265 research outputs found
Evaluation of feasibility, effectiveness, and sustainability of school-based physical activity âactive breakâ interventions in pre-adolescent and adolescent students: a systematic review
Objective The present systematic review aimed to investigate the impact of school-based physical activity (PA) interventions of âactive breaksâ on PA levels, classroom behaviour, cognitive functions, and well-being in pre-adolescents and adolescents
attending secondary and high school.
Methods In March 2021, we performed a systematic research in CINAHL, Cochrane Library, Embase, MedLine, and PsycINFO databases and through grey literature. Quality assessment was performed in accordance with the Cochrane Tool for Quality Assessment for RCTs and the STROBE tool for observational studies. We included studies that investigated classroom PA
interventions led by teachers such as active breaks or physically active lessons on PA levels, classroom behaviour, cognitive
function, and quality of life in pre-adolescent and adolescent population attending secondary and high school.
Synthesis Three studies met the inclusion criteria. Two studies showed a positive effect of active breaks on studentsâ classroom
behaviour and quality of life. One study registered a positive effect in the increase in school PA levels; unfortunately, this effect
was not found in the overall levels of PA or in the reduction of sedentary behaviour. All three studies showed the feasibility and
acceptability of active breaks intervention in secondary and high school settings.
Conclusion This systematic review suggests the potential benefit of this type of intervention integrated in the secondary and high
school curriculum on classroom behaviour, school PA levels, and well-being.Objectif La prĂ©sente revue systĂ©matique visait Ă Ă©tudier lâimpact des interventions dâactivitĂ© physique (AP) en milieu scolaire des
« pauses actives » sur les niveaux dâAP, le comportement en classe, les fonctions cognitives et le bien-ĂȘtre des prĂ©adolescents et
des adolescents frĂ©quentant lâĂ©cole secondaire et le lycĂ©e.
Méthodes En mars 2021, nous avons effectué une recherche systématique dans les bases de données CINAHL, Cochrane
Library, Embase, MedLine, PsycINFO et Ă travers la littĂ©rature grise. LâĂ©valuation de la qualitĂ© a Ă©tĂ© rĂ©alisĂ©e conformĂ©ment Ă
lâoutil Cochrane dâĂ©valuation de la qualitĂ© pour les ECR et Ă lâoutil STROBE pour les Ă©tudes observationnelles. Nous avons
inclus les Ă©tudes portant sur les interventions dâAP en classe menĂ©es par les enseignants, telles que les pauses actives ou les leçons dâactivitĂ© physique sur les niveaux dâAP, le comportement en classe, la fonction cognitive et la qualitĂ© de vie chez les
prĂ©adolescents et les adolescents frĂ©quentant lâĂ©cole secondaire et le lycĂ©e.
SynthĂšse Trois Ă©tudes rĂ©pondaient aux critĂšres dâinclusion. Deux Ă©tudes ont montrĂ© un effet positif des pauses actives sur le
comportement en classe et la qualitĂ© de vie des Ă©lĂšves. Une Ă©tude a enregistrĂ© un effet positif dans lâaugmentation des niveaux
dâAP Ă lâĂ©cole, malheureusement cet effet nâa pas Ă©tĂ© trouvĂ© dans les niveaux globaux dâAP ou dans la rĂ©duction du
comportement sĂ©dentaire. Les trois Ă©tudes ont montrĂ© la faisabilitĂ© et lâacceptabilitĂ© de lâintervention des pauses actives dans
les écoles secondaires et les lycées.
Conclusion Cette revue systĂ©matique suggĂšre le bĂ©nĂ©fice potentiel de ce type dâintervention intĂ©grĂ©e dans le programme scolaire
des collĂšges et lycĂ©es sur le comportement en classe, les niveaux dâAP Ă lâĂ©cole et le bien-ĂȘtre
Physical Fitness and BodyWeight in Pre-Adolescent School Children: The EUROFIT Motor Fitness Test Explored on 11-12-Year-Old Children.
Nowadays, the early prevention of obesity in childhood is one of the most critical public health issues. More than half of children and adolescents worldwide do not meet the recommendation of 60 minutes of moderate to vigorous physical activity per day. This trend can reduce physical fitness and, consequently, cause a decrease in the quality of life throughout the lifespan. Physical fitness, defined as a set of abilities to perform physical activity and exercise (such as aerobic capacity, endurance, strength, flexibility), is considered one of the most important health markers in adulthood and childhood as well as adolescence. Methods: We conducted a cross-sectional study to investigate the physical fitness of pre-adolescent children of the Emilia-Romagna region. Childrenâs anthropometric parameters (height and weight) and physical fitness levels - assessed via the EUROFIT test battery - were measured. In all of the applied EUROFIT tests, childrenâs performance was below the sucient age and gender values. Moreover, it was negatively associated with obesity.
Our research provided evidence that the general fitness of our sample was low and the performance of overweight/obese children was lower compared to the under/normal weight students
A Randomized Clinical Trial to Evaluate the Efficacy and Safety of the ACTLIFE Exercise Program for Women with Post-menopausal Osteoporosis: Study Protocol
Osteoporosis (OP) is a systemic disease of the skeleton characterized by increased risk of fracture. There is a general consensus on the efficacy of physical activity in the prevention of bone loss, falls and fractures, but there is no agreement on the best setting to exercise. The aim of the study is to evaluate the efficacy of a 12-months exercise protocol for women with post-menopausal OP when administered as individual home training (IHT) versus gym group training (GGT). The study is a randomized trial with two parallel groups. Sedentary patients with primary post-menopausal osteoporosis are recruited at the Istituto Ortopedico Rizzoli of Bologna. In the first group, the 12-month ACTLIFE program is performed as IHT, while in the second as GGT. The program is aimed at improving joint mobility, muscle force, balance, motor coordination and endurance. The study is single blinded. Patients are assessed at baseline and after 6 and 12 months. The primary outcome is the modification of quality of life measured with the Short Osteoporosis Quality of Life Questionnaire (ECOS-16). The findings of this study will highlight advantages and disadvantages of exercising in the two different settings and provide evidence on how to increase physical activity in osteoporotic women
Active Breaks and Distance Learning: new strategies for well-being and movement education Active Breaks e DAD: nuove strategie per educare al benessere ed al movimento
La situazione pandemica ha drasticamente ridotto le opportunitĂ di movimento e di socializzazione dei bambini anche in ambito scolastico, costringendo ad effettuare le lezioni a distanza, la Didattica a distanza e la Didattica Aumentata Digitalmente. Pertanto, si proporrĂ il metodo delle pause attive o active breaks che consistono in brevi momenti della lezione (5-10 min.) per effettuare delle attivitĂ strutturate. Tali interventi non necessitano di spazi e di attrezzature particolari ma possono essere praticate piĂč volte al giorno e per brevi periodi non solo nel contesto classe ma anche a casa e in autonomia da ogni singolo bambino. Gli studi IMOVE e ABS sono un punto di partenza e una testimonianza dellâefficacia e della sostenibilitĂ degli interventi school-based. Studi futuri dovranno concentrarsi sugli effetti a lungo termine delle active breaks sulla performance scolastica e sul beneficio nel lavoro degli insegnanti.The pandemic situation has drastically reduced the opportunities for movement and socialization of children even in the school environment, forcing them to carry out remote lessons, distance learning and digitally augmented education. Therefore, we will propose the method of active breaks or active breaks which consist of short moments of the lesson (5-10 min.) To carry out structured activities. These interventions does not require special spaces and equipment but can be practiced several times a day and for short periods not only in the classroom context but also at home and independently by each individual child. The I-MOVE and ABS studies are a starting point and a testimony of the effectiveness and sustainability of school-based interventions. Future studies will have to focused on the long-term effects of active breaks on school performance and on the benefit of the work of teachers
Effects of School Nurse-Led Interventions in Collaboration with Kinesiologists in Promoting Physical Activity and Reducing Sedentary Behaviors in Children and Adolescents: A Systematic Review
The World Health Organization (WHO) recommends that schools adopt a whole-school strategy for healthy behaviors involving different health professionals. The present systematic review aimed to evaluate the efficacy of nurse-led interventions in collaboration with kinesiologists on physical activity and lifestyle behaviorsâ outcomes in school settings. The protocol was registered in PROSPERO (ID: CRD42022343410). The primary research study was developed through the PICOS question: children and adolescence 6â18 years (P); school nurse-led interventions in promoting physical activity (PA) and reducing sedentary behaviors (I); usual lessons, no intervention focusing on PA (C); PA levels, sedentary behaviors, and healthy lifestyle behaviors (O); experimental or observational study with original primary data and full-text studies written in English (S). Seven studies were included. Interventions were heterogeneous: besides physical activities carried out in all studies, the interventions were based on different health models and strategies (counselling, face-to-face motivation, education). Five out of seven articles investigated PA levels or their related behaviors using questionnaires, and two used ActiGraph accelerometers. Lifestyle behaviors were assessed with heterogeneous methods. Five out of seven articles showed an improvement in at least one outcome after the interventions, whereas two papers showed a statistically non-significant improvement. In conclusion, school interventions involving nurses, also in association with other professionals such as kinesiologists, can be effective in reducing sedentary behaviors and improving healthy lifestyles in children and adolescents
Exercise and Oxidative Stress Biomarkers among Adult with Cancer: A Systematic Review
Evidence shows that exercise can have a favourable effect in cancer patients. The exercise's clinical benefits are likely to concern multiple interrelated biological pathways, among which oxidative stress plays a key role. Regular training can induce an adaptive response that strengthens the antioxidative status of the body. To formulate public health recommendations regarding the optimal exercise prescription for cancer patients, a detailed understanding is needed regarding the effect of exercise on variables linked to oxidative stress and antioxidant status of patients. The goal of this systematic review, based on PRISMA, was to explore and critically analyse the evidence regarding the efficacy of exercise on oxidative stress biomarkers among people with cancer. Study search was conducted in the following databases: PubMed, Cochrane, CINAHL, Embase, PEDro, and SPORTDiscus. The studies' quality was assessed with the Cochrane risk-of-bias tool and STROBE scale. After identification and screening steps, 10 articles were included. The findings provide an encouraging picture of exercise, including resistance training and aerobic activities, in people with cancer. The exercise improved the indicators of the total antioxidant capacity, increased the antioxidant enzymes' activity, or reduced the biomarkers of oxidative damage in various forms of cancer such as breast, lung, head, and neck Regarding oxidative DNA damage, the role of exercise intervention has been difficult to assess. The heterogeneity of study design and the plethora of biomarkers measured hampered the comparison of the articles. This limited the possibility of establishing a comprehensive conclusion on the sensitivity of biomarkers to estimate the exercise's benefits. Further high-quality studies are required to provide data regarding oxidative stress biomarkers responding to exercise. This information will be useful to assess the efficacy of exercise in people with cancer and support the appropriate prescription of exercise in anticancer strategy
Impact of a risk management plan on Legionella contamination of dental unit water
The study aimed to assess the prevalence of Legionella spp. in dental unit waterlines of a dental clinic and to verify whether the microbiological parameters used as indicators of water quality were correlated with Legionella contamination. A risk management plan was subsequently implemented in the dental health care setting, in order to verify whether the adopted disinfection protocols were effective in preventing Legionella colonization. The water delivered from syringes and turbines of 63 dental units operating in a dental clinic, was monitored for counts of the heterotrophic bacteria P. aeruginosa and Legionella spp. (22 degrees C and 37 degrees C). At baseline, output water from dental units continuously treated with disinfection products was more compliant with the recommended standards than untreated and periodically treated water. However, continuous disinfection was still not able to prevent contamination by Legionella and P. aeruginosa. Legionella was isolated from 36.4%, 24.3% and 53.3% of samples from untreated, periodically and continuously treated waterlines, respectively. The standard microbiological parameters used as indicators of water quality proved to be unreliable as predictors of the presence of Legionella, whose source was identified as the tap water used to supply the dental units. The adoption of control measures, including the use of deionized water in supplying the dental unit waterlines and the application of a combined protocol of continuous and periodic disinfection, with different active products for the different devices, resulted in good control of Legionella contamination. The efficacy of the measures adopted was mainly linked to the strict adherence to the planned protocols, which placed particular stress on staff training and ongoing environmental monitoring
The Impact of an Adapted Physical Activity Program on Bone Turnover, Physical Performance and Fear of Falling in Osteoporotic Women with Vertebral Fractures: A Quasi-Experimental Pilot Study
Physical activity has been indicated as a potential strategy to counteract osteoporosis (OP). This study of post-menopausal women with osteoporotic vertebral fractures investigated the effect of an adapted physical activity (APA) program on two serum bone turnover biomarkers (Bone Alkaline
Phosphatase, B-ALP and C-terminal telopeptide of type 1 collagen, CTX-1), functional capacity (6-Minutes Walking Test, 6MWT), and risk and fear of falls (Tinetti and Falls Efficacy scale). The APA group (n = 12) performed a 1-h group session twice per week for 6 months whereas the control group (n = 9) was asked to maintain their current lifestyle. The exercise program did not affect the
serum concentrations of B-ALP and CTX-1 biomarkers measured at the baseline and after 6 months in women of the APA group. Moreover, at the end of intervention no significant differences in serum concentrations for either biomarker was observed between the two study groups. Interestingly, when compared to the control group, women in the APA group showed significant improvement
in the functional capacity measures by 6MWT (p = 0.037) and a decrease of the risk and fear of falls as indicated by the Tinetti test (p = 0.043). Based on these findings, exercise could provide new perspectives for the care and management of OP
The effect of active breaks on cognitive performance and classroom behaviour: the I-move study
Background: Active Breaks (ABs) intervention involves short bouts of moderate to vigorous physical activity (MVPA) conducted during or between curricular lessons by the appropriately trained teachers. The aim of the Imola Active Breaks Study (IMOVE study) was to evaluate the effect of an ABs intervention on cognitive function and classroom behaviour in primary school children.
Methods: The study was quasi-experimental, and it involved two groups
attending a primary school in Imola (Bologna, Italy). The Active Breaks group (ABsG) performed the I-MOVE protocol consisting in 10 minutes of ABs divided in warm up, tone-up with high intensity interval training and cool-down. This is repeated three times a day for one year and half. The control group (CG) continued with regular lessons. The baseline assessment was conducted in October 2019 and the follow-up in May 2021. Cognitive performance was assessed using working memory test and classroom behaviour was monitored
using an ââad hoc questionnaireââ.
Results: Working memory performance increased significantly more in the ABsG (change: 1.30 1.17) than in CG (0.96 1.20), p < 0.05. Almost the entire sample of the children wanted to
continue with this intervention in the next following year. Children reported improvements in their school-life quality, including feeling better in class (75.40%) and in school (82.50%) when using ABs. Improvements were also reported in children time-on-task behaviours: 52.90% said they work
easily in class, 52.90% that they could listen more clearly, 58.80% reported they can stay seated easily, and 59.60% that they learned better and were more focused after ABs.
Conclusions: In conclusion the program has proven to be very effective on the childrenâs cognitive improvement and classroom behaviour.
Since the ABs intervention demonstrates these positive effects, its implementation in schools can have a beneficial, sustainable and long-term impact on childhood health.
Key messages:
ABs intervention represents a cost-effective strategy to be implemented in the school settings regardless of the age and sex differences, to make the school a more dynamic environment.
Despite the pandemic difficulties, the ABs intervention proved to be sustainable, and to have a positive effect on classroom behaviour by improving childrenâs concentration and attention in class
The Brave study: promoting active breaks in secondary school from studentsâ point of view
Background: According to the WHO recommendations, children and adolescents should perform at least 60 minutes per day of moderate to vigorous physical activity (PA). Active Breaks (ABs) interventions, short physical activity breaks of 5-
15 minutes during school hours, have been examined in primary school children as a potential strategy to counteract a sedentary lifestyle, with minimal disruption to school learning activities. The aim of the BRAVE STUDY is to investigate the
feasibility of ABs in a secondary school setting from the studentsâ point of view.
Methods: In December 2020, 10 students (age 12-13, 6 females and 4
males) attending the second and third grade of secondary schools located in Bologna province (Italy) were involved in a focus group (FG). The FG was conducted online because of COVID-19 and the answers transcribed for a later analysis. Studentsâ opinions were probed on the role of PA in school
and possible facilitators/barriers to implementation of ABs in the school.
Results: Students reported they wanted to be more active as a consequence of time spent in class sitting at a desk. Students also reported that an organized activity like ABs conducted in the classroom setting provides an excellent opportunity to
improve social relations with classmates. Students also highlighted the possible psycho-physical well-being benefits arising from PA. Among the potentially negative aspects reported, students underlined the possible confusion that would be created in classroom and the time subtracted from academic
learning activities. Conclusions: The FG represents an ideal mean to obtain in-depth
information on how people feel about a pending program or a change in their routine. The current FG reinforces positive outcomes from exposure to a PA program that can be intertwined with their daily classroom activities. ABs programs
can help to reconcile the needs of students that arise during the day with the PA objectives recommended by the WHO.
Key messages:
ABs can be a zero-cost intervention strategy to achieve
WHO recommendations and would create conditions for a
greater psycho-physical benefits in classrooms.
A qualitative approach, such as FGs, provides a mean to
collect information not obtainable with quantitative methods,
that could be useful to co-design interventions for children and adolescents
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