Physical activity in lessons improves students' attainment
October 15, 2019
Science Daily/University College London
Students who take part in physical exercises like star jumps or running on the spot during school lessons do better in tests than peers who stick to sedentary learning, according to a UCL-led study.
The meta-analysis of 42 studies around the world, published in British Journal of Sports Medicine, aimed to assess the benefits of incorporating physical activity in academic lessons. This approach has been adopted by schools seeking to increase activity levels among students without reducing academic teaching time.
Typical activities include using movement to signify whether a fact is true or false, or jumping on the spot a certain number of times to answer a maths question.
The study concluded that incorporating physical activity had a large, significant effect on educational outcomes during the lesson, assessed through tests or by observing pupils' attention to a given task, and a smaller effect on overall educational outcomes, as well as increasing the students' overall levels of physical activity.
Lead author Dr Emma Norris (UCL Centre for Behaviour Change, UCL Psychology & Language Sciences) said: "Physical activity is good for children's health, and the biggest contributor of sedentary time in children's lives is the seven or eight hours a day they spend in classrooms.
"Our study shows that physically active lessons are a useful addition to the curriculum. They can create a memorable learning experience, helping children to learn more effectively."
Co-author Dr Tommy van Steen (Leiden University, The Netherlands), added: "These improvements in physical activity levels and educational outcomes are the result of quite basic physical exercises. Teachers can easily incorporate these physical active lessons in the existing curriculum to improve the learning experience of students."
Researchers looked at data from 12,663 students aged between three and 14. Nearly half of the studies took place in the United States, with seven conducted in Australia, five in the UK, four in the Netherlands and one in China, Croatia, Ireland, Israel, Portugal and Sweden.
In one of the 42 studies analysed, eight- and nine-year-olds simulated travelling the world by running on the spot in between answering questions relating to different countries. The research team, also led by Dr Norris at UCL, concluded that the children were more active and more focused on the task than peers in a control group, following teachers' instructions more closely.
In another study in the Netherlands, primary school children who took part in physically active lessons three times a week over two years made significantly better progress in spelling and mathematics than their peers -- equating to four months of extra learning gains.
https://www.sciencedaily.com/releases/2019/10/191015192938.htm
Supervised fun, exercise both provide psychosocial benefit to children with obesity
July 2, 2019
Science Daily/Medical College of Georgia at Augusta University
A program with clear rules, routines and activities, attentive adults and a chance to interact with peers appears to work as well at improving the quality of life, mood and self-worth of a child who is overweight or obese as a regular exercise program, researchers report.
While regular exercise is clearly beneficial to children -- and adults -- the psychosocial health of children may benefit as much from other kinds of adult-led after school programs, Medical College of Georgia researchers report in the journal Translational Behavioral Medicine.
"For me the take-home message is yes, exercise has many wonderful benefits but some of that is because you are in a program run by caring adults," says Dr. Catherine Davis, clinical health psychologist at MCG's Georgia Prevention Institute and the study's corresponding author.
They looked at 175 predominantly black children ages 8-11 who had overweight or obesity and were previously inactive. Children participated in either a fun-driven aerobic exercise program or a sedentary after-school program where they played board games and did artistic activities.
The investigators hypothesized that they would find that the exercise intervention would be more effective at improving quality of life, mood and self-worth than the sedentary program.
They found instead that, while the exercise program had the additional benefits of reducing body fat, improving fitness, and even improved brain health, there was no mood advantage from the exercise program. Fatness and fitness did not change as much in the sedentary group.
In fact, in the case of the boys, those in the sedentary group reported depressive symptoms actually decreased more over time than their peers in the exercise group.
About 10 percent of children in both groups had symptoms indicating depression at the start of the study. Depressive symptoms in children include things like a sad mood, interpersonal problems and inability to feel pleasure.
Among participating girls, depressive symptoms yielded similar improvements whether in the exercise or sedentary group, says Celestine F. Williams, senior research associate at the Georgia Prevention Institute and first author on the study.
Those sex differences might be attributable to males in the sedentary group not being under the pressure they may feel to participate and succeed in physical activities, and finding instead an opportunity to pursue more artistic and social endeavors, which children of this age tend to prefer, the investigators write.
Countless studies, including some led by Davis, have shown that regular physical activity in children who are overweight or obese and inactive can yield a variety of benefits, including reducing fatness, improving fitness and insulin sensitivity -- which reduces the risk of diabetes and other maladies -- as well as perhaps less obvious benefits, like improved cognition and improved brain health, and reduced anger and depression.
This time Davis and her colleagues wanted to more directly compare the impact of an exercise program versus a similar sedentary program on the psychosocial wellbeing of these children. While there are often control groups in this type of study, most compare the exercise program to either no program, or a less interactive and fun program. Davis and Williams agree that likely was a big part of the differences they found this time.
All the children were evaluated for depressive symptoms, anger expression, self-worth and quality of life right before starting and after finishing either arm of the study. Depressive symptoms and quality of life were measured again about a year later.
In the exercise program, the instructor led fun aerobic activity for 40 minutes daily based on the interests and abilities of the children. Rather than time on a treadmill, for example, there were more entertaining strategies to get and keep the heart rate up like a version of the age-old game tag. Children wore heart rate monitors and were rewarded for an average heart rate above 150 beats per minute during the exercise -- the average resting heart rate for an 8-year-old is 70 to 110 beats per minute -- and they got more points for a higher average.
In the other group, children participated in instructor-led activities like board games, puzzles, arts and music, and were rewarded for participation and good behavior. There were arts and crafts, challenging games like the strategy board game Connect 4, guitar music and singing popular songs, and the children were rewarded with points for being nice and cleaning up behind themselves. The children were free to talk with each other as long as it was not disruptive, which was probably a highlight for the boys, Williams says.
Relationships the children built with each other over the course of both programs likely were beneficial in elevating their mood and quality of life, Williams says. The sedentary program may have given children more time to talk with each other and develop friendships with little competitive pressure.
Other investigators have shown that children in the 8-11 age range may actually prefer just talking or socializing with their friends as a fun activity, rather than some form of exercise, while younger children may think it's more fun to run around, Williams says.
The fact that both programs provided psychosocial benefit to the children led the investigators to conclude that some benefits of exercise found in previous studies, including Davis', resulted from the regular opportunity to be with attentive adults who provide behavioral structure. It also resulted from the children enjoying interacting with each other, sharing snacks and other activities, while spending less time watching television.
Rates of obesity among children and the adolescents in this country have more than tripled since the 1970s, according to the Centers for Disease Control and Prevention, and currently about 1 in 5 school-age children and young people has obesity. Young blacks are disproportionately affected in this country.
There is plenty of evidence that obesity and overweight can impact overall quality of life and that children with these conditions can have increased problems with anxiety, bullying, fatigue, anger and general behavior problems, and that generally higher BMI, or body mass index, a ratio of weight to height, is associated with a lower self-worth in children.
"Exercise is very well demonstrated to improve mood. However, I think you have to consider exercise in the context that it occurs, so the social context counts too," says Davis.
https://www.sciencedaily.com/releases/2019/07/190702112657.htm
Exercise may help teens sleep longer, more efficiently
May 22, 2019
Science Daily/Penn State
Getting more exercise than normal -- or being more sedentary than usual -- for one day is enough to affect sleep later that night. Researchers found that when teenagers got more physical activity than they usually did, they got to sleep earlier, slept longer and slept better that night.
In a one-week micro-longitudinal study, the researchers found that when teenagers got more physical activity than they usually did, they got to sleep earlier, slept longer and slept better that night.
Specifically, the team found that for every extra hour of moderate-to-vigorous physical activity, the teens fell asleep 18 minutes earlier, slept 10 minutes longer and had about one percent greater sleep maintenance efficiency that night.
"Adolescence is a critical period to obtain adequate sleep, as sleep can affect cognitive and classroom performance, stress, and eating behaviors," said Lindsay Master, data scientist at Penn State. "Our research suggests that encouraging adolescents to spend more time exercising during the day may help their sleep health later that night."
In contrast, the researchers also found that being sedentary more during the day was associated with worse sleep health. When participants were sedentary for more minutes during the day, they fell asleep and woke up later but slept for a shorter amount of time overall.
Orfeu Buxton, professor of biobehavioral health at Penn State, said the findings -- published today (May 22) in Scientific Reports -- help illuminate the complex relationship between physical activity and sleep.
"You can think of these relationships between physical activity and sleep almost like a teeter totter," Buxton said. "When you're getting more steps, essentially, your sleep begins earlier, expands in duration, and is more efficient. Whereas if you're spending more time sedentary, it's like sitting on your sleep health: sleep length and quality goes down."
While previous research suggests that adolescents need eight to ten hours of sleep a night, recent estimates suggest that as many as 73 percent of adolescents are getting less than eight.
Previous research has also found that people who are generally more physically active tend to sleep longer and have better sleep quality. But the researchers said less has been known about whether day-to-day changes in physical activity and sedentary behavior affected sleep length and quality.
For this study, the researchers used data from 417 participants in the Fragile Families and Child Wellbeing study, a national cohort from 20 United States cities. When the participants were 15 years old, they wore accelerometers on their wrists and hips to measure sleep and physical activity for one week.
"One of the strengths of this study was using the devices to get precise measurements about sleep and activity instead of asking participants about their own behavior, which can sometimes be skewed," Master said. "The hip device measured activity during the day, and the wrist device measured what time the participants fell asleep and woke up, and also how efficiently they slept, which means how often they were sleeping versus tossing and turning."
In addition to finding links between how physical activity affects sleep later that night, the researchers also found connections between sleep and activity the following day. They found that when participants slept longer and woke up later, they engaged in less moderate-to-vigorous physical activity and sedentary behavior the next day.
"This finding might be related to a lack of time and opportunity the following day," Master said. "We can't know for sure, but it's possible that if you're sleeping later into the day, you won't have as much time to spend exercising or even being sedentary."
Buxton said improving health is something that can, and should, take place over time.
"Becoming our best selves means being more like our best selves more often," Buxton said. "We were able to show that the beneficial effects of exercise and sleep go together, and that health risk behaviors like sedentary time affect sleep that same night. So if we can encourage people to engage in more physical activity and better sleep health behaviors on a more regular basis, it could improve their health over time."
In the future, the researchers will continue to follow up with the participants to see how health and health risk behaviors continue to interact, and how sleep health influences thriving in early adulthood.
Russell T. Nye, graduate student at Penn State; Nicole G. Nahmod, Penn State; Soomi Lee, assistant professor at the University of South Florida; Sara Mariani, Harvard Medical School; and Lauren Hale, professor at Stony Brook University, also participated in this work.
https://www.sciencedaily.com/releases/2019/05/190522081513.htm
Exercise may help teens sleep longer, more efficiently
May 22, 2019
Science Daily/Penn State
Getting more exercise than normal -- or being more sedentary than usual -- for one day is enough to affect sleep later that night. Researchers found that when teenagers got more physical activity than they usually did, they got to sleep earlier, slept longer and slept better that night.
In a one-week micro-longitudinal study, the researchers found that when teenagers got more physical activity than they usually did, they got to sleep earlier, slept longer and slept better that night.
Specifically, the team found that for every extra hour of moderate-to-vigorous physical activity, the teens fell asleep 18 minutes earlier, slept 10 minutes longer and had about one percent greater sleep maintenance efficiency that night.
"Adolescence is a critical period to obtain adequate sleep, as sleep can affect cognitive and classroom performance, stress, and eating behaviors," said Lindsay Master, data scientist at Penn State. "Our research suggests that encouraging adolescents to spend more time exercising during the day may help their sleep health later that night."
In contrast, the researchers also found that being sedentary more during the day was associated with worse sleep health. When participants were sedentary for more minutes during the day, they fell asleep and woke up later but slept for a shorter amount of time overall.
Orfeu Buxton, professor of biobehavioral health at Penn State, said the findings -- published today (May 22) in Scientific Reports -- help illuminate the complex relationship between physical activity and sleep.
"You can think of these relationships between physical activity and sleep almost like a teeter totter," Buxton said. "When you're getting more steps, essentially, your sleep begins earlier, expands in duration, and is more efficient. Whereas if you're spending more time sedentary, it's like sitting on your sleep health: sleep length and quality goes down."
While previous research suggests that adolescents need eight to ten hours of sleep a night, recent estimates suggest that as many as 73 percent of adolescents are getting less than eight.
Previous research has also found that people who are generally more physically active tend to sleep longer and have better sleep quality. But the researchers said less has been known about whether day-to-day changes in physical activity and sedentary behavior affected sleep length and quality.
For this study, the researchers used data from 417 participants in the Fragile Families and Child Wellbeing study, a national cohort from 20 United States cities. When the participants were 15 years old, they wore accelerometers on their wrists and hips to measure sleep and physical activity for one week.
"One of the strengths of this study was using the devices to get precise measurements about sleep and activity instead of asking participants about their own behavior, which can sometimes be skewed," Master said. "The hip device measured activity during the day, and the wrist device measured what time the participants fell asleep and woke up, and also how efficiently they slept, which means how often they were sleeping versus tossing and turning."
In addition to finding links between how physical activity affects sleep later that night, the researchers also found connections between sleep and activity the following day. They found that when participants slept longer and woke up later, they engaged in less moderate-to-vigorous physical activity and sedentary behavior the next day.
"This finding might be related to a lack of time and opportunity the following day," Master said. "We can't know for sure, but it's possible that if you're sleeping later into the day, you won't have as much time to spend exercising or even being sedentary."
Buxton said improving health is something that can, and should, take place over time.
"Becoming our best selves means being more like our best selves more often," Buxton said. "We were able to show that the beneficial effects of exercise and sleep go together, and that health risk behaviors like sedentary time affect sleep that same night. So if we can encourage people to engage in more physical activity and better sleep health behaviors on a more regular basis, it could improve their health over time."
In the future, the researchers will continue to follow up with the participants to see how health and health risk behaviors continue to interact, and how sleep health influences thriving in early adulthood.
Russell T. Nye, graduate student at Penn State; Nicole G. Nahmod, Penn State; Soomi Lee, assistant professor at the University of South Florida; Sara Mariani, Harvard Medical School; and Lauren Hale, professor at Stony Brook University, also participated in this work.
https://www.sciencedaily.com/releases/2019/05/190522081513.htm