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The aim of the study was to establish the relationship between physical activity and sedentary time, and academic performance of Grade 7 learners in Potchefstroom, South Africa. Incorporating a once-off cross-sectional research design, the adapted Children's Leisure Activities Study Survey (CLASS) questionnaire was used to determine the physical activity levels and time spent on sedentary behaviours of 230 Grade 7 learners (114 boys and 116 girls) from three schools of different socioeconomic backgrounds. Learners' first language, Mathematics and year-end average marks were used as a measure for academic performance. The results indicate statistically and practically significant positive relationships between academic performance and the minutes spent on physical activity during weekends, as well as on high-intensity physical activity during weekends. Negative relationships were found between academic performance and sedentary behaviour during weekends, and between academic performance and the total time spent on sedentary activities per week. The regression analyses revealed that, in addition to gender and ethnic groups, the total time spent on sedentary behaviour during the week, contributed most to the variation in academic marks. Learners demonstrating high levels of physical activity and lower levels of sedentary behaviour perform better academically. [ABSTRACT FROM AUTHOR]

Background: Worldwide, the health risks of decreasing physical activity levels and increasing sedentary behaviour among adolescents are a raising concern. Objective: To determine the types and levels of physical activity as well as that of sedentary behaviour of a group Senior Phase learners in South Africa. Methods: The adapted Children's Leisure Activities Study Survey (CLASS) questionnaire was used for determining the types and levels of physical activity and sedentary behaviour of 230 Grade 7 learners, from three schools in Potchefstroom. Data were analysed by means of the SAS statistics programme, and descriptive statistics, as well as independent t-tests and effect sizes (ES) were used. Results: Moderate to high-intensity physical activity levels of between 334 and 361 min per week were found, and sedentary behaviour of between 3077 and 3410 min per week, which implies that between 70.7% and 71.9% of the participants, did not meet the recommended health-based guidelines. Higher activity levels were shown during weekends, where the boys were significantly more active than girls (p < 0.001; ES between 0.21 and 0.56), and girls showed more sedentary behaviours than the boys (ES between 0.18 and 0.20). The leisure time physical activities with the highest participation were soccer, recreational swimming, jogging and dancing, while the sedentary activities were listening to music, riding a vehicle and being busy on the phone. Conclusion: Strategies need to be implemented to raise the physical activity levels of Senior Phase learners, especially during weekdays, and to decrease sedentary behaviour. With this view in mind, recommendations are made for Physical Education teachers. [ABSTRACT FROM AUTHOR]

Background: One of the risks associated with low physical activity levels is the insufficient development of motor proficiency, which in turn has an impact on participation in physical activity and sport during adolescence. Objectives: To determine the relationship between motor proficiency and physical activity levels in adolescent Senior Phase learners in Potchefstroom, South Africa. No literature exists on the relationship between motor proficiency and physical activity levels among South African adolescents. Method: A total of 239 13- to 14-year-old learners were assessed using the Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2) for motor proficiency, and the International Physical Activity Questionnaire (IPAQ) for physical activity levels. Data analysis included descriptive statistics, Spearman correlation coefficients and effect sizes. Results: Statistically and practically significant correlations were found between the total BOT-2 score and the physical activity levels of the total group, as well as the boys and the girls respectively. Fine motor coordination correlated with physical activity levels in the girls, while manipulation coordination correlated with the physical activity levels of the total group and the boys. The body coordination skill of jumping in place and the strength test items showed strong correlations with physical activity in all the groups. Conclusion: The motor skills of Senior Phase learners, especially coordination and strength skills, should be developed and maintained in the Physical Education curriculum to enhance physical activity levels. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the relationship between physical fitness and academic achievement in an urban South African group of primary school children. A one-way cross-sectional design was used to assess physical fitness of children 9 to12 years (N=212) by means of the Fitnessgram, the Bruininks-Oseretsky Test of Motor Proficiency II, percentage body fat and Body Mass Index (BMI). Average end-of-the-year academic marks served as measurement of academic achievement. Relationships between the variables were determined by Spearman correlation coefficients and effect sizes, and a stepwise discriminant analysis. The results show a significant correlation between total strength scores and academic performance in the total group and between several fitness variables and academic performance in the female group. Significant correlations were found between specific strength tests and academic performance among older boys (12 years) and older girls (11 & 12 years). Several fitness parameters discriminated between high and low academic achievers. A positive relationship between physical fitness components and academic achievement was found with more significant correlations among girls than boys, as well as among older boys and girls. [ABSTRACT FROM AUTHOR]