists from around the world, this book cuts through the myths to interrogate the relationship between physical activity and educational achievement in children, adolescents and young adults in a variety of cultural and geographical contexts. Examining both the benefits and risks associated with physical activity from the perspectives of exercise science and educational psychology, it also looks ahead to ask what the limits of this research might be and what effects it might have on the future practice of education. Physical Activity and Educational Achievement: Insights from Exercise Neuroscience is fascinating reading for any student, academic or practitioner with an interest in exercise science and education.
Author: Jeanne Marita Barcelona
Publisher:
ISBN:
Category :
Languages : en
Pages : 314
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Book Description
Health is essential for children’s cognitive and physical development, yet often is undermined in school environments. Research indicates the use of physical activity within the school environment as a protective factor, ultimately diminishing obesity and augmenting student health outcomes (Sallis et al., 1993; Sallis et al., 1999). Further, research evidence such as that physical activity (PA) is a facilitator of executive functioning among children (Davis et al., 2011; Diamond & Lee, 2011). The purpose of this dissertation was to elucidate the role of PA on executive function in early childhood. A sample of 210 children and 23 teachers participated in this series of three studies. In study one, children completed a psychosocial survey and engaged in a short duration, acute bout of PA. Teacher participants completed a survey investigating their perceptions of the classroom environment. Analyses revealed that student perceptions of enjoyment while participating in PA are significantly related to time spent in moderate to vigorous physical activity (MVPA), and that teacher perceptions of classroom environment are a significant predictor; inversely associated with student time spent in MVPA. The second study, utilized a repeated measures research design to investigate the effect of PA on executive function and found that type of PA significantly contributed to cognitive performance. Participants who danced for approximately five minutes had increased accuracy and faster response time over participants engaged in aerobic or yoga activities. The attentional performance also significantly increased for dance participants as compared to those involved in aerobic and yoga. In study three, path analyses explored main and mediating effects of PA on psychosocial, environmental and cognitive variables. Although all PA did not significantly mediate EF, there were significant main effects for both dance and aerobic PA on cognition in early childhood. As a means of preventing disease and enhancing cognitive health, short bouts of PA hold value in the pre-school classroom as they enhance executive functioning, which subserves learning. Findings from these three studies are of public health interest as we find that classroom PA engagement is a critical factor to the health and academic success of the whole child.
Author: Ana Teresa Rondon
Publisher:
ISBN:
Category :
Languages : en
Pages : 256
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Book Description
Objective: The overarching goal of this study was to better understand the relationships physical activity (PA) and other physical well-being variables (i.e., body composition and fitness) have with mental health symptoms, academic achievement, and executive functioning in a middle-school aged sample. Additionally, this study sought to explore the unique contributions physical well-being variables and in particular physical activity had on youth and teacher- rated symptomatology. Finally, this study aimed to determine whether the relationship between PA and academic functioning was better accounted for directly or indirectly using a serial mediation model whereby PA predicted academic achievement through neuropsychological functioning and ADHD symptoms. Background: Previous research has revealed that youth who engage in physical activity, be it a one-time acute bout or an intervention, generally experience positive neuropsychological outcomes and in some studies, a decline in Attention-Deficit/Hyperactivity Impulsivity Disorder (ADHD) symptoms. Additionally, studies investigating the efficacy of physical activity in reducing depression and anxiety symptoms have produced promising findings. Furthermore, the relationship that increased physical activity has with academic success has been recognized for several years. Importantly, fewer studies have considered the relationship that everyday PA has with functioning using a cross-sectional design and hardly any studies have included youth ratings. Further, much of the research investigating this relationship has been completed with either community or clinical samples. When studies have involved school samples, they have excluded participants with elevated ADHD symptomatology and considered the relationship fitness, rather than PA, has with academics. Finally, while a large literature suggests that PA can contribute to improvements in academic achievement in typically developing children, there is limited information on whether this relationship occurs in the context of ADHD symptoms. Method: 59 youth enrolled at a local middle school and six youth attending a day camp completed questionnaires, tasks of neuropsychological functioning, and measures of body composition during a one-hour period. Further, for students, their elective course teacher completed a rating scale yielding scores for inattention and hyperactivity/impulsivity symptoms and scores from the Alabama Physical Fitness Assessment were retrieved. Results: There was a positive relationship between self-reported PA and self-reported academic achievement, and a negative relationship between self-reported PA and internalizing problems. Regressions showed that physical well-being variables accounted for a unique portion of the variance when predicting youth-reported internalizing problems. Notably, this relationship held when controlling for demographic variables and task-measured neuropsychological functioning but not when self-reported executive functioning was included in regression models. Mediation analyses revealed significant direct effects between self-reported PA and self-reported academic achievement but did not identify any statistically significant indirect effects. Conclusions: The findings in this study support the research suggesting that higher levels of PA are associated with better academic performance and fewer internalizing problems. While significant relationships between PA and attention difficulties did not emerge the results still highlight the importance of physical activity to overall well-being and encourage continued research on the topic of physical activity, mental health, and domains of functioning.
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 5
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Book Description
For the 2014 study, "A Randomized Trial Examining the Effects of Aerobic Physical Activity on Attention-Deficit/Hyperactivity Disorder Symptoms in Young Children", researchers examined the effect of a daily before-school physical activity program on behavioral outcomes of students in grades K-2. The study sample included 202 students who either were identified as at risk for ADHD or showed typical development. The study authors randomly assigned students to receive either the physical activity intervention or a sedentary classroom-based program. The study authors then altered the random assignment of students in order to have more similar research groups and analyzed the student data based on the altered research conditions. The analysis included imputed outcomes for students with missing data. Because randomization was compromised, the study could not meet WWC group design standards without reservations. In addition, to meet WWC group design standards with reservations, the WWC requires that baseline equivalence of the analytic samples be demonstrated without imputed outcomes. The study did not demonstrate this baseline equivalence, so the study does not meet WWC group design standards. A glossary of terms is included. [The following study is the focus of this Single Study Review: Hoza, B., Smith, A. L., Shoulberg, E. K., Linnea, K. S., Dorsch, T. E., Blazo, J. A., Alerding, C. M., & McCabe, G. P. (2014). "A randomized trial examining the effects of aerobic physical activity on attention-deficit/hyperactivity disorder symptoms in young children". Journal of Abnormal Child Psychology. doi:10.1007/s10802-014-9929-y].
Author: Meghan M. Bellarin
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 20
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Book Description
Author: American Academy of Physical Education. Annual Meeting
Publisher: Human Kinetics Publishers
ISBN:
Category : Education
Languages : en
Pages : 180
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Book Description
Author: Michalis Stylianou
Publisher:
ISBN:
Category : Attention in children
Languages : en
Pages : 160
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Book Description
Background: Childhood obesity is one of the most serious public health concerns in the United States and has been associated with low levels of physical activity. Schools are ideal physical activity promotion sites but school physical activity opportunities have decreased due the increased focus on academic performance. Before-school programs provide a good opportunity for children to engage in physical activity as well as improve their readiness to learn. Purpose: The purpose of this study was to examine the effect of a before-school running/walking club on children's physical activity and on-task behavior. Methods: Participants were third and fourth grade children from two schools in the southwestern United States who participated in a before-school running/walking club that met two times each week. The study employed a two-phase experimental design with an initial baseline phase and an alternating treatments phase. Physical activity was monitored using pedometers and on-task behavior was assessed through systematic observation. Data analysis included visual analysis, descriptive statistics, as well as multilevel modeling. Results: Children accumulated substantial amounts of physical activity within the before-school program (School A: 1731 steps, 10:02 MVPA minutes; School B: 1502 steps, 8:30 MVPA minutes) and, on average, did not compensate by decreasing their physical activity during the rest of the school day. Further, on-task behavior was significantly higher on days the children attended the before-school program than on days they did not (School A=15.78%, pseudo-R2=.34 [strong effect]; School B=14.26%, pseudo-R2=.22 [moderate effect]). Discussion: Results provide evidence for the positive impact of before-school programs on children's physical activity and on-task behavior. Such programs do not take time away from academics and may be an attractive option for schools.
Author: Tara Stevens
Publisher: Routledge
ISBN: 042979133X
Category : Education
Languages : en
Pages : 121
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Book Description
Discussions of physical activity in schools often focus on health-related outcomes, but there is also evidence for its integral role in academic achievement, cognition, and psychological adjustment. Written by a scientist-practitioner, Physical Activity and Student Learning explores the effects of physical activity within the broader context of educational psychology research and theory and brings the topic to a wider audience. With chapters on positive school behavior, executive function, and interventions, this concise volume is designed for any educational psychology or general education course that includes physical activity in the curriculum. This book establishes physical activity as an important part of all learning—not just physical education and recess—and will be indispensable for student researchers and both pre- and in-service teachers alike.
