Physical Activity and Skills Intervention

Cohen, Kristen E.; Morgan, Philip J.; Plotnikoff, Ronald C.; Callister, Robin; Lubans, David R.

doi:10.1249/mss.0000000000000452

Cited by 115 publications

(70 citation statements)

References 35 publications

(40 reference statements)

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“…Of the 20 extracted studies, 13 were randomized control trials (RCTs) [38,40,41,43,44,47,48,49,50,52,54,56,57], and 10 were multicomponent [38,39,41,44,48,49,50,52,54,56]. Intervention lengths ranged from six weeks to three years in duration.…”

Section: Resultsmentioning

confidence: 99%

“…Six of the 20 interventions included academic classroom activity breaks [40,42,46,50,52,56], and three included enhanced health education lessons [44,45,48]. Five of the interventions expanded, extended, or enhanced physical activity opportunities during the school day that were not specific to physical education or during academic lessons [38,47,48,51,57]. …”

Section: Resultsmentioning

confidence: 99%

“…All extracted studies assessed cardiorespiratory endurance [38,39,40,41,42,43,44,45,46,47,48,49,50,51,52,53,54,55,56,57]. Two studies directly measured aerobic power using maximal progressive tests on the cycle ergometer or treadmill [48,53].…”

Section: Resultsmentioning

confidence: 99%

“…Two studies directly measured aerobic power using maximal progressive tests on the cycle ergometer or treadmill [48,53]. Most extracted studies used the 20-m multistage fitness test to assess cardiorespiratory endurance ( n = 9) [38,40,41,45,50,51,52,56,57]. Three studies used the Progressive Aerobic Cardiovascular Endurance Run (PACER) test [43,46,47], and four studies used timed runs for assessment [39,49,54,55].…”

Section: Resultsmentioning

confidence: 99%

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Moderators of School-Based Physical Activity Interventions on Cardiorespiratory Endurance in Primary School-Aged Children: A Meta-Regression

Burns

Brusseau

2018

IJERPH

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The purpose of this study was to examine potential moderators of school-based physical activity interventions on cariorespiratory endurance in primary school-aged children using meta-regression. An Internet search with several databases was employed, extracting school-based pediatric physical activity intervention studies published within the past 30 years. Studies were included if there was a control or comparison group, if the study sample included primary school-aged children, if the targeted outcome of cardiorespiratory endurance was objectively assessed, if the intervention was at least partially school-based, and if the effect estimate’s variability was reported. An inverse-variance random effects meta-regression was employed using the primary predictors of component number (single component or multi-component) and intervention length using 20 extracted studies with 23 total effects. The overall pooled effect on cardiorespiratory endurance was statistically significant (Hedges’ g = 0.30, 95% C.I.: 0.19–0.40; p < 0.001). Using random effects meta-regression, neither component number (b = −0.09, 95% C.I.: −0.40–0.23; p = 0.560) or intervention length (b = 0.001, 95% C.I.: −0.002–0.004; p = 0.427) yielded a significant modifying effect on cardiorespiratory endurance. School-based physical activity interventions have a significant pooled effect on cardiorespiratory endurance in primary school-aged children. Component number and intervention length does not modify this effect, suggesting other sources for between-study heterogeneity.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Moderators of School-Based Physical Activity Interventions on Cardiorespiratory Endurance in Primary School-Aged Children: A Meta-Regression

Burns

Brusseau

2018

IJERPH

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“…Insuffi ciently stimulated and underdeveloped motor skills and knowledge at a young age can be the cause of decreased or "slumbered" motor creativity (Struza Milić, 2014). Physical exercise and health are closely related, so it is important to create the habit of regular physical activity from the earliest age (Cohen, Morgan, Plotnikoff , Callister, & Lubans, 2015;Liong, Ridgers, & Barnett, 2015;Lovrić, Jelaska, & Bilić, 2015;Rush & Simmons, 2014;Slykerman, Ridgers, Stevenson, & Barnett, 2016). However, the result of modern lifestyles is oft en minimal physical activity and, subsequently, health problems may occur (Al-Kloub & Froelicher, 2009;Goldfi eld, Harvey, Grattan, & Adamo, 2012).…”

Section: Introductionmentioning

confidence: 99%

Physical Activity Cannot be Treated as a Predictor of Anthropological Status among Six-year-old Children

Lovrić¹,

Education²,

Herzegovina³

et al. 2018

Monten. J. Sports Sci. Med.

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Th e objective of this study was to examine the relationship between physical activity and anthropological status in six-year-old children. Th e study was conducted on 30 boys (years 6.34 ± 0.51) and 30 girls (years 6.21 ± 0.59). Six tests for motor ability evaluation, two measures for assessing morphological characteristics, and a questionnaire for assessing physical activity and sedentary activities, the Netherlands Physical Activity Questionnaire (NPAQ), were applied to the participants. Th e correlation analysis results clearly show that sedentary activity cannot be regarded as a predictor of anthropological status in six-year-old children (p>0.05). Th is research provides an insight into the complex issue of the precise identifi cation of the eff ects of physical activity, and changes in anthropological status that are infl uenced by natural growth and development.

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Association of Physical Education With Improvement of Health-Related Physical Fitness Outcomes and Fundamental Motor Skills Among Youths

et al. 2020

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IMPORTANCE Whether quality-or quantity-based physical education (PE) interventions are associated with improvement of health-related physical fitness outcomes and fundamental motor skills (FMSs) in children and adolescents is unknown. OBJECTIVE To examine the association of interventions aimed at optimizing PE in terms of quality (teaching strategies or fitness infusion) or quantity (lessons per week) with health-related physical fitness and FMSs in children and adolescents. DATA SOURCES For this systematic review and meta-analysis, studies were identified through a systematic search of Ovid MEDLINE, Embase, Cochrane Controlled Trials Registry, and SPORTDiscus databases (from inception to October 10, 2019) with the keywords physical education OR PE OR P.E. AND fitness AND motor ability OR skills. Manual examination of references in selected articles was also performed. STUDY SELECTION Studies that assessed the association of quality-or quantity-based PE interventions with improvement in physical fitness and/or FMSs in youths (aged 3-18 years) were included. DATA EXTRACTION AND SYNTHESIS Data were processed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline. Random-effects models were used to estimate the pooled effect size (Hedges g). MAIN OUTCOMES AND MEASURES Health-related physical fitness outcomes and FMSs. RESULTS Fifty-six trials composed of 48 185 youths (48% girls) were included in the meta-analysis. Quality-based PE interventions were associated with small increases in health-related physical fitness (cardiorespiratory fitness [Hedges g = 0.24; 95% CI, 0.16-0.32] and muscular strength [Hedges g = 0.19; 95% CI, 0.09-0.29]) and FMSs (Hedges g = 0.38; 95% CI, 0.27-0.49). Subgroup analyses found stronger associations for quality-based PE interventions on body mass index (Hedges g = −0.18; 95% CI, −0.26 to −0.09), body fat (Hedges g = −0.28; 95% CI, −0.37 to −0.18), cardiorespiratory fitness (Hedges g = 0.31; 95% CI, 0.23-0.39), and muscular strength (Hedges g = 0.29; 95% CI, 0.18-0.39). Quantity-based PE interventions were associated with small increases in only cardiorespiratory fitness (Hedges g = 0.42; 95% CI, 0.30-0.55), muscular strength (Hedges g = 0.20; 95% CI, 0.08-0.31), and speed agility (Hedges g = 0.29; 95% CI, 0.07-0.51). CONCLUSIONS AND RELEVANCEThe findings suggest that quality-based PE interventions are associated with small increases in both student health-related physical fitness components and FMSs regardless of frequency or duration of PE lessons. Because PE aims to improve more than health, high levels of active learning time may need to be balanced with opportunities for instruction, feedback, and reflection.

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Physical Activity and Skills Intervention

Abstract: A school-based multicomponent PA and FMS intervention maintained daily MVPA, improved overall FMS competency, and increased cardiorespiratory fitness among children attending primary schools in low-income communities.

Cited by 115 publications

References 35 publications

Moderators of School-Based Physical Activity Interventions on Cardiorespiratory Endurance in Primary School-Aged Children: A Meta-Regression

Moderators of School-Based Physical Activity Interventions on Cardiorespiratory Endurance in Primary School-Aged Children: A Meta-Regression

Physical Activity Cannot be Treated as a Predictor of Anthropological Status among Six-year-old Children

Association of Physical Education With Improvement of Health-Related Physical Fitness Outcomes and Fundamental Motor Skills Among Youths

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