Relationships of Physical Activity to Brain Health and the Academic Performance of Schoolchildren

Trudeau, François; Shephard, Roy J.

doi:10.1177/1559827609351133

Cited by 86 publications

(60 citation statements)

References 136 publications

(151 reference statements)

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“…As for cognitive functioning, PA can help to avoid neurological dysfunctions and cognitive decline in old age (CoTman & engeSSer-CeSar 2002), to improve school performance in childhood (FiSher et al� 1996), and to improve attentional functions, intelligence, decision making, and effortful memory in adults (mCdowell et al 2003;Trudeau & ShePhard 2010). The positive effect of PA on subjective well-being is also reported (Fox 1999)� �ccording to a meta-analysis based on more than 100 studies, increase in well-being as a result of regular aerobic exercise was mediated by positive affect (reed & BuCk 2009)� �he decrease of negative affect was also described (SCully et al� 1998)� �nother mediating construct between P� and well-being is self-esteem.…”

Section: Introductionmentioning

confidence: 99%

Body Awareness, Mindfulness and Affect: Does the Kind of Physical Activity Make a Difference?

Tihanyi¹,

Sági²,

Csala³

et al. 2016

EJMH

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The aim of this cross-sectional study is to explore expected differences in the connection between particular physical activities and positive and negative affect, body awareness or mindfulness. Additionally, we describe the so-called tingling phenomenon (i.e. skin-related sensations evoked by focusing on a body part) in terms of prevalence, gender differences and psychological concomitants. A total of 1,057 individuals (331 male; mean age: 30.6 ± 10.17 years) practicing yoga, Pilates training, kung fu, aerobic, or ballroom dance completed our questionnaire. Analysing data of all sports together, weekly frequency of practice, as opposed to time elapsed since starting practice, was connected to lower levels of negative affect and somatosensory amplification, and to higher levels of positive affect. Advanced yoga and Pilates participants showed higher body awareness; advanced kung fu participants amplified bodily signals the least, and aerobic was related to the highest positive affect. Among beginners, there were no practically relevant differences in the assessed constructs. These results might help to clarify the common and different psychological properties that are needed for and/or can be developed by different sports.Keywords: aerobic, body awareness, kung fu, mindfulness, physical activity, positive affect, somatosensory amplification, tingling, well-being, yoga �he authors want to e�press thanks to ��niel �omosk�i, �s�fi a ��ekeres, �ndrea ��egedi, �ogl�rka �ol-�he authors want to e�press thanks to ��niel �omosk�i, �s�fia ��ekeres, �ndrea ��egedi, �ogl�rka �ol-l�rs�ky, �s�fia ��ab� and Lilla Paksi (for data collection) and to �d�m �� inege (for proofreading)� �e-�d�m �� inege (for proofreading)� �e-B.F. Czinege (for proofreading). Research for this paper was supported by the Hungarian National �cientific �esearch �und (O�� -109549) and by the Bolyai János Research Scholarship of the Hungarian Academy of Sciences (for F. Köteles). I��N 1788-4934 © 2016 Semmelweis University Institute of Mental Health, BudapestEuropean Journal of Mental Health 11 (2016) 97-111 DOI: 10.5708/EJMH.11.2016.1-2.6 98 �� IH�NYI, �� GI, �� L�, N� �OLN�I & �� Ö�ELE� EJMH 11:1-2, April 2016 gerichtete �ufmerksamkeit hervorgerufenes, auf der Haut lokalisiertes Gefühl) dar (Häufigkeit, Geschlechtsunterschiede, psychologische �orrelate)� Insgesamt 1057 Personen (331 Männer, Durchschnittsalter: 30,6 ± 10,17 Jahre), die Yoga, Pilates, Kung-Fu, Aerobic oder Gesellschaftstänze ausübten, haben den �ragebogen ausgefüllt� �lle �ewegungsarten insgesamt betrachtet, hatte die wöchentliche Häufigkeit der körperlichen �ktivität inversen �usammenhang mit der negativen Affektivität und der somatosensorischen Verstärkung und sie zeigte positive Korrelation mit der positiven Affektivität. Die seit dem Beginn des Trainings verstrichene Zeitspanne stand mit keiner der gemessenen Variablen in Zusammenhang. Die Teilnehmer, die Yoga und Pilates fortgeschritten ausüben, �eigten ein höheres �örperbewusstsein, das Niveau der somatose...

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Section: Introductionmentioning

confidence: 99%

Body Awareness, Mindfulness and Affect: Does the Kind of Physical Activity Make a Difference?

Tihanyi¹,

Sági²,

Csala³

et al. 2016

EJMH

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“…There are two large studies, however, that have demonstrated that involvement in additional sport (and or other physical activity) in school time does not have a detrimental effect on academic performance. Details of these findings can be found in the 'Trois Riveres' study and the multiple follow-up studies undertaken in Quebec (Trudeau and Shepard, 2010) and the Hindmarsh study in South Australia (Tinning and Kirk, 1991).…”

Section: Students' Perceptions Of the Programmentioning

confidence: 99%

Participants’ physical activity levels and evaluations of a school sport programme in Papua New Guinea

Hanrahan

Rynne

Beckman

et al. 2017

European Physical Education Review

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In its contemporary form, sport for development has been positioned as an important part of strategic policy for a variety of governmental and sporting organisations. One area that has been targeted by governments and a variety of sporting partners has been the impact of sport on non-communicable diseases (NCDs, sometimes colloquially referred to as 'lifestyle diseases' such as obesity). However, relatively little evidence exists for the impact of sport programs on the reduction of NCDs and future health burden. This study sought to examine the physical activity levels of school-aged children in Papua New Guinea (PNG) during their participation in a targeted sport program operating during school hours. Data collection methods employed were physical activity recall; pedometer counts; as well as perceptions, intentions, and knowledge of participants. Children in this study were found to have lower physical activity levels during the after school period than has been reported in the literature for children in other countries. Overall children were active during the sport program, completing 1179 steps on average (which constitutes 10% of the suggested daily values for children of a similar age). No profound differences were observed in either the qualitative or quantitative data across different schools, regions, or genders. The responses from children regarding the sport program were notably positive.

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“…In California, one in nine children is overweight or obese, with rates varying across cities from a low of 11 percent in Manhattan Beach to a high of 53 percent in Huntington Park (California Department of Public Health 2013). The health benefits of regular physical activity for children are well documented, including positive impacts on child cognitive function and academic performance (Strong et al 2005, Must et al 2009, Durant et al 2009, Raspberry et al 2011, Singh et al 2012, Trudeau and Shephard 2010. Increasing ASC is seen as one strategy to promote childhood physical activity and overall health (Watson and Dannenberg 2008).…”

Section: School Siting and Walkable Communitiesmentioning

confidence: 99%

School Siting and Walkability: Experience and Policy Implications in California

Vincent¹,

Miller²,

Dillon³

2017

CJPP

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The relationship between K-12 school siting, transportation, and land-use patterns is garnering increased attention from the planning and public health fields, as well as policymakers. Essentially, new schools are sited in locations far from where students live that lack pedestrianoriented street characteristics, which contributes to low-density development ("sprawl") and inhibits students from walking or bicycling to school (i.e., "Active School Commuting" or ASC). In California, the relationship between school siting, transportation, and land use is an especially salient issue for state policymakers. Goals on improving school siting outcomes to promote child and community health, efficient land-use development, and reduce greenhouse gas emissions have been integrated into recent state laws. However, it is unclear what policy fixes are needed to catalyze integration of local planning efforts around school siting. The relationships between school siting and location, urban form, and walkability are insufficiently examined to guide policy and program efforts-be they in California or other states. In particular, two knowledge gaps exist: the proportion of new school sites that are considered walkable, and what state-level policy changes might combat these so-called "sprawl schools" and promote ASC. To fill these gaps and guide policymakers, this paper: summarizes the research literature on school siting and healthy communities, paying particular attention to ASC findings; measures the walkability of new 2 schools sites in six high-growth California counties; and describes recent policy activity by California state agencies to improve ASC vis-à-vis improving local school siting decisions. We conclude with recommendations for planners and policymakers-especially those in California-to grapple with the relationships between school siting and healthy community outcomes and how to structure appropriate state policies or reforms.

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Relationships of Physical Activity to Brain Health and the Academic Performance of Schoolchildren

Cited by 86 publications

References 136 publications

Body Awareness, Mindfulness and Affect: Does the Kind of Physical Activity Make a Difference?

Body Awareness, Mindfulness and Affect: Does the Kind of Physical Activity Make a Difference?

Participants’ physical activity levels and evaluations of a school sport programme in Papua New Guinea

School Siting and Walkability: Experience and Policy Implications in California

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