Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children
Background/Objective: The aim of this study was to examine the effects of school-based intervention integrating physical literacy (PL) into active school recesses (ASR) on physical fitness (i.e., body composition, 20-m shuttle run, 50-m run, rope skipping, sit and reach, handgrip) and academic achie...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2023-10-01
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| Series: | Journal of Exercise Science & Fitness |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S1728869X23000485 |
| _version_ | 1797401790197530624 |
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| author | Danqing Zhang Lijuan Shi Xiaoling Zhu Sitong Chen Yang Liu |
| author_facet | Danqing Zhang Lijuan Shi Xiaoling Zhu Sitong Chen Yang Liu |
| author_sort | Danqing Zhang |
| collection | DOAJ |
| description | Background/Objective: The aim of this study was to examine the effects of school-based intervention integrating physical literacy (PL) into active school recesses (ASR) on physical fitness (i.e., body composition, 20-m shuttle run, 50-m run, rope skipping, sit and reach, handgrip) and academic achievement (i.e., academic result of Chinese and Mathematics) in Chinese children. Methods: A total of 357 children (mean age: 7.8 ± 0.7 years; boys: 50.4%) were recruited from two schools and these two schools were randomly assigned as the intervention group (IG) and the control group (CG), respectively. The IG consisted of 155 children (mean age: 7.9 ± 0.7 years, boys: 51.0%), and 202 children (mean age: 7.8 ± 0.7 years; boys: 50%) were allocated to the CG. Children in the IG received a 10-week intervention integrating PL that was conducted during ASR. In the CG, children's regular school activity was remained during the intervention period. Generalized estimating equation was performed to compare the levels of physical fitness and academic achievement between the IG and the CG after intervention. Results: Regarding physical fitness, there was a significant group × time interaction on 20-m shuttle run (β = −3.89, 95% CI [-5.08; −2.71], p < 0.001) and handgrip (β = −0.70, 95% CI [-1.20; −0.20], p = 0.006). After intervention, children in the IG had a greater increase than the CG (p < 0.001) in terms of 20-m shuttle run and handgrip. In addition, the post-test analysis indicated that performance of children in the IG was significantly greater than those in the CG (20-m shuttle run: p < 0.001, handgrip: p = 0.002). There was a significant group × time interaction on academic result of Chinese (β = −1.21, 95% CI [-1.91; −0.56], p = 0.001) and academic result of Mathematics (β = 16.71, 95% CI [15.14; 18.143], p < 0.001). Statistically significant positive difference in post-test was observed in academic result of Mathematics between the IG and the CG (p = 0.012). Conclusion: The results of this intervention study indicate that intervention integrating PL into ASR could bring a promising effect on physical fitness and academic achievement in children. It is recommended that future studies are necessary to assess the effects of ASR-based PL intervention on physical and cognitive outcomes using a wide range of sample. |
| first_indexed | 2024-03-09T02:15:24Z |
| format | Article |
| id | doaj.art-ef4f1435185e48ccaf54d3d59cbcbb75 |
| institution | Directory Open Access Journal |
| issn | 1728-869X |
| language | English |
| last_indexed | 2024-03-09T02:15:24Z |
| publishDate | 2023-10-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Journal of Exercise Science & Fitness |
| spelling | doaj.art-ef4f1435185e48ccaf54d3d59cbcbb752023-12-07T05:28:12ZengElsevierJournal of Exercise Science & Fitness1728-869X2023-10-01214376384Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese childrenDanqing Zhang0Lijuan Shi1Xiaoling Zhu2Sitong Chen3Yang Liu4School of Physical Education, Shanghai University of Sport, Shanghai, ChinaShanghai Teacher Education Institute, Shanghai, ChinaEducation Institute of Yangpu District Shanghai, Shanghai, ChinaInstitute for Health and Sport, Victoria University, Melbourne, AustraliaSchool of Physical Education, Shanghai University of Sport, Shanghai, China; Shanghai Research Center for Physical Fitness and Health of Children and Adolescents, Shanghai University of Sport, Shanghai, China; Corresponding author. Shanghai University of Sport, Shanghai, 200438, China.Background/Objective: The aim of this study was to examine the effects of school-based intervention integrating physical literacy (PL) into active school recesses (ASR) on physical fitness (i.e., body composition, 20-m shuttle run, 50-m run, rope skipping, sit and reach, handgrip) and academic achievement (i.e., academic result of Chinese and Mathematics) in Chinese children. Methods: A total of 357 children (mean age: 7.8 ± 0.7 years; boys: 50.4%) were recruited from two schools and these two schools were randomly assigned as the intervention group (IG) and the control group (CG), respectively. The IG consisted of 155 children (mean age: 7.9 ± 0.7 years, boys: 51.0%), and 202 children (mean age: 7.8 ± 0.7 years; boys: 50%) were allocated to the CG. Children in the IG received a 10-week intervention integrating PL that was conducted during ASR. In the CG, children's regular school activity was remained during the intervention period. Generalized estimating equation was performed to compare the levels of physical fitness and academic achievement between the IG and the CG after intervention. Results: Regarding physical fitness, there was a significant group × time interaction on 20-m shuttle run (β = −3.89, 95% CI [-5.08; −2.71], p < 0.001) and handgrip (β = −0.70, 95% CI [-1.20; −0.20], p = 0.006). After intervention, children in the IG had a greater increase than the CG (p < 0.001) in terms of 20-m shuttle run and handgrip. In addition, the post-test analysis indicated that performance of children in the IG was significantly greater than those in the CG (20-m shuttle run: p < 0.001, handgrip: p = 0.002). There was a significant group × time interaction on academic result of Chinese (β = −1.21, 95% CI [-1.91; −0.56], p = 0.001) and academic result of Mathematics (β = 16.71, 95% CI [15.14; 18.143], p < 0.001). Statistically significant positive difference in post-test was observed in academic result of Mathematics between the IG and the CG (p = 0.012). Conclusion: The results of this intervention study indicate that intervention integrating PL into ASR could bring a promising effect on physical fitness and academic achievement in children. It is recommended that future studies are necessary to assess the effects of ASR-based PL intervention on physical and cognitive outcomes using a wide range of sample.http://www.sciencedirect.com/science/article/pii/S1728869X23000485Physical literacyAcademic achievementPhysical fitnessActive break |
| spellingShingle | Danqing Zhang Lijuan Shi Xiaoling Zhu Sitong Chen Yang Liu Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children Journal of Exercise Science & Fitness Physical literacy Academic achievement Physical fitness Active break |
| title | Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children |
| title_full | Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children |
| title_fullStr | Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children |
| title_full_unstemmed | Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children |
| title_short | Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children |
| title_sort | effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in chinese children |
| topic | Physical literacy Academic achievement Physical fitness Active break |
| url | http://www.sciencedirect.com/science/article/pii/S1728869X23000485 |
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