Den mulige og umulige krop : En undersøgelse af kropsopfattelser, badekultur og sociale sammenligninger blandt piger i 4.-6. klasse

Artiklen omhandler kropsopfattelse og badekultur blandt piger i 4. til 6. klasse. Undersøgelsen viste, at pigerne havde en mere negativ end positiv kropsopfattelse, og at fravalget af bad efter idræt skyldtes usikkerhed om kroppen. Pigernes manglende viden om kroppens forandring og manglende opmuntring fra skoler og forældre til at bade i skolen kan også være årsag til, at få folkeskoleelever bader efter idræt. Fravalget af badet kan have negativ indflydelse på pigernes kropsopfattelse. Der kan skabes bedre forudsætninger for bad efter idræt ved at italesætte udfordringer og bekymringer overfor hinanden og opstille fælles regler for badet samt forbedring af badefaciliteterne

Predisposed to participate? The influence of family socio-economic background on children's sports participation and daily amount of physical activity

From a Bourdieu-inspired understanding of how personal resources (‘capitals’) enable certain practices in certain contexts, the links between families' cultural, social and economic capitals, and children's daily physical activity were investigated in 500 suburban Danish schoolchildren using questionnaire data and accelerometer measures. Family socio-economic position (SEP) was found to be positively associated with children's participation in organized sport, which could be explained by differences in family capitals. By contrast, this study found no relationship between families' SEP and the amounts of general physical activity in children. This reflected the tendencies for club-organized sport to contribute a relatively small amount to the overall amount of physical activity in children, and for children of low SEP to be equally active in other settings such as school-breaks, day care and neighbourhood playgrounds

Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement

Abstract Background Integration of physical activity (PA) into the classroom may be an effective way of promoting the learning and academic achievement of children at elementary school. This paper describes the research design and methodology of an intervention study examining the effect of classroom-based PA on mathematical achievement, creativity, executive function, body mass index and aerobic fitness. Methods The study was designed as a school-based cluster-randomized controlled trial targeting schoolchildren in 1st grade, and was carried out between August 2012 and June 2013. Eligible schools in two municipalities in the Region of Southern Denmark were invited to participate in the study. After stratification by municipality, twelve schools were randomized to either an intervention group or a control group, comprising a total of 505 children with mean age 7.2 ± 0.3 years. The intervention was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools’ math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire filled out by the parents), creativity (using the Torrance Tests of Creative Thinking, TTCT), aerobic fitness (by the Andersen intermittent shuttle-run test) and body mass index. PA during math lessons and total PA (including time spent outside school) were assessed using accelerometry. Math teachers used Short Message Service (SMS)-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register their children’s PA behavior in leisure time. Discussion The results of this randomized controlled trial are expected to provide schools and policy-makers with significant new insights into the potential of classroom-based PA to improve cognition and academic achievement in children. Trial registration Clinicaltrials.gov: NCT02488460 (06/29/2015