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Physical activity, physical fitness and academic performance among adolescents: Intervention effects from the School in Motion study: A cluster randomized controlled trial
Get PDFIntroduction: Emerging evidence suggests a favourable relationship between physical activity, aerobic fitness and academic performance. Recent data show that physical activity levels decrease through adolescence, whilst only 50% of Norwegian 15-year-olds are sufficiently active meeting physical activity guidelines of ≥ 60 minutes in moderate-to-vigorous intensity physical activity (MVPA) per day. Accordingly, there is a need to develop interventions that can effectively change behaviour, leading to increased physical activity, physical fitness and academic performance among adolescents.
Aims: This thesis is based on a school-based, physical activity cluster randomized controlled trial (RCT) titled School in Motion (ScIM). This thesis investigates the intervention effects of ScIM on adolescents’ physical activity level, physical fitness and academic performance. Further, we explored whether aerobic fitness mediated the intervention effects of physical activity on academic performance. Finally, we wanted to explore the associations between teacher-reported contextualised factors and intervention dose delivered.
Methods: ScIM was a nine-month cluster RCT. In total 30 Norwegian secondary schools were randomized to one of three study arms; the physically active learning (PAL) (n = 10); the Don’t worry-Be happy (DWBH) intervention (n = 10); or control (n = 10). The PAL intervention included 30 min physically active learning, 30 min physical activity and a 60 min physical education (PE) lesson per week. The DWBH intervention included a 60 min physical activity lesson and a 60 min PE lesson per week. Both components in the DWBH intervention was tailored to promote friendships and wellbeing. The control group continued as usual, including the standard amount of mandatory PE. The PAL and DWBH interventions were designed to engage the adolescents in 120 min of physical activity per week in addition to recess and mandatory physical education (PE) lessons. Parental consent was obtained from 2,084 adolescent students (76%). Physical activity (main outcome) was assessed by accelerometers; physical fitness and muscle strength were assessed by an intermittent running test and selected tests from the Eurofit test battery; whilst standardized national tests in reading and numeracy was used to assess academic performance. Teacher related contextualized factors were self-reported once by teachers after randomisation, but prior intervention start. All other measurements were conducted at baseline and at the end of the intervention.
Results: Physical activity levels decreased in all three groups throughout the intervention. We found significant mean difference in change in physical activity (counts per minute 34.7, 95% Confidence interval (CI): 4.1 to 65.3; moderate-to-vigorous intensity physical activity 4.7 min, 95% CI: 0.6 to 8.8) and aerobic fitness (19.8 m, 95% CI: 10.4 to 29.1) among adolescents in the PAL intervention compared with controls.
No evidence was found for this in the DWBH intervention. Academic performance increased among adolescents in both interventions when compared with controls. The mean difference in change in numeracy was 1.7 (95% CI: 0.9 to 2.5) and 2.0 (95% CI: 1.4 to 2.7) points in favour of students in the PAL and DWBH intervention, respectively. For reading the mean difference in change was 0.9 (95% CI 0.2 to 1.6) and 1.1 (95% CI 0.3 to 1.9) points in favour of students in the PAL and DWBH intervention, respectively. Further, aerobic fitness did mediate the effects on academic performance in the PAL intervention, but not in the DWBH intervention. Finally, we found no associations between teacher related contextualized factors and dose delivered.
Conclusion: The results from this thesis has shown that implementing two hours of extra physical activity among adolescents have several positive effects. The PAL intervention is effective in curbing the decline in physical activity observed throughout adolescents, whilst also increasing the adolescent’s aerobic fitness. Furthermore, both the PAL and DWBH interventions have proven to be feasible methods to increase academic performance among adolescents. As aerobic fitness mediated the intervention effect on academic performance in the PAL intervention, physical activity of an intensity that increases aerobic fitness is one strategy to improve academic performance among adolescents.publishedVersionInstitutt for idrettsmedisinske fag / Department of Sports Medicin
Fysisk aktivitet og inflammatoriske risikofaktorer: en tverrsnittsundersøkelse blant 9-åringer i Norge
Get PDFMasteroppgave - Norges idrettshøgskole, 2016Bakgrunn: Hos barn er inflammatoriske risikofaktorer assosiert med sentral fedme
og aterosklerose. Enkelte studier har rapportert sammenhenger mellom fysisk
aktivitet (FA) og inflammatoriske risikofaktorer hos voksne. Imidlertid er det kun en
håndfull studier som har undersøkt sammenhengen mellom objektivt registrert FA og
inflammatoriske risikofaktorer hos barn.
Hensikt: Undersøke sammenhengen mellom objektivt registrert totalt aktivitetsnivå,
intensitetsspesifikk FA, sedat tid og inflammatoriske risikofaktorer blant 9-åringer i
Norge.
Metode: Datainnsamlingen ble gjennomført i perioden 2005-2006. 1467 norske 9-
åringer ble invitert til å delta, hvorav 1307 takket ja. FA og sedat tid ble objektivt
registrert over fire dager med Actigraph akselerometer (modell 7164). Høyde, vekt
og midjemål ble målt av testpersonell av samme kjønn. Følgende inflammatoriske
risikofaktorer ble inkludert; tumornekrosefaktor α (TNFα), interleukin 6 (IL-6),
C-reaktivt protein (CRP), plasminogen-aktivator 1 (PAI-1), leptin og adiponektin.
Resultat: Totalt aktivitetsnivå, moderat-til-hard fysisk aktivitet (MHFA) og hard
fysisk aktivitet (HFA) var inverst assosiert med CRP (p < 0,05), PAI-1 (p < 0,05) og
leptin (p < 0,01). MHFA var i tillegg inverst assosiert med adiponektin (p = 0,013).
Totalt aktvitetsnivå og HFA assosiert med en samlet inflammatorisk risikoscore
(p < 0,05 for begge).
Konklusjon: Resultatene viser at FA var inverst assosiert med inflammatoriske
risikofaktorer hos barn. De sterkeste assosiasjonene ble funnet mellom HFA og
inflammatoriske risikofaktorer. Funnene understreker viktigheten av at deler av den
ukentlige fysiske aktiviteten til barn bør ha innslag av høyere intensitetSeksjon for idrettsmedisinske fag / Department of Sports Medicin
Physical activity, physical fitness and academic performance among adolescents: Intervention effects from the School in Motion study: A cluster randomized controlled trial
No full textIntroduction: Emerging evidence suggests a favourable relationship between physical activity, aerobic fitness and academic performance. Recent data show that physical activity levels decrease through adolescence, whilst only 50% of Norwegian 15-year-olds are sufficiently active meeting physical activity guidelines of ≥ 60 minutes in moderate-to-vigorous intensity physical activity (MVPA) per day. Accordingly, there is a need to develop interventions that can effectively change behaviour, leading to increased physical activity, physical fitness and academic performance among adolescents.
Aims: This thesis is based on a school-based, physical activity cluster randomized controlled trial (RCT) titled School in Motion (ScIM). This thesis investigates the intervention effects of ScIM on adolescents’ physical activity level, physical fitness and academic performance. Further, we explored whether aerobic fitness mediated the intervention effects of physical activity on academic performance. Finally, we wanted to explore the associations between teacher-reported contextualised factors and intervention dose delivered.
Methods: ScIM was a nine-month cluster RCT. In total 30 Norwegian secondary schools were randomized to one of three study arms; the physically active learning (PAL) (n = 10); the Don’t worry-Be happy (DWBH) intervention (n = 10); or control (n = 10). The PAL intervention included 30 min physically active learning, 30 min physical activity and a 60 min physical education (PE) lesson per week. The DWBH intervention included a 60 min physical activity lesson and a 60 min PE lesson per week. Both components in the DWBH intervention was tailored to promote friendships and wellbeing. The control group continued as usual, including the standard amount of mandatory PE. The PAL and DWBH interventions were designed to engage the adolescents in 120 min of physical activity per week in addition to recess and mandatory physical education (PE) lessons. Parental consent was obtained from 2,084 adolescent students (76%). Physical activity (main outcome) was assessed by accelerometers; physical fitness and muscle strength were assessed by an intermittent running test and selected tests from the Eurofit test battery; whilst standardized national tests in reading and numeracy was used to assess academic performance. Teacher related contextualized factors were self-reported once by teachers after randomisation, but prior intervention start. All
other measurements were conducted at baseline and at the end of the intervention.
Results: Physical activity levels decreased in all three groups throughout the intervention. We found significant mean difference in change in physical activity (counts per minute 34.7, 95% Confidence interval (CI): 4.1 to 65.3; moderate-to-vigorous intensity physical activity 4.7 min, 95% CI: 0.6 to 8.8) and aerobic fitness (19.8 m, 95% CI: 10.4 to 29.1) among adolescents in the PAL intervention compared with controls.
No evidence was found for this in the DWBH intervention. Academic performance increased among adolescents in both interventions when compared with controls. The mean difference in change in numeracy was 1.7 (95% CI: 0.9 to 2.5) and 2.0 (95% CI: 1.4 to 2.7) points in favour of students in the PAL and DWBH intervention, respectively. For reading the mean difference in change was 0.9 (95% CI 0.2 to 1.6) and 1.1 (95% CI 0.3 to 1.9) points in favour of students in the PAL and DWBH intervention, respectively. Further, aerobic fitness did mediate the effects on academic performance in the PAL intervention, but not in the DWBH intervention. Finally, we found no associations between teacher related contextualized factors and dose delivered.
Conclusion: The results from this thesis has shown that implementing two hours of extra physical activity among adolescents have several positive effects. The PAL intervention is effective in curbing the decline in physical activity observed throughout adolescents, whilst also increasing the adolescent’s aerobic fitness. Furthermore, both the PAL and DWBH interventions have proven to be feasible methods to increase academic performance among adolescents. As aerobic fitness mediated the intervention effect on academic performance in the PAL intervention, physical activity of an intensity that increases aerobic fitness is one strategy to improve academic performance among adolescents.publishedVersionInstitutt for idrettsmedisinske fag / Department of Sports Medicin
Physical activity, physical fitness and academic performance among adolescents: Intervention effects from the School in Motion study: A cluster randomized controlled trial
No full textIntroduction: Emerging evidence suggests a favourable relationship between physical activity, aerobic fitness and academic performance. Recent data show that physical activity levels decrease through adolescence, whilst only 50% of Norwegian 15-year-olds are sufficiently active meeting physical activity guidelines of ≥ 60 minutes in moderate-to-vigorous intensity physical activity (MVPA) per day. Accordingly, there is a need to develop interventions that can effectively change behaviour, leading to increased physical activity, physical fitness and academic performance among adolescents.
Aims: This thesis is based on a school-based, physical activity cluster randomized controlled trial (RCT) titled School in Motion (ScIM). This thesis investigates the intervention effects of ScIM on adolescents’ physical activity level, physical fitness and academic performance. Further, we explored whether aerobic fitness mediated the intervention effects of physical activity on academic performance. Finally, we wanted to explore the associations between teacher-reported contextualised factors and intervention dose delivered.
Methods: ScIM was a nine-month cluster RCT. In total 30 Norwegian secondary schools were randomized to one of three study arms; the physically active learning (PAL) (n = 10); the Don’t worry-Be happy (DWBH) intervention (n = 10); or control (n = 10). The PAL intervention included 30 min physically active learning, 30 min physical activity and a 60 min physical education (PE) lesson per week. The DWBH intervention included a 60 min physical activity lesson and a 60 min PE lesson per week. Both components in the DWBH intervention was tailored to promote friendships and wellbeing. The control group continued as usual, including the standard amount of mandatory PE. The PAL and DWBH interventions were designed to engage the adolescents in 120 min of physical activity per week in addition to recess and mandatory physical education (PE) lessons. Parental consent was obtained from 2,084 adolescent students (76%). Physical activity (main outcome) was assessed by accelerometers; physical fitness and muscle strength were assessed by an intermittent running test and selected tests from the Eurofit test battery; whilst standardized national tests in reading and numeracy was used to assess academic performance. Teacher related contextualized factors were self-reported once by teachers after randomisation, but prior intervention start. All other measurements were conducted at baseline and at the end of the intervention.
Results: Physical activity levels decreased in all three groups throughout the intervention. We found significant mean difference in change in physical activity (counts per minute 34.7, 95% Confidence interval (CI): 4.1 to 65.3; moderate-to-vigorous intensity physical activity 4.7 min, 95% CI: 0.6 to 8.8) and aerobic fitness (19.8 m, 95% CI: 10.4 to 29.1) among adolescents in the PAL intervention compared with controls.
No evidence was found for this in the DWBH intervention. Academic performance increased among adolescents in both interventions when compared with controls. The mean difference in change in numeracy was 1.7 (95% CI: 0.9 to 2.5) and 2.0 (95% CI: 1.4 to 2.7) points in favour of students in the PAL and DWBH intervention, respectively. For reading the mean difference in change was 0.9 (95% CI 0.2 to 1.6) and 1.1 (95% CI 0.3 to 1.9) points in favour of students in the PAL and DWBH intervention, respectively. Further, aerobic fitness did mediate the effects on academic performance in the PAL intervention, but not in the DWBH intervention. Finally, we found no associations between teacher related contextualized factors and dose delivered.
Conclusion: The results from this thesis has shown that implementing two hours of extra physical activity among adolescents have several positive effects. The PAL intervention is effective in curbing the decline in physical activity observed throughout adolescents, whilst also increasing the adolescent’s aerobic fitness. Furthermore, both the PAL and DWBH interventions have proven to be feasible methods to increase academic performance among adolescents. As aerobic fitness mediated the intervention effect on academic performance in the PAL intervention, physical activity of an intensity that increases aerobic fitness is one strategy to improve academic performance among adolescents
Betydningen av perifer tretthet på prestasjonen i en utholdenhetsaktivitet
No full textBakgrunn for studien Hensikten med studien var å undersøke betydningen av perifer tretthet i en utholdenhets aktivitet.
Metode 6 friske forsøkspersoner(FP) (alder 22±1,09 år), (vekt 79±10,5 kg), (høyde 177,5±3,79 cm) gjennomførte 5 tester totalt hvorav en tilvenning til utstyr, en tilvenningstest og 3 prestasjonstester. Prestasjon og tilvenningstest ble gjennomført med kneekstensjon av høyre ben i et KinCom dynamometer. Gjennomføringen bestod av 64 serier av 15 repetisjoner.
Resultat Utholdenhetsprestasjonen målt som kraftutvikling (N) var signifikant bedre (P<0,05) ved prestasjonstestene enn ved tilvenningstesten, men det var ikke signifikant forskjell i RPE (P=0,21) mellom prestasjon og tilvenningstesten. Perifer tretthet uttrykt som kraftrespons (N) ved singelstimuli (SS) (P<0,32) og doble stimuli 100 Hz (PS100) (P<0,08) umiddelbart (10 sek) etter prestasjonstestene var ikke signifikant forskjellig mellom tilvenningstest og prestasjonstestene. Kraftrespons ved SS og PS100 sank fra serie 1-64, noe som viser økt perifer tretthet under både tilvenningstest og prestasjonstestene.
Konklusjon Resultatene fra denne studien indikerer at hjernen som sentral styringsmekanisme kan ha større betydning enn perifer og sentral tretthet, på frivillig kraftutvikling (N) under denne type aktivitet. Det kan antydes at perifer tretthet ikke er en avgjørende faktor for prestasjonsevnen i utholdenhetsaktiviteter. Årsaken til denne påstanden er at resultatene viser økt perifer tretthet mot slutten av prestasjonstestene til tross for økt kraftutvikling (N) mot slutten av aktiviteten. I tillegg viser resultatene økt gjennomsnittskraft (N) fra tilvenningstest til prestasjonstesten. Derfor kan faktorer som reduserer opplevd anstrengelse relateres til bedre prestasjon i utholdenhetsaktivteter. Resultatet fra studien indikerer at utholdenhetsprestasjon er mer relatert til mekanismer i sentralnervesystemet som forventning, feed-forward, feed-back og motivasjon enn muskulære forhold
Betydningen av perifer tretthet på prestasjonen i en utholdenhetsaktivitet
Get PDFIdrett, fysisk aktivitet og Helse
ID3-302
Desember 2013Bakgrunn for studien Hensikten med studien var å undersøke betydningen av perifer tretthet i en utholdenhets aktivitet.
Metode 6 friske forsøkspersoner(FP) (alder 22±1,09 år), (vekt 79±10,5 kg), (høyde 177,5±3,79 cm) gjennomførte 5 tester totalt hvorav en tilvenning til utstyr, en tilvenningstest og 3 prestasjonstester. Prestasjon og tilvenningstest ble gjennomført med kneekstensjon av høyre ben i et KinCom dynamometer. Gjennomføringen bestod av 64 serier av 15 repetisjoner.
Resultat Utholdenhetsprestasjonen målt som kraftutvikling (N) var signifikant bedre (P<0,05) ved prestasjonstestene enn ved tilvenningstesten, men det var ikke signifikant forskjell i RPE (P=0,21) mellom prestasjon og tilvenningstesten. Perifer tretthet uttrykt som kraftrespons (N) ved singelstimuli (SS) (P<0,32) og doble stimuli 100 Hz (PS100) (P<0,08) umiddelbart (10 sek) etter prestasjonstestene var ikke signifikant forskjellig mellom tilvenningstest og prestasjonstestene. Kraftrespons ved SS og PS100 sank fra serie 1-64, noe som viser økt perifer tretthet under både tilvenningstest og prestasjonstestene.
Konklusjon Resultatene fra denne studien indikerer at hjernen som sentral styringsmekanisme kan ha større betydning enn perifer og sentral tretthet, på frivillig kraftutvikling (N) under denne type aktivitet. Det kan antydes at perifer tretthet ikke er en avgjørende faktor for prestasjonsevnen i utholdenhetsaktiviteter. Årsaken til denne påstanden er at resultatene viser økt perifer tretthet mot slutten av prestasjonstestene til tross for økt kraftutvikling (N) mot slutten av aktiviteten. I tillegg viser resultatene økt gjennomsnittskraft (N) fra tilvenningstest til prestasjonstesten. Derfor kan faktorer som reduserer opplevd anstrengelse relateres til bedre prestasjon i utholdenhetsaktivteter. Resultatet fra studien indikerer at utholdenhetsprestasjon er mer relatert til mekanismer i sentralnervesystemet som forventning, feed-forward, feed-back og motivasjon enn muskulære forhold
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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