Academic-Based and Aerobic-Only Movement Breaks: Are There Differential Effects on Physical Activity and Achievement?

Purpose: This study investigated the academic achievement and physical activity differences between types of activity breaks implemented in elementary school classrooms. This study evaluated whether there was a difference between the impact of purely aerobic-based movement breaks and the impact of academic-based breaks on children’s academic achievement outcomes. Method: Participants included 460 children in 3rd grade through 5th grade at 4 elementary schools. There were 176 children in the schools that engaged in academic-based breaks and 284 in the schools that engaged in aerobic-only breaks. Schools were randomly assigned at the school level to implement either aerobic movement breaks with academic content infused within the breaks (“academic-based breaks”) or aerobic-only movement breaks without the addition of academic material (“aerobic-only breaks”) for approximately 10 min of activity per day. Math and reading achievement as well as children’s step counts were measured before and after the intervention. A mixed-effects (multilevel-growth) model, in which the repeated measures of individuals nested within a classroom are analyzed, was used to answer all posited research questions. Results: Small to moderate effect sizes (ES) indicating gains in reading achievement (ES = .13) and steps (ES = .33) were found for classrooms that used aerobic-only movement breaks compared with those that used academic-based breaks. Conclusions: The type of movement breaks that are implemented in classrooms may have differential outcomes for children’s achievement and activity levels. Results from the present study indicate that children who were given aerobic-only movement breaks had slightly larger gains in reading achievement and physical activity levels than children who were given academic-based breaks.     

American Association for Health,Physical Education,and Recreation

Abstract

Utilizing canonical correlation analysis, the multivariate relationship between selected measures of motor performance and intellectual achievement was studied on 91 high school pupils. The students involved in the study were culturally deprived students who had been achieving well below their expected capacity. A significant relationship was found between the intellectual achievement domain and the motor performance domain. Also, significant relationships were found between the intellectual achievement domain and both of the sub-domains of fitness and coordination. The results in the present investigation were compared with the univariate analyses in a previous study. It was concluded that when the degree of relationship between two domains is desired, canonical correlation analysis may be of more value than the usual univariate procedures.     

Look into my eyes:What can eye-based measures tell us about the relationship between physical activity and cognitive performance?

Background:There is a growing interest to understand the neurobiological mechanisms that drive the positive associations of physical activity and fitness with measures of cognitive performance.To better understand those mechanisms,several studies have employed eye-based measures(e.g., eye movement measures such as saccades,pupillary measures such as pupil dilation,and vascular measures such as retinal vessel diameter)deemed to be proxies for specific neurobiological mechanisms.However,there is c...     

Acute whole-body vibration does not affect static jump performance

Abstract

Currently, whole-body vibration is being used to promote enhanced performance. Many coaches and athletes believe that it can acutely enhance explosive performance and power output. However, the scientific literature is unclear as to whether this enhancement occurs. The purpose of this study was to examine the acute effects of whole-body vibration on static jump performance, including jump height, peak force, rate of force development, and peak power. Fourteen recreationally active individuals (5 females, 9 males) participated in three separate randomized treatment sessions. Treatment 1 consisted of no vibration while treatment 2 and treatment 3 incorporated whole-body vibration. The whole-body vibration protocol consisted of three 30-s bouts of vibration performed at 30 Hz and low amplitude (~3 mm) with a 30-s rest between bouts. Treatment 1 was identical in duration to both treatments 2 and 3, but did not contain any vibration. Five minutes after each treatment, the participants performed the static jump protocols. Two (data averaged) non-weighted static jumps and two 20 kg weighted jumps were performed. Treatments 1 vs. 2, 1 vs. 3, and 2 vs. 3 were calculated for each variable at both 0 kg and 20 kg. Jump height, peak force, rate of force development, and peak power were analysed using a one-way analysis of variance with repeated measures. The intra-class correlations comparing the two trials of each jump for each of the three treatments were ≥0.92. Compared with the no-vibration condition, jump height showed a non-significant increase as a result of whole-body vibration for both unweighted and weighted jumps; peak force, rate of force development, and peak power were not statistically different. The results indicate that whole-body vibration has no effect on jump height, peak force, rate of force development or peak power during static jumping.     

Response of brain-derived neurotrophic factor to combining cognitive and physical exercise

Purpose: Brain-derived neurotrophic factor (BDNF) is well known for its potential to promote brain plasticity. It has been proposed that combining cognitive and physical exercise (CCPE) may have the potential to generate more synergistic benefits in cognitive function than either cognitive exercise (CE) or physical exercise (PE) alone. The purpose of this study was to examine acute responses of peripheral BDNF levels and cognitive performance to CE, PE, and CCPE.

Methods: Thirteen healthy adult men participated in four experimental sessions; a 30-min CE, a 30-min cycling PE at an intensity of 60% peak oxygen uptake, a 30-min CCPE at the same intensity as PE, and a 30-min session of complete rest. Plasma BDNF levels and cognitive performance were measured before and after each session.

Results: Both PE and CCPE significantly increased plasma BDNF levels (p?p?≥?.05), and there was no significant difference in peripheral BDNF levels between PE and CCPE (p?≥?.05). No session induced a significant change in cognitive performance (p?≥?.05).

Conclusions: Our study suggests that CE and PE have different responses of peripheral BDNF levels and that CCPE had no additional or synergistic effect on peripheral BDNF levels compared with PE alone. This study offers further insights into the potential mechanisms underlying the respective roles of CE, PE, and CCPE for peripheral BDNF levels and cognitive performance.     

Do kinaesthetic tapes affect plantarflexor muscle performance?

Abstract

This study aimed to examine the effects of application of kinaesthetic tapes on plantarflexor muscle performance. We hypothesised that taping of the triceps surae muscle would improve plantarflexor muscle strength and endurance with no significant effect on drop jump performance. Using a repeated-measures design, all performance measures were obtained in 24 volunteers on two separate occasions: without tapes and after application of kinaesthetic tapes. Performance tests included measurements of isometric plantarflexor muscle strength and the associated electromyographic activity of the gastrocnemius muscle, an isokinetic fatigue resistance test (30 contractions at 180° · s^?1) and assessments of drop jump performance. The taping-intervention was associated with an increase in gastrocnemius electromyographic activity. However, significant increases in isometric strength were only found at fully dorsiflexed ankle positions (+12% at ?20°). Strength gains were negatively correlated to baseline strength (r = ?.58). The intervention did not affect the results of the isokinetic fatigue and drop jump tests. The application of kinaesthetic tapes over the triceps surae muscle promotes an increase in isometric strength and gastrocnemius muscle activity. Our data suggest that these effects are joint-angle dependent and more prominent in weaker individuals. By contrast, the taping-intervention improves neither drop jump performance nor muscular endurance.     

A Sport Education Fitness Season’s Impact on Students’ Fitness Levels,Knowledge, and In-Class Physical Activity

Purpose: The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students’ fitness knowledge and fitness achievement. Method: One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called “CrossFit Challenge” during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. Results: Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). Conclusions: The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA.     

Exercise training and antioxidant supplementation independently improve cognitive function in adult male and female GFAP-APOE mice

PurposeThe purpose of this study was to determine if antioxidant supplementation, moderate exercise, and the combination of both treatments could ameliorate cognitive performance in adult mice and whether the apolipoprotein E (APOE) genotype as well as sex could influence the functional outcomes of the treatments.MethodsFor a period of 16 weeks, separate groups of male and female mice expressing either the human APOE3 or APOE4 isoforms were fed either a control diet (NIH-31) or the control diet supplemented with vitamins E and C (1.12 IU/g diet α-tocopheryl acetate and 1.65 mg/g ascorbic acid). The mice were further separated into a sedentary group or a group that followed a daily exercise regimen. After 8 weeks on the treatments, the mice were administered a battery of functional tests including tests to measure cognitive and affective function.ResultsThere was no effect of genotype or treatment on the learning performance in the Morris water maze. In the discriminated avoidance task, APOE4 mice performed better in learning the discrimination component of the task. Overall, exercise improved performance of APOE4 and APOE3 mice on various aspects of the active avoidance task. Antioxidant supplementation improved performance only in the APOE4 mice. On the test for anxiety, APOE4 mice spent more time in the open arms and supplementation with antioxidant reversed that effect.ConclusionExercise was the most effective treatment at improving cognitive function in both genotypes and sex, while antioxidants seemed to be effective only in the APOE4. In young adult mice only non-spatial learning and memory were improved. The combination of the two treatments did not yield further improvement in cognition, and there was no antagonistic action of the antioxidant supplementation on the beneficial effects of exercise.     

Relationship between Achievement in Reading and Achievement in Selected Motor Skills in Elementary School Children

Abstract

The study was designed to determine the relationships between achievement in reading and achievement in selected motor skills for children in grades 1, 3, 5. The Iowa tests of basic skills were used to determine reading achievement and the Johnson motor achievement battery was employed to measure achievement in selected motor skills. The Pearson product-moment coefficient of correlation was applied to compute the relationships between the reading and motor achievement variables. The subjects were divided into three reading achievement levels and Scheffe's method of comparing pairs of means from a two-way analysis of variance table was employed to determine if the achievement differences in the motor skills tests were significant. The following conclusions were drawn: a) Highly significant correlations were found to exist between achievement in reading and the throw and catch test and achievement in reading and the zig-zag run test; b) Little or no consistent relationship existed between achievement in reading and the kicking test or the jump and reach test; c) Significant differences among the selected reading levels were found for the throw and catch test and the zig-zag run test; d) Few significant differences among the selected reading levels were found for the kicking test and for the jump and reach test.     

Do psychobiosocial states mediate the relationship between perceived motivational climate and individual motivation in youngsters?

Abstract

Grounded in achievement goal theory and self-determination theory, this cross-sectional study examined the relationship between perceived motivational climate and individuals’ motivation as well as the mediation effect of psychobiosocial states as conceptualised within the individual zones of optimal functioning (IZOF) model. Young students (N = 167, age range 14–15 years) taking part in physical education classes completed measures of teacher-initiated motivational climate, task and ego orientation, motivation and psychobiosocial states. Simple and serial mediation analyses indicated that a perceived mastery climate and individuals’ task orientation were related to intrinsic motivation and identified regulation through the mediation of pleasant/functional psychobiosocial states. In contrast, a perceived performance climate was related to external regulation and amotivation through the mediation of unpleasant/dysfunctional psychobiosocial states. Regression analysis results also showed that discrete psychobiosocial states accounted for a significant proportion of variance in motivational variables. Taken together, findings highlight the role of psychobiosocial states as mediators of the relationship between motivational climate and an individual’s motivation, and suggest that educators should consider a wide range of individual’s functional and dysfunctional reactions deriving from their instructional activity.     

Student Characteristics Mediating Engagement-Outcome Relationships in Physical Education

Abstract

This study investigated the relationships among student achievement, student engagement, and the selected student characteristics of initial skill, previous experience, and sex.

Students (n = 45 after attrition) were pretested, received instruction, and were posttested on the breaststroke. The four instructional periods were videotaped. Videotapes were coded for the amount of time students spent in motor engagement, cognitive engagement, and three nonengaged categories.

When all students were grouped together, no engagement variable was a significant predictor of residualized achievement. However, when the analysis was performed for students divided by gender, previous experience, and three levels of initial skill, significant relationships were found. Motor engagement did not predict achievement for the subgroup classifications. Cognitive engagement had a negative relationship with residualized posttest scores for two subpopulation groups. All engaged lime had both positive and negative part correlations with achievement.     

Goal Orientation and the Modeling Process: An Individual's Focus on Form and Outcome

Abstract

One's achievement goal orientation (e.g., task, ego) is suggested to reflect a differential focus on skill mastery and performance outcome (Duda, 1992). Goal orientation has further been suggested to be an important observer characteristic in the observational learning of motor skills (McCullagh, Weiss, & Ross, 1989). This study assessed the relationship between goal orientation and a focus on form and outcome aspects of a motor skill demonstration with college students (N = 30) having low perceived ability, knowledge, and experience in tennis. Participants viewed several videotaped demonstrations of a correctly performed tennis forehand and then visual recognition and verbal recall accuracy of form and outcome task characteristics were assessed. A canonical correlation analysis revealed a nonsignificant relationship between goal orientation and recall and recognition of form and outcome task characteristics. These results provide preliminary evidence to suggest that goal orientation may not be an important observer characteristic in the learning phase of the modeling process. Also, achievement goal orientations may not be associated with a differential focus on skill mastery or performance outcome but instead remain a reflection of divergent processes of success evaluation.     

Effectiveness of Physical Activity Interventions for Preschoolers: A Meta-Analysis

Purpose: The purpose of the meta-analysis was to examine the effectiveness of physical activity interventions on physical activity participation among preschoolers. A secondary purpose was to investigate the influence of several possible moderator variables (e.g., intervention length, location, leadership, type) on moderate-to-vigorous physical activity (MVPA). Method: Nine databases were systematically searched for physical activity interventions. Studies were included if they contained statistics necessary to compute an effect size (ES), were written in or translated into English, examined physical activity in preschoolers, incorporated a physical activity intervention, and targeted preschool-aged children. Fifteen studies satisfied these criteria. ESs were calculated using a random-effects model. Results: Results indicated that overall, interventions had a small-to-moderate effect on general physical activity (Hedges g = 0.44, p < .05, n = 73 ESs) and a moderate effect on MVPA (Hedges g = 0.51, p < .05, n = 39 ESs). The greatest effects for MVPA were identified for interventions that were less than 4 weeks in duration, were offered in an early-learning environment, were led by teachers, involved outdoor activity, and incorporated unstructured activity. Conclusions: This meta-analysis provides an overview and synthesis of physical activity interventions and highlights effective strategies for future interventions aimed at increasing physical activity levels among preschoolers.     

Effect of Altitude on Athletic Performance

Abstract

Thirty national level female fencers were studied with the Cattell 16 Personality Factor Questionnaire and the Edwards Personal Preference Study to determine if there were distinct personality traits characteristic of champion level female fencers and if there was any correlation between personality traits and level of achievement in the 1968 National Championship. A definite fencer's personality emerged when they were compared with the national norms. In general, the competitive fencer may he described as a very reserved, self-sufficient, autonomous individual with a below-average desire for affiliation and nurturance. She has a strong need to be the very best and is an intelligent, creative, experimenting, and imaginative person. She also tends to be assertive and aggressive. An analysis of variance revealed that only one personality factor would differentiate levels of achievement. The top level competitor was significantly more dominating than the low level competitor.     

Motor Performance and Induced Muscular Tension

Abstract

Forty-six subjects were each tested on a ball-snatch task at five different preliminary tension levels (0, 5, 10, 15, and 20 pounds). It was hypothesized that motor performance would follow an inverted U-curve trend with increases in muscular tension. Reaction time followed the hypothesized trend; 15 pounds of tension produced the fastest response. Movement time, however, was not facilitated; instead there was a linear trend toward slower speed with increasing tension.     

Personality and its Relationship to Success in Professional Baseball

Purpose: The relationships among students' self-efficacy, 2 × 2 achievement goals (mastery-approach [MAp], mastery-avoidance [MAv], performance-approach [PAp], and performance-avoidance goals), and achievement performance remain largely unanswered. We tested a model of the mediating role of self-efficacy on the relationship between 2 × 2 achievement goals and cardiorespiratory fitness. Method: A sample of 276 middle school students (115 boys and 161 girls; 91 sixth graders, 87 seventh graders, and 98 eighth graders), aged 12 to 15 years (M _age = 13.34, SD = 0.96), responded to the Achievement Goals Questionnaire (Conroy, Elliot, &; Hofer, 2003) and Self-Efficacy Questionnaire (Gao, Newton, &; Carson, 2008) referenced to the fitness test. Their cardiorespiratory fitness was assessed via the Progressive Aerobic Cardiorespiratory Endurance Run (PACER) 3 days later. Results: Structural equation modeling demonstrated an acceptable model fit to the data, χ ² (2, N = 105) = 1.66. Self-efficacy had a statistically significant direct effect on the PACER after controlling for the effects of the achievement goals (γ _{self-efficacy-PACER}  = .21). MAv and PAp also had direct effects on PACER performance (γ _MAv-PACER  = ? .24, and γ _PAp-PACER  = .24, respectively). MAp failed to exert direct effect on the PACER. However, the indirect effect of MAp on the PACER via self-efficacy was small although it was statistically significant. Additionally, the indirect effects of MAv and PAp on PACER through self-efficacy were not significant. Conclusions: Students' self-efficacy fully mediated the effect of MAp on fitness performance, as well as partially mediated the effects of MAv and PAp on cardiorespiratory fitness performance. Study implications are provided for educators and practitioners.     

Physical Characteristic,Perceptual-Motor,and Intelligence Differences between Third- and Sixth-Grade Children

Abstract

The following measures were recorded for third- and sixth-grade children: height; weight; grip strength of the dominant and nondominant hands; elbow flexion and elbow extension strength; hip flexion and hip extension strength; dynamic balance; ball-throwing accuracy; speed of hand-arm movement; eye-hand coordination; stimulus discrimination and hand speed; perceptual ability; academic achievement; and intelligence. It was concluded that sixth-grade boys had, in general, the most favorable recorded measures, followed by sixth-grade girls, third-grade boys, and third-grade girls, these differences usually being significant.     

Fatigue Effects on the Timing Performance of Well-Practiced Subjects

Abstract

In an attempt to extend the laws of fatigue to the performance of highly practiced subjects, 24 college males were trained for four days (50 trials/day) on a coincident timing task prior to manipulation of the fatigue variable. On day 5, motor performance was immediately preceded by either local fatigue (static exercise), general fatigue (treadmill running), or no fatigue. Increased variable error was found for both local and general fatigue subjects as compared with controls on the first block of five trials following fatigue. However, by block 2 this difference had diminished. A constant error analysis on the first and second postfatigue trials revealed transitory overshooting of the criterion timing response for local fatigue subjects and undershooting for general fatigue subjects. The results suggested that local and general fatigue may alter the timing mechanism in different ways and that both are sources of at least transient decrements in the performance of well-practiced subjects.     

Body Image Phenomena and Measures of Physiological Performance

Abstract

This study was designed to investigate the relationships between three measures of body image and two measures of physiological performance. The Fisher-Cleveland Barrier Index, the Secord Homonym Test, and the Body Cathexis Questionnaire were correlated with dominant hand grip strength and the Michael-Gallon revision of the Harvard Step Test. Pearson's r was employed to determine the degree of relationship. Fifty males selected at random from general education classes at San Fernando Valley State College constituted the research sample. Of the six possible pairings only one reached statistical significance: the Homonym Test and grip strength (r = .33 at .05 level). It was concluded that a general relationship does not seem to exist between the measures of body image and physiological performance utilized in this study. These and other findings led the authors to re-examine several questions concerning the nature of body image phenomena.     

A Reply to Chromiak and Stone

Abstract

Influence from parents and friends on adolescents' self-reported level of leisure-time physical activity was examined through measures of (a) perceived leisure-time physical activity of parents and best friend, (b) perceived direct support for physical activity from parents and friends, (c) direct help from parents in exercising vigorously, and (d) perceived value of physical activity of parents and friends. The present analysis included 904 students in western Norway (M age 13.3 years, SD 0.3) who took part in a health behavior survey, which included questions regarding physical activity. Students completed a confidential questionnaire at school All four measures of influence were positively related to students' activity levels. None of the examined measures was clearly stronger than the other. Parental and peer physical activity level and parental and peer support for physical activity seem to influence the reported physical activity level of the respondents. The findings indicate that, by serving as models and supporters, significant others have an important impact in promoting physical activity in young adolescents.