The effect of physical education on children's body weight and human capital: New evidence from the ECLS‐K:2011

Bednar, Steven; Rouse, Kathryn

doi:10.1002/hec.3990

Cited by 8 publications

(9 citation statements)

References 26 publications

(112 reference statements)

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“…Together with its role in maintaining body energy balance, it can also control and treat chronic noncommunicable diseases like overweight and obesity. It achieves this by maintaining the body mass index (BMI) [ 3 ]. Physical activity also proves to be an essential aspect of musculoskeletal, metabolism, cardiovascular system, and, generally, the body's development processes.…”

Section: Introductionmentioning

confidence: 99%

Research on Effective Strategies of College Physical Education Interactive Teaching Based on Machine Learning

Zhang

2022

Applied Bionics and Biomechanics

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To master physical education courses, you must master a complete set of skills and knowledge. Most teachers still adopt traditional teaching forms, teacher centered, which has a negative impact on students. Because learners only passively participate in activities, it reduces students’ enthusiasm and focus to master skills. This study is aimed at comparing and contrasting the differences between modern interactive learning and traditional teaching strategies. We collect qualitative and quantitative results about the impact of these studies on students’ communication skills and understanding of relevant topics. The form of the noninteractive learning strategies explored in this study is the teaching system. This is a commonly used method and is still used in some institutions. Its limitations have led to the modernization of the education sector, especially in sports. This modernization brings about other forms of physical education, being student centered and more interactive. This form of interaction promotes the connection between teachers and students and promotes the transmission of feedback and the continuous improvement and novelty of activity forms. The interactive approach used in this study is the brainstorming method. Research has found it to generate constructive ideas and ideas. The specific process includes case study and Q & A, which is intuitive and clear, and can enhance the comprehensive understanding of the theme. The modernization of physical education curriculum brings many benefits; some of which will be listed in this paper. This study is aimed at promoting more display of students’ personality in modern physical education teaching with clear research conclusions. Let the students in the training interact with teachers and interact with the group, in the interaction to play their own greater initiative, enthusiasm. Let the relationship between students and teachers be more harmonious, and let the students’ physical quality get better development.

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Section: Introductionmentioning

confidence: 99%

Research on Effective Strategies of College Physical Education Interactive Teaching Based on Machine Learning

Zhang

2022

Applied Bionics and Biomechanics

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“…Our analysis does have limitations. Although BMI was carefully measured, time in PE and recess was measured coarsely and inconsistently across different cohorts, making it challenging in some cases to tell whether a school had complied with state laws 11 or whether PE and recess increased or decreased between the older and younger cohorts. We addressed the coarse measurement of time by using interval regression, but our interval regression model assumed that residuals are normal and homoscedastic, and departures from those assumptions might have introduced bias 23…”

Section: Resultsmentioning

confidence: 99%

“…Although past studies also found that schools often fail to comply with state laws for PE time, 10,11,28 the finding that changes to state law failed to cause any increase in the time spent in PE or recess is a bit startling. There are several possible explanations.…”

Section: Discussionmentioning

confidence: 98%

“…Nevertheless, elementary students in states with higher PE requirements did spend more time in PE than students in other states; moreover, the extra PE time was associated with lower BMIs and lower prevalence of overweight and obesity—but only among boys, and only in fifth grade 10 . A later study of elementary students in 2010–2016, however, found no association between the extra PE time associated with state policies and BMI, overweight, or obesity 11 …”

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confidence: 95%

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Have States Reduced Obesity by Legislating More Physical Activity in Elementary School?

Hippel¹,

Frisvold

2023

Milbank Quarterly

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Between 1998 and 2016, 24 states and the District of Columbia passed laws meant to increase the time that children spent in physical education (PE) or other school‐based physical activity (PA). Schools largely disregarded changes to PE/PA laws, which did not increase the time that children spent in PE or recess and did not reduce body mass index, overweight, or obesity. Closer oversight of schools would be needed to improve compliance with state PE and PA laws. Yet, even with better compliance, we estimate that PE and PA policies would be inadequate to reverse the obesity epidemic. Policies should also address consumption, both inside and outside of school. Context To control childhood obesity, leading medical organizations have recommended increasing the time that children spend in physical education (PE) and other school‐based physical activity (PA). Yet, it is unknown how many states have passed laws that codify these recommendations, and it is unknown what effect changing state laws has had on obesity or the time that children actually spent in PE and PA. Methods We joined state laws to national samples of 13,920 children from two different cohorts of elementary students. One cohort attended kindergarten in 1998; the other attended kindergarten in 2010; both cohorts were followed from kindergarten through fifth grade. We estimated the effects of changes to state laws in a regression with state and year fixed effects. Findings Twenty‐four states and the District of Columbia increased the time that children were recommended or required to spend in PE or PA. These changes in state policies did not increase actual time spent in PE or recess, did not affect average body mass index (BMI) or BMI Z score, and did not affect the prevalence of overweight or obesity. Conclusion Increasing the PE or PA time required or recommended by state laws has not slowed the obesity epidemic. Many schools have failed to comply with state laws. A back‐of‐the‐envelope calculation suggests that, even with better compliance, the legislated changes in PE laws might not have changed energy balance enough to reduce obesity prevalence.

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“…These families lack the financial and care support for healthy child development. Education is critical to reducing poor health 3. Children’s academic achievement was associated with further educational attainment and working performance in the labour market 4.…”

Section: Introductionmentioning

confidence: 99%

Diet structure and academic achievement of children from difficult families: a cross-sectional study of Chinese children

Wang

2022

BMJ Open

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ObjectivesWelfare policy focuses on vulnerable populations, such as children with difficult family backgrounds. Education is a crucial way to reduce poverty. This study explored the relationship between children’s diet structure and academic achievement and compared these across different family backgrounds.DesignA cross-sectional study was conducted to survey the health status of children from difficult families based on a random sampling method in 2018. Survey data were collected from children and their guardians with a questionnaire. A multi-sample latent class model and an ordinal logistic model were applied for data analysis.SettingThis study was conducted in 31 provinces nationwide. Two provinces in the Central (Shandong and Jiangxi), Eastern (Hebei and Henan) and Western (Chongqing and Shanxi) regions and one province in the Northeast (Liaoning) were selected considering different stratum of economic development.ParticipantsA total of 2099 children with difficult family backgrounds and 666 children from ordinary families were surveyed.ResultsThe dietary structure of children from ordinary families was significantly better than that of children with difficult or unstable family backgrounds (χ2 =9.178, p<0.01). Children from difficult families had an intake of dairy products and fruits below dietary standards. The difference in academic achievement between children in the balanced and deprived groups was statistically significant (OR=0.640, 95% CI 0.429 to 0.955). Other determinants of the academic achievement of children in difficult families were parents’ education level (OR=1.331, 95% CI 1.162 to 1.525), family economic status (OR=0.835, 95% CI 0.748 to 0.932) and parents’ academic concern (OR=0.373, 95% CI 0.252 to 0.553).ConclusionsTo address the differences between children from difficult families and ordinary families, policymakers should develop support policies for difficult children, guide the formation of a reasonable dietary structure. Besides, enhancing family closeness and fostering family nurturing behaviours are the keys to promote the good academic development of children from difficult families.

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The effect of physical education on children's body weight and human capital: New evidence from the ECLS‐K:2011

Cited by 8 publications

References 26 publications

Research on Effective Strategies of College Physical Education Interactive Teaching Based on Machine Learning

Research on Effective Strategies of College Physical Education Interactive Teaching Based on Machine Learning

Have States Reduced Obesity by Legislating More Physical Activity in Elementary School?

Diet structure and academic achievement of children from difficult families: a cross-sectional study of Chinese children

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