The Role of School in Helping Children and Adolescents Reach the Physical Activity Recommendations: The UP&amp;DOWN Study

Grao‐Cruces, Alberto; Segura‐Jiménez, Víctor; Conde‐Caveda, Julio; García-Cervantes, Laura; Martínez‐Gómez, David; Keating, Xiaofen D.; Castro‐Piñero, José

doi:10.1111/josh.12785

Cited by 44 publications

(48 citation statements)

References 41 publications

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“…Only a small proportion of adolescents (1.7%) met the overall recommendations (i.e., PA, screen time, and sleep duration) [6], showing lower percentages than previous studies in children [44,45] and adolescents [45,46]. For example, in a recent study conducted in a sample of 1925 children and adolescents, the 80.4% and 53.8% of children boys and girls, respectively, and the 67.5% and 53.8% of adolescent boys and girls, respectively, met PA guidelines [47]. To our knowledge, there are no studies in Spain that have exclusively analyzed the proportion of adolescents meeting all the recommendations of the 24-hour movement guidelines (i.e., PA, screen time, and sleep duration).…”

Section: Discussionmentioning

confidence: 69%

Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents

Sevil‐Serrano

Solana

Abós

et al. 2019

IJERPH

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The aim of this study was to identify the prevalence and clustering of health-related behaviors in Spanish adolescents and to examine their association with sex, body mass index (BMI), different types of sedentary screen time, and adherence to 24-hour movement guidelines. A final sample of 173 students (M = 12.99 ± 0.51) participated in this study. Cluster analysis was conducted based on five health-related behaviors: PA and sedentary time derived from accelerometers, as well as healthy diet, sedentary screen time, and sleep duration derived from self-reported scales. Recommendations for 24-hour movement guidelines (i.e., physical activity (PA), screen time, and sleep duration) were analyzed both independently and combined. A total of 8.9% of the sample did not meet any of the guidelines, whereas 72.3%, 17.3%, and 1.7% of the sample met 1, 2, or all 3 guidelines, respectively. Six distinct profiles were identified, most of them showing the co-occurrence of healthy- and unhealthy-related behaviors. Given that most of the adolescents failed to meet the combination of PA, screen time, and sleep duration guidelines, these findings suggest the necessity to implement school-based interventions that target multiple health behaviors, especially because (un)healthy behaviors do not always cluster in the same direction.

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Section: Discussionmentioning

confidence: 69%

Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents

Sevil‐Serrano

Solana

Abós

et al. 2019

IJERPH

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“…However, more than half of children and adolescents worldwide do not meet this recommendation . Spain also has this problem, and it especially affects Spanish adolescent girls, among which only 26% are physically active …”

Section: Introductionmentioning

confidence: 99%

“…It was also suggested that youths should spend 50% of recess (ie, time periods of noncurricular activities in school) and physical education classes (PEC) total time in MVPA . In this context, previous studies have reported a compliance rate of less than 25% with the school hour PA recommendation even lower than the percentage of compliance for the MVPA during the whole day, and showed that less than 15% of students satisfied the MVPA recommendations during recess and PEC …”

Section: Introductionmentioning

confidence: 99%

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Changes in compliance with school‐based physical activity recommendations in Spanish youth: The UP&DOWN longitudinal study

Grao‐Cruces

Sánchez‐Oliva

Segura‐Jiménez

et al. 2019

Scandinavian Med Sci Sports

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The study aimed (a) to examine changes in physical activity (PA) during the whole day, school hours, recess, and physical education classes (PEC) during a 2‐year period in primary and secondary students; (b) to identify changes in the proportion of compliance with specific PA recommendations for these periods; and (c) to examine whether PA levels at baseline are associated with PA levels 2 years later. Eight hundred and fourteen (51.8% boys) children and 658 (50.1% boys) adolescents from 41 Spanish schools participated in the study. Hip‐worn accelerometers were used to assess PA during different time periods. Light PA (LPA) declined during the whole day, school hours, recess (all P < 0.001, except child girls for recess), and PEC (all, P < 0.05) in children and adolescents. Moderate‐to‐vigorous PA (MVPA) during the whole day and recess declined in child boys (P < 0.01 and P < 0.001, respectively) and adolescent boys (P < 0.001 and P < 0.05, respectively). MVPA during PEC declined in adolescent boys (P < 0.001) and adolescent girls (all P < 0.05). The proportion of compliance with the specific PA recommendations for these periods declined (P < 0.05), except for PEC in adolescent girls. PA during the whole day at baseline was moderately associated with PA during the whole day years later (ICCs = 0.210‐0.544, with one exception), but this association was lower for the school‐based PA. In conclusion, time spent in MVPA and LPA during the whole day and recess declined over time in child and adolescent boys and during PEC in adolescents. These findings highlight the need to promote PA interventions in these settings.

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“…In general, children aged 12-13 years spend just 5% of school time in MVPA (Da Costa et al, 2017). Specifically, the most recent studies in Spanish children and adolescents also show that PA levels are very low during school hours, recess, and Physical Education lessons (Grao-Cruces et al, 2019). Therefore, new strategies to increase the amount and intensity of physical activity (PA) children do in school, outside of Physical Education classes, are being introduced.…”

Section: Article In Pressmentioning

confidence: 99%

Alternatives of Physical Activity within School Times and Effects on Cognition. A Systematic Review and Educational Practical Guide

López

Ruiz‐Ariza

Torre-Cruz

et al. 2020

Psicología Educativa

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Cognition is the process of assimilating and processing data, mainly perceptual data; it is a broad concept that encompasses cognitive and academic processing in youth (Esteban-Cornejo et al., 2015). Cognitive performance is the mental capacity affected by inhibitory control and executive functions (reasoning, planning, start and end of tasks, goal setting, anticipation, and decision making, among others). These are the factors responsible for the maintenance of information in working memory, for the intellectual organisation, attention, or behaviour control (Ruiz-Ariza et al., 2017). Academic performance is also related to success in the school context and is measured as the average of academic scores in various subjects or through standardised performance tests (Tomporowski et al., 2008). It is becoming clear that physical activity (PA) can enhance aspects of children's mental functioning that are central to cognitive development (Ruiz-Ariza et al., 2017), e.g., processes required to select, organise, and properly initiate goal-directed actions (Tomporowski et al., 2008). Previous reviews have analysed the associations between PA and cognitive performance and academic performance in children and adolescents, with no conclusive results (Chaddock

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The Role of School in Helping Children and Adolescents Reach the Physical Activity Recommendations: The UP&DOWN Study

Cited by 44 publications

References 41 publications

Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents

Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents

Changes in compliance with school‐based physical activity recommendations in Spanish youth: The UP&DOWN longitudinal study

Alternatives of Physical Activity within School Times and Effects on Cognition. A Systematic Review and Educational Practical Guide

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