Please use this identifier to cite or link to this item: https://ahro.austin.org.au/austinjspui/handle/1/16095
Title: Effects of a curricular physical activity intervention on children's school performance, wellness, and brain development
Austin Authors: Bunketorp Käll, Lina;Malmgren, Helge;Olsson, Erik;Lindén, Thomas;Nilsson, Michael
Affiliation: Austin Health, Heidelberg, Victoria, Australia
Advanced Reconstruction of Extremities, Sahlgrenska University Hospital, Mölndal, Sweden
Center for Brain Repair and Rehabilitation, Institute of Neuroscience and Physiology, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
Department of Philosophy, Linguistics and Theory of Science, University of Gothenburg, Gothenburg, Sweden
Department of Psychiatry and Neurochemistry, Institute of Neuroscience and Physiology, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.
Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
Hunter Medical Research Institute, University of Newcastle, New Lambton, NSW, Australia
The Florey Institute of Neuroscience and Mental Health, Heidelberg, Victoria, Australia
Centre for Brain Repair and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
Issue Date: Oct-2015
Publication information: Journal of School Health 2016; 85(10): 704-713
Abstract: BACKGROUND: Physical activity and structural differences in the hippocampus have been linked to educational outcome. We investigated whether a curriculum-based physical activity intervention correlates positively with children's academic achievement, psychological well-being, health-related quality of life (HRQoL), fitness, and structural development of the brain. METHODS: The study had a quasi-experimental design and a control group. National test results were gathered from 545 students, 122 in the intervention school, and 423 in 3 control schools. HRQoL and socioemotional data were collected with child and proxy versions of KIDSCREEN and the Strength and Difficulties Questionnaire. Overall, 79 students in grades 5 and 6 were recruited for an in-depth study, consisting of a submaximal oxygen consumption test and magnetic resonance imaging of the brain. HRQoL and socioemotional data were collected from 349 students (65%), 182 (52%) in the intervention school, and 167 (48%) in one of the control schools. RESULTS: Girls attending the intervention school were more likely to pass national tests in Swedish (odds ratio 5.7) and Mathematics (odds ratio 3.2). The fourth to sixth graders in the intervention school reported lower levels of conduct problems (p < .05), and the girls were also less likely to report hyperactivity (p < .05). Girls reported higher levels of emotional problems (p < .05) than boys. Boys in the intervention group had significantly higher levels of estimated maximal oxygen uptake (p < .05) than controls. No difference in hippocampal structure was seen. CONCLUSIONS: Curriculum-based physical activity in school may improve the academic achievement and psychological health of children, particularly for girls.
URI: http://ahro.austin.org.au/austinjspui/handle/1/16095
DOI: dx.doi.org/10.1111/josh.12303
ORCID: 0000-0002-2444-8892
PubMed URL: https://pubmed.ncbi.nlm.nih.gov/26331753
Type: Journal Article
Subjects: Children
Physical Activity
Academic achievement
Psychological health
Appears in Collections:Journal articles

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