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A uniform approach for costing school-based lifestyle interventions is currently lacking. The objective of this study was to develop a template for costing primary school-based lifestyle interventions and apply this to the costing of the "Healthy Primary School of the Future" (HPSF) and the "Physical Activity School" (PAS), which aim to improve physical activity and dietary behaviors. Cost-effectiveness studies were reviewed to identify the cost items. Societal costs were reflected by summing up the education, household and leisure, labor and social security, and health perspectives. Cost inputs for HPSF and PAS were obtained for the first year after implementation. In a scenario analysis, the costs were explored for a hypothetical steady state. From a societal perspective, the per child costs were €2.7/$3.3 (HPSF) and €- 0.3/$- 0.4 (PAS) per day during the first year after implementation, and €1.0/$1.2 and €- 1.3/$- 1.6 in a steady state, respectively (2016 prices). The highest costs were incurred by the education perspective (first year: €8.7/$10.6 (HPSF) and €4.0/$4.9 (PAS); steady state: €6.1/$7.4 (HPSF) and €2.1/$2.6 (PAS)), whereas most of the cost offsets were received by the household and leisure perspective (first year: €- 6.0/$- 7.3 (HPSF) and €- 4.4/$- 5.4 (PAS); steady state: €- 5.0/$- 6.1 (HPSF) and €- 3.4/$- 4.1 (PAS)). The template proved helpful for costing HPSF and PAS from various stakeholder perspectives. The costs for the education sector were fully (PAS) and almost fully (HPSF) compensated by the savings within the household sector. Whether the additional costs of HPSF over PAS represent value for money will depend on their relative effectiveness. [ABSTRACT FROM AUTHOR]

Introduction: Criterion-referenced cut-points for field-based cardiorespiratory fitness for children (CRF) are lacking. This study determined: (a) the association between CRF and obesity, (b) the optimal cut-points for low CRF associated with obesity in children, and (c) the association between obesity and peak oxygen uptake () estimated from the 20-m shuttle run test using two different prediction equations. Methods: A total of 8,740 children aged 10.1±1.2 were recruited from 11 sites across Canada. CRF was assessed using 20mSRT reported as running speed at the last completed stage, number of completed laps and predicted , which was estimated at the age by sex level using the Léger et al. and FitnessGram equations. Body mass index and waist circumference z-scores were used to identify obesity. Receiver operating characteristic (ROC) curves and logistic regression determined the discriminatory ability of CRF for predicting obesity. Results: 20mSRT had satisfactory predictive ability to detect obesity estimated by BMI, WC, and BMI and WC combined (area under the curve [AUC]>0.65). The FitnessGram equation (AUC>0.71) presented somewhat higher discriminatory power for obesity than the equation of Léger et al. (AUC>0.67) at most ages. Sensitivity was strong (>70%) for all age- and sex-specific cut-points, with optimal cut-points in 8- to 12-year-olds for obesity identified as 39 mL•kg-1•min-1 (laps: 15; speed: 9.0 km/h) and 41 mL•kg-1•min-1 (laps: 15–17; speed: 9.0 km/h) for girls and boys, respectively. Conclusions: 20mSRT performance is negatively associated with obesity and CRF cut-points from ROC analyses have good discriminatory power for obesity. [ABSTRACT FROM AUTHOR]

Background and Aim: There is a widely held and influential view that physical activity begins to decline at adolescence. This study aimed to identify the timing of changes in physical activity during childhood and adolescence.Methods: Longitudinal cohort study (Gateshead Millennium Study) with 8 years of follow-up, from North-East England. Cohort members comprise a socioeconomically representative sample studied at ages 7, 9, 12 and 15 years; 545 individuals provided physical activity data at two or more time points. Habitual total volume of physical activity and moderate-to-vigorous intensity physical activity (MVPA) were quantified objectively using the Actigraph accelerometer over 5-7 days at the four time points. Linear mixed models identified the timing of changes in physical activity across the 8-year period, and trajectory analysis was used to identify subgroups with distinct patterns of age-related changes.Results: Four trajectories of change in total volume of physical activity were identified representing 100% of all participants: all trajectories declined from age 7 years. There was no evidence that physical activity decline began at adolescence, or that adolescent declines in physical activity were substantially greater than the declines during childhood, or greater in girls than boys. One group (19% of boys) had relatively high MVPA which remained stable between ages 7 and15 years.Conclusions: Future policy and research efforts to promote physical activity should begin well before adolescence, and should include both boys and girls. [ABSTRACT FROM AUTHOR]

Because of the continued increase in obesity rates and decrease in children's physical activity and fitness levels, this study investigated the relationship between habitual physical activity and perceived competence, enjoyment of physical activity, and cardiorespiratory fitness among upper elementary school children. This study used the FitnessGram PACER test to measure children's cardiorespiratory fitness, the Children's Physical Activity Correlates (CPAC) to measure perceived competence and enjoyment of physical activity, and the Physical Activity Questionnaire-Children (PAQ-C) to measure habitual physical activity. Results of a forced-entry multiple regression demonstrated that each predictor variable significantly predicted physical activity. The results of bivariate correlations also exhibited significant results. Enjoyment, perceived competence, and cardiorespiratory fitness were positively correlated with physical activity. These results support previous research and have many implications on elementary students. This study demonstrates that enjoyment is a significant variable in getting children to engage and persist in physical activity, providing support for the youth physical activity promotion model. These results provide support that school physical education programs need to be restructured to promote enjoyment and physical activity more effectively, ultimately to improve overall physical fitness in today's youth. [ABSTRACT FROM AUTHOR]

After-school physical activity programs for youth can develop and extend physical and mental skills necessary for health across the life span. With the considerable time and effort required to operate such programs, it is important that youth are achieving tangible goals and benefit from the programs. Unfortunately, many after-school programs lack any formal evaluation process, and it is unclear whether participants accrue benefits. Using the experiences of developing and evaluating multiyear after-school programs, we discuss variables that should be considered in the design and operation of an effective after-school program. Examples include how to market the program, what to include, how the program's size can affect outcomes, and how to effectively assess program effectiveness. Recommendations can be applied to other sport and physical activity-based programs to the benefit of program staff and participants. [ABSTRACT FROM AUTHOR]

The purpose of the study was to examine the effects of a school-based cross-training program on body mass index (BMI), attitudes toward physical activity (ATPA), and physical activity (PA) levels of children in the 4th and 5th grades. Children (N = 118) were divided into control (n = 60) and experimental (n = 58) groups based on class availability. While the control group continued academic classes as usual, the experimental group participated in cross-training involving resistance training (RT), calisthenics, and stretching twice a week for 10 weeks. Pre- and post-intervention measures included height, mass, ATPA, and PA. BMI was calculated and ATPA and PA levels were assessed via questionnaire. The groups did not differ significantly (p > .05) for either pre- or post-intervention regarding BMI, ATPA, and PA. However, BMI and PA levels significantly increased over time for both groups (p ≤ .05). Overall, cross-training in a school setting may be a safe and enjoyable option for physical activity participation. BMI and PA increases were likely the result of the natural growth process and seasonal weather pattern changes, respectively. Nevertheless, the cross-training did not detract from PA levels and may have led to an overall increase in PA levels. As subdomain analyses revealed decreased attitude toward health and fitness in the experimental group, shorter programs involving RT with various protocols are recommended. [ABSTRACT FROM AUTHOR]

Afterschool youth physical activity (PA) programs provide opportunities for increasing children's time engaged in moderate-to-vigorous physical activity (MVPA). However, low program attendance reduces the benefits of participating in these programs. The purpose of this study was to determine if enjoyment, athletic competence and motivation for PA predict youth attendance at a free afterschool PA program from 3rd to 5th grade. Data were collected from a larger randomized community trial examining the effectiveness of an afterschool program for increasing opportunities to engage in MVPA. Data were collected twice annually (fall/spring) over 3 school years (3rd - 5th grade) in 9 schools. Analyses were stratified by grade and sex, and a series of multi-level linear regression models were utilized to determine if baseline levels of the psychosocial determinants predicted annual attendance as a percentage of afterschool sessions attended. Amotivation for PA was negatively associated with attendance in boys and non-self-determined extrinsic motivation was positively associated with attendance in girls in the 5th grade. Age was associated with a 13.72% reduction in attendance in the 3rd grade, a 12.87% attendance reduction in the 4th grade, and a 7.93% attendance in reduction in the 5th grade. Race was also associated with attendance. Non-White youth attended the program 13.56% less in the 3rd grade, 17.35% less in the 4th grade, and 21.53% less in the 5th grade than White youth. The findings suggest that attendance to PA afterschool programming may be associated with children's motivational characteristics, but that other variables should be identified for further research. [ABSTRACT FROM AUTHOR]

Children's participation in sport/physical activity programs (structured activity) may play a critical role in promoting (or hindering) activity in children and their parents. The purpose of this pilot study was to determine if the amount of time children spend participating in structured activity correlates with physical activity levels (moderate to vigorous physical activity (MVPA)/day and steps/day) in children and their parents. Convenience sampling was used to collect data from 14 parent-child pairs with children ranging from ages 7-10 years. Parental and children's daily physical activity levels (MVPA/day and steps/day) were determined from pedometer data using a Piezo-SC Step Pedometer. Parents also completed a questionnaire that outlined how many hours/week their children participated in structured activities. A Pearson-product moment correlation analyses between hours per week in structured activity and children's steps/day (r = .16, p = .60) and MVPA (r = .12, p = .68) were not significant. Similarly, there were no significant relationships between children's participation (hours per week) in structured activity and parent's steps/day (r = .16, p = .59) and MVPA/day (r = .20, p = .50) respectively. These results suggest that children and parental physical activity is predicated on complex, interrelated factors. Contrary to popular thinking, parents whose children are engaged in more structured physical activities are not less physically active than other parents; the reality is neither are sufficiently active. Altering these perceptions are important in future intervention strategies that aim to promote activity. [ABSTRACT FROM AUTHOR]

Purpose: This feasibility study compared the effects of 2 movement programs, traditional and mastery climate (i.e., the Children's Health Activity Motor Program [CHAMP]), on lesson context and children's physical activity (PA) levels. A secondary aim was to examine sex differences in PA levels in both programs.Method: Seventy-two preschoolers served as participants and were assigned to a movement program. Physical activity levels and lesson context were assessed with the System for Observing Fitness Instruction Time.Results: Preschoolers in CHAMP spent more time walking (p < .05, d = 3.3), more time in moderate-to-vigorous PA (MVPA; p < .05, d = 3.6), and less time standing (p < .05, d = 3.8) compared with those in a traditional movement program. Boys in both programs spent less time standing (p < .05, d = 4.8) and more time in vigorous activity (p < .05, d = 5.8) and MVPA (p < .05, d = 4.4) compared with girls. During CHAMP, children spent less time engaged in management and knowledge (p < .05, d = 1.4, and p < .001, d = 0.9, respectively) and more time in skill practice (p < .05, d = 1.5).Conclusion: The findings support that participation in CHAMP elicits more MVPA in preschool-age children compared with a traditional movement program. The Children's Health Activity Motor Program provided children with more class time devoted to skill practice. The program appears to be an innovative approach that is beneficial for PA engagement and could contribute positively to children's health. [ABSTRACT FROM AUTHOR]

Objectives: The aim of the study is to examine the physical activity (PA) of young children and their parents on weekdays and at the weekend, as well as possible associations between them.Methods: Fifty-eight children (29 boys), aged 5-8 years (mean age = 6.53 years) and the parent who spent more time with them (25 fathers, 33 mothers, mean age 40.67 years) wore Omron HJ-720IT pedometers for seven consecutive days. Two ANOVAs for repeated measures were applied to examine PA differences between genders and week phases (weekdays vs. weekend days) in children and parents. Moreover, one sample t-tests were used to compare participants' PA to the recommended PA, while linear regression analyses were utilized to examine whether parental PA in each week phase was associated with children's PA.Results: Children accumulated more steps on weekdays than at the weekend (F1,56 = 18.58, p < 0.001, η2 = 0.27), while boys presented higher PA than girls (F1,56 = 12.42, p = 0.001, η2 = 0.20), and accomplished the recommended daily PA, in contrast to girls. Mothers and fathers presented similar PA (p = 0.67, η2 = 0.004), with more steps on weekdays than at the weekend (F1,56 = 9.22, p = 0.004, η2 = 0.16). However, their PA was significantly lower than the recommended. Finally, there were no statistically significant associations between parents' and boys' ambulatory activity either on weekdays (p = 0.938) or at the weekend (p = 0.095). On the contrary, parents' PA explained 47% of girls' PA on weekdays (R = 0.68, F1,28 = 22.81, p < 0.001) and 23% at the weekend (R = 0.48, F1,28 = 6.40, p = 0.02) Conclusions: Boys appear to be more physically active than girls in Greece, whereas mothers and fathers present similar ambulatory activity. Moreover, parents' PA is related to that of their daughters and not to that of their sons. Taking into account that both girls and parents did not meet PA recommendations, family-based interventions are needed for both children and parents benefit. [ABSTRACT FROM AUTHOR]

Copyright of Facta Universitatis: Series Physical Education & Sport is the property of Facta Universitatis, Series Physical Education & Sport and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Facta Universitatis: Series Physical Education & Sport is the property of Facta Universitatis, Series Physical Education & Sport and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Timisoara Physical Education & Rehabilitation Journal is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present longitudinal study included different school readiness factors measured in kindergarten with the aim to predict later academic achievement in second grade. Based on data of N = 134 children, the predictive power of executive functions, visual-motor coordination and physical fitness on later academic achievement was estimated using a latent variable approach. By entering all three predictors simultaneously into the model to predict later academic achievement, significant effects of executive functions and visual-motor coordination on later academic achievement were found. The influence of physical fitness was found to be substantial but indirect via executive functions. The cognitive stimulation hypothesis as well as the automaticity hypothesis are discussed as an explanation for the reported relations. [ABSTRACT FROM AUTHOR]

Copyright of Pediatric Endocrinology, Diabetes & Metabolism is the property of Termedia Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Physical fitness seems to be related to academic performance, at least when taking the role of executive functioning into account. This assumption is highly relevant for the vulnerable population of low academic achievers because their academic performance might benefit from enhanced physical fitness. The current study examined whether physical fitness and executive functioning are independent predictors of low mathematics and spelling achievement or whether the relation between physical fitness and low achievement is mediated by specific executive functions. In total, 477 students from second- and third-grade classes of 12 primary schools were classified as either low or average-to-high achievers in mathematics and spelling based on their scores on standardized achievement tests. Multilevel structural equation models were built with direct paths between physical fitness and academic achievement and added indirect paths via components of executive functioning: inhibition, verbal working memory, visuospatial working memory, and shifting. Physical fitness was only indirectly related to low achievement via specific executive functions, depending on the academic domain involved. Verbal working memory was a mediator between physical fitness and low achievement in both domains, whereas visuospatial working memory had a mediating role only in mathematics. Physical fitness interventions aiming to improve low academic achievement, thus, could potentially be successful. The mediating effect of executive functioning suggests that these improvements in academic achievement will be preceded by enhanced executive functions, either verbal working memory (in spelling) or both verbal and visuospatial working memory (in mathematics). [ABSTRACT FROM AUTHOR]

Purpose: One-fifth to one-third of students in high poverty, urban school districts do not attend school regularly (missing ≥6 days/year). Fitness is shown to be associated with absenteeism, although this relationship may differ across poverty and gender subgroups.Methods: Six cohorts of New York City public school students were followed up from grades 5 to 8 during 2006/2007-2012/2013 (n = 349,381). Stratified three-level longitudinal generalized linear mixed models were used to test the association between changes in fitness and 1-year lagged child-specific days absent across gender and poverty.Results: In girls attending schools in high/very high poverty areas, greater improvements in fitness the prior year were associated with greater reductions in absenteeism (P = .034). Relative to the reference group (>20% decrease in fitness composite percentile scores from the prior year), girls with a large increase in fitness (>20%) demonstrated 10.3% fewer days absent (incidence rate ratio [IRR] 95% confidence interval [CI]: 0.834, 0.964), followed by those who had a 10%-20% increase in fitness (9.2%; IRR 95% CI: 0.835, 0.987), no change (5.4%; IRR 95% CI: 0.887, 1.007), and a 10%-20% decrease in fitness (3.8%; IRR 95% CI: 0.885, 1.045). In girls attending schools in low/mid poverty areas, fitness and absenteeism also had an inverse relationship, but no clear trend emerged. In boys, fitness and absenteeism had an inverse relationship but was not significant in either poverty group.Conclusions: Fitness improvements may be more important to reducing absenteeism in high/very high poverty girls compared with low/mid poverty girls and both high/very high and low/mid poverty boys. Expanding school-based physical activity programs for youth particularly in high poverty neighborhoods may increase student attendance. [ABSTRACT FROM AUTHOR]

So-called "Bolonia Process" has reformed national education systems in Europe and introduced the figure of a general teacher in primary schools and kindergartens. This has also happened in Italy, where early childhood educators and primary teachers are trained in University departments of Educational Sciences to become general educators and teachers in both Kindergartens and primary schools without any specific training, for example, in physical/sports education. This lack in the preparation of kindergarten educators and primary school teachers is causing a decrease of interest for the teaching of physical activity and sports education by kindergartens educators. Usually, an educator who has scarce or not-enough developed competencies in a specific subject matter of the curriculum does not like to be involved in such a kind of activities. The consequences of this can be seen in the reduction of the level of physical and motor competencies and skills in the children attending kindergartens. Starting from this genesis, the primary aim of this paper is to reflect upon the consequences of the new reform of European educational systems on the teaching of physical activity in the kindergarten and early childhood, and upon the educational challenges they imply for teachers. In conclusion, will show the key role that the general teacher with specific competencies and skills in physical and sports education can play, along with family, to foster physical and sports education in early childhood and sketch a possible model for teaching it. [ABSTRACT FROM AUTHOR]

Introduction. Authors in their contribution deal with the issue of testing physical abilities of children at schools. The aim of the survey was to find out the level of general motor abilities of pupils of 1st grade of elementary schools in the region of Nitra. Material and method. The sample of pupils consisted of 169 pupils (male = 96 and female = 73). The observed general motor performance was compared with the findings of other authors (Moravec, et al., 2002; Sedláček, 2009; Zapletalová, 2002). Results. Based on the comparison we came to the conclusion that the level of general motor performance of pupils of grade 1 of elementary school has decreased in both genders comparing to the previous decades. Conclusion. We expect that implementation of regular testing of elementary school pupils would contribute to the increase in the amount of physical activity of children and consecutively in the level of their motor abilities. [ABSTRACT FROM AUTHOR]

Objective: Parental practices that aim at increasing children's physical activity were found to be related to children's physical activity. So far, however, the association between these two sets of variables was studied without considering the moderating role of children's BMI z-score, which may determine the effectiveness of parental practices. The present study aims at filling this void. Design: Longitudinal data were collected among 879 dyads of children (6-11 years old) and their parents. Seven parental physical activity practices were assessed at baseline. Physical activity, body mass, and height (measured among children) were assessed twice (at baseline and 7-month follow-up). Body mass and height were measured objectively. Seven moderation analyses were conducted. Results: Six parental practices emerged to predict physical activity of children: collaborative social control, overall support, stimulation to be active, general encouragement for physical activity, positive social control, and modeling. Children's BMI z-score moderated three associations. The relationships between parental positive social control, overall parental support, and general parental encouragement for physical activity (at baseline), and children's physical activity (at follow-up) were significant only among children with low and medium BMI z-score. In turn, collaborative social control and modeling predicted children's physical activity at the follow-up regardless child's BMI z-score. Conclusions: Parental positive social control or overall parental support may be ineffective in children with higher body mass who are in need to increase their physical activity. [ABSTRACT FROM AUTHOR]

Active learning combines academic content with physical activity (PA) to increase child PA and academic performance, but the impact of active learning is mixed. It may be that this is a moderated relationship in which active learning is beneficial for only some children. This paper examine the impact of baseline academic performance and gender as moderators for the effects of active learning on children's academic performance. In the ASK-study, 1129 fifth-graders from 57 Norwegian elementary schools were randomized by school to intervention or control in a physical activity intervention between November 2014 and June 2015. Academic performance in numeracy, reading, and English was measured and a composite score was calculated. Children were split into low, middle and high academic performing tertiles. 3-way-interactions for group (intervention, control)∗gender (boys, girls)∗academic performance (tertiles) were investigated using mixed model regression. There was a significant, 3-way-interaction (p=0.044). Both boys (ES=0.11) and girls (ES=0.18) in the low performing tertile had a similar beneficial trend. In contrast, middle (ES=0.03) and high performing boys (ES=0.09) responded with small beneficial trends, while middle (ES=-0.11) and high performing girls (ES=-0.06) responded with negative trends. ASK was associated with a significant increase in academic performance for low performing children. It is likely that active learning benefited children most in need of adapted education but it may have a null or negative effect for those girls who are already performing well in the sedentary classroom. Differences in gendered responses are discussed as a possible explanation for these results.Trial Registration: Clinicaltrials.gov registry, trial registration number: NCT02132494. [ABSTRACT FROM AUTHOR]

Objective: We examined relationships among academic achievement, cardio-respiratory fitness (CRF), physical activity (PA), and frontal plane dynamic postural stability (DPS) in pre-adolescent children. Methods: A cross-sectional study was performed with 853 year-5 and year-6 students examining relationships among Australian national education test results, and CRF, PA and DPS data. Correlation and multiple regression analyses were employed together with extreme quartile grouping of physical performance scores, comparing the effect on their academic scores. Results: Only semi-tandem DPS was associated with all academic variables. The best performing quartile group in semi-tandem DPS, CRF and PA significantly outperformed the worst for most academic tasks, with small to moderate effect sizes. Conclusion: Frontal plane semi-tandem DPS was more closely associated with all academic variables than PA and CRF. Given the observed relationships to academic success, promoting semi-tandem DPS in conjunction with increased PA and CRF levels for primary school children is supported. [ABSTRACT FROM AUTHOR]

Purpose: To test the feasibility and reliability of a direct observation method for measuring moderate to vigorous physical activity (MVPA) in children visiting an interactive children's museum exhibition.Design: Direct observation was used to assess MVPA in children visiting an interactive children's museum exhibition on 2 weekend days in winter 2013.Setting: The Children's Museum of Manhattan's EatSleepPlay™: Building Health Every Day exhibition.Participants: Children (group level) visiting the museum exhibition.Measures: System for Observing Play and Leisure Activity in Youth (SOPLAY).Analyses: Interobserver reliability was analyzed for MVPA and activity type. Two-group analyses were conducted using a series of Wilcoxon rank sum tests.Results: A total of 545 children were observed over 288 observations. No significant differences were found between observers for MVPA ( r = .91, P = .6804) or activity type (κ = .90, P = .6334). Children participated in MVPA during 35.2% of all observations. No significant differences were found for participation in MVPA between boys (37.6%) and girls (32.8%, P = .1589).Conclusion: The SOPLAY may be a useful tool for measuring MVPA in interactive children's museum exhibitions. Research with multiple museum settings and diverse groups of children over longer periods of time is warranted to further establish the feasibility and reliability of the SOPLAY for measuring MVPA in this novel setting. [ABSTRACT FROM AUTHOR]

Aim: Childhood constipation is common. We evaluated children diagnosed with constipation, who were referred to an Icelandic paediatric emergency department, and determined the effect of lifestyle factors on its aetiology.Methods: The parents of children who were diagnosed with constipation and participated in a phase IIB clinical trial on laxative suppositories answered an online questionnaire about their children's lifestyle and constipation in March-April 2013. The parents of nonconstipated children that visited the paediatric department of Landspitali University Hospital or an Icelandic outpatient clinic answered the same questionnaire.Results: We analysed responses regarding 190 children aged one year to 18 years: 60 with constipation and 130 without. We found that 40% of the constipated children had recurrent symptoms, 27% had to seek medical attention more than once and 33% received medication per rectum. The 47 of 130 control group subjects aged 10-18 were much more likely to exercise more than three times a week (72%) and for more than a hour (62%) than the 26 of 60 constipated children of the same age (42% and 35%, respectively).Conclusion: Constipation risk factors varied with age and many children diagnosed with constipation had recurrent symptoms. Physical activity may affect the likelihood of developing constipation in older children. [ABSTRACT FROM AUTHOR]

Copyright of Revista Brasileira de Medicina do Esporte is the property of Redprint Editora Ltda. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this study was to investigate physical fitness of preschool-aged children just before entering school according to their body mass index, and to examine possible associations of body mass index, fat mass and fat-free mass with physical fitness in preschool-aged children. Two hundred and fifty-six preschoolers aged 6 to 7 years participated in the study. Physical fitness was assessed using PREFIT test battery and body composition was estimated using four skinfold thickness parameters. Overweight children had lower cardiorespiratory fitness and lower results in all weight-bearing fitness tests, and better handgrip strength test result in comparison with normal-weight children. Significant associations were found between body composition indices and the results of physical fitness tests. Higher BMI associated negatively with weight-bearing physical fitness tests. The results of the research indicate that weight-status and body composition have significant effect on physical fitness in 6-7 years old preschoolers. [ABSTRACT FROM AUTHOR]

In 2002, the Central Education Council published a report entitled "Improvement of children's physical fitness."The report pointed out that changes in the social environment and lifestyles in recent years had influenced children's physical fitness and movement skills, and that a "comprehensive policy"addressing various aspects was essential for tackling this problem. On the basis of this report, the Ministry of Education and local boards of education are currently undertaking various projects; however, a number of gaps still remain between the findings of the report and what is actually being done to address this issue. The present paper examines the local political issues that have led to differences between the practices of local educational governments and the recommendations of the report by focusing on practices in the Tokyo metropolitan area and Osaka Prefecture after publication of the report. This study revealed that the local governments had been strongly influenced by the results of physical fitness tests in comparison with other districts, counter to the comprehensive policy suggested by the report. This suggests that one of the reasons for the existing gap is the implicit demand for measurable results based on strong promotion of the evaluation system stipulated by the current educational policy. The results also show that most projects to improve children's physical fitness have been undertaken by schools, despite the fact that almost no budget has been allocated for this purpose, thus forcing schools to bear the burden and responsibility alone. Furthermore, it is also evident that competitive sports are frequently used to promote an active lifestyle, even in elementary and junior high schools. In view of the numerous practices aiming to improve performance through sports club activities and competitive sports events, such as long-distance relays for children and Olympic education, it appears that the government in fact has a hidden agenda to promote sports and to improve athletic performance behind the facade of children's fitness as a "social issue." [ABSTRACT FROM AUTHOR]

The article presents ideas that physical fitness teachers can use to promote physical activity in their students. The article examines the National Association for Sport and Physical Education's position statement on children's need for daily physical activity, which states that children should get 60 minutes or more of daily physical activity and should not have extended periods of inactivity. The article discusses running a lunchtime or after-school intramural program, developing a walking club, letting students use a pedometer for a week at a time, and teaching a unit on active playground games.

The article looks at the role of physical activity in confronting barriers to social development in schools. The article details the author's experience working with Project Effort, which is an activity program that teaches social development skills to elementary school children. School-based barriers include boredom, the emphasis on individual testing with the U.S. No Child Left Behind law, lack of connection with teachers, and a top-down discipline approach. The author provides suggestions on how to tackle school-based barriers.