scholarly journals PHYSICAL ACTIVITY, PHYSICAL FITNESS AND ACADEMIC ACHIEVEMENTS OF PRIMARY SCHOOL CHILDREN

2018 ◽  
Vol 1 (108) ◽  
pp. 9-16 ◽  
Author(s):  
Irina Klizienė ◽  
Laura Kimantienė ◽  
Ginas Čižauskas ◽  
Laura Daniusevičiūtė-Brazaitė ◽  
Gintautas Cibulskas ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Primary School Children ◽  
Physically Active ◽  
Academic Achievements ◽  
Jump Test ◽  
Fitness Tests ◽  
Long Jump ◽  
And Mathematics ◽  
N 93

Background.The purpose of this study is to estimate physical activity, physical fitness and assessment of mathematical achievements in primary schoolchildren. Methods. The study involved 1st grade students (N = 93), 45 of which were girls and 48 were boys. The flexibility test, the long jump test, 3 × 10 m speed shuttle run test, a medical (stuffed) 1 kg ball pushing from the chest test were used. Physical activity was measured using Children’s Physical Activity Questionnaire. Academic achievements were assessed using Mathematical diagnostic progress tests and mathematical learning achievements according to curriculum content. Results. It turned out that both boys (95.87 MET/min/week) and girls (91.30 MET / min/ week) were physically active in physical education lessons (p > 0.05). Long jump results ranged from 105.2 cm (girls) to 118.3 cm (boys), statistically significant differences were detected (p < 0.05) The best score of the girls’ shuttle running 3 × 10 m was 9.55 s, for boys it was 9.2 s, the worst performance time for boys was 13.68 s, for girls – 13.54 s (p < .05). Mathematics Diagnostic Progress Tests for both girls and boys indicated satisfactory levels. Conclusion. We should note that all 4 fitness tests had a positive, linear association with physical fitness tests and mathematics test scores.

scholarly journals HOW DOES PARTICIPATION IN PHYSICAL ACTIVITY AFFECT PHYSICAL FITNESS ELEMENTS IN CHILDREN AGED 5-9?

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Aslihan Buksur ◽  
Umut Canli ◽  
Cüneyt Taskin
Keyword(s):  
Physical Activity ◽  
Body Weight ◽  
Physical Fitness ◽  
Core Strength ◽  
Explosive Strength ◽  
Jump Test ◽  
Standing Long Jump ◽  
Significant Difference ◽  
Long Jump ◽  
Run Test

This study was conducted to examine the effect of participation in physical activity on physical fitness parameters in children aged 5-9 years. A total of 83 children, 44 girls, and 39 boys, studying in a private primary school participated in the study voluntarily. The Eurofit Test Battery was used to evaluate the physical fitness levels of children. Within the scope of the Eurofit test battery; the body weight and height values of the children were measured. In the determination of motoric performances, flamingo balance, disc touch, sit-reach, standing long jump, sit-up, bent-arm hanging, and 5x10 meter sit-up tests were used. A personal information form prepared by the researchers was used to determine demographic characteristics. Whether the data is normally distributed or not was checked with kurtosis and skewness values. In the statistical analysis dimension; descriptive analysis (mean, standard deviation, median, min-max value, ratio, frequency), independent samples t test (Independent Samples t test) were used. In terms of children having an athlete license, a significant difference was found in their height, standing long jump test, sit-up test, bent-arm hanging test, 5x10 meter sit-up run test scores (p>0.05). A significant difference was found in the findings of height, body weight, standing long jump test, sit-up test, bent arm hanging test, 5x10 meter sit-up run test in terms of children's participation in traditional children's games (p>0.05). As a result, it has been determined that children's having an athlete's license increases their height, explosive strength, core strength endurance, upper extremity strength endurance, agility, and again, the students' participation in traditional children's games has positive effect on height, body weight, explosive strength, core strength endurance, upper extremity strength endurance and agility. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0891/a.php" alt="Hit counter" /></p>

scholarly journals Commute to school, level of physical activity, and physical fitness of young adolescents in the Municipality of Florestal, Minas Gerais

2018 ◽  
Vol 22 (6) ◽  
pp. 554-560
Author(s):  
Jennifer De Oliveira ◽  
Afonso Simplício ◽  
Daniel Leite ◽  
Guilherme Pussieldi
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Activity Level ◽  
The Other ◽  
School Level ◽  
Activity Levels ◽  
Fitness Evaluation ◽  
Jump Test ◽  
Fitness Tests ◽  
Motorized Transport

This study aimed to evaluate performance in physical fitness tests and physical activity level when comparing the level of physical activity and performance in physical fitness tests among adolescents who moved in three different ways to school.The sample was 60 students (50% female), divided equally into three groups: walk, bike and motorized transport, aged between 15 and 18 years (16,38 ±0,86 years). The physical fitness was evaluated by means of the six-minute run/walk tests, horizontal jump test and 20m maximal speed run. The physical activity score was estimated by the brief IPAQ version. The time and distance displaced by each school was estimated through the Global Positioning System by the Google Maps application. The main findings were that in the physical fitness evaluation, in neither test and for both sexes were found significant differences in physical performance of the three groups. But we found differences in physical activity levels between the walking and motorized transport groups. And the distance traveled by the motorized group was higher than that of the other groups, in both sexes, and the mean total time spent to perform the displacement in the bicycle group in both sexes was smaller. The differences in time or distance between the groups were not able to produce an e ect on the physical fitness. We concluded that the walking group presents a higher level of physical activity to the other groups, pedaling and motorized, suggesting that walking improves physical tness due to time spent on the course.

scholarly journals Interaction between Pre-School Children’s Physical Activity and Physical Fitness and Their Parents’ Physical Activity

2021 ◽  
Vol 3 (122) ◽  
pp. 4-10
Author(s):  
Renata Rutkauskaitė ◽  
Laura Daniusevičiūtė-Brazaitė ◽  
Emilė Jaruševičiūtė
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Parental Influence ◽  
School Age Children ◽  
School Age ◽  
Physically Active ◽  
Significant Difference ◽  
Fitness Tests ◽  
Children’S Physical Activity ◽  
Intensive Growth

Background. Pre-school age is the period of especially fast growth and physical development, characterized by an intensive growth and development of a child’s organism, great changes in the activity of the functional systems, which is affected by increasing physical activeness and fitness (Grinienė & Vaitkevičius, 2009; Howells & Sääkslahti, 2019). Previous studies have identified parental influence as a factor that can shape a child’s physical self–perception and act as a stimulus for physical activity and fitness (Eddolls, McNarry, Stratton, & Mackintosh, 2016).  The aim of this study was to indicate physical activity of 5–6-year-old children and to determine the interaction between parents’ physical activity and physical fitness data. Methods. The study involved pre-school age children (n = 59) from 5 to 6 years old: 31 girls and 21 boys; also, their parents (n = 101) were involved: 57 mothers and 44 fathers. Physical activity was measured objectively using the ActiGraph GT3X model. The children performed five physical fitness tests (PFT) according to the Eurofit methodology. Also, parents were asked to fill in questionnaires about their own and their children’s physical activity, and also subjective physical fitness. Results. It turned out that there was a significant difference in the time spent in moderate and moderate to vigorous (MVPA) physical activity between 5 to 6-year-old children (p < .05). Comparing pre-school children’s physical fitness by gender we found that boys were more physically fit than girls when performing long jumps, but girls were more physically fit than boys when performing a sit and reach test (p < .05). Subjectively measured PA identified that 72.6% of parents (of both genders) were sufficiently physically active and 27.4% were inadequate physically active. Conclusion. The results revealed that 6-year-old children spent more time in sedentary time than 5-year-olds, who accumulated more time in moderate and total MVPA physical activity per day. No significant relation was found between parents’ and children’s physical activity and fitness.   Keywords: physical activity, physical fitness, pre-school child, health, parents.

Relationship between Physical Activity and Health-Related Physical Fitness in 16-Year-Old Boys

2018 ◽  
Vol 1 (80) ◽  
Author(s):  
Renata Rutkauskaitė ◽  
Arūnas Emeljanovas ◽  
Vida Volbekienė ◽  
Rita Sadzevičienė ◽  
Edita Maciulevičienė ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Short Form ◽  
Vigorous Physical Activity ◽  
Vertical Jump ◽  
Physically Active ◽  
Jump Test ◽  
Health Related ◽  
Short And Long Term

Research background and hypothesis. It is well established that regular physical activity (PA) has many short- and long-term benefi ts for children’s health. Physically active children are more physically fi t than their physically inactive counterparts. Insuffi cient physical fi tness of adolescents is one of the risk factors for chronic diseases and has a tendency to be carried over into adulthood. Research aim was to examine health-related physical fi tness in low, moderate and vigorous physical activity categories among 16-year-old schoolboys.Research methods. The participants were 155 healthy schoolboys of the 10 th  grade from secondary schools of Kaunas (Lithuania). Their physical activity was measured by a modifi ed short form of the International PA Questionnaire (IPAQ) (Craig et al., 2003). The respondents were divided in three PA categories: high (vigorous) (VPA) (n = 43), moderate (MPA) (n = 63), and low (LPA) (n = 49). Physical fi tness tests were performed to measure participants’ fl exibility (by sit-and-reach test) (Eurofi t, 1993), power (by vertical jump test), and muscular strength and endurance (by modifi ed push-up test) (Suni et al., 1994). Research results. There were no signifi cant differences between the boys in different PA groups in respect of anthropometrical and body composition parameters (p > 0.05). The results of health-related physical fi tness tests were signifi cantly better of the VPA group boys (p < 0.05). The total volume of PA correlated with all health-related physical fi tness components that were measured (r = 0.23–0.38, p < 0.01). Discusion and conclussions. We may conclude that health-related physical fi tness is positively related to the total amount of physical activity in 16-year-old schoolboys.Keywords: frequency, duration, intensity, volume, physical activity, physical fitness.

The Influence of Familiarization on Physical Fitness Test Results in Primary School-Aged Children

2017 ◽  
Vol 29 (2) ◽  
pp. 278-284 ◽  
Author(s):  
Ivan Vrbik ◽  
Goran Sporiš ◽  
Lovro Štefan ◽  
Dejan Madić ◽  
Nebojša Trajković ◽  
...  
Keyword(s):  
Physical Fitness ◽  
Primary School ◽  
Vertical Jump ◽  
Primary School Children ◽  
Test Results ◽  
School Aged Children ◽  
Jump Test ◽  
Standing Long Jump ◽  
Long Jump ◽  
Familiarization Session

Purpose:The number of familiarization sessions in fitness assessments seems to be critical and inconsistent. Therefore, the primary aim of this research was to determine the number of familiarization attempts that stabilize the results in particular physical fitness tests. The secondary aim was to establish the test reliability through familiarization sessions.Methods:Thirty-nine primary school children participated in this research (age: 10.8 years, body mass: 40.6 ± 8.9 kg, and body height: 145.3 ± 7.2 cm). During six sessions, with one session every third day, participants performed the following tests to assess explosive strength (vertical jump and standing long jump), coordination (polygon backward and polygon with turn) and flexibility (toe touch).Results:The results of repeated analysis of variance (ANOVA) showed that there were significant increases (p < .05) in the polygon backward and polygon with turn performances from the first to third familiarization session. The standard error of measurement decreased as sessions progressed, indicating little within subject variation between the coordination test results following a familiarization period. Statistically significant differences were identified in the vertical jump test from the fourth test session compared with the first session. On the other hand, statistically significant differences for the standing long jump test were only found in the final session compared with the initial session. In the toe touch test, there were no significant increases from the first to the final familiarization session. All tests showed high a reliability coefficients, ranging from 0.979 to 0.991.Conclusion:Polygon backward and polygon with turn performance may be a practical, reliable method to assess coordination in primary school-aged children. However, completion of at least 3 practice sessions is suggested for participants to obtain a stable score. In addition, both jump tests are feasible for assessing skill-related fitness in young children, although the scientific reliability of the two tests should be questioned and the tests should be tailored to fit the age group of the children.

Children’s Feelings of Loneliness and Social Dissatisfaction: Relationship to Measures of Physical Fitness and Activity

1992 ◽  
Vol 11 (3) ◽  
pp. 211-219 ◽  
Author(s):  
Randy M. Page ◽  
James Frey ◽  
Richard Talbert ◽  
Cindy Falk
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Rating Scale ◽  
Social Activity ◽  
Physically Active ◽  
Group Settings ◽  
Grade Levels ◽  
Fitness Tests ◽  
Reduced Physical Activity ◽  
And Function

Approximately 600 elementary school children (Grades 1-6) completed a loneliness rating scale and several fitness tests. Children who scored within low, average, and high ranges on the loneliness scale were compared to determine whether there were differences in levels of reported performance on fitness tests. ANCOVA tests revealed that lonely children were less physically fit and physically active than were those who were not lonely. Grade-specific analyses revealed that the relationship between levels of loneliness and physical fitness/physical activity appears to be most profound at the third- and fourth-grade levels. The results from this study suggest that lonely children may lack the social and/or physical skills necessary to effectively interact and function in group settings (physical activity is often a social activity for children). This could potentially perpetuate a cycle of poor social interaction, rejection or withdrawal, reduced physical activity, and reduced physical fitness.

Physical fitness of people with moderate and considerable intellectual disabilities

Physiotherapy ◽  
2013 ◽  
Vol 21 (3) ◽  
Author(s):  
Marzena Ślężyńska ◽  
Grzegorz Mięsok ◽  
Kamila Mięsok
Keyword(s):  
Physical Activity ◽  
Intellectual Disability ◽  
Physical Fitness ◽  
Body Mass ◽  
Body Height ◽  
Abdominal Muscle ◽  
The Body ◽  
Intellectually Disabled ◽  
Fitness Tests ◽  
Abdominal Muscle Strength

AbstractIntroduction: The aim of the physical activity of the intellectually disabled is the strengthening of health, creating movement habits, promoting active recreation, and maintaining exercise capacity. Skillfully applied physical activity allows to mitigate the effects of pathology and create the compensations to enable the intellectually disabled people to live relatively independently. Physical activity and sport also increase their chances to integrate with their families, peers, and social environment.Materials and methods: The research targeted a group of 134 people with moderate or considerable intellectual disability (65 women and 69 men), aged 20-53 years, who participated in occupational therapy workshops in Jastrzębie Zdrój, Rybnik, and Żory. Physical fitness was assessed using the “Eurofit Special” test and balance tests. Measurements of body height and mass were also taken and then used to calculate the body mass index (BMI).Results: A salient somatic trait was the greater body mass relative to height among the persons with considerable disability, clearly illustrated by the BMI. This explained their greater heaviness in performing physical exercises. An even greater difference between participants with moderate and considerable intellectual disability was visible in physical fitness. Obviously, older persons did not achieve as good results in fitness tests as the younger ones, yet the participants were more differentiated by the level of disability than age. Most symptomatic differences to the disadvantage of the considerably disabled were observed in explosive strength, speed, abdominal muscle strength, and flexibility.Conclusions: Significant differences in fitness between the compared groups make it necessary to take into account the level of intellectual disability in the course of physical education and sport, at work, and in household duties.

scholarly journals Association between the school physical activity environment, measured and self-reported student physical activity and active transport behaviours in Victoria, Australia

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Nicholas Crooks ◽  
Laura Alston ◽  
Melanie Nichols ◽  
Kristy A. Bolton ◽  
Steven Allender ◽  
...  
Keyword(s):  
Physical Activity ◽  
Active Transport ◽  
Primary Schools ◽  
Weight Status ◽  
School Principal ◽  
Primary School Children ◽  
Physically Active ◽  
Physical Activity Environment ◽  
Policy Practice ◽  
Socioeconomic Composition

Abstract Background Environments within schools including the physical, social-cultural and policy/practice environments have the potential to influence children’s physical activity (PA) behaviours and weight status. This Australian first study comprehensively examined the association(s) of physical, social-cultural and policy/practice environments with PA, active transport (AT) and weight status among regional primary school children. Methods Data were from two childhood obesity monitoring systems in regional Victoria, Australia. Measured height and weight were collected from students in Year 2 (aged approx. 7–8 years), Year 4 (9–10 years), and Year 6 (11–12 years). Self–reported PA behaviour, including AT were collected from students in Year 4 and 6 and a sub-sample wore an ActiGraph (wGT3X-BT) accelerometer for 7-days. A school physical activity environment audit was completed by the school principal and responses were used to calculate school physical activity environment scores (PAES) and active transport environment scores (ATES). Mixed effects logistic regression was used to assess the relationship between the proportion of students meeting the PA guidelines (≥60mins/day of moderate-to-vigorous PA) and PAES tertiles (low, medium, high) and those using AT and school ATES tertiles, controlling for gender, school size/type and socioeconomic composition. Results The analysed sample included 54/146 (37%) schools and 3360/5376 (64%) students. In stratified analysis, girls in schools with a medium PAES score were more likely to meet the objectively measured PA guideline compared to low PAES score (OR 2.3, 95%CI 1.27, 4.16). Similarly, students in schools with a medium or high ATES score had higher odds of self-reported AT (medium OR 3.15, 95%CI 1.67, 5.94; high OR 3.71, 95%CI: 1.80, 7.64). No association between PAES or ATES and weight status were observed. Self-reported AT among boys (OR 1.59, 95%CI 1.19, 2.13) and girls (OR 1.56, 95%CI 1.08, 2.27) was associated with higher odds of meeting self-reported PA guidelines on all 7-days than those who did not report using AT. Conclusions In this study of regional Victorian primary schools, PA environments were only associated with girls’ adherence to PA guidelines. School AT environments were strongly associated with students’ AT behaviours and with increased likelihood of students being physically active.

scholarly journals Physical Fitness Promotion among Adolescents: Effects of a Jump Rope-Based Physical Activity Afterschool Program

Children ◽  
2020 ◽  
Vol 7 (8) ◽  
pp. 95 ◽  
Author(s):  
Xiaofeng Yang ◽  
Joonyoung Lee ◽  
Xiangli Gu ◽  
Xiaoxia Zhang ◽  
Tao Zhang
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Muscular Strength ◽  
Afterschool Program ◽  
Left Hand ◽  
Hand Grip ◽  
Standing Long Jump ◽  
Long Jump ◽  
Jump Rope ◽  
Rope Skipping

The major purpose of this study was to examine the effects of a jump rope-based physical activity afterschool program on middle school students’ physical fitness. Sixty students (Mage = 13.37, SD = 0.58; 53.3% female) participated in a 12-week jump rope-based afterschool program (45 min/time, three times/week). Participants were randomly assigned to three groups: (a) freestyle rope skipping (N = 20), traditional jump rope (N = 20), and a control group (N = 20). Physical fitness tests, including muscular strength (standing long jump, right-hand grip, and left-hand grip), flexibility, body composition, and bone mineral density (BMD) were measured in pre- and post-tests. A 2 (time) × 3 (groups) repeated measure multivariate analysis of variance (MANOVA) was performed. The results found significant improvements in muscular strength (standing long jump, right-hand grip, and left-hand grip) in both intervention groups (p < 0.001; ds = 0.2–0.44). Only the freestyle rope skipping group had increased BMD (p < 0.05, d = 0.33). Compared to the traditional jump rope, the freestyle rope skipping group showed significantly higher improvement in flexibility (p < 0.05, d = 0.83). These findings suggest that the jump rope-based afterschool program with freestyle rope skipping would be more effective than traditional jump rope to promote physical fitness performance among adolescents.

scholarly journals Changes in physical fitness and anthropometrics differ between female and male recruits during the Finnish military service

2020 ◽  
pp. bmjmilitary-2020-001513
Author(s):  
Matti Santtila ◽  
K Pihlainen ◽  
J Vaara ◽  
K Tokola ◽  
H Kyröläinen
Keyword(s):  
Sex Differences ◽  
Physical Fitness ◽  
Military Service ◽  
Military Training ◽  
Test Results ◽  
Male And Female ◽  
Standing Long Jump ◽  
Fitness Tests ◽  
Long Jump ◽  
Training Programmes

IntroductionMilitary training programmes are often similar for male and female recruits despite sex differences in physical performance that may influence training adaptations during military service. The present study aimed to compare changes in physical fitness and anthropometrics between Finnish female and male recruits during military service.MethodsA total of 234 690 male and 3549 female recruits participated in fitness tests at the beginning and end of military service between 2005 and 2015. Anthropometric measurements were body mass, height, body mass index (BMI) and waist circumference (WC). Fitness tests consisted 12 min running, standing long jump, and sit-ups and push-ups.ResultsNo changes were observed in anthropometrics, while both sexes improved most of the fitness test results. After adjustment for service time, branch, age, initial fitness test results, BMI and WC, improvement in running test performance was 158 m (95% CI 142 to 173, p≤0.001) greater in male than female recruits. Similarly, improvements were larger in male recruits for push-ups (5 reps/min, 95% CI 5 to 6, p≤0.001), sit-ups (2 reps/min, 95% CI 2 to 3, p≤0.001) and standing long jump (12 cm, 95% CI 11 to 13, p≤0.001) when compared with women.ConclusionsThe study revealed sex differences in adaptations to the standardised military training. Both male and female recruits improved their physical fitness, but smaller gains were observed in women using the same training programme. The mechanisms explaining sex differences in adaptations to military training, and whether tailored training programmes are needed specifically for female recruits to reduce sex differences during military service, warrants further studies.

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