gavin sandercock - exercise and health conference
TRANSCRIPT
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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
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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
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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
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Monitoring Development
Academic - AttainmentPhysical – Activity & FitnessPsychological – Wellbeing
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PARENTAL GUIDANCE
advised: Contains explicit
language and very poor
grammar.
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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?
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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
*
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• 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
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Extracurricular Activities and Overall Levels of
Physical Activity:
Levels of overall physical activity in the
classroom:
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Fastest SlowestMile Run
Fastest SlowestMile Run
Mat
h Sc
ore
CAT6
Read
ing
Scor
e CA
T6Strongest association:
Least fit 20% (5th Quintile)*
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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
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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
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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
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How do children learn as well or better if they are more active at school: potential mechanisms
Biologicalor
Psychophysiological
Psychological
Psychosocial
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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
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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
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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
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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
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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
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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
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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....