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Effects of a Curricular Physical Activity Intervention on Children's School Performance, Wellness, and Brain Development

Bunketorp Käll, Lina, Malmgren, Helge, Olsson, Erik, Lindén, Thomas, Nilsson, Michael·2015·Journal of School Health
DOI 10.1111/josh.12303
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Abstract

BACKGROUND: Physical activity and structural differences in the hippocampus have been linked to educational outcome. We investigated whether a curriculum‐based physical activity intervention correlates positively with children's academic achievement, psychological well‐being, health‐related quality of life (HRQoL), fitness, and structural development of the brain. METHODS: The study had a quasi‐experimental design and a control group. National test results were gathered from 545 students, 122 in the intervention school, and 423 in 3 control schools. HRQoL and socioemotional data were collected with child and proxy versions of KIDSCREEN and the Strength and Difficulties Questionnaire. Overall, 79 students in grades 5 and 6 were recruited for an in‐depth study, consisting of a submaximal oxygen consumption test and magnetic resonance imaging of the brain. HRQoL and socioemotional data were collected from 349 students (65%), 182 (52%) in the intervention school, and 167 (48%) in one of the control schools. RESULTS: Girls attending the intervention school were more likely to pass national tests in Swedish (odds ratio 5.7) and Mathematics (odds ratio 3.2). The fourth to sixth graders in the intervention school reported lower levels of conduct problems (p < .05), and the girls were also less likely to report hyperactivity (p < .05). Girls reported higher levels of emotional problems (p < .05) than boys. Boys in the intervention group had significantly higher levels of estimated maximal oxygen uptake (p < .05) than controls. No difference in hippocampal structure was seen. CONCLUSIONS: Curriculum‐based physical activity in school may improve the academic achievement and psychological health of children, particularly for girls.

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Crossref · 10.1111/josh.12303

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  • A curricular physical activity non-RCT intervention did not significantly improve health-related quality of life of children.

    “However, Kall, Malmgren, Olsson, Linden, and Nilsson, (2015) designed an intervention based on curricular physical activity, and the results of non-RCT showed that this intervention did not significantly improve the health-related quality of life of children.”

    From The Online Strength-Informed Acceptance and Commitment Therapy Among COVID-19-Affected Adolescents. (2022) · cites this paper as Kall, Malmgren, Olsson, Linden, and Nilsson, (2015)

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Authors
Bunketorp Käll, L., Malmgren, H., Olsson, E., Lindén, T., & Nilsson, M.
Affiliations
  • Advanced Reconstruction of Extremities Sahlgrenska University Hospital, House U1, 6th Floor, 43180 Mölndal, Sweden; Center for Brain Repair and Rehabilitation, Institute of Neuroscience and Physiology, The Sahlgrenska Academy, University of Gothenburg, 40530 Gothenburg Sweden
  • Department of Philosophy Linguistics and Theory of Science, University of Gothenburg, Box 200, 40530 Gothenburg Sweden
  • Department of Psychiatry and Neurochemistry Institute of Neuroscience and Physiology, The Sahlgrenska Academy, University of Gothenburg, 40530 Gothenburg Sweden
  • Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, 40530 Gothenburg Sweden
  • Hunter Medical Research Institute/University of Newcastle, New Lambton, NSW 2305 Australia
Venue
Journal of School Health
Publisher
Wiley
Published
2015-09-02
Volume
85
Issue
10
Pages
704-713
ISSN
  • 0022-4391
  • 1746-1561
DOI
10.1111/josh.12303
Cited by
69
References
8
Language
en
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Funders
  • Swedish Brain Foundation
  • Sten A Olsson's Foundation for Research and Culture
  • Swedish National Center for Research in Sports
  • Kempe Carlgrenska Foundation

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