2018 Research

Teacher-level factors, classroom physical activity opportunities, and children’s physical activity levels

• BACKGROUND: Classroom-based physical activity (CBPA) breaks are a cost-effective strategy to promote physical activity (PA) at school. Despite teachers’ critical roles in sustained implementation of CBPA breaks, few studies examined the association of teacher-level factors with student PA levels, and none focused on rural schools.
• METHODS: We monitored children’s PA levels over 4 consecutive school days at 6 rural Oregon elementary schools with Walk4Life pedometers. During the same week, teachers recorded all student PA opportunities (recess, PE, and CBPA breaks) and answered a 26-item questionnaire about factors influencing their use of CBPA breaks. Mixed-effects models were used to associate teacher-level factors and PA opportunities with children’s moderate to vigorous PA (MVPA; in minutes per day), controlling for child-level covariates.
• RESULTS: When teachers valued PA, students accumulated more MVPA (1.07 min/d; P < .01) than students of teachers reporting low PA value. Students did more MVPA (1 min/d; P < .001) when teachers agreed the school operating conditions posed barriers to providing PA than when teachers disagreed that barriers existed. PE classes contributed significantly to student’s PA levels.
• CONCLUSION: Provision of PE, increasing teacher value for PA, and further investigation of how teacher-level factors relate to students’ MVPA levels during CBPA breaks at rural elementary schools are warranted.
• CITATION: Abi Nader, P., Hilberg, E., Schuna, J. M., John, D. H., & Gunter, K. B. (2018). Teacher-level factors, classroom physical activity opportunities, and children’s physical activity levels. Journal of Physical Activity and Health, 1–7. https://doi.org/10.1123/jpah.2017-0218

Active learning increases children’s physical activity scores across demographic sub-groups

• PURPOSE AND METHODS: Given the need to find more opportunities for physical activity (PA) within the elementary school day, this study was designed to asses the effect of Initiatives for Children’s Activity and Nutrition (I-CAN!) active lessons on the following: 1) student PA outcomes via accelerometry and 2) socioeconomic status (SES), race, sex, body mass index (BMI), or fitness as moderators of this effect. Participants were 2493 fourth-grade students (45.9% male, 45.8% white, 21.7% low SES) from 28 central Texas elementary schools randomly assigned to intervention (n = 19) or control (n = 9). Multilevel regression models evaluated the effect of I-CAN! on PA, and effect sizes were calculated. The moderating effects of SES, race, sex, BMI, and fitness were examined in separate models.
• RESULTS: Students in treatment schools took significantly more steps than did those in control schools (β = 125.267, SE = 41.327, P = 0.002, d = 0.44). I-CAN! had a significant effect on moderate- to vigorous-intensity PA (MVPA), with treatment schools realizing 80% (β = 0.796, SE = 0.251, P = 0.001, d = 0.38) more MVPA than the control schools. There were no significant school-level differences on sedentary behavior (β = −0.177, SE = 0.824, P = 0.83). SES, race, sex, BMI, and fitness level did not moderate the effect of active learning on step count and MVPA.
• CONCLUSIONS: In conclusion, active learning increases PA within elementary students, and does so consistently across demographic subgroups. This is important because these subgroups represent harder-to-reach populations for PA interventions. Although these lessons may not be enough to help children reach daily recommendations of PA, they can supplement other opportunities for PA. This speaks to the potential of schools to adopt policy change to require active learning.
• CITATION: Bartholomew, J. B., Jowers, E. M., Roberts, G., Fall, A.-M., Errisuriz, V. L., & Vaughn, S. (2018). Active learning increases children’s physical activity scores across demographic sub-groups. Translational Journal of the American College of Sports Medicine, 3(1), 1. https://doi.org/10.1249/TJX.0000000000000051

Technology-enhanced classroom activity breaks impacting children’s physical activity and fitness

• BACKGROUND: This study examined the effects of a 4-week technology-enhanced physical activity (PA) interventions on students’ real-time daily PA and aerobic fitness levels.
• METHODS: 116 fifth-graders were assigned to one intervention group (n = 31) participating in daily physical activity engaging the brain with Fitbit Challenge (PAEB-C), another intervention group (n = 29) wearing Fitbits only (Fitbit-O) daily, five days per week, or the comparison group (n = 56). Four-week real-time PA data were collected from the intervention students via Fitbase. Three groups were pre- and post-tested aerobic fitness.
• RESULTS: The PAEB-C students showed significantly higher steps and minutes of being very active and fairly active (F = 7.999, p = 0.014, ŋ = 0.121; F = 5.667, p = 0.021, ŋ = 0.089; F = 10.572, p = 0.002, ŋ = 0.154) and lower minutes of being sedentary daily (F = 4.639, p = 0.035, ŋ = 0.074) than the Fitbit-O group. Both Fitbit groups exhibited significantly greater increases in aerobic fitness scores than the comparison group over time (F = 21.946, p = 0.001, ŋ = 0.303). Boys were more physically active and fit than girls.
• CONCLUSIONS: Technology-enhanced PA intervention was effective for improving real-time PA and aerobic fitness.
• CITATION: Buchele Harris, H., & Chen, W. (2018). Technology-enhanced classroom activity breaks impacting children’s physical activity and fitness. Journal of Clinical Medicine, 7(7). https://doi.org/10.3390/jcm7070165

Impact of coordinated-bilateral physical activities on attention and concentration in school-aged children

• PURPOSE: This study examined the effects of 4-week, daily 6-minute coordinated-bilateral physical activity (CBPA) breaks in classroom on attention and concentration in school-aged children.
• METHODS: Participants (n=116) in fifth grade from two elementary schools were assigned to three groups: two intervention groups (n= 60) and one control group (n = 56). All three groups were pre- and post-tested with the d2 Test of Attention (d2 test). One intervention group (n = 31) took part in six minutes of daily classroom-based coordinated-bilateral physical activity (CBPA) break for four weeks. Another intervention group (n = 29), the Fitbit Only (Fitbit-O), wore Fitbits per day during a school, five days per week for four weeks without CBPA breaks. A 2 × 3 ANOVA was conducted, followed by the post hoc comparisons.
• RESULTS: The CBPA showed significant increases in processing speed (F1 = 6.876, p = .010), focused attention (F1 = 10.688, p = .002), concentration performance (F1 = 26.46, p = .000), and attention span (F1 = 14.090, p = .000) over the control, but not in accuracy (Error %). The CBPA showed significant improvement in concentration performance (F1 = 24.162, p = .000) and attention span (F1 = 6.891, p = .011), compared to the Fitbit-O. No significant changes in all five attention parameters were found between the Fitbit-O and the control.
• CONCLUSION: It was concluded that daily brief coordinated-bilateral activities can improve attention and concentration in fifth-grade students over the course of four weeks.
• CITATION: Buchele Harris, H., Cortina, K. S., Templin, T., Colabianchi, N., & Chen, W. (2018). Impact of coordinated-bilateral physical activities on attention and concentration in school-aged children. BioMed Research International, 2018, 2539748. https://doi.org/10.1155/2018/2539748

An evaluation of the coverage of theoretically based implementation factors in disseminated classroom physical activity programs

• ABSTRACT: Classroom-based physical activity (CBPA) is increasingly recommended as a method to support children’s physical activity, health, and academic performance. Many adoption-ready programs exist to aid in the implementation of CBPA in schools; yet, implementation rates remain low. The purpose of this study was to evaluate the extent to which resources provided by adoption-ready CBPA programs addressed theory-based implementation contextual factors to support implementation. [see full abstract] Programs with research evidence covered more implementation factors than programs without research evidence (43.7 vs. 25.9 per cent; p < .05). Although numerous adoption-ready CBPA programs are available and have many strengths, their inclusion of theory-based factors that support or inhibit implementation is generally low. Consideration of such factors, including organizational climate and teacher-level behavior change, is likely critical to supporting ongoing school-wide implementation of CBPA. Research is needed to develop and test effective strategies for addressing these factors to support more widespread CBPA implementation.
• CITATION: Calvert, H. G., Lane, H. G., Bejarano, C. M., Snow, K., Hoppe, K., Alfonsin, N., … Carlson, J. A. (2018). An evaluation of the coverage of theoretically based implementation factors in disseminated classroom physical activity programs. Translational Behavioral Medicine. https://doi.org/10.1093/tbm/iby134

Improving children’s physical self-perception through a school-based physical activity intervention: The Move for Well-being in School study

• PURPOSE: Physical activity at school can improve the mental health of all children – especially if it targets children’s developmental needs and is carried out in a positive social climate. The purpose of the present study was to examine the effect of a 9-month school intervention focusing on physical self-worth, self-perceived sport competence, body attractiveness, social competences and global self-worth in children aged 10–13 years.
• METHODS: Taking self-determination theory as its starting point, the intervention was developed and pilot-tested in close co-operation with schools. It targeted 1) PE lessons, 2) in-class activity outside PE, and 3) physical activity during break-time. It used a cluster-randomized design to select 24 Danish schools either for intervention or for control. Survey data on self-perception variables, socio-demographics and physical activity was collected prior to intervention and after 9 months.
• RESULTS: A total of 2797 children were included in the analyses. All five self-perception variables increased between baseline and follow-up, and there were no significant differences between intervention and control schools. Sub-group analyses of gender, social class, body image and leisure sport revealed significant differences at baseline for most self-perception variables. For students with no leisure sport participation at the intervention schools, the follow-up results showed a more positive development for global self-worth.
• CONCLUSIONS: Despite limited overall intervention effects on self-perceived competence and self-worth, the intervention appeared to diminish the gap between those groups with most and those with least self-confidence. Even though many of the new activities and approaches were implemented, some teachers were challenged to create a positive social climate.
• CITATION: Christiansen, L. B., Lund-Cramer, P., Brondeel, R., Smedegaard, S., Holt, A.-D., & Skovgaard, T. (2018). Improving children’s physical self-perception through a school-based physical activity intervention: The Move for Well-being in School study. Mental Health and Physical Activity, 14, 31–38. https://doi.org/10.1016/j.mhpa.2017.12.005

Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features

• OBJECTIVE: To examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour.
• DESIGN: Systematic review. DATA SOURCES: PubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science. ELIGIBILITY CRITERIA FOR SELECTING STUDIES: Studies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias.
• RESULTS: Ten PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies.
• CONCLUSION: Low-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. [Classroom movement breaks] and [physical activity learning] increased [physical activity] and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies.
• CITATION: Daly-Smith, A. J., Zwolinsky, S., McKenna, J., Tomporowski, P. D., Defeyter, M. A., & Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features. BMJ Open Sport & Exercise Medicine, 4(1), e000341. https://doi.org/10.1136/bmjsem-2018-000341

Academic-based and aerobic-only movement breaks: Are there differential effects on physical activity and achievement?

• PURPOSE: This study investigated the academic achievement and physical activity differences between types of activity breaks implemented in elementary school classrooms. This study evaluated whether there was a difference between the impact of purely aerobic-based movement breaks and the impact of academic-based breaks on children’s academic achievement outcomes.
• METHOD: Participants included 460 children in 3rd grade through 5th grade at 4 elementary schools. There were 176 children in the schools that engaged in academic-based breaks and 284 in the schools that engaged in aerobic-only breaks. Schools were randomly assigned at the school level to implement either aerobic movement breaks with academic content infused within the breaks (“academic-based breaks”) or aerobic-only movement breaks without the addition of academic material (“aerobic-only breaks”) for approximately 10 min of activity per day. Math and reading achievement as well as children’s step counts were measured before and after the intervention. A mixed-effects (multilevel-growth) model, in which the repeated measures of individuals nested within a classroom are analyzed, was used to answer all posited research questions.
• RESULTS: Small to moderate effect sizes (ES) indicating gains in reading achievement (ES = .13) and steps (ES = .33) were found for classrooms that used aerobic-only movement breaks compared with those that used academic-based breaks.
• CONCLUSIONS: The type of movement breaks that are implemented in classrooms may have differential outcomes for children’s achievement and activity levels. Results from the present study indicate that children who were given aerobic-only movement breaks had slightly larger gains in reading achievement and physical activity levels than children who were given academic-based breaks.
• CITATION: Fedewa, A. L., Fettrow, E., Erwin, H., Ahn, S., & Farook, M. (2018). Academic-based and aerobic-only movement breaks: Are there differential effects on physical activity and achievement? Research Quarterly for Exercise and Sport, 89(2), 153–163. https://doi.org/10.1080/02701367.2018.1431602

The impact of Brain Breaks classroom-based physical activity on attitudes toward physical activity in Polish school children in third to fifth grade

• ABSTRACT: The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9–11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students’ attitudes toward physical activities were assessed before and after the intervention using the “Attitudes toward Physical Activity Scale”. Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in ‘Self-efficacy on learning with video exercises’, F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.
• CITATION: Glapa, A., Grzesiak, J., Laudanska-Krzeminska, I., Chin, M.-K., Edginton, C. R., Mok, M. M. C., & Bronikowski, M. (2018). The impact of Brain Breaks classroom-based physical activity on attitudes toward physical activity in Polish school children in third to fifth grade. International Journal of Environmental Research and Public Health, 15(2), 368. https://doi.org/10.3390/ijerph15020368

Exploring the perspectives of 10-, 11-, and 12-year-old primary school students on physical activity engagement—“’Cause you can’t just be sitting at a desk all the time!”

• BACKGROUND: Research indicates that 91% of Canadian children are not engaging in enough physical activity (PA) to achieve health benefits. Physical education (PE) classes have been identified as a way to improve child health by facilitating engagement in movement-based activities. The daily physical activity (DPA) initiative was created with similar intentions and requires that students participate in at least 20 min of PA daily via PE classes and/or during instructional time for other subjects. Despite recommendations that 150 min of exercise/play be incurred weekly through either avenue, nearly half of Canadian schools fail to achieve this goal. The disconnect between PA-related school policies and low reported participation rates suggests that additional research is warranted. The purpose of this study was to explore the perspectives of primary students regarding the facilitators, barriers, and recommendations for PA engagement at their schools.
• METHODS: Researchers conducted nine group interviews with 53 children aged 10–12, representing six primary schools in Northwestern Ontario using a semi-structured interview format. Sessions were analysed using inductive content analysis.
• RESULTS: Participants discussed several facilitators of PA including enjoying activities (alleviating boredom and participating with others), accomplishment (skill building and enhanced self-image), and benefits in the classroom (thinking clearly and enhanced readiness to learn). Barriers to PA participation included school rules and culture (PA/PE restrictions, heavy workload, and “no work, no PA”), personal struggles (physical challenges and varied skill levels), and technology (being addictive and a replacement for being active). Recommendations for enhancing engagement that were outlined by the children centred around PE and daily physical activity (increase opportunities and involve students in planning/delivery) and recess-based themes (decrease focus on safety and make equipment more available).
• CONCLUSION: These student perspectives and related recommendations may be beneficial for administrators and teachers in similar contexts who are seeking to enhance PA engagement among students with the goal of improving child health.
• CITATION: Harvey, J., Pearson, E. S., Sanzo, P., & Lennon, A. E. (2018). Exploring the perspectives of 10-, 11-, and 12-year-old primary school students on physical activity engagement—“’Cause you can’t just be sitting at a desk all the time!” Child: Care, Health and Development. https://doi.org/10.1111/cch.12555

Classroom-based physical activity improves children’s math achievement – A randomized controlled trial

• ABSTRACT: This RCT investigated the effect on children of integrating physical activity (PA) into math lessons. The primary outcome was math achievement and the secondary outcomes were executive functions, fitness and body mass index. Twelve Danish schools were randomized to either an intervention group or a control group. A total of 505 children with mean age 7.2 ± 0.3 years were enrolled in the study. Change in math achievement was measured by a 45-minute standardized math test, change in executive function by a modified Eriksen flanker task, aerobic fitness by the Andersen intermittent shuttle-run test, and body mass index by standard procedures. PA during the math lessons and total PA (including time spent outside school) were assessed using accelerometry (ActiGraph, GT3X and GT3X+). Children in the intervention group improved their math score by 1.2 (95% CI 0.3; 2.1) more than the control group (p = 0.011) and had a tendency towards a higher change in physical activity level during math lessons of 120,4 counts/min (95% CI -9.0;249.8.2, p = 0.067). However, the intervention did not affect executive functions, fitness or body mass index. Participation in a 9-month PA intervention (from 2012–2013) improved math achievement among elementary school children. If replicated, these findings would suggest that implementation of physical activity in school settings could lead to higher academic achievement.
• CITATION: Have, M., Nielsen, J. H., Ernst, M. T., Gejl, A. K., Fredens, K., Grøntved, A., & Kristensen, P. L. (2018). Classroom-based physical activity improves children’s math achievement – A randomized controlled trial. PLOS ONE, 13(12), e0208787. https://doi.org/10.1371/journal.pone.0208787

When mathematics meets physical activity in the school-aged child: The effect of an integrated motor and cognitive approach to learning geometry

• ABSTRACT: Mathematics is a science which can lead to both anxiety in children and teaching difficulties in teachers. Together, these two difficulties can increase the time spent in teaching and learning mathematics. The aim of this study is to examine the efficiency of a new integrated mathematics/geometry and physical activity program, specifically structured for increasing learning in fourth-grade pupils. Thirty-six children (age 10.36±0.55) were divided into an experimental (n1 = 19) group and a control (n2 = 17) group. The experimental group of subjects learned mathematics and geometry via the integrated teaching method, while the control group of subjects learned these subjects via traditional teaching methods. We administered two ad hoc tests, before and after the intervention, in order to study its effect. One test was on geometry knowledge and the other on mathematics, in which there were questions about the implemented teaching topics: rectangles, squares and their perimeters. Using a factorial 2×2 ANOVA, the results after four weeks indicated that the group of subjects who gained their mathematics and geometry knowledge through our intervention program were significantly more successful (P<0.05) than the control group. Our results suggest that the integrated teaching method proposed here could be considered a useful and efficient method for teaching mathematics and geometry based on motor tasks.
• CITATION: Hraste, M., Giorgio, A. D., Jelaska, P. M., Padulo, J., & Granić, I. (2018). When mathematics meets physical activity in the school-aged child: The effect of an integrated motor and cognitive approach to learning geometry. PLOS ONE, 13(8), e0196024. https://doi.org/10.1371/journal.pone.0196024

Preliminary efficacy and feasibility of the “Thinking While Moving in English”: A program with integrated physical activity into the primary school English lessons

• BACKGROUND: The physical, cognitive, and learning benefits of physical activity for children have already been established. However, many schools are failing to provide children with sufficient activity at school due to a crowded school curriculum. Physical activity interventions that integrate physical activity with learning is a way to enhance physical and cognitive benefits without loss of academic time. This study evaluated the preliminary efficacy and feasibility of “Thinking While Moving in English”, a primary school program that integrates physical activity into English lessons.
• METHOD: Two classes of Grade 4 students (n = 55, 10⁻11 years old) were randomly assigned to the intervention (n = 29) or control (n = 26) conditions. The program components consisted of 3 × 40 min physically active academic lessons per week, delivered over a 4-week period. The following measures were taken at baseline and immediate post-intervention: on-task behavior, cognition (inhibition and working memory), and learning outcomes (spelling and grammar).
• RESULTS: Results revealed significant improvements in on-task behavior and spelling in the intervention group, compared to the control group. There were no observed improvements in cognitive outcomes or grammar.
• CONCLUSIONS: This study provides preliminary evidence for the efficacy of physically active English lessons to enhance children’s educational outcomes.
• CITATION: Mavilidi, M. F., Lubans, D. R., Eather, N., Morgan, P. J., & Riley, N. (2018). Preliminary efficacy and feasibility of the “Thinking While Moving in English”: A program with integrated physical activity into the primary school English lessons. Children, 5(8). https://doi.org/10.3390/children5080109

Implementation of Brain Breaks® in the classroom and effects on attitudes toward physical activity in a Macedonian school setting

• ABSTRACT: The purpose of this study was to explore the effects of Brain Break® activities on interest and motivation for physical activity among schoolchildren and the contribution of such activities on learning for health and holistic development. The study sample was comprised of 283 participants, primary school students from 3rd to 5th grades from two public schools in the Republic of Macedonia. Six experimental and six control groups were included in the study. Interventions in classroom settings-based Brain Break® video exercises were introduced in the experimental group during a period of three months. Students’ attitudes toward physical activity were tested using a self-report survey instrument entitled “Attitudes toward Physical Activity Scale (APAS)” before and after intervention. Applied factor analyses were completed and the results of these analysis support APAS validity and the successful use of this application in the measurement of the learning experience, self-awareness, self-efficacy, and self-confidence in developing physical fitness. Learning was enhanced by using video exercises. Information presented in this paper is meaningful for the promotion of better exercise habits and the holistic approach to better health by using personal motivation and motivation provided by others. The results from repeated ANCOVA suggest positive effects of the applied Brain Break® video exercises as an interventional program. The study confirms the effect of application of Brain Break® video exercises on children’s attitudes for physical activity, motivation for PA, internalization of movement habits as personal good.
• CITATION: Popeska, B., Jovanova-Mitkovska, S., Chin, M. K., Edginton, C. R., Mo, M. C. M., & Gontarev, S. (2018). Implementation of Brain Breaks® in the classroom and effects on attitudes toward physical activity in a Macedonian school setting. International Journal of Environmental Research and Public Health, 15(6). https://doi.org/10.3390/ijerph15061127

Relationship between physical activity and behavior in primary students

• OBJECTIVE: Our goal was to assess relationships between student physical activity and classroom behaviors.
• METHODS: Physical activity of 157 primary students was assessed using accelerometers during school, and momentary time sampling tracked behaviors.
• RESULTS: We found weak, significant inverse correlations among steps, intensity levels, and behaviors (R = .40, R2 = .16, p = .01). Behaviors and steps before recess were significantly, inversely related (R = -.18, R2 = .03), suggesting pre-recess steps account for 3% of behavior. Behaviors and steps after recess were significantly, inversely related (R = -.20, R2 = .04), suggesting post-recess steps account for 4% of behavior.
• CONCLUSIONS: Findings demonstrated 84% of on-task behavior results from non-physical activity, suggesting other variables affect classroom behaviors.
• CITATION: Thornton, M., Erwin, H., Beighle, A., & Abel, M. (2018). Relationship between physical activity and behavior in primary students. Health Behavior and Policy Review, 5(6), 116–124. https://doi.org/https://doi.org/10.14485/HBPR.5.6.10

Effect of integrated physical activities with mathematics on objectively assessed physical activity

• BACKGROUND: One of the promising strategies for increasing physical activity (PA) at school is to integrate it with academic learning. The purposes of this study were: (a) to examine differences in objectively measured PA levels between integrated PA with mathematics and traditional lessons, and (b) to evaluate the PA levels of different integrated PAs.
• METHODS: Seventy-seven 4th grade students (41 males) were included in an intervention (Move for Thought program: M4T) group (n = 46) that utilized PA integrated with mathematics or a control group (n = 31). Accelerometer data from each student were collected during five complete school days. M4T and control classroom sessions were identified using teachers’ logs. Accelerometer data were extracted, processed separately, and aggregated into a single data set. Minutes and percent time at different PA intensities were obtained using accelerometer minute-by-minute predicted METs.
• RESULTS: One-way ANOVAs on PA levels showed a significant group effect (F = 5.33, p < 0.05) on moderate-to-vigorous PA (MVPA) in favor of the M4T group, but not on sedentary and light PA. The most active integrated PA provided 10.88 min of MVPA (SD = 11.87; 21.38 ± 24.38%) in a 50 min class period.
• CONCLUSION: Integrating PA with mathematics in the classroom can contribute to increasing MVPA levels in children.
• CITATION: Vazou, S., Saint-Maurice, P. F., Skrade, M., & Welk, G. (2018). Effect of integrated physical activities with mathematics on objectively assessed physical activity. Children, 5(10). https://doi.org/10.3390/children5100140

Learning “Math on the Move”: Effectiveness of a combined numeracy and physical activity program for primary school children

• BACKGROUND: Physically active learning that combines physical activity with core curriculum areas is emerging in school-based health interventions. This study investigates the effectiveness of learning an important numeracy skill of times tables (TT) while concurrently engaging in aerobic activity compared with a seated classroom approach.
• METHODS: Grade-4 primary school students were randomly allocated to physical activity (P) or classroom (C) groups and received the alternate condition in the following term. P group received moderate to vigorous exercise (20 min, 3 times per week, 6 wk) while simultaneously learning selected TT. C group received similar learning, but seated. Changes in TT accuracy, general numeracy, aerobic fitness, and body mass index were assessed. Data were expressed as mean (SEM) and between-condition effect size (ES; 95% confidence interval).
• RESULTS: Participants [N = 85; 55% male, 9.8 (0.3) y, 36.4% overweight/obese] improved similarly on TT in both conditions [C group: 2.2% (1.1%); P group: 2.5% (1.3%); ES = 0.03; −0.30 to 0.36; P = .86]. Improvement in general numeracy was significantly greater for P group than C group [C group: 0.7% (1.2%); P group: 5.3% (1.4%); ES = 0.42; 0.08 to 0.75; P < .03]. An improvement in aerobic fitness for P group (P < .01) was not significantly greater than C group [C group: 0.8 (0.6); P group: 2.2 (0.5) mL·kg·min−1; ES = 0.32; −0.01 to 0.66; P = .06]. Body mass index was unchanged.
• CONCLUSION: Combined movement with learning [times tables] was effective. Physically active learning paradigms may contribute to meeting daily physical activity guidelines while supporting or even boosting learning.
• CITATION: Vetter, M., O’Connor, H., O’Dwyer, N., & Orr, R. (2018). Learning “Math on the Move: Effectiveness of a combined numeracy and physical activity program for primary school children. Journal of Physical Activity and Health, 1–7. https://doi.org/10.1123/jpah.2017-0234

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SECTION 2: Other Relevant Research

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School and classroom effects on Daily Physical Activity (DPA) policy implementation fidelity in Ontario classrooms: a multi-level analysis

• BACKGROUND: This paper examines school and classroom effects on Daily Physical Activity (DPA) policy implementation in classrooms in Ontario, Canada. In 2005 the Ontario Ministry of Education mandated a policy requiring school boards to “ensure that all elementary students, including students with special needs, have a minimum of twenty minutes of sustained MVPA each school day during instructional time”. Based on an adaptation of Chaudoir’s conceptual framework, this paper contributes to understanding the extent to which school factors (as reported by administrators) and classroom factors (as reported by teachers) are associated with policy implementation fidelity at the classroom level.
• METHODS/RESULTS: see link
• CONCLUSIONS: Findings from the study indicate the theoretical and practical importance of addressing classroom and teacher factors since they are most proximal to implementation fidelity to the policy. Several of these factors also reflect complex structural and organizational contexts, indicating that a systems approach to understanding and supporting DPA implementation fidelity is warranted.
• CITATION: Allison, K. R., Philipneri, A. N., Vu-Nguyen, K., Manson, H. E., Dwyer, J. J. M., Hobin, E., … Li, Y. (2018). School and classroom effects on Daily Physical Activity (DPA) policy implementation fidelity in Ontario classrooms: a multi-level analysis. BMC Public Health, 18(1), 802. https://doi.org/10.1186/s12889-018-5720-2

Acute physical activity enhances executive functions in children with ADHD

• ABSTRACT: Acute physical activity of moderate to vigorous intensity has been shown to improve cognitive functions in children. However, the empirical evidence associated with Attention Deficit Hyperactivity Disorder (ADHD) in children is still limited, in particular regarding which specific cognitive functions benefit. This study investigated the effects of an acute bout of physical activity on multiple aspects of executive functions (inhibition, switching, and visual working memory) in children with ADHD. Forty-six children (8–12 years old; 82.6% boys) were randomly assigned to either 15 minutes of acute exergaming (physical activity of moderate intensity) or to a control condition (sedentary). Executive function performance in inhibition, switching and visual working memory were assessed before and after each condition, using a modified version of both the Flanker and the Color Span Backwards Task. The results revealed that participants in the exergaming group performed significantly faster than those in the control group in terms of both inhibition and switching, but there was no significant difference in the accuracy of the two tasks nor in visual working memory performance. These findings suggest that acute physical activity utilizing exergaming has the potential to improve specific aspects of executive functions (reaction times in inhibition and switching) in children with ADHD.
• CITATION: Benzing, V., Chang, Y.-K., & Schmidt, M. (2018). Acute physical activity enhances executive functions in children with ADHD. Scientific Reports, 8(1), 12382. https://doi.org/10.1038/s41598-018-30067-8

Trends in physical activity, health-related fitness, and gross motor skills in children during a two-year comprehensive school physical activity program

• OBJECTIVES: The purpose of this study was to examine the trends in school-day step counts, health-related fitness, and gross motor skills during a two-year Comprehensive School Physical Activity Program (CSPAP) in children.
• DESIGN: Longitudinal trend analysis.
• METHODS: Participants were a sample of children (N = 240; mean age = 7.9 ± 1.2 years; 125 girls, 115 boys) enrolled in five low-income schools. Outcome variables consisted of school day step counts, Body Mass Index (BMI), estimated VO2 Peak, and gross motor skill scores assessed using the Test of Gross Motor Development-3rd Edition (TGMD-3). Measures were collected over a two-year CSPAP including a baseline and several follow-up time-points. Multi-level mixed effects models were employed to examine time trends on each continuous outcome variable. Markov-chain transition models were employed to examine time trends for derived binary variables for school day steps, BMI, and estimated VO2 Peak.
• RESULTS: There were statistically significant time coefficients for estimated VO2 Peak (b = 1.10 mL/kg/min, 95% C.I. [0.35 mL/kg/min–2.53 mL/kg/min], p = 0.009) and TGMD-3 scores (b = 7.8, 95% C.I. [6.2–9.3], p < 0.001). There were no significant changes over time for school-day step counts or BMI. Boys had greater change in odds of achieving a step count associating with 30 min of school day MVPA (OR = 1.25, 95% C.I. [1.02–1.48], p = 0.044).
• CONCLUSIONS: A two-year CSPAP related to increases in cardio-respiratory endurance and TGMD-3 scores. School day steps and BMI were primarily stable across the two-year intervention.
• CITATION: Brusseau, T. A., Hannon, J. C., Fu, Y., Fang, Y., Nam, K., Goodrum, S., & Burns, R. D. (2018). Trends in physical activity, health-related fitness, and gross motor skills in children during a two-year comprehensive school physical activity program. Journal of Science and Medicine in Sport. https://doi.org/10.1016/j.jsams.2017.12.015

Relationships among physical activity, sleep duration, diet, and academic achievement in a sample of adolescents

• ABSTRACT: The purpose of this study was to examine the relationships among physical activity, sleep duration, diet, and academic achievement in a sample of adolescents from the US state of Nevada. A two-stage cluster random sampling method was used to recruit Nevadan adolescents (N = 4625). The 2015 Youth Risk Behavior Survey was administered to students within public, private, and charter schools. Weighted multilevel generalized linear mixed effects models were employed to examine the relationships among physical activity, sleep duration, diet, and academic achievement. Additional analyses were run to examine the relationship between meeting multiple health behavior criteria with academic achievement. Data were collected in the US state of Nevada in 2015 and analyzed in the US state of Nevada in 2018. Adolescents who participated in at least of 60 min of physical activity per day had significantly higher odds of achieving mostly A’s and B’s (adjusted OR = 1.18; 95% C.I.: 1.02, 1.38; p = 0.029). Additionally, adolescents who consumed salad weekly (adjusted OR = 1.24; 95% C.I.: 1.06, 1.46; p = 0.007) and who consumed breakfast everyday (adjusted OR = 1.72; 95% C.I.: 1.48, 2.00; p < 0.001) had higher odds of achieving mostly A’s and B’s. Finally, adolescents who reported meeting 3 or more health behavior criteria had significantly higher odds of achieving mostly A’s and B’s compared to adolescents meeting only 0–2 health behaviors (adjusted OR = 1.66; 95% C.I.: 1.44, 1.92; p < 0.001). Self-reported physical activity, specific dietary behaviors, and meeting multiple health behavior criteria significantly related to academic achievement in adolescents.
• CITATION: Burns, R. D., Fu, Y., Brusseau, T. A., Clements-Nolle, K., & Yang, W. (2018). Relationships among physical activity, sleep duration, diet, and academic achievement in a sample of adolescents. Preventive Medicine Reports. https://doi.org/10.1016/j.pmedr.2018.08.014

The Daily Mile makes primary school children more active, less sedentary and improves their fitness and body composition: a quasi-experimental pilot study

• BACKGROUND: The Daily Mile is a physical activity programme made popular by a school in Stirling, Scotland. It is promoted by the Scottish Government and is growing in popularity nationally and internationally. The aim is that each day, during class time, pupils run or walk outside for 15 min (~1 mile) at a self-selected pace. It is anecdotally reported to have a number of physiological benefits including increased physical activity, reduced sedentary behaviour, increased fitness and improved body composition. This study aimed to investigate these reports. [See full abstract for METHODS]
• RESULTS: After correction for age and gender, significant improvements were observed in the intervention school relative to the control school for MVPA, sedentary time, fitness and body composition. For MVPA, a relative increase of 9.1 min per day (95% confidence interval or 95%CI 5.1–13.2 min, standardised mean difference SMD = 0.407, p = 0.027) was observed. For sedentary time, there was a relative decrease of 18.2 min per day (10.7–25.7 min, SMD = 0.437, p = 0.017). For the shuttle run, there was a relative increase of 39.1 m (21.9–56.3, SMD = 0.236, p = 0.037). For the skinfolds, there was a relative decrease of 1.4 mm (0.8–2.0 mm, SMD = 0.246, p = 0.036). Similar results were obtained when a correction for socioeconomic groupings was included.
• CONCLUSIONS: The findings show that in primary school children, the Daily Mile intervention is effective at increasing levels of MVPA, reducing sedentary time, increasing physical fitness and improving body composition. These findings have relevance for teachers, policymakers, public health practitioners, and health researchers.
• CITATION: Chesham, R. A., Booth, J. N., Sweeney, E. L., Ryde, G. C., Gorely, T., Brooks, N. E., & Moran, C. N. (2018). The Daily Mile makes primary school children more active, less sedentary and improves their fitness and body composition: a quasi-experimental pilot study. BMC Medicine, 16(1), 64. https://doi.org/10.1186/s12916-018-1049-z

Effect of a 20-week physical activity intervention on selective attention and academic performance in children living in disadvantaged neighborhoods: A cluster randomized control trial

• OBJECTIVES: To evaluate the effect of a 20-week school-based physical activity intervention program on academic performance and selective attention among disadvantaged South African primary school children. [see full abstract for design and methods]
• RESULTS: Our multivariate analysis suggested that the physical activity intervention had a positive effect on academic performance (p = 0.032), while no effect was found on selective attention (concentration performance; p = 0.469; error percentage; p = 0.237). After controlling for potential confounders, the physical activity condition contributed to the maintenance of academic performance, whereas a decrease was observed in learners in the control condition. Furthermore, physically active and fit children tend to have better concentration performance (CP) than their less fit peers (self-reported activity; p<0.016, grip strength; p<0.009, VO2 max p>0.021).
• CONCLUSION: A 20-week physical activity intervention contributes to the maintenance of academic performance among socioeconomically deprived school children in South Africa. School administrators should ensure that their school staff implements physical activity lessons, which are a compulsory component of the school by the curriculum.
• CITATION: Gall, S., Adams, L., Joubert, N., Ludyga, S., Müller, I., Nqweniso, S., … Gerber, M. (2018). Effect of a 20-week physical activity intervention on selective attention and academic performance in children living in disadvantaged neighborhoods: A cluster randomized control trial. PLOS ONE, 13(11). https://doi.org/10.1371/journal.pone.0206908

The brain and movement: How physical activity affects the brain

• ABSTRACT: In recent years, many studies have demonstrated the importance of movement for the human body, from the improvement of cardiovascular efficacy to the enhancement of muscular functions, metabolic balance, and organ systems. The brain is no exception and benefits greatly from movement, both structurally and functionally. Memory, creativity, and intelligence, are only a few of the many things that are regulated by the brain. The literature demonstrates the benefits of physical activity on numerous factors that influence brain functions. The present short review aims to clarify how physical activity affects the human brain. We have identified the influence of movement on the brain, through investigation of this influence according to the close relation of physical activity with cognitive processes and brain development. These findings offer an insight into several conclusions regarding the influence of movement on the brain, which is soundly based on relevant literature.
• CITATION: Giorgio, A. D., Kuvacic, G., Milic, M., & Padulo, J. (2018). The brain and movement: How physical activity affects the brain. Montenegrin Journal of Sports Science and Medicine, 7(2), Advance online publication. Retrieved from http://mjssm.me/?sekcija=article&artid=165

Physical activity and brain structure, brain function, and cognition in children and youth: A systematic review of randomized controlled trials

• BACKGROUND: Previous reviews show a favourable relationship between physical activity (PA) and brain health in children and youth. The purpose of this systematic review was to extend the generalizability of previous findings using only studies that employed randomized controlled designs in a wider age range.
• METHODS: After registration in PROSPERO, PRISMA guidelines were followed. Studies must have used a randomized controlled design; manipulated PA once (i.e., acute) or more (i.e., chronic) in apparently healthy children (1 month-17.99 years); and examined cognitive function, brain function, or brain structure as outcomes. Articles were reviewed for inclusion and data extraction were performed in duplicate.
• RESULTS: Overall, 84 studies from 83 papers with 12,600 unique participants were included (nrange = 10–1,224, Mrange = 0.77–17 years). Studies were mostly rated as low risk of bias. The majority of studies (n = 52) reported at least one favourable cognitive function outcome associated with a PA intervention. Few studies (n = 6) reported an unfavourable outcome. Examining the multiple cognitive function outcomes within each study, PA had mostly no effect (nacute = 29, nchronic = 47) or a mix of favourable and no effects (nacute = 20, nchronic = 27). For brain function, acute PA was associated with no change (n = 2) whereas chronic PA was associated with a mix of increases, decreases, or no change (n = 3). For brain structure, two overlapping studies found either favourable or no effects of chronic PA.
• DISCUSSION: PA is unlikely to harm brain health in children and youth and may confer some benefits. More research is needed to examine the relationship between PA and brain structure and function.
• CITATION: Gunnell, K. E., Poitras, V. J., LeBlanc, A., Schibli, K., Barbeau, K., Hedayati, N., … Tremblay, M. S. (2018). Physical activity and brain structure, brain function, and cognition in children and youth: A systematic review of randomized controlled trials. Mental Health and Physical Activity. https://doi.org/10.1016/j.mhpa.2018.11.002

Physical activity, aerobic fitness and academic achievement

• ABSTRACT: There is a growing body of literature investigating the relationship between physical activity (PA) and cardiorespiratory fitness (CRF) with academic achievement (AA). This chapter presents new evidence on the relationship between PA, CRF and AA. Studies have shown no association or inconsistent association between objectively measured PA and AA. Nonetheless, despite inconsistent results, it may be concluded that, at a minimum, PA is not detrimental to AA. In comparison, results from studies employing self-reported PA have shown a positive association with AA. The results of these studies are more consistent with reports stemming from many different countries across the world. Similarly, CRF has also evidenced a positive association with AA, suggesting that increasing CRF is important for children and adolescents’ health, and further cognitive development and AA. Thus, promoting PA and improving CRF are important for maximizing children and adolescents’ health and AA. Because students spend much of their daily lives in school, school-based PA may result in improvements in [academic achievement].
• CITATION: Marques, A., & Hillman, C. & Sardinha, L. (2018). Physical activity, aerobic fitness and academic achievement. Health and Academic Achievement. https://doi.org/10.5772/intechopen.71284

Physical activity, cognition and academic performance: an analysis of mediating and confounding relationships in primary school children

• BACKGROUND: Exploring the relationship between physical activity, cognition and academic performance in children is an important but developing academic field. One of the key tasks for researchers is explaining how the three factors interact. The aim of this study was to develop and test a conceptual model that explains the associations among physical activity, cognition, academic performance, and potential mediating factors in children.
• METHODS: Data were sourced from 601 New Zealand children aged 6–11 years. Weekday home, weekday school, and weekend physical activity was measured by multiple pedometer step readings, cognition by four measures from the CNS Vital Signs assessment, and academic performance from the New Zealand Ministry of Education electronic Assessment Tools for Teaching and Learning (e-asTTle) reading and maths scores. A Structured Equation Modelling approach was used to test two models of variable relationships. The first model analysed the physical activity-academic performance relationship, and the second model added cognition to determine the mediating effect of cognition on the physical activity-academic performance association. Multigroup analysis was used to consider confounding effects of gender, ethnicity and school socioeconomic decile status.
• RESULTS: The initial model identified a significant association between physical activity and academic performance (r = 0.225). This direct association weakened (r = 0.121) when cognition was included in the model, demonstrating a partial mediating effect of cognition. While cognition was strongly associated with academic performance (r = 0.750), physical activity was also associated with cognition (r = 0.138). Subgroups showed similar patterns to the full sample, but the smaller group sizes limited the strength of the conclusions.
• CONCLUSIONS: This cross-sectional study demonstrates a direct association between physical activity and academic performance. Furthermore, and importantly, this study shows the relationship between physical activity and academic performance is supported by an independent relationship between physical activity and cognition. Larger sample sizes are needed to investigate confounding factors of gender, age, socioeconomic status, and ethnicity. Future longitudinal analyses could investigate whether increases in physical activity can improve both cognition and academic performance.
• CITATION: McPherson, A., Mackay, L., Kunkel, J., & Duncan, S. (2018). Physical activity, cognition and academic performance: an analysis of mediating and confounding relationships in primary school children. BMC Public Health, 18(1), 936. https://doi.org/10.1186/s12889-018-5863-1

Physically active academic lessons and effect on physical activity and aerobic fitness. The Active school study: A cluster randomized controlled trial

• ABSTRACT: The Active School program was designed to positively impact health and academic-related outcomes in school. The core intervention component was physically active academic lessons, a teaching activity that combines physical activity and educational content. The purpose of this study was to investigate the effect of a 10-month, cluster-randomized controlled trial on physical activity level and aerobic fitness conducted in the city of Stavanger, Norway, in 2014–15. The physical activity level during physically active academic lessons was also studied. A total of 447 children (9–10  years) participated. The weekly intervention consisted of physically active academic lessons, physically active homework and physically active recess. Physical activity level and aerobic fitness were measured objectively by accelerometry and a 10-minute interval running test. Intervention effects were found for time in moderate to vigorous physical activity (MVPA) (adjusted mean difference of 8 min/day, 95% CI: 3.4–13, p < 0.001) and total physical activity (60 counts/min, 95% CI: 15–105, p = 0.009). Children with low aerobic fitness increased their running distance compared to controls (d = 0.46; p = 0.001). During physically active academic lessons children spent 26% of the time in MVPA, which was comparable to physical education lessons. The Active School program successfully increased physical activity for the intervention group and aerobic fitness for the least fit children. The activity level during physically active academic lessons was as high as in physical education lessons. Clinicaltrail.gov ID identifier: NCT03436355.
• CITATION: Seljebotn, P. H., Skage, I., Riskedal, A., Olsen, M., Kvalø, S. E., & Dyrstad, S. M. (2018). Physically active academic lessons and effect on physical activity and aerobic fitness. The Active School study: A cluster randomized controlled trial. Preventive Medicine Reports, 13, 183–188. https://doi.org/10.1016/j.pmedr.2018.12.009

Effects of physical activity interventions on cognitive and academic performance in children and adolescents: A novel combination of a systematic review and recommendations from an expert panel

• OBJECTIVE: To summarise the current evidence on the effects of physical activity (PA) interventions on cognitive and academic performance in children, and formulate research priorities and recommendations.
• DESIGN: Systematic review (following PRISMA guidelines) with a methodological quality assessment and an international expert panel. We based the evaluation of the consistency of the scientific evidence on the findings reported in studies rated as of high methodological quality.
• DATA SOURCES: PubMed, PsycINFO, Cochrane Central, Web of Science, ERIC, and SPORTDiscus.
• ELIGIBILITY CRITERIA for selecting studies: PA-intervention studies in children with at least one cognitive or academic performance assessment.
• RESULTS: Eleven (19%) of 58 included intervention studies received a high-quality rating for methodological quality: four assessed effects of PA interventions on cognitive performance, six assessed effects on academic performance, and one on both. All high-quality studies contrasted the effects of additional/adapted PA activities with regular curriculum activities. For cognitive performance 10 of 21 (48%) constructs analysed showed statistically significant beneficial intervention effects of PA, while for academic performance, 15 of 25 (60%) analyses found a significant beneficial effect of PA. Across all five studies assessing PA effects on mathematics, beneficial effects were reported in six out of seven (86%) outcomes.
• Experts put forward 46 research questions. The most pressing research priority cluster concerned the causality of the relationship between PA and cognitive/academic performance. The remaining clusters pertained to PA characteristics, moderators and mechanisms governing the ‘PA–performance’ relationship and miscellaneous topics.
• CONCLUSION: There is currently inconclusive evidence for the beneficial effects of PA interventions on cognitive and overall academic performance in children. We conclude that there is strong evidence for beneficial effects of PA on maths performance.
• The expert panel confirmed that more ‘high-quality’ research is warranted. By prioritising the most important research questions and formulating recommendations we aim to guide researchers in generating high-quality evidence. Our recommendations focus on adequate control groups and sample size, the use of valid and reliable measurement instruments for physical activity and cognitive performance, measurement of compliance and data analysis.
• CITATION: Singh, A. S., Saliasi, E., Berg, V. van den, Uijtdewilligen, L., Groot, R. H. M. de, Jolles, J., … Chinapaw, M. J. M. (2018). Effects of physical activity interventions on cognitive and academic performance in children and adolescents: a novel combination of a systematic review and recommendations from an expert panel. Br J Sports Med, bjsports – 2017–098136. https://doi.org/10.1136/bjsports-2017-098136

Acute and chronic effect of physical activity on cognition and behaviour in young people with ADHD: A systematic review of intervention studies

• BACKGROUND: Young people with attention deficit hyperactivity disorder (ADHD) often have learning and behavioral control difficulties.
• AIM: The aim of this review is analyse the acute and chronic effect of physical activity (PA) on the cognition and behaviour of children and adolescents with ADHD.
• METHODS: Studies were identified in five databases (PubMed, SPORTDiscus, ProQuest, Web of Science, and SCOPUS), from January 2000 through to January 2017. A total of 16 interventional studies met the inclusion criteria.
• RESULTS/CONCLUSIONS: PA practice of 20–30 min (intensity 40–75%) produces a positive acute effect on processing speed, working memory, planning and problem solving in young people with ADHD. However, these effects on behaviour are contradictory and vary depending on age. Chronic PA practice (≥30 min per day, ≥40% intensity, ≥three days per week, ≥five weeks) further improves attention, inhibition, emotional control, behaviour and motor control. The results must be treated with caution, because only 25% of the studies used confounders.
• IMPLICATION: More research is needed to justify the causes of these effects. It is necessary to establish programs with regard to the duration, intensity, kind of exercise, and time of PA to improve cognition and behaviour in young people with ADHD taking into account potential confounders.
• CITATION: Suarez-Manzano, S., Ruiz-Ariza, A., De La Torre-Cruz, M., & Martínez-López, E. J. (2018). Acute and chronic effect of physical activity on cognition and behaviour in young people with ADHD: A systematic review of intervention studies. Research in Developmental Disabilities, 77, 12–23. https://doi.org/10.1016/j.ridd.2018.03.015

Rapid stimulation of human dentate gyrus function with acute mild exercise

• ABSTRACT: Physical exercise has beneficial effects on neurocognitive function, including hippocampus-dependent episodic memory. Exercise intensity level can be assessed according to whether it induces a stress response; the most effective exercise for improving hippocampal function remains unclear. Our prior work using a special treadmill running model in animals has shown that stress-free mild exercise increases hippocampal neuronal activity and promotes adult neurogenesis in the dentate gyrus (DG) of the hippocampus, improving spatial memory performance. However, the rapid modification, from mild exercise, on hippocampal memory function and the exact mechanisms for these changes, in particular the impact on pattern separation acting in the DG and CA3 regions, are yet to be elucidated. To this end, we adopted an acute-exercise design in humans, coupled with high-resolution functional MRI techniques, capable of resolving hippocampal subfields. A single 10-min bout of very light-intensity exercise (30%VO2peak) results in rapid enhancement in pattern separation and an increase in functional connectivity between hippocampal DG/CA3 and cortical regions (i.e., parahippocampal, angular, and fusiform gyri). Importantly, the magnitude of the enhanced functional connectivity predicted the extent of memory improvement at an individual subject level. These results suggest that brief, very light exercise rapidly enhances hippocampal memory function, possibly by increasing DG/CA3−neocortical functional connectivity.
• CITATION: Suwabe, K., Byun, K., Hyodo, K., Reagh, Z. M., Roberts, J. M., Matsushita, A., … Soya, H. (2018). Rapid stimulation of human dentate gyrus function with acute mild exercise. Proceedings of the National Academy of Sciences. Advance online publication. https://doi.org/10.1073/pnas.1805668115

Effects of before-school physical activity on obesity prevention and wellness

• INTRODUCTION: The effects of Build Our Kids Success—a 12-week, 1-hour before-school physical activity program—on BMI and social–emotional wellness among kindergarten to eighth grade students was examined.
• STUDY DESIGN: This was a nonrandomized trial.
• SETTING/PARTICIPANTS: Participants were from 24 schools in Massachusetts; there were 707 children from kindergarten to eighth grade.
• INTERVENTION: Children registered for Build Our Kids Success in 2015–2016 participated in a 2 days/week or 3 days/week program. Nonparticipating children served as controls.
• MAIN OUTCOME MEASURES: At baseline and 12 weeks, study staff measured children’s heights/weights; children aged ≥8 years completed surveys. Main outcomes were 12-week change in BMI z-score, odds of a lower BMI category at follow-up, and child report of social−emotional wellness. Analyses were completed in March−June 2017.
• RESULTS: Follow-up BMI was obtained from 67% of children and self-reported surveys from 72% of age-eligible children. Children in the 3 days/week group had improvements in BMI z-score (−0.22, 95% CI= −0.31, −0.14) and this mean change was significantly different than the comparison group (−0.17 difference, 95% CI= −0.27, −0.07). Children in the 3 days/week group also had higher odds of being in a lower BMI category at follow-up (OR=1.35, 95% CI=1.12, 1.62); significantly different than the comparison group (p<0.01). Children in the 2 days/week program had no significant changes in BMI outcomes. Children in the 3 days/week group demonstrated improvement in their student engagement scores (0.79 units, p=0.05) and had nonsignificant improvements in reported peer relationships, affect, and life satisfaction versus comparison. The 2 days/week group had significant improvements in positive affect and vitality/energy versus comparison.
• CONCLUSIONS: A 3 days/week before-school physical activity program resulted in improved BMI and prevented increases in child obesity. Both Build Our Kids Success groups had improved social−emotional wellness versus controls.
• CITATION: Whooten, R. C., Perkins, M. E., Gerber, M. W., & Taveras, E. M. (2018). Effects of before-school physical activity on obesity prevention and wellness. American Journal of Preventive Medicine. https://doi.org/10.1016/j.amepre.2018.01.017