The Relationship Between Physical Activity and Cognition in Children: A Meta-...videosplay360
The purpose of this study was to quantitatively combine and examine the re- sults of studies pertaining to physical activity and cognition in children. Stud- ies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method.
Physically Active Play and Cognition An Academic Matter?videosplay360
The authors discuss the growing evidence that strenuous physical activity is not only healthy for students but improves their academic performance. Based on such re- search, they argue that schools in the United States need to stop eliminating physical- education programs under the current political pressures to emphasize academics and instead to reform traditional physical education. Modern physical education should move away from its competitive-sports approach to one that employs a wide range of play involving strenuous physical activity for every student.
Adiesa Burgess Dr. MixonPSYC-40121 October 2022 C.docxstandfordabbot
Adiesa Burgess
Dr. Mixon
PSYC-401
21 October 2022
Comprehensive Assignment
My chosen research topic is the practices of the Islamic faith related to illness, suffering, death, dying, grief, mourning rituals, and burial or cremation. I chose this topic because Islam is the second largest religion in the world, and I am interested in how this religion deals with death and dying. This topic is significant because death is a universal experience and understanding how different cultures and religions deal with death can help us to understand the human experience. This research will be of interest to scholars and students of religion and culture. Finally, this research will be of interest to anyone who is interested in understanding the Islamic faith and its practices related to death and dying. Additionally, this research can help to inform the practices of healthcare providers who work with Muslim patients (Eyetsemitan, 2021).
Islam has a rich tradition of practices related to death and dying. Muslims believe that death is a natural part of life, and they have developed practices to help them cope with death. For example, when a Muslim is dying, they are typically surrounded by their family and friends, who recite prayers and verses from the Quran. After death, the body is washed and shrouded in a white cloth, and the funeral is held as soon as possible. Grief is a natural part of the mourning process, and Muslims often express their grief through prayer, reading the Quran, and spending time with family and friends. These practices are significant because they provide a way for Muslims to cope with death and dying. They also help to create a sense of community and support for those who are grieving. Additionally, these practices can help to inform the practices of healthcare providers who work with Muslim patients (Bahadur, 2020).
Another way the Islamic faith relates to death, dying, grief, mourning rituals, and burial or cremation is through the concept of martyrdom. Muslims believe that those who die while defending their faith or while performing good deeds are martyrs, and they are rewarded with a special place in paradise. This belief provides comfort to Muslims who are grieving the loss of a loved one, and it also helps to motivate Muslims to do good deeds. Finally, the concept of martyrdom can help to inform the practices of healthcare providers who work with Muslim patients (Bahadur, 2020).
References
Eyetsemitan, F. E. (2021).
Death, dying, and bereavement around the world: Theories, varied views and customs. Charles C Thomas Publisher.
Bahadur, P. (2020). Rituals and beliefs surrounding death in Islam.
Journal of Adventist Mission Studies,
16(1), 173-192.
HOW IS PERSONALITY ASSESSED?
137
to generate detailed images of the brain (e.g., DeYoung et al., in
press). Conversely, studies concerned with brain activity may
use fMRI (e.g., Canli, 2004) or PET (.
The Relationship Between Physical Activity and Cognition in Children: A Meta-...videosplay360
The purpose of this study was to quantitatively combine and examine the re- sults of studies pertaining to physical activity and cognition in children. Stud- ies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method.
Physically Active Play and Cognition An Academic Matter?videosplay360
The authors discuss the growing evidence that strenuous physical activity is not only healthy for students but improves their academic performance. Based on such re- search, they argue that schools in the United States need to stop eliminating physical- education programs under the current political pressures to emphasize academics and instead to reform traditional physical education. Modern physical education should move away from its competitive-sports approach to one that employs a wide range of play involving strenuous physical activity for every student.
Adiesa Burgess Dr. MixonPSYC-40121 October 2022 C.docxstandfordabbot
Adiesa Burgess
Dr. Mixon
PSYC-401
21 October 2022
Comprehensive Assignment
My chosen research topic is the practices of the Islamic faith related to illness, suffering, death, dying, grief, mourning rituals, and burial or cremation. I chose this topic because Islam is the second largest religion in the world, and I am interested in how this religion deals with death and dying. This topic is significant because death is a universal experience and understanding how different cultures and religions deal with death can help us to understand the human experience. This research will be of interest to scholars and students of religion and culture. Finally, this research will be of interest to anyone who is interested in understanding the Islamic faith and its practices related to death and dying. Additionally, this research can help to inform the practices of healthcare providers who work with Muslim patients (Eyetsemitan, 2021).
Islam has a rich tradition of practices related to death and dying. Muslims believe that death is a natural part of life, and they have developed practices to help them cope with death. For example, when a Muslim is dying, they are typically surrounded by their family and friends, who recite prayers and verses from the Quran. After death, the body is washed and shrouded in a white cloth, and the funeral is held as soon as possible. Grief is a natural part of the mourning process, and Muslims often express their grief through prayer, reading the Quran, and spending time with family and friends. These practices are significant because they provide a way for Muslims to cope with death and dying. They also help to create a sense of community and support for those who are grieving. Additionally, these practices can help to inform the practices of healthcare providers who work with Muslim patients (Bahadur, 2020).
Another way the Islamic faith relates to death, dying, grief, mourning rituals, and burial or cremation is through the concept of martyrdom. Muslims believe that those who die while defending their faith or while performing good deeds are martyrs, and they are rewarded with a special place in paradise. This belief provides comfort to Muslims who are grieving the loss of a loved one, and it also helps to motivate Muslims to do good deeds. Finally, the concept of martyrdom can help to inform the practices of healthcare providers who work with Muslim patients (Bahadur, 2020).
References
Eyetsemitan, F. E. (2021).
Death, dying, and bereavement around the world: Theories, varied views and customs. Charles C Thomas Publisher.
Bahadur, P. (2020). Rituals and beliefs surrounding death in Islam.
Journal of Adventist Mission Studies,
16(1), 173-192.
HOW IS PERSONALITY ASSESSED?
137
to generate detailed images of the brain (e.g., DeYoung et al., in
press). Conversely, studies concerned with brain activity may
use fMRI (e.g., Canli, 2004) or PET (.
Comparative analysis of personality traits of physical education graduate and...Sports Journal
The purpose of the study was to compare the personality traits of graduate and post graduate students of
physical education from Jalgaon. A total of Sixty (60) students both male and female, comparing 30
graduates (B.P.Ed.) and 30 post graduates (M.P.Ed.) students of physical education were randomly
selected for the study. Subjects were selected from Eklavya College of Physical Education, Jalgaon
through purposive sampling. The age of the subjects ranged between 20 to 28 years. To analyze the
personality traits of the subjects: Eysenck personality inventory prepared by H.J. Eysenck and Sybil B.G.
Eysenck was used. To ascertain the Eysenck personality inventory factors (Neuroticism) and
(Extraversion) of the subjects, norm table of the questionnaire was referred and to compare the graduate
and post graduate students of physical education in their Eysenck personality inventory factors ‘t’- test
was applied at 0.05 level of significance. The analysis of data using ‘t’- test for finding the significance
difference between graduate and post graduate students on (Neuroticism) showed an insignificant
difference as well as the significance difference between graduate and post graduate students on
(Extraversion) also showed an insignificant difference. The following conclusions are drawn: Graduate
and Post Graduate students showed insignificant differences on the trait of Neuroticism as well as on
Extraversion, though, Graduate students had slightly higher mean on trait of neuroticism than Post
Graduate students. Similarly, Graduate students also showed slightly higher mean on the trait of
extraversion than Post Graduate students.
ORIGINALARTICLESEVIDENCE BASED PHYSICAL ACTIVITY FOR SCH.docxalfred4lewis58146
ORIGINAL
ARTICLES
EVIDENCE BASED PHYSICAL ACTIVITY FOR SCHOOL-AGE YOUTH
WILLIAM B. STRONG, MD,* ROBERT M. MALINA, PHD,* CAMERON J. R. BLIMKIE, PHD, STEPHEN R. DANIELS, MD, PHD,
RODNEY K. DISHMAN, PHD, BERNARD GUTIN, PHD, ALBERT C. HERGENROEDER, MD, AVIVA MUST, PHD, PATRICIA A. NIXON, PHD,
JAMES M. PIVARNIK, PHD, THOMAS ROWLAND, MD, STEWART TROST, PHD, AND FRANCxOIS TRUDEAU, PHD
Objectives To review the effects of physical activity on health and behavior outcomes and develop evidence-based
recommendations for physical activity in youth.
Study design A systematic literature review identified 850 articles; additional papers were identified by the expert
panelists. Articles in the identified outcome areas were reviewed, evaluated and summarized by an expert panelist. The strength
of the evidence, conclusions, key issues, and gaps in the evidence were abstracted in a standardized format and presented and
discussed by panelists and organizational representatives.
Results Most intervention studies used supervised programs of moderate to vigorous physical activity of 30 to 45 minutes
duration 3 to 5 days per week. The panel believed that a greater amount of physical activity would be necessary to achieve similar
beneficial effects on health and behavioral outcomes in ordinary daily circumstances (typically intermittent and unsupervised
activity).
Conclusion School-age youth should participate daily in 60 minutes or more of moderate to vigorous physical activity that
is developmentally appropriate, enjoyable, and involves a variety of activities. (J Pediatr 2005;146:732-7)
R
ecommendations for appropriate amounts of physical activity for the US
population, including school-age youth, have been developed by several
organizations and agencies.1 Although recent reviews have summarized the
benefits of regular physical activity on the health of youth and its potential for reducing the
incidence of chronic diseases that are manifested in adulthood,
2-5
a more systematic
approach is indicated. This report presents results of a systematic evaluation of evidence
dealing with the effects of regular physical activity on several health and behavioral
outcomes in US school-age youth, with the goal of developing a recommendation for the
amount of physical activity deemed appropriate to yield beneficial health and behavioral
outcomes.
METHOD
Under a contract with the Divisions of Nutrition and Physical Activity and
Adolescent and School Health of the Centers for Disease Control and Prevention and the
Constella Group, an expert panel was convened to review and evaluate available evidence
on the influence of physical activity on several health and behavioral outcomes in youth
aged 6 to 18 years. The co-chairs of the panel selected panelists on the basis of expertise in
specific areas: adiposity, cardiovascular health (lipids and lipoproteins, blood pressure, the
metabolic syndrome, type 2 diabetes mellitus, cardiovascular reactivity, heart rate
variab.
Influential Determinants of Capacity Building to Cope With Stress among Unive...iosrjce
This study is a survey to find out the influential determinants of capacity building to cope with stress
among university students. Descriptive survey research design was employed for the study while self-structured
modified questionnaire was used to elicit information from the respondents. A total of nine hundred and five
(905) respondents participated in the study forming the sample size for the study. The statistical tools used for
the study includes; percentage counts, frequency, mean, regression analysis, spearman rank andMann-Whitney
U test. The statistical results of the multiple regression analysis showed that the predictors (age, sex, religion,
college, family financial status and academic performance) had 92% (adjR
2=.092, F(7,896)=14.02, P=.000,
P<0.05) joint contribution in the dependent variable (perceived ability to cope with stress). The linear
regression analysis showed that only age (β=-.112, p=.001), sex (β=.124, p=.000), religion (β=.084, p=.009),
college (β=-.088, p=.007) and academic performance (β=.249, p=.000) had significant relative contribution to
the dependent variable.The Mann-Whitney U results showed that there is significant difference in the perceived
ability to cope with stress between both male and female (H=84552, Z=-3.78, p=.000). The result of the
findings revealed that age, sex, religion, college of study, academic performance could significantly predict
perceived ability to cope with stress.And also showed that the way male and female perceived their abilities to
cope with stress differ
R E S E A R C H A R T I C L ERelationship Between Frequenc.docxcatheryncouper
R E S E A R C H A R T I C L E
Relationship Between Frequency and
Intensity of Physical Activity and Health
Behaviors of Adolescents
TONY T. DELISLE, MSa
CHUDLEY E. WERCH, PhDb
ALVIN H. WONG, MS, CHESc
HUI BIAN, PhDd
ROBERT WEILER, PhD, MPHe
ABSTRACT
BACKGROUND: While studies have determined the importance of physical activity in
advancing health outcomes, relatively few have explored the relationship between
exercise and various health behaviors of adolescents. The purpose of this study is to
examine the relationship between frequency and intensity of physical activity and both
health risk and health promoting behaviors of adolescents.
METHODS:
Data were collected from 822 students attending a large, diverse suburban high school
in northeast Florida using a self-administered survey. Multivariate analysis of variance
(MANOVA) and analysis of variance (ANOVA) tests examined differences on mean
health behavior measures on 3 exercise frequency levels (low, medium, and high) and
2 intensity levels (vigorous physical activity [VPA] and moderate physical activity [MPA]).
RESULTS: Results showed adolescents engaged in high levels of VPA used marijuana
less frequently (p = .05) and reported heavy use of marijuana less frequently (p = .03);
consumed greater numbers of healthy carbohydrates (p < .001) and healthy fats in their
diets (p < .001); used stress management techniques more frequently (p < .001); and
reported a higher quality of sleep (p = .01) than those engaged in low levels of VPA.
Fewer differences were found on frequency of MPA and health behaviors of adolescents.
CONCLUSIONS: These findings suggest that adolescents who frequently participate
in VPA may be less likely to engage in drug use, and more likely to participate in a
number of health promoting behaviors. Longitudinal and experimental studies are
needed to determine what role frequent VPA may play in the onset and maintenance of
health enhancing and protecting behaviors among adolescent populations.
Keywords: adolescent health; physical fitness; health behaviors.
Citation: Delisle TT, Werch CE, Wong AH, Bian H, Weiler R. Relationship between
frequency and intensity of physical activity and health behaviors of adolescents. J Sch
Health. 2010; 80: 134-140.
Received August 13, 2008
Accepted July 9, 2009
aGraduate Assistant/Doctoral Student, ([email protected]), Department of Health Education and Behavior, College of Health and Human Performance, University of Florida,
Florida Gymnasium Room 5, Gainesville, FL 32611.
bProfessor and Director, ([email protected]), Addictive & Health Behaviors Research Institute, University of Florida, 7800 Belfort Parkway, Suite 270, Jacksonville, FL 32256.
cResearch Assistant, ([email protected]), Addictive & Health Behaviors Research Institute, University of Florida, 7800 Belfort Parkway, Suite 270, Jacksonville, FL 32256.
dCoordinator, ([email protected]), Data Management and Analysis, Addictive & Health Behaviors Research Institute, U ...
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
Influencing factors upon the reliability of physical proficiency testIOSR Journals
Abstract: The investigator has been selected (i) warm-up, (ii) motivation, and (iii) time of the day for physical
performance as influencing factors of the reliability of physical proficiency test of (i) 30 feet shuttle-run, (ii)
standing broad-jump, (iii) sit-ups for one minute. Eighty students of Bachelor Degree who are opted Physical
Education, Health education and Sports subjects from different colleges affiliated to Manipur University were
selected for this investigation. The Selection of the subjects was done purely on the basis of the specific purpose
of the study and had certain level of physical proficiency so that all the subjects could perform all the variable
test items of the study. After systematically analysed the data of the study it was found that the selected
influencing measurement factors has been affected the reliability of the selected physical proficiency test.
Keywords: Proficiency, reliability, warm-up, motivation, 30 feet shuttle-run, standing broad-jump, and sit-ups
for one minute.
Comparative analysis of personality traits of physical education graduate and...Sports Journal
The purpose of the study was to compare the personality traits of graduate and post graduate students of
physical education from Jalgaon. A total of Sixty (60) students both male and female, comparing 30
graduates (B.P.Ed.) and 30 post graduates (M.P.Ed.) students of physical education were randomly
selected for the study. Subjects were selected from Eklavya College of Physical Education, Jalgaon
through purposive sampling. The age of the subjects ranged between 20 to 28 years. To analyze the
personality traits of the subjects: Eysenck personality inventory prepared by H.J. Eysenck and Sybil B.G.
Eysenck was used. To ascertain the Eysenck personality inventory factors (Neuroticism) and
(Extraversion) of the subjects, norm table of the questionnaire was referred and to compare the graduate
and post graduate students of physical education in their Eysenck personality inventory factors ‘t’- test
was applied at 0.05 level of significance. The analysis of data using ‘t’- test for finding the significance
difference between graduate and post graduate students on (Neuroticism) showed an insignificant
difference as well as the significance difference between graduate and post graduate students on
(Extraversion) also showed an insignificant difference. The following conclusions are drawn: Graduate
and Post Graduate students showed insignificant differences on the trait of Neuroticism as well as on
Extraversion, though, Graduate students had slightly higher mean on trait of neuroticism than Post
Graduate students. Similarly, Graduate students also showed slightly higher mean on the trait of
extraversion than Post Graduate students.
ORIGINALARTICLESEVIDENCE BASED PHYSICAL ACTIVITY FOR SCH.docxalfred4lewis58146
ORIGINAL
ARTICLES
EVIDENCE BASED PHYSICAL ACTIVITY FOR SCHOOL-AGE YOUTH
WILLIAM B. STRONG, MD,* ROBERT M. MALINA, PHD,* CAMERON J. R. BLIMKIE, PHD, STEPHEN R. DANIELS, MD, PHD,
RODNEY K. DISHMAN, PHD, BERNARD GUTIN, PHD, ALBERT C. HERGENROEDER, MD, AVIVA MUST, PHD, PATRICIA A. NIXON, PHD,
JAMES M. PIVARNIK, PHD, THOMAS ROWLAND, MD, STEWART TROST, PHD, AND FRANCxOIS TRUDEAU, PHD
Objectives To review the effects of physical activity on health and behavior outcomes and develop evidence-based
recommendations for physical activity in youth.
Study design A systematic literature review identified 850 articles; additional papers were identified by the expert
panelists. Articles in the identified outcome areas were reviewed, evaluated and summarized by an expert panelist. The strength
of the evidence, conclusions, key issues, and gaps in the evidence were abstracted in a standardized format and presented and
discussed by panelists and organizational representatives.
Results Most intervention studies used supervised programs of moderate to vigorous physical activity of 30 to 45 minutes
duration 3 to 5 days per week. The panel believed that a greater amount of physical activity would be necessary to achieve similar
beneficial effects on health and behavioral outcomes in ordinary daily circumstances (typically intermittent and unsupervised
activity).
Conclusion School-age youth should participate daily in 60 minutes or more of moderate to vigorous physical activity that
is developmentally appropriate, enjoyable, and involves a variety of activities. (J Pediatr 2005;146:732-7)
R
ecommendations for appropriate amounts of physical activity for the US
population, including school-age youth, have been developed by several
organizations and agencies.1 Although recent reviews have summarized the
benefits of regular physical activity on the health of youth and its potential for reducing the
incidence of chronic diseases that are manifested in adulthood,
2-5
a more systematic
approach is indicated. This report presents results of a systematic evaluation of evidence
dealing with the effects of regular physical activity on several health and behavioral
outcomes in US school-age youth, with the goal of developing a recommendation for the
amount of physical activity deemed appropriate to yield beneficial health and behavioral
outcomes.
METHOD
Under a contract with the Divisions of Nutrition and Physical Activity and
Adolescent and School Health of the Centers for Disease Control and Prevention and the
Constella Group, an expert panel was convened to review and evaluate available evidence
on the influence of physical activity on several health and behavioral outcomes in youth
aged 6 to 18 years. The co-chairs of the panel selected panelists on the basis of expertise in
specific areas: adiposity, cardiovascular health (lipids and lipoproteins, blood pressure, the
metabolic syndrome, type 2 diabetes mellitus, cardiovascular reactivity, heart rate
variab.
Influential Determinants of Capacity Building to Cope With Stress among Unive...iosrjce
This study is a survey to find out the influential determinants of capacity building to cope with stress
among university students. Descriptive survey research design was employed for the study while self-structured
modified questionnaire was used to elicit information from the respondents. A total of nine hundred and five
(905) respondents participated in the study forming the sample size for the study. The statistical tools used for
the study includes; percentage counts, frequency, mean, regression analysis, spearman rank andMann-Whitney
U test. The statistical results of the multiple regression analysis showed that the predictors (age, sex, religion,
college, family financial status and academic performance) had 92% (adjR
2=.092, F(7,896)=14.02, P=.000,
P<0.05) joint contribution in the dependent variable (perceived ability to cope with stress). The linear
regression analysis showed that only age (β=-.112, p=.001), sex (β=.124, p=.000), religion (β=.084, p=.009),
college (β=-.088, p=.007) and academic performance (β=.249, p=.000) had significant relative contribution to
the dependent variable.The Mann-Whitney U results showed that there is significant difference in the perceived
ability to cope with stress between both male and female (H=84552, Z=-3.78, p=.000). The result of the
findings revealed that age, sex, religion, college of study, academic performance could significantly predict
perceived ability to cope with stress.And also showed that the way male and female perceived their abilities to
cope with stress differ
R E S E A R C H A R T I C L ERelationship Between Frequenc.docxcatheryncouper
R E S E A R C H A R T I C L E
Relationship Between Frequency and
Intensity of Physical Activity and Health
Behaviors of Adolescents
TONY T. DELISLE, MSa
CHUDLEY E. WERCH, PhDb
ALVIN H. WONG, MS, CHESc
HUI BIAN, PhDd
ROBERT WEILER, PhD, MPHe
ABSTRACT
BACKGROUND: While studies have determined the importance of physical activity in
advancing health outcomes, relatively few have explored the relationship between
exercise and various health behaviors of adolescents. The purpose of this study is to
examine the relationship between frequency and intensity of physical activity and both
health risk and health promoting behaviors of adolescents.
METHODS:
Data were collected from 822 students attending a large, diverse suburban high school
in northeast Florida using a self-administered survey. Multivariate analysis of variance
(MANOVA) and analysis of variance (ANOVA) tests examined differences on mean
health behavior measures on 3 exercise frequency levels (low, medium, and high) and
2 intensity levels (vigorous physical activity [VPA] and moderate physical activity [MPA]).
RESULTS: Results showed adolescents engaged in high levels of VPA used marijuana
less frequently (p = .05) and reported heavy use of marijuana less frequently (p = .03);
consumed greater numbers of healthy carbohydrates (p < .001) and healthy fats in their
diets (p < .001); used stress management techniques more frequently (p < .001); and
reported a higher quality of sleep (p = .01) than those engaged in low levels of VPA.
Fewer differences were found on frequency of MPA and health behaviors of adolescents.
CONCLUSIONS: These findings suggest that adolescents who frequently participate
in VPA may be less likely to engage in drug use, and more likely to participate in a
number of health promoting behaviors. Longitudinal and experimental studies are
needed to determine what role frequent VPA may play in the onset and maintenance of
health enhancing and protecting behaviors among adolescent populations.
Keywords: adolescent health; physical fitness; health behaviors.
Citation: Delisle TT, Werch CE, Wong AH, Bian H, Weiler R. Relationship between
frequency and intensity of physical activity and health behaviors of adolescents. J Sch
Health. 2010; 80: 134-140.
Received August 13, 2008
Accepted July 9, 2009
aGraduate Assistant/Doctoral Student, ([email protected]), Department of Health Education and Behavior, College of Health and Human Performance, University of Florida,
Florida Gymnasium Room 5, Gainesville, FL 32611.
bProfessor and Director, ([email protected]), Addictive & Health Behaviors Research Institute, University of Florida, 7800 Belfort Parkway, Suite 270, Jacksonville, FL 32256.
cResearch Assistant, ([email protected]), Addictive & Health Behaviors Research Institute, University of Florida, 7800 Belfort Parkway, Suite 270, Jacksonville, FL 32256.
dCoordinator, ([email protected]), Data Management and Analysis, Addictive & Health Behaviors Research Institute, U ...
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
Influencing factors upon the reliability of physical proficiency testIOSR Journals
Abstract: The investigator has been selected (i) warm-up, (ii) motivation, and (iii) time of the day for physical
performance as influencing factors of the reliability of physical proficiency test of (i) 30 feet shuttle-run, (ii)
standing broad-jump, (iii) sit-ups for one minute. Eighty students of Bachelor Degree who are opted Physical
Education, Health education and Sports subjects from different colleges affiliated to Manipur University were
selected for this investigation. The Selection of the subjects was done purely on the basis of the specific purpose
of the study and had certain level of physical proficiency so that all the subjects could perform all the variable
test items of the study. After systematically analysed the data of the study it was found that the selected
influencing measurement factors has been affected the reliability of the selected physical proficiency test.
Keywords: Proficiency, reliability, warm-up, motivation, 30 feet shuttle-run, standing broad-jump, and sit-ups
for one minute.
Similar to Adolescencia, aprendizaje y actividad fisica.pdf (20)
RESOLUCIÓN de 4 de octubre de 2022, de la Viceconsejería de Organización Educativa, por la que se dictan instrucciones a los centros educativos para la aplicación de protocolos de actuación ante cualquier tipo de violencia.
Estas pautas tienen como objetivo facilitar ideas y estrategias para la mejora en la implementación
y desarrollo de las actuaciones de prevención del riesgo de pertenencia de los alumnos a grupos
juveniles violentos en los centros educativos.
Como complemento debe tenerse en cuenta el “plan de prevención del riesgo de pertenencia a
grupos juveniles violentos” cuyo protocolo es de obligado cumplimiento para todos los centros
educativos sostenidos con fondos públicos
La secuencia básica es la siguiente:
1. Notificación de hechos que pueden implicar posible pertenencia o contacto con grupos
juveniles de carácter violento.
2. Recogida de información. Entrevistas con la familia, con el alumno, con otros.
3. Reunión para analizar y valorar cualitativamente la situación en la que se encuentra el
alumno.
4. Intervención educativa y resolución sobre la apertura de un Plan de Intervención en el
centro educativo.
5. Comunicación a la familia y autorización para derivación a los servicios externos
convenientes.
6. Envío a la Dirección de Área Territorial correspondiente y a la Unidad de Convivencia.
7. Derivación a servicios externos especializados.
RESOLUCIÓN de 4 de octubre de 2022, de la Viceconsejería de Organización Educativa, por la que se dictan instrucciones a los centros educativos para la aplicación de protocolos de actuación ante cualquier tipo de violencia.
RESOLUCIÓN de 10 de agosto de 2022, de la Viceconsejería de Organización Educativa, por la que se aprueba el Plan Anual de Actuación de la Inspección Educativa para el curso 2022-2023.
RESOLUCIÓN de 4 de octubre de 2022, de la Viceconsejería de Organización Educativa, por la que se dictan instrucciones a los centros educativos para la aplicación de protocolos de actuación ante cualquier tipo de violencia Resolución 4 de octubre de 2022
Procedimiento a seguir en el proceso de transición de elaboración de planes para la prevención, protección e intervención en situaciones de autolesiones y conducta suicida
La presente Guía aborda la planificación de acciones de protección del alumnado que,
actualmente, representan un auténtico reto de abordaje y respuesta por parte de los centros
educativos.
El documento define el protocolo a desarrollar para, en su caso, la elaboración de planes
individualizados de prevención, protección e intervención tras la detección de alguna
situación de riesgo, de menor o mayor gravedad, relacionada con el comportamiento
suicida (ideación suicida, comunicación suicida, intento de suicidio) y de las autolesiones.
El citado protocolo, una vez iniciado (Anexos I, II y III), podrá definir el desarrollo de dos
procesos diferenciados por razón de gravedad, según la adopción de decisiones del centro
educativo (Anexo IV):
1. El diseño y desarrollo de un Plan individualizado de prevención, protección e
intervención.
2. El desarrollo de acciones de seguimiento, en el marco de la acción tutorial, con el
asesoramiento de los profesionales de Orientación educativa y, en su caso del
Coordinador de Bienestar y Protección.
El centro educativo, en función de cada caso, situación y circunstancias, podrá adaptar y
ajustar su grado, modo e intensidad de implementación. La Guía incorpora los Anexos para
el registro de las diferentes actuaciones, que podrán ser editados por cada centro
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para la comprensión tanto del comportamiento suicida como de las autolesiones en la
infancia y adolescencia.
Orden PRA/116/2017, de 9 de febrero, por la que se publica el Acuerdo del Consejo Seguridad Nacional de implementación de los mecanismos para garantizar el funcionamiento integrado del Sistema de Seguridad Nacional.
Orden PRA/33/2018, de 22 de enero, por la que se publica el Acuerdo del Consejo de Seguridad Nacional, por el que se regula el Consejo Nacional de Ciberseguridad.
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2. I. Esteban-Cornejo et al. / Journal of Science and Medicine in Sport 18 (2015) 534–539 535
adolescents would help to clarify their association with physical
activity.
Two previous reviews in school-children aged 5–18 years
collectively reported the positive effect of physical activity on
cognition.17,18 However, our revision is focused specifically on
studies in adolescents. Brain plasticity changes with age3 and there
is some evidence that physical activity stimulates some factors
involved in brain plasticity, such as brain-derived neurotrophic
factor (BDNF).30 Age could therefore be a critical factor in the rela-
tionship between physical activity and cognition.
This review also analyzes the selected studies aimed at iden-
tifying potential moderating (i.e., interaction variable that affects
the direction and/or strength of the relationship between expo-
sures and outcomes) or mediating (i.e., intervening variable that
is on the causal pathway between exposures and outcomes) vari-
ables in the link between physical activity and cognition in this age
group such as cognition assessment, sex, physical activity inten-
sity level, and various psychological variables. To our knowledge,
there is no review that takes these possible moderator or mediator
interactions into account. Finally, our review also expands on the
previous research by including studies up to 2013.
To conclude, the purpose of this report is to systematically
review the evidence of association between physical activity and
cognition by differentiating between academic and cognitive per-
formance measures. In addition, this paper also reviews potential
mediators and moderators (i.e., sex, age and psychological vari-
ables) that may modify the association between physical activity
and cognition.
2. Methods
2.1. Selection of the literature
During March 2014, a comprehensive search of three databases
of literature (PubMed, Sportdiscus and ERIC) from 2000 through
2013 was undertaken (Table 1). The principal search terms were
as follows: (1) “academic performance” (cognitive performance,
academic achievement, performance at school, and academic out-
comes), (2) “physical activity” (physical education, sport, athletic
participation and exercise behavior), and (3) “adolescent” (children,
school-age youth, student, school and childhood).
2.2. Inclusion criteria
A predetermined set of inclusion criteria was used to select
papers for this systematic review. Each study had to meet the fol-
lowing criteria:
(1) It included a population that has to overlap with high-school-
aged adolescents between 13 and 18 years. This adolescent
age range is based on the U.S. National Institutes of Health’s
National Library of Medicine (age criterion).
(2) It reported a cross-sectional, longitudinal or interventional
study design (study design criterion).
(3) It aimed to determine the association of physical activity with
academic or cognitive performance (relationship criterion).
(4) It described at least one academic or cognitive performance
measurement (measurement criterion).
(5) It was an article published in English or Spanish (language cri-
terion).
2.3. Data extraction and reliability
A standard data extraction template was developed to extract
the main details for every eligible study in terms of author, title,
objective, sample size, country, design, physical activity measure-
ment, cognition measurement and results about the relationship
between physical activity and cognition. These first details were
used as a basis of the evidence tables. Finally, the search process was
carried out by both researchers (I.E. and CM.T.). A single researcher
(I.E.) examined every title and abstract to identify a potentially rel-
evant paper for review. In case of uncertainty, a second researcher
(CM.T.) checked the selection process.
3. Results
3.1. Search results
The flow of citations through the systematic review process is
shown in Fig. 1. A total of 608 results were returned. After removing
47 duplicates, this search retrieved 561 unique citations. A total of
436 articles were rejected at title and abstract level. Subsequently,
full-text copies of 125 potentially relevant citations were obtained
and reviewed. Of these 125 papers, a total of 106 articles were
excluded. Therefore, 19 unique citations passed the eligibility crite-
ria and were included in the systematic review. After review of their
reference lists, one further paper that satisfied the inclusion criteria
was added.
3.2. General
This review examines the findings of 20 studies15,27,31–48 that
explored the relationship between physical activity and cogni-
tion. Of these, 75% of studies15,31–44 were of cross-sectional design,
15% were longitudinal studies27,45,46 and 10% were interventional
studies.47,48 The sample size varied from 48 participants41 to 75 066
participants.43,44 Information about all the studies is chronologi-
cally presented in Table S1.
3.3. Physical activity measurement
Physical activity patterns were examined using self-report
measures among 19 studies,15,27,31–41,43–48 six of these stud-
ies showed the validity of the self-reported physical activity
questionnaires,34,38,40,41,45,47 and only one study used objective
measure of physical activity.42 Five studies assessed physical
activity taking into account only athletic participation15,27,36,46
(i.e., individual sport activities and team athletics) or physical
education.43 Seven studies37–41,44,48 used questionnaires without
recalling each day specifically, to estimate weekly physical activity.
One of these studies39 also examined self-reported active commut-
ing to school. Seven studies31–35,45,47 used physical activity recall
questionnaires reporting in detail each day.
3.4. Cognition measurement
3.4.1. Cognitive performance measurements
Cognitive performance measurements took into account a large
variety of skills, including reading, mathematics, reasoning, sci-
ence and social studies. Two studies15,39 used the SRA (Science
research associates) Test of Educational Ability to assess verbal,
numeric and reasoning abilities. Two studies27,47 examined cog-
nitive performance using a standardized test score. One of them27
used composite tests in reading, math, science, and history and the
other study47 used the Terra Nova test, which consisted of multi-
ple assessments of reading or language arts, mathematics, science,
and social studies. Two studies40,48 used a narrow variety of skills.
One of them40 selected two subtests from the BADYG (battery of
differential and general aptitude) to assess oral and math skills, and
3. 536 I. Esteban-Cornejo et al. / Journal of Science and Medicine in Sport 18 (2015) 534–539
Table 1
Search strategy in databases.
Database Search Strategy Limits
PubMed (“physical activity” OR “physical education” OR sport OR athletic participation OR exercise
behavior) AND (“academic performance” OR academic achievement OR performance “at”
school OR academic outcomes OR cognitive performance) AND (adolescent OR children OR
student OR childhood OR school-age youth OR school) NOT 2014[dp]
Publication date from 2000/01/01 to 2013/12/31
Species: Humans
Ages: Adolescent: 13–18 years
SportDiscus
(EBSCO)
(TI (“physical activity” OR “physical education” OR sport OR athletic participation OR exercise
behavior)) AND (AB (academic performance OR academic achievement OR performance at
school OR academic outcomes OR cognitive performance)) AND (AB (adolescent OR children
OR student OR childhood OR school-age youth OR school))
Publication date from 2000/01/01 to 2013/12/31.
Document type: Journal article
ERIC
(EBSCO)
(TI (“physical activity” OR “physical education” OR sport OR athletic participation OR exercise
behavior)) AND (AB (academic performance OR academic achievement OR performance at
school OR academic outcomes OR cognitive performance)) AND (AB (adolescent OR children
OR student OR childhood OR school-age youth OR school))
Publication date from 2000/01/01 to 2013/12/31,
Document type: Journal article
the other one48 used a 2-min mathematics task performing simple
additions to evaluate numeric ability.
3.4.2. Academic performance measurements
Academic performance was assessed using self-reported grades
or grades reported by schools. Nine studies33,35–38,43–46 used
self-reported grades, six27,31,32,41,42,47 used grades reported by
schools, and one study34 used both kinds of reporting. Six
studies27,32–34,41,42 used all subjects (including Physical Education),
two studies31,45 used English, Math and Science. History was added
to these subjects in one study46 and World Studies in another.47
English, Math and Danish (or Swedish or Norwegian), were used
in one study,38 and these together with Icelandic in another.35 One
study37 used Math and Natural Sciences (such as biology, chemistry
and physics), and included Finnish and general subjects (such as
History and Religion). However, three studies36,43,44 did not spec-
ify any subjects. Math was the unique common subject included in
all studies.
3.5. Relationship between physical activity and cognition
Collectively, 70% of studies examined the relationship of physi-
cal activity with academic performance,27,31–38,41–47 whereas 30%
of studies examined the relationship between physical activity and
cognitive performance.15,27,39,40,47,48 From all studies, 20% found no
associations,31,33,37,45 while 80% found association, 70% of associa-
tions positive15,27,32,36,38–44,46–49 and 10% negative.27,34
3.5.1. Physical activity and cognitive performance
Results across six studies showed significant associations. Five
studies15,39,40,47,48 determined positive associations and one lon-
gitudinal study27 reported negative associations. This longitudinal
study27 reported sport participation among twelfth-grade students
remained negative for cognitive performance after controlling for
potential confounders including academic performance in previous
grades. Moreover, when the type of sport participation is defined
(i.e., individual vs. team sport), team sport participation remained
negative for cognitive performance, whereas there was no associ-
ation with participation in individual sports.
The two intervention studies47,48 specifically analyzed the asso-
ciation between timing of physical education classes and cognitive
performance. One of them48 noted that the timing of physical edu-
cation classes during the school day (i.e., morning vs. afternoon)
may influence the results. Attending the 1st, 3rd, and 5th hour of
the daily physical education classes was related to a significantly
higher cognitive performance, while attending the 6th-hour class
was associated with a decrease of cognitive performance. How-
ever, the other study47 found that cognitive performance was not
influenced by the timing across the year of physical education
class enrollment (i.e., first or second semester). The same study
showed47 that increases in cognitive performance were associated
Fig. 1. Papers selection process.
4. I. Esteban-Cornejo et al. / Journal of Science and Medicine in Sport 18 (2015) 534–539 537
with vigorous activity, but not with moderate physical activity.
Likewise, Travlos48 demonstrated that intense physical education
classes had beneficial effects on youth cognitive performance. Nev-
ertheless, these studies47,48 conducted no analysis by sex.
By contrast, three studies15,39,40 examined the moderating effect
of sex. One study39 found that active commuting to school was asso-
ciated with better cognitive performance in girls but not in boys.
However, the other two studies15,40 found no differences by sex
in results regarding participation in extracurricular physical activi-
ties. One of them40 also examined the moderating effect of age and
demonstrated that participation in extracurricular physical activity
was related to better cognitive performance at younger ages.
3.5.2. Physical activity and academic performance
The relationship of physical activity and academic performance
showed effects of different magnitudes. Four studies31,33,37,45
found no association. One study34 showed a negative associ-
ation between moderate to vigorous physical activity (MVPA)
and academic performance, independent of adiposity, and eleven
studies27,32,35,36,38,41–44,46,47 showed positive associations.
Four studies36,42,44,47 found different associations of physi-
cal activity intensity levels with academic performance, most of
them identifying differences by sex. One study36 found that after
adjusting for sociodemographic variables, there was an association
between performing more hours of MVPA and a higher grade point
average (GPA) for both genders, but after adjusting for sports team
participation, this association was significant only for high school
girls. Another study44 found that there was a relationship of aca-
demic performance with vigorous physical activity only in boys and
with moderate physical activity in both boys and girls. Likewise,
other study42 showed that vigorous physical activity was the only
intensity level correlated with academic achievement, but solely in
girls. This study also showed no mediating effect between physi-
cal activity and academic performance through fitness.42 However,
Coe et al.47 noted that increases in academic performance were
associated with vigorous activity and not with moderate physical
activity, however, analysis by sex was not performed in this study.
Three studies27,32,43 reported different associations between
mode of physical activity and academic performance. One of them27
determined that sport participation in twelfth-grade students was
positively associated with academic performance after control-
ling for potential confounders including ratings at 8th and 10th
grades. Moreover, team and extramural sport participation was
greater associated with academic performance than individual
and intramural sport participation. Another study32 showed that
the relationship between academic performance and minutes of
weekly activity was weaker when time spent traveling to school
was added to the total minutes of physical activity (i.e., physi-
cal education, school sport, and other activities). The other one43
identified that attending three or more physical education classes
per week was positively correlated with improved school perfor-
mance. Moreover, Morales et al.41 examined energy expenditure
and showed greater academic performance for the “high” and
“moderate” active groups than the “low” active group.
The moderating effect of sex on the association between physi-
cal activity and academic performance was specifically reported in
four studies.27,32,43,46 One study46 showed that sports participation
was associated with increases in GPA for girls, but not for boys. On
the other hand, three studies27,32,43 found no differences in their
results by sex. Two studies35,38 showed that some psychological
factors (self-esteem, depression) seemed to mediate the associa-
tion between physical activity and academic achievement. One of
them38 found physical activity was directly and positively related
to academic achievement, but to a lesser extent when self-esteem
was included. In addition, the other study35 reported that the
association between physical activity and academic performance
become non-significant when depressed mood and self-esteem
were included in the model.
4. Discussion
The current review summarizes all studies from 2000 to
2013 that met the defined inclusion criteria, regardless of study
characteristics. Results from the studies included in the present sys-
tematic review suggested that physical activity is positively related
to academic and cognitive performance in high school students.
Nevertheless, only two are intervention studies47,48 and three are
longitudinal studies.27,45,46
Regarding to measurements, physical activity was assessed
through self-reported questionnaires in the most of studies, few
studies showed the validity of these questionnaires34,38,40,41,45,47
and only one used objective measures of physical activity.42 This
fact indicated, and as previous reviews17,18 pointed out, the neces-
sity for future studies to assess physical activity objectively by using
accelerometers. On the other hand, reviewed studies used either
cognitive tests or grades to assess cognitive or academic perfor-
mance, respectively, and only two studies27,47 used both measures.
A study in a large sample of adolescents showed that academic and
cognitive measures were moderately correlated with each other
(rs ranged from.27 to.57, p < .001).29 Nevertheless, there was no
agreement on an adequate method to assess cognition in the school
context, nor regarding the use of school subjects to assess academic
performance. Math was seen as the only included subject common
to all studies. It is necessary, therefore, to further explore the asso-
ciation between physical activity and different types of cognition
measures in future studies.
Most of the studies (approximately the
75%)15,27,32,35,36,38–44,46–48 in the present review showed sig-
nificant positive associations between physical activity and
cognition, which allows drawing consistent conclusion in the asso-
ciation. According to Sallis et al. strong evidence of an association
exists when 60% of studies find significant associations in the same
direction.50 Five studies reported this association with cognitive
performance and eleven studies with academic performance
and only two studies found a significant negative association of
physical activity with cognitive27 or academic performance.34 Four
studies found no association.31,33,37,45 Several mechanisms have
been suggested to explain a beneficial effect of physical activity
on cognition.51 The effect of exercise on the brain could be the
result of several factors including increased flow of blood52,53 and
oxygen to the brain,53 or higher levels of chemicals and increased
activity-dependent synaptic plasticity.54
One study conducted with young male adults as subjects55
reported that vigorous activity can increase brain-derived neu-
rotrophic factor (BDNF) and catecholamines (dopamine and
epinephrine). Findings from intervention studies in adolescents
reported that vigorous physical activity was the only intensity
level that significantly correlated with cognitive performance.47,48
By contrast, academic performance was associated not only
with vigorous physical activity,42,44,47 but also with MVPA,36,41
moderate-intensity44 and light-intensity activity.41 In this sense,
different intensity levels of physical activity apparently have dis-
tinctive effects on cognitive and academic performance. It is
possible to speculate that this could be due to a different “thresh-
old” level of physical activity intensity being necessary to produce
beneficial effects on cognitive and academic performance. Vigor-
ous physical activity intensity levels seem to produce this beneficial
effect on cognitive performance, but whether this intensity thresh-
old is necessary for detectable effects on academic performance is
not clear. Therefore, further prospective and experimental stud-
ies in adolescents are required to examine the optimal level of
5. 538 I. Esteban-Cornejo et al. / Journal of Science and Medicine in Sport 18 (2015) 534–539
physical activity (intensity and quantity), assessing sedentary-,
light-, moderate-, and vigorous-intensity levels of physical activity,
which may confer improved academic performance.
Moreover, physical education or sport participation provided a
portion of students’ daily physical activity, and these were posi-
tively related to cognitive15,39 and academic performance.27,43,46
However, these physical activities do not cover the complete range
of physical activity in which youth are involved49 (e.g., recess, lunch
time or active commuting to school), and may confound the link
of physical activity with cognitive and academic performance. For
example, active commuting to school was associated with a bet-
ter cognitive performance independent of extracurricular physical
activity in girls.39 By contrast, academic performance was more
weakly related to physical activity when time actively commuting
to school was added to the total minutes of physical activity.32
Overall, the 50% of reviewed studies that observed associations
between physical activity and cognition in adolescents showed no
analysis by sex,35,38,41,47,48 or found no differences in outcomes by
sex.15,27,32,40,43 These findings were in line with a previous review
from the US Department of Health and Human Services,17 which
focused on the association between school-based physical activ-
ity and academic performance. Our review expands the previous
review by taking into account the moderating effect of several fac-
tors (e.g., sex and age) on the association of physical activity, with
both academic and cognitive performance. Specifically, the sex-
effect suggested that there was an association between more time
spent in physical activity and higher cognitive39 or academic36,42,46
performance more frequently in adolescent girls than in adolescent
boys. There was just one study which found effects favoring boys
over girls, and solely in vigorous physical activity.44 This tendency
could be explained by the dose–response effect;39 adolescent boys
are more active than girls,56 therefore, the stimulus achieved from
lower levels of measured physical activity may not be sufficient
in boys to produce the same physiological effect that was seen in
girls, who were generally less active.57 Based on the results drawn
in our review, future studies should routinely analyze the moder-
ating effect of sex on the association between physical activity and
cognition.
Additionally, our review identified two other potential fac-
tors that may mediate the association between physical activity
and cognition: self-esteem35,38 and depression.35 Specifically, the
mediating effect of self-esteem seemed to play a key role in the
relationship between physical activity and academic performance.
Other sets of factors proposed in previous research that might
mediate the association of physical activity with cognitive and
academic performance were socioeconomic status (i.e., parental
education and family structure),35,42 absenteeism,35 cardiorespi-
ratory fitness and body mass index.15 Consequently, these and
other potential confounders such as genetic factors, fetal nutrition,
cultural factors and physical activity in the school setting (recess
activity, lunchtime activity or physical education) should be taken
into account in future studies.
The strength of this review came from the extensive litera-
ture search using well-defined inclusion criteria to make advanced
comparisons of the findings of full-text articles which passed the
eligibility criteria. The examination of findings by academic and
cognitive performance separately, the exploring of results by sex
and the inclusion of studies conducted in different parts of the
world, served to broaden the generalizability of our findings. Our
study, however, has some limitations. Studies were not ranked
or weighted, and as a result, findings from studies with weaker
designs and smaller sample sizes were given no less importance
than findings from studies with more rigorous research designs
and larger sample sizes. The lack of assessment of bias, within and
across studies. In this sense, findings must be interpreted with cau-
tion because we did not use a systematic strategy to reduce bias.
Although, we tried to minimize selection bias by checking reference
lists of previously published reviews, this in turn, may have resulted
in an overrepresentation of studies with positive results. The fact
that it was identified only two studies that included self-esteem
and depression, which limits the possibility to draw conclusion
regarding their mediating effect of the associations.
5. Conclusion
In conclusion, our findings support evidence of a positive
relationship of physical activity with both cognitive and aca-
demic performance (approximately the 75% of studies supporting
a positive association).26,58 Cognitive performance seems to be
associated with vigorous physical activity,47,48 while academic per-
formance seems to be related to general physical activity, mainly
in adolescent girls.36,42,46 In addition, some psychological factors,
such as self-esteem and depression, could be involved in the asso-
ciation between physical activity and academic performance.35,38
However, more intervention and prospective studies are warranted
in order to clarify the mechanisms that affect this relationship
in adolescents. Moreover, it would be of interest to investigate
whether the optimal level of physical activity which may confer
improved cognition in adolescents could be different for cognitive
and academic performance.
Acknowledgment
IEC was supported by a contract from the UP&DOWN study (DEP
2010-21662-C04-00).
Appendix A. Supplementary data
Supplementary data associated with this article can be found, in
the online version, at doi:10.1016/j.jsams.2014.07.007.
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