Associations of Physical Activity and Sedentary Behavior With Adolescent Academic Achievement

The Northern Finland Birth Cohort 1986 (N = 8,061) was used to investigated the joint associations of physical activity and sedentary behavior with academic achievement. Logistic regression analysis was used to evaluate how classes formed by latent class analysis (LCA) according to overall physical activity, sports club membership, viewing TV, using a computer, reading books and magazines, other sedentary activities, and sleep were associated with grade-point average. When adjusted for gender, self-rated health, and mother's education, physically active adolescents and generally active adolescents were about twice as likely to have high grade-point average compared with sedentary TV viewers.Peer reviewe

Accelerometer-Measured Physical Activity and Sedentary Time Differ According to Education Level in Young Adults

This study examined the association of education level with objectively measured physical activity and sedentary time in young adults. Data from the Finnish ESTER study (20092011) (n = 538) was used to examine the association between educational attainment and different subcomponents of physical activity and sedentary time measured using hip-worn accelerometers (ActiGraph GT1M) for seven consecutive days. Overall physical activity, moderate-to-vigorous physical activity (MVPA), light-intensity physical activity and sedentary time were calculated separately for weekdays and weekend days. A latent profile analysis was conducted to identify the different profiles of sedentary time and the subcomponents of physical activity. The educational differences in accelerometer-measured physical activity and sedentary time varied according to the subcomponents of physical activity, and between weekdays and weekend days. A high education level was associated with high MVPA during weekdays and weekend days in both sexes, high sedentary time during weekdays in both sexes, and a low amount of light-intensity physical activity during weekdays in males and during weekdays and weekend days in females. The results indicate different challenges related to unhealthy behaviours in young adults with low and high education: low education is associated with a lack of MVPA, whereas high education is associated with a lack of light-intensity physical activity and high sedentary time especially during weekdays.Peer reviewe

Suspected Motor Problems and Low Preference for Active Play in Childhood Are Associated with Physical Inactivity and Low Fitness in Adolescence

Background - This prospective longitudinal study investigates whether suspected motor problems and low preference for active play in childhood are associated with physical inactivity and low cardiorespiratory fitness in adolescence. Methodology/Principal Findings - The study sample consisted of the Northern Finland Birth Cohort 1986 (NFBC 1986) composed of 5,767 children whose parents responded to a postal inquiry concerning their children's motor skills at age 8 years and who themselves reported their physical activity at age 16 years. Cardiorespiratory fitness was measured with a cycle ergometer test at age 16 years. Odds ratios (OR) and their 95% confidence intervals (95% CI) for the level of physical activity and fitness were obtained from multinomial logistic regression and adjusted for socio-economic position and body mass index. Low preference for active play in childhood was associated with physical inactivity (boys: OR 3.31, 95% CI 2.42–4.53; girls: OR 1.79, 95% CI 1.36–2.36) and low cardiorespiratory fitness (boys: OR 1.87, 95% CI 1.27–2.74; girls: OR 1.52, 95% CI 1.09–2.11) in adolescence. Suspected gross (OR 2.16, 95% CI 1.33–3.49) and fine (OR 1.88, 95% CI 1.35–2.60) motor problems were associated with physical inactivity among boys. Children with suspected motor problems and low preference for active play tended to have an even higher risk of physical inactivity in adolescence. Conclusions/Significance - Low preference for active play in childhood was associated with physical inactivity and low cardiorespiratory fitness in adolescence. Furthermore, children with suspected motor problems and low preference for active play tended to have an even higher risk of physical inactivity in adolescence. Identification of children who do not prefer active play and who have motor problems may allow targeted interventions to support their motor learning and participation in active play and thereby promote their physical activity and fitness in later life.peerReviewe

The associations of objectively measured physical activity and sedentary time with cognitive functions in school-aged children

Abstract. Low levels of physical activity among children have raised concerns over the effects of a physically inactive lifestyle, not only on physical health but also on cognitive prerequisites of learning. This study examined how objectively measured and self- reported physical activity and sedentary behavior are associated with cognitive functions in school-aged children. The study population consisted of 224 children from five schools in the Jyva ̈ skyla ̈ school district in Finland (mean age 12.2 years; 56% girls), who participated in the study in the spring of 2011. Physical activity and sedentary time were measured objectively for seven consecutive days using the ActiGraph GT1M/GT3X accelerometer. Self-reported moderate to vigorous physical activity (MVPA) and screen time were evaluated with the questions used in the ‘‘WHO Health Behavior in School-aged Children’’ study. Cognitive functions including visual memory, executive functions and attention were evaluated with a computerized Cambridge Neuropsychological Test Automated Battery by using five different tests. Structural equation modeling was applied to examine how objectively measured and self-reported MVPA and sedentary behavior were associated with cognitive functions. High levels of objectively measured MVPA were associated with good performance in the reaction time test. High levels of objectively measured sedentary time were associated with good performance in the sustained attention test. Objectively measured MVPA and sedentary time were not associated with other measures of cognitive functions. High amount of self-reported computer/video game play was associated with weaker performance in working memory test, whereas high amount of computer use was associated with weaker performance in test measuring shifting and flexibility of attention. Self-reported physical activity and total screen time were not associated with any measures of cognitive functions. The results of the present study propose that physical activity may benefit attentional processes. However, excessive video game play and computer use may have unfavorable influence on cognitive functions.peerReviewe

Influence of Farm Environment on Asthma during the Life Course: A Population-Based Birth Cohort Study in Northern Finland

We investigated the influence of a farming environment on asthma at three time points from birth to 46 years using the Northern Finland Birth Cohort 1966 (n = 10,926). The prevalence of asthma was investigated by postal questionnaires at 14, 31 and 46 years of age. Exposure to a farming environment was assessed by a postal questionnaire at birth and at 31 and 46 years of age. Odds ratios (ORs) and their 95% confidence intervals (95% CIs) for the prevalence of asthma were obtained from multinomial logistic regression, stratified by sex. Being born in a farmer family was potentially causally associated with lower risk of asthma in males at 31 years of age (OR 0.56, 95% CI 0.37, 0.85) and in females at 46 years of age (OR 0.64, 95% CI 0.44, 0.95). Working as a farmer was not associated with asthma. Exposure to a farming environment in childhood may have a lifelong impact on developing asthma from birth through young adulthood and until middle age, indicating that ‘immune deviation’ may persist throughout life

Physical activity, sedentary behavior, and academic performance in Finnish children

Purpose: This study aimed to determine the relationships between objectively measured and self-reported physical activity, sedentary behavior, and academic performance in Finnish children. Methods: Two hundred and seventy-seven children from five schools in the Jyväskylä school district in Finland (58% of the 475 eligible students, mean age = 12.2 yr, 56% girls) participated in the study in the spring of 2011. Self-reported physical activity and screen time were evaluated with questions used in the WHO Health Behavior in School-Aged Children study. Children’s physical activity and sedentary time were measured objectively by using an ActiGraph GT1M/GT3X accelerometer for seven consecutive days. A cutoff value of 2296 counts per minute was used for moderate-to-vigorous physical activity (MVPA) and 100 counts per minute for sedentary time. Grade point averages were provided by the education services of the city of Jyväskylä. ANOVA and linear regression analysis were used to analyze the relationships among physical activity, sedentary behavior, and academic performance. RESULTS: Objectively measured MVPA (P = 0.955) and sedentary time (P = 0.285) were not associated with grade point average. However, self-reported MVPA had an inverse U-shaped curvilinear association with grade point average (P = 0.001), and screen time had a linear negative association with grade point average (P = 0.002), after adjusting for sex, children’s learning difficulties, highest level of parental education, and amount of sleep. Conclusions: In this study, self-reported physical activity was directly, and screen time inversely, associated with academic achievement. Objectively measured physical activity and sedentary time were not associated with academic achievement. Objective and subjective measures may reflect different constructs and contexts of physical activity and sedentary behavior in association with academic outcomes.peerReviewe

Summary of the CANTAB tests used to measure different dimensions of cognitive function.

<p>Summary of the CANTAB tests used to measure different dimensions of cognitive function.</p

Objectively measured physical activity and performance in attentional reaction time test.

<p>This figure presents the estimation results of the model for the associations of objectively measured moderate to vigorous physical activity (MVPA), sedentary time (SED) and the Reaction Time (RTI) test. Standardized parameter estimates and standard errors are presented. For structural equation modeling, three subscales of the RTI (RTI 1, RTI 2, RTI 3) (divided by 10) were formed from 15 patterns of RTI. The RTI test result is in milliseconds, where faster time indicates better performance. Confounding factors, gender (female), the highest level of parental education (tertiary level) and child’s need for remedial education (yes) were taken into account. Highly correlated objectively measured MVPA and sedentary time were added to the model as latent variables.</p

Sample characteristics according to gender and overall participants.

<p>Abbreviations: SD, standard deviation; MVPA, moderate to vigorous physical activity; PRM, Pattern Recognition Memory; SSP, Spatial Span; RTI, Reaction Time; RVP, Rapid Visual Information Processing; IED, Intra-Extra Dimensional Set Shift.</p>a<p>P-values for the gender differences (T-test).</p>b<p>A’ indicates the result in RVP test. The scale is 0.00–1.00, whereas 0.00 indicates a poor result and 1.00 a good result.</p>c<p>MVPA measured with the ActiGraph accelerometer using a cut-off value of 2,296 counts per minute.</p>d<p>Sedentary time measured by the ActiGraph accelerometer using a cut-off value 100 counts per minute and expressed as percentage of daily monitoring time (%/day).</p

The associations between children’s working memory capacity and self-reported screen time.

<p>Abbreviations: OR, odds ratio; CI, confidence interval.</p>a<p>IED measures sifting and flexibility of attention and was categorized as 1 children who completed the test and 0 children who did not completed the test.</p>b<p>Self-reported viewing of television, playing of computer/video games and use of computer (other than playing) are expresses as h/day.</p><p>Model has been adjusted with gender (female), the highest level of parental education (tertiary level) and child’s need for remedial education.</p