IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v18y2021i21p11099-d662175.html
   My bibliography  Save this article

Adverse Collateral Effects of COVID-19 Public Health Restrictions on Physical Fitness and Cognitive Performance in Primary School Children

Author

Listed:
  • Camille Chambonnière

    (Laboratory of Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, 63000 Clermont-Ferrand, France)

  • Nicole Fearnbach

    (Clinical Sciences Division, Pennington Biomedical Research Center, Baton Rouge, LA 70808, USA)

  • Léna Pelissier

    (Laboratory of Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, 63000 Clermont-Ferrand, France)

  • Pauline Genin

    (National Observatory for Physical Activity and Sedentary Behaviors, 63000 Clermont-Ferrand, France)

  • Alicia Fillon

    (Laboratory of Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, 63000 Clermont-Ferrand, France
    National Observatory for Physical Activity and Sedentary Behaviors, 63000 Clermont-Ferrand, France)

  • Audrey Boscaro

    (Laboratory of Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, 63000 Clermont-Ferrand, France)

  • Line Bonjean

    (Laboratory of Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, 63000 Clermont-Ferrand, France)

  • Mélina Bailly

    (Laboratory of Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, 63000 Clermont-Ferrand, France)

  • Julie Siroux

    (Laboratory of Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, 63000 Clermont-Ferrand, France)

  • Terry Guirado

    (Laboratory of Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, 63000 Clermont-Ferrand, France)

  • Bruno Pereira

    (Biostatistics Unit, Clermont-Ferrand University Hospital, 63000 Clermont-Ferrand, France)

  • David Thivel

    (Laboratory of Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, 63000 Clermont-Ferrand, France
    National Observatory for Physical Activity and Sedentary Behaviors, 63000 Clermont-Ferrand, France
    Clermont Auvergne University Foundation, 63000 Clermont-Ferrand, France)

  • Martine Duclos

    (National Observatory for Physical Activity and Sedentary Behaviors, 63000 Clermont-Ferrand, France
    Clermont Auvergne University Foundation, 63000 Clermont-Ferrand, France
    UFR Medicine, Clermont Auvergne University, 63000 Clermont-Ferrand, France
    INRA, UMR 1019, 63000 Clermont-Ferrand, France)

Abstract

The aim of the present study was to evaluate whether the COVID-19-related confinement and social restrictions affected the levels of physical fitness and academic achievement in primary school French children. A total of 206 primary school children (106 before confinements and 100 after restrictions) completed a test battery evaluating their anthropometric characteristics, body compositions, activity preferences, cognitive performances and physical fitness. The performance of the Standing Long Jump was better at T0 (169.9 ± 142.5 cm) compared to T1 (135.2 ± 31.4 cm) ( p = 0.0367), and the Medicine Ball Throw performance declined from T0 to T1 (297.3 ± 81.1 cm vs. 249 ± 52 cm; p < 0.0001). Motor skills (26.9 ± 6.2 s vs. 30.9 ± 5.4 s; p < 0.0001), the shuttle-run test (stages completed), Maximal Aerobic Speed, and the estimated VO 2max were lower at T1 compared to T0 ( p < 0.0001). Executive functioning was found to be greater at T0 compared to T1 ( p < 0.0001). Explicit liking or wanting for sedentary or physical activities did not change between T0 and T1. Both overall physical fitness and cognitive performance drastically declined among primary school French children with the COVID-19-related public health restrictions, which reinforces the need to urgently develop preventive strategies in anticipation of further mitigation measures.

Suggested Citation

  • Camille Chambonnière & Nicole Fearnbach & Léna Pelissier & Pauline Genin & Alicia Fillon & Audrey Boscaro & Line Bonjean & Mélina Bailly & Julie Siroux & Terry Guirado & Bruno Pereira & David Thivel &, 2021. "Adverse Collateral Effects of COVID-19 Public Health Restrictions on Physical Fitness and Cognitive Performance in Primary School Children," IJERPH, MDPI, vol. 18(21), pages 1-10, October.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11099-:d:662175
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/18/21/11099/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/1660-4601/18/21/11099/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Per Engzell & Arun Frey & Mark D. Verhagen, 2021. "Learning loss due to school closures during the COVID-19 pandemic," Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, vol. 118(17), pages 2022376118-, April.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Stefanie Wessely & Nina Ferrari & David Friesen & Martin Grauduszus & Marlen Klaudius & Christine Joisten, 2022. "Changes in Motor Performance and BMI of Primary School Children over Time–Influence of the COVID-19 Confinement and Social Burden," IJERPH, MDPI, vol. 19(8), pages 1-17, April.
    2. Cortés-Albornoz, María C. & Ramírez-Guerrero, Sofía & García-Guáqueta, Danna P. & Vélez-Van-Meerbeke, Alberto & Talero-Gutiérrez, Claudia, 2023. "Effects of remote learning during COVID-19 lockdown on children’s learning abilities and school performance: A systematic review," International Journal of Educational Development, Elsevier, vol. 101(C).
    3. Tanja Eberhardt & Klaus Bös & Claudia Niessner, 2022. "Changes in Physical Fitness during the COVID-19 Pandemic in German Children," IJERPH, MDPI, vol. 19(15), pages 1-13, August.
    4. Tetsuhiro Kidokoro, 2023. "Geographical Disparity in Cardiorespiratory Fitness among 3,189,540 Japanese Children and Adolescents before and during the Coronavirus 2019 Pandemic: An Ecological Study," IJERPH, MDPI, vol. 20(7), pages 1-12, March.
    5. Falonn Contreras-Osorio & Iris Paola Guzmán-Guzmán & Enrique Cerda-Vega & Luis Chirosa-Ríos & Rodrigo Ramírez-Campillo & Christian Campos-Jara, 2022. "Anthropometric Parameters, Physical Activity, Physical Fitness, and Executive Functions among Primary School Children," IJERPH, MDPI, vol. 19(5), pages 1-16, March.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Fabio Fontana & Kelsey Bourbeau & Terence Moriarty & Michael Pereira da Silva, 2022. "The Relationship between Physical Activity, Sleep Quality, and Stress: A Study of Teachers during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(23), pages 1-9, November.
    2. Nicola Fuchs-Schündeln & Dirk Krueger & André Kurmann & Etienne Lalé & Alexander Ludwig & Irina Popova, 2023. "The Fiscal and Welfare Effects of Policy Responses to the Covid-19 School Closures," IMF Economic Review, Palgrave Macmillan;International Monetary Fund, vol. 71(1), pages 35-98, March.
    3. Svaleryd, Helena & Vlachos, Jonas, 2022. "COVID-19 and School Closures," GLO Discussion Paper Series 1008, Global Labor Organization (GLO).
    4. Yekaterina Chzhen & Jennifer Symonds & Dympna Devine & Júlia Mikolai & Susan Harkness & Seaneen Sloan & Gabriela Martinez Sainz, 2022. "Learning in a Pandemic: Primary School children’s Emotional Engagement with Remote Schooling during the spring 2020 Covid-19 Lockdown in Ireland," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(4), pages 1517-1538, August.
    5. Edward L. Glaeser, 2021. "Urban Resilience," NBER Working Papers 29261, National Bureau of Economic Research, Inc.
    6. Nicola Fuchs-Schünde & Dirk Krueger & Alexander Ludwig & Irina Popova, 2022. "The Long-Term Distributional and Welfare Effects of Covid-19 School Closures," The Economic Journal, Royal Economic Society, vol. 132(645), pages 1647-1683.
    7. Kuzmanic, Danilo & Valenzuela, Juan Pablo & Claro, Susana & Canales, Andrea & Cerda, Daniela & Undurraga, Eduardo A., 2023. "Socioeconomic disparities in the reopening of schools during the pandemic in Chile," International Journal of Educational Development, Elsevier, vol. 100(C).
    8. Contreras, M. Ignacia & Duryea, Suzanne & Martínez A., Claudia, 2023. "The effect of the pandemic on the transition to tertiary education in Chile: A focus on students with disabilities," International Journal of Educational Development, Elsevier, vol. 100(C).
    9. Rita Takács & Szabolcs Takács & Judit T. Kárász & Attila Oláh & Zoltán Horváth, 2023. "The impact of the first wave of COVID-19 on students’ attainment, analysed by IRT modelling method," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-10, December.
    10. M. Niaz Asadullah & Anindita Bhattacharjee, 2022. "Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during COVID-19," Journal of Development Studies, Taylor & Francis Journals, vol. 58(10), pages 1934-1957, October.
    11. Kim Hua Tan & Poh Phui Chan & Nur-Ehsan Mohd Said, 2021. "Higher Education Students’ Online Instruction Perceptions: A Quality Virtual Learning Environment," Sustainability, MDPI, vol. 13(19), pages 1-24, September.
    12. Kalewold Hailu Kalewold, 2023. "Lockdowns and the ethics of intergenerational compensation," Politics, Philosophy & Economics, , vol. 22(3), pages 271-289, August.
    13. David R. Agrawal & Aline Bütikofer, 2022. "Public finance in the era of the COVID-19 crisis," International Tax and Public Finance, Springer;International Institute of Public Finance, vol. 29(6), pages 1349-1372, December.
    14. Battisti, Michele & Maggio, Giuseppe, 2023. "Will the last be the first? School closures and educational outcomes," European Economic Review, Elsevier, vol. 154(C).
    15. Andrea M. Tilstra & Antonino Polizzi & Sander Wagner & Evelina T. Akimova, 2024. "Projecting the long-term effects of the COVID-19 pandemic on U.S. population structure," Nature Communications, Nature, vol. 15(1), pages 1-10, December.
    16. Julia Bock-Schappelwein & Ulrike Famira-Mühlberger, 2021. "Die COVID-19-Pandemie und Schule. Eine bildungsökonomische Kurzanalyse," WIFO Studies, WIFO, number 67333, April.
    17. Contini, Dalit & Di Tommaso, Maria Laura & Muratori, Caterina & Piazzalunga, Daniela & Schiavon, Lucia, 2021. "The COVID-19 Pandemic and School Closure: Learning Loss in Mathematics in Primary Education," IZA Discussion Papers 14785, Institute of Labor Economics (IZA).
    18. Daniela Roxana Matasariu & Ludmila Lozneanu & Iuliana Elena Bujor & Alexandra Elena Cristofor & Cristina Elena Mandici & Marcel Alexandru Găină & Cristinel Ștefănescu & Vasile Lucian Boiculese & Ioana, 2023. "The Impact of the COVID-19 Pandemic on Quality Education of the Medical Young Generation," IJERPH, MDPI, vol. 20(5), pages 1-19, February.
    19. Anna Godøy & Maja Weemes Grøtting & Rannveig Kaldager Hart, 2022. "Reopening schools in a context of low COVID-19 contagion: consequences for teachers, students and their parents," Journal of Population Economics, Springer;European Society for Population Economics, vol. 35(3), pages 935-961, July.
    20. Sean G. Young, 2023. "Hidden Costs of the COVID-19 Pandemic Response," IJERPH, MDPI, vol. 20(8), pages 1-7, April.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11099-:d:662175. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.