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Effects on Children’s Physical and Mental Well-Being of a Physical-Activity-Based School Intervention Program: A Randomized Study

Author

Listed:
  • Santo Marsigliante

    (Department of Biological and Environmental Sciences and Technologies (Di.S.Te.B.A.), University of Salento, 73100 Lecce, Italy)

  • Manuel Gómez-López

    (Department of Physical Activity, Sport Faculty of Sports Science, University of Murcia, 30720 Murcia, Spain)

  • Antonella Muscella

    (Department of Biological and Environmental Sciences and Technologies (Di.S.Te.B.A.), University of Salento, 73100 Lecce, Italy)

Abstract

This study aimed to evaluate the effectiveness of physically active breaks of a total duration of 10 min a day, introduced during curricular lessons, together with a 10 min physical activity intervention during the daily school recess period on obesity prevention, fitness, cognitive function, and psychological well-being in school-aged children. A sample of 310 children (139 boys vs. 171 girls), aged between 8 and 10 years (9.82 ± 0.51), was selected. Our strategy was implemented over a 6-month period and the participants were randomly assigned to either the intervention group ( n = 157) or the non-intervention (control) group ( n =153). In the intervention group, a significant decrease ( p < 0.05) in body mass index, waist circumference, waist–height ratio, and relative body fat mass was achieved after the intervention (T1) compared to the values measured before intervention (T0); in the control group, no differences emerged between T0 and T1 for any of the parameters considered. We found a significant increase in the intervention group in standing long jump, Ruffier, and sit and reach test scores ( p < 0.001 for all). At T0, cognitive test scores did not differ between the girls and boys or between the intervention and control groups; instead at T1, significant differences were observed in the two groups regarding the total number of responses and the concentration performance scores ( p < 0.001). Consistently, in the intervention group, well-being levels significantly increased between T0 and T1 ( p < 0.001). Finally, the intervention had significant effects on the children regardless of gender. We may therefore conclude that schools should create more opportunities for teachers and students to introduce intervention strategies to promote regular PA during school recess.

Suggested Citation

  • Santo Marsigliante & Manuel Gómez-López & Antonella Muscella, 2023. "Effects on Children’s Physical and Mental Well-Being of a Physical-Activity-Based School Intervention Program: A Randomized Study," IJERPH, MDPI, vol. 20(3), pages 1-16, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:3:p:1927-:d:1042194
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    References listed on IDEAS

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    1. Catharine R Gale & Rachel Cooper & Leone Craig & Jane Elliott & Diana Kuh & Marcus Richards & John M Starr & Lawrence J Whalley & Ian J Deary, 2012. "Cognitive Function in Childhood and Lifetime Cognitive Change in Relation to Mental Wellbeing in Four Cohorts of Older People," PLOS ONE, Public Library of Science, vol. 7(9), pages 1-9, September.
    2. Weiyun Chen & Xiangli Gu & Jun Chen & Xiaozan Wang, 2022. "Association of Cardiorespiratory Fitness and Cognitive Function with Psychological Well-Being in School-Aged Children," IJERPH, MDPI, vol. 19(3), pages 1-10, January.
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    Cited by:

    1. Raphiel Murden & Jon Agley & Lilian Golzarri-Arroyo & Armando Peña & Danny Valdez & Abu Bakkar Siddique & Moonseong Heo & David B. Allison, 2023. "Comment on Marsigliante et al. Effects on Children’s Physical and Mental Well-Being of a Physical-Activity-Based School Intervention Program: A Randomized Study. Int. J. Environ. Res. Public Health 20," IJERPH, MDPI, vol. 20(23), pages 1-5, December.

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