gavin sandercock - exercise and health conference
TRANSCRIPT
Dr. Gavin Sandercock, University of Essex &
www.fitmediafitness.co.uk
[email protected] @grhsandercock
@FitmediaFitness [email protected]
Exercise and its association with childhood health and development
Exercise:Purposeful – Exercise (Training & Playing Sports) Incidental - Physical Activity (Play, Dance, Active Travel)
3x ↓ CVD Risk
↑ Metabolic Health
↑ Bone Health
↑ Weight Regulation
↑ (Physical) Self-Efficay
↑ Educational Attainment
↑ Cognitive Function
↑ Self-Esteem
↑ Attendance & Behaviour
↑ Employability & Earning
World Peace
1985 World Health Organization Mandate 53
Outline• Monitoring children’s development• Associations between Exercise & Attainment• Does increasing curriculum time for exercise affect attainment?• Psychological & Psychosocial benefits of exercise• Guide to promoting development of lifelong exercise
Monitoring Development
Academic - AttainmentPhysical – Activity & FitnessPsychological – Wellbeing
PARENTAL GUIDANCE
advised: Contains explicit
language and very poor
grammar.
Age 5 Age 11 Age 16
Aca
dem
ic/C
ogni
tive
Dev
elop
men
tPh
ysic
al
Dev
elop
men
t
Height & Weight
Height & Weight Can you swim 25 m?
1998 2004 2008 201410
20
30
40
50
60
70
80
90 Fitness
BMI
Perc
entil
e Sc
ore
Expected Value (Global Average)
* No data available for 2004 so data point is interpolated based on 1998-2008 trend
*
• Weak (r=0.2-0.4) association between overall PA and academic attainment• Moderate effect size for association between fitness
and attainment• Inconclusive evidence whether interventions that
increase PA improve attainment
Extracurricular Activities and Overall Levels of
Physical Activity:
Levels of overall physical activity in the
classroom:
Fastest SlowestMile Run
Fastest SlowestMile Run
Mat
h Sc
ore
CAT6
Read
ing
Scor
e CA
T6Strongest association:
Least fit 20% (5th Quintile)*
Passe
d all 3
Fitnes
s Tests
Faile
d 1 Fit
ness T
est
Faile
d 2 or 3
Fitnes
s Tests
Passe
d all 3
Fitnes
s Tests
Faile
d 1 Fit
ness T
est
Faile
d 2 or 3
Fitnes
s Tests
Aerobic fitness strongly associated with Math & Language
Smaller effects for: strength and agility
Mat
hem
atics
Lang
uage
10 11 12 13 14 150
5
10
15
20
25
30
35
40 %Obese%Unfit
Aerobic Fitness & Fatness in English Schoolchildren
Unfit = Score in (5th Quintile)*Predicts 3.5 x higher risk of adult CVD
Year 6 SATs
Year 11 GCSEs
Increasing curriculum time for physical
education:
Larger ‘dose’ of exercise:120 min/wk ↑ to 300 min/wk
Smallest ‘dose’ of exercise:↑ of an additional 27 min/week
Largest ‘dose’ of exercise:120 min/wk ↑ to 375 min/wk
Does increasing curriculum time for exercise negatively impact attainment?
Typical ‘dose’ of exercise:↑ of an additional 90-120 min/week
No data from UK schools
How do children learn as well or better if they are more active at school: potential mechanisms
Biologicalor
Psychophysiological
Psychological
Psychosocial
Fitness and Cognitive Processing Speed in Children from a Deprived Area. (Sandercock et al. Unpublished)
Year 3 Year 4 Year 5 Year 610
15
20
25
30
35
40Fit
Unfit
Proc
essi
ng S
peed
PA & Exercise
Academic Attainment
Cognitive Performance
Self-Efficacy is a major determinant of Physical Activity & higher self-efficacy predicts learning and attainment
Physical Fitness
Exercise improves self-esteem – Higher self-esteem is associated with better coping, and higher attainment
Active breaks improve behaviour and learning is improved in classrooms of well-behaved children
Med
iato
rs
Active Children lower rates of school absence due to illness – so they don’t miss important lessons
Figure
The Journal of Pediatrics 2005 146, 732-737DOI: (10.1016/j.jpeds.2005.01.055)
Exercise to Promote & Develop FMS
↑ Self-Efficacy & Self Esteem
↑ Engagement in Exercise (& Sport?)
↑ Cognition & Attainment
Lifelong Engagement in
Exercise (& Sport?)
↑ Health & Wellbeing
↑ Lifelong Health &
Wellbeing
Promote and Maintain (Esp.
Aerobic) Fitness
Evaluation of FMS Intervention via the Primary PESS Premium: 1 y follow-up in less able pupils (Sandercock et al. in press)
BMI (n=53) SBJ (n=12) Handgrip (n=22) Sit Ups (n=32) 20 m Shuttle-run (n=66)
0
10
20
30
40
50
60
70
80
90
100
Baseline (2013)
Follow-up (2014)
Perc
entil
e Sc
ore
Less able = Score in (5th Quintile) or 3rd Tertile *Jump & Sit Ups
September
OctoberOctober
October December
January
Summer born babies:Do less well at school (all key stages)Less likely to attend universityEarn less across lifespanLess likely to become centegenarians
<Half as likely to represent school7 x less likely to play elite youth sport3 x less likely to be professional athletes
Summary• Exercise promotes physical health and fitness• Fitness* associated with higher academic attainment• Mechanisms: biological, self-esteem, self-efficacy & improved
behaviour • Children learn better/faster if they exercise/are fitter*
• ↑PE curriculum time to 75 min/d • Without negative impact on academic attainment
• Develop FMS*: Promotes Fitness* & ↑Self-Efficacy*• Greatest benefit in least fit* / lowest attaining children
• *Requires assessment & monitoring of physical development: • Meaningful: Benchmark against national standards• Sensitive: Identify those in need of ‘remedial’ action• Educational: Provide feedback & re-assess to show progress
Last thoughts before questions....?
10 11 12 13 14 1505
10152025303540 %Obese
%Unfit
0
10
20
30
40
50
60
70
80
90
100Baseline (2013)
Follow-up (2014)
Thank you....