Effects of a School-Based Physical Activity Intervention for Obesity, Health-Related Physical Fitness, and Blood Pressure in Children with Intellectual Disability: A Randomized Controlled Trial

Wang, Aiwei; Bu, Danran; Yu, Siyue; Sun, Yan; Wang, Jingjing; Lee, Tinky Chin Ting; Baker, Julien S.

doi:10.3390/ijerph191912015

Cited by 7 publications

(6 citation statements)

References 42 publications

(72 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Subsequently, boys’ scores steadily declined and reached their lowest point in the year of 2019, while the studies show that girls reached their highest observed flexibility throughout the years of 1989–2019 ( Radulović et al, 2022 ). Studies that included flexibility-targeted interventions, such as stretching programs or specific PE curricula, have shown improvements in SAR test scores over specific time periods ( Kumar and Zemková, 2022 ; Stamenković et al, 2022 ; Wang et al, 2022 ). The results of this study suggest that flexibility can be effectively improved through a school-based PA intervention, resulting in a notable 6.3% increase in performance SAR test.…”

Section: Discussionmentioning

confidence: 99%

A 16-week school-based intervention improves physical fitness in Slovenian children: a randomized controlled trial

Petrušič,

Novak

2024

Front. Physiol.

View full text Add to dashboard Cite

Introduction: The aim of this study was to evaluate the effects of a 16-week school-based physical activity (PA) intervention on physical fitness (PF) (speed, hand-eye coordination, flexibility) of 8– to 9-year-olds.Methods: A total of seventy-eight boys and girls (boys: n = 45, aged 8.4 ± 4.9 years; girls: n = 42, aged 8.6 ± 0.5 years) from a school in Slovenia were randomly assigned to either a group with an after-school PA program (EXP) or a control group (CON) that participated exclusively in mandatory physical education (PE). The EXP group engaged in the extracurricular PA program for 60 min twice a week for 16 weeks, concurrent with regular PE classes. The program primarily involved elementary PE games that included elements of athletics (e.g., skipping, push- off running, hopping, crossstepping, and jumping) and gymnastics (e.g., handstand, forward roll, backward roll, hand support jumps, squat jump on a vault box, climbing on horizontal bars, incline benches and ropes, crawling, and jumping rope). Standardized tests appropriate for this age group were used to assess PF, including the sit and reach test (SAR), the 30-meter sprint, and the alternate hand wall toss test at distances of 1.0 and 2.0 m (AHWT 1.0 and 2.0).Results: There was a significant group-time interaction for SAR test (EXP group increase: +1.6 cm, +6.3%; CON group decrease: −0.1 cm, −0.4%; p < 0.001, ηp2 = 0.361), and the 30 m sprint (EXP group improvement: −0.4 s, −6.3%; CON group decrease: +0.1 s, +1.6%; p < 0.001, ηp2 = 0.193). Similarly, the EXP group improved by +2.1 points (+25.6%) in the 1.0 m wall throw with the alternating hand, while the CON group showed only minimal changes (−0.2 points, −2.4%; p < 0.001, ηp2 = 0.545). No significant interaction was found for the 2.0 m toss (EXP and CON group both −0.1 points, −2.6%; p = 0.888, ηp2 = 0.001). Post-hoc analyses with paired t-tests revealed that the EXP group showed significant improvements in SAR test (p < 0.001), 30 m sprint (p < 0.001) and AHWT 1.0 test (p < 0.001), while the CON group showed no significant changes in SAR test (p = 0.533), 30 m sprint (p = 0.150), AHWT 1.0 test (p = 0.186) and AHWT 2.0 test (p = 0.430).Discussion: The results of the study showed that the extracurricular program with only two additional weekly sessions significantly improved the components of PF in 8- to 9-year olds. Significant improvements were observed in the areas of flexibility, speed and coordination, as shown in the SAR test, 30-meter sprint and 1.0-meter handwall toss tests. However, no similar improvements were observed in the 2.0-meter handwall toss, which illustrates the specific areas of impact of the program.

show abstract

Section: Discussionmentioning

confidence: 99%

A 16-week school-based intervention improves physical fitness in Slovenian children: a randomized controlled trial

Petrušič,

Novak

2024

Front. Physiol.

View full text Add to dashboard Cite

show abstract

“…For example, Rosário et al (26) found that a health promotion intervention program was effective in increasing fruit consumption as a dessert at lunch and dinner among children aged 6 to 12 years old. Similarly, Wang et al (43) investigated the effectiveness of a school-based intervention program in reducing obesity and hypertension-related physical tness levels in children with intellectual disabilities. However, to the best of our knowledge, no previous studies have examined the impact of an intervention program targeting childcare teachers/parents on the socioemotional development of children under three years.…”

Section: Discussionmentioning

confidence: 99%

The impact of a health promotion program on toddlers´ socio-emotional development: a cluster randomized study

Duarte

Martins²,

Augusto

et al. 2023

Preprint

View full text Add to dashboard Cite

Background The first three years of life are a critical period for the development of socio-emotional skills, highlighting the importance of socio-emotional development in early childhood. This study aimed to evaluate the effectiveness of a health promotion intervention program on the socio-emotional development of children aged 12 to 42 months during the COVID-19 pandemic. Methods A total of 344 children from 15 childcare centers participated in this study, with six centers in the intervention group and nine in the control group. Childcare teachers in the intervention group received a six-month training program aimed at promoting healthy lifestyles, including topics such as diet, sleep, physical activity, and sedentary behavior. Sociodemographic and anthropometric measures were assessed at baseline, and socio-emotional development was assessed using the Bayley Scales of Infant and Toddler Development – Third Edition (Bayley-III) at baseline and post-intervention. Results Intervened children whose mothers had a lower education level demonstrated significantly higher socio-emotional development than the controlled children (B = 19.000, p = 0.028), while no significant difference was observed in children with mothers from higher education levels. Conclusion These findings suggest that intervention programs for childcare teachers can be effective in promoting healthy socio-emotional development in children from socioeconomically disadvantaged backgrounds. Future intervention programs should consider tailoring their approaches to target disadvantaged populations. Trial registration This cluster randomized controlled trial was registered in the Clinical Trials database/platform on 09/09/2019 (number NCT04082247).

show abstract

“…As for health status, higher health level was associated with a higher positivity and lower negativity. In addition to subjective emotional content due to physically all right, one alternative important reason might be related to increased physical activity (PA) in individual with better health condition (Wang A. et al, 2022 ). A recent study has posited that lack of PA is significantly associated with psychiatric disorders among medical students during the COVID-19 pandemic (Ghali et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Role of emotion regulation capacities in affective state among Chinese high school students in the post-pandemic era of COVID-19

Wang¹,

Chu

Dai

2022

Front. Psychol.

View full text Add to dashboard Cite

ObjectivePsychological wellbeing and emotion regulation skills of vulnerable adolescents have been severely threatened by the long-term impact of the ongoing COVID-19 pandemic. The aim of this study was to seek out the potentially effective emotion regulation strategies to minimize the mental health risk of adolescents during the COVID-19 post-pandemic era.MethodsA total of 436 high school students aged 16.07 ± 1.08 years were included in this cross-sectional study to complete questionnaires to self-report socio-demographic information, positive and negative affect state, and emotional regulation abilities. Student's t-test and one-way analysis of variance (ANOVA) were used for intergroup comparisons among socio-demographic variables. Pearson's correlation analysis was used for evaluating the association between each emotion regulation strategy and positivity or negativity. Multiple stepwise linear regression analysis was used for the determination of the predictors for adolescents' positivity and negativity.ResultsAdolescents' affect was influenced by multiple emotion regulation strategies, including cognitive reappraisal, acceptance and engagement, difficulty in awareness, acceptance, and modification of emotions after adjusting for a range of socio-demographic variables.ConclusionOverall, our findings highlight the importance of emotional regulation strategies in the modulation of the mental health of the vulnerable youth population in China during the COVID-19 crisis. In view of the continuous, multifaceted influence on adolescents' mental health of the ongoing pandemic, more effort should be made to leverage emotion regulation strategies to benefit their coping abilities.

show abstract

Effects of a School-Based Physical Activity Intervention for Obesity, Health-Related Physical Fitness, and Blood Pressure in Children with Intellectual Disability: A Randomized Controlled Trial

Cited by 7 publications

References 42 publications

A 16-week school-based intervention improves physical fitness in Slovenian children: a randomized controlled trial

A 16-week school-based intervention improves physical fitness in Slovenian children: a randomized controlled trial

The impact of a health promotion program on toddlers´ socio-emotional development: a cluster randomized study

Role of emotion regulation capacities in affective state among Chinese high school students in the post-pandemic era of COVID-19

Contact Info

Product

Resources

About