Are the school environment for physical activity and play time mediators of the effect of a school-based intervention on student’s academic performance?
ISPAH ePoster Library. Barbosa Filho V. Oct 16, 2018; 225393; 226
Dr. Vater Barbosa Filho
Dr. Vater Barbosa Filho
Login now to access Regular content available to all registered users.
Rate & Comment (0)
Abstract Introduction/BackgroundSpecial attention to the relationship between health and education has been explored in school-based interventions. The aim of this study was examining whether the perception of the school environment for physical activity (PA) and engagement in playing time are mediators of the effect of an intervention on academic score in Brazilian students.MethodA cluster-randomized controlled trial was carried out in 2014 in Fortaleza, Brazil. Schoolchildren (11-17 years-old) from two intervention schools and two control schools were evaluated. The 4-months intervention included strategies focused on teacher training, environmental changes and health education. The standardized questionnaire evaluated school environment (mediator 1) and playing time (mediator 2). Academic performance was estimated considering grade-specific z-scores from standardized tests in mathematics at baseline and post-intervention (second semester with intervention). Multiple serial mediation analysis was used to investigate the direct and indirect effects; the mediation was confirmed when the product of coefficients and theirs 5000 bootstrapped confidence interval (CI) of 95% did not included zero.Results Data from 733 adolescents (intervention: 361 students; and control: 372 students) were included. There was no direct effect of the intervention on academic score (c’ coefficient = 0.110; 95%CI: -0.378; 0.598), and a1, a2 and d21 coefficients were statistically significant. Indirect effects showed that only the pathway intervention:school environment:playing time:academic scores was statistically significant (product of coefficients a1d21b2 = 0.010; 95%CI: 0.001; 0.030).ConclusionThe results suggest that school-based PA intervention can help academic performance, through changing the perception of the school environment and the playing among adolescents.
    This eLearning portal is powered by:
    This eLearning portal is powered by MULTIEPORTAL
Anonymous User Privacy Preferences

Strictly Necessary Cookies (Always Active)

MULTILEARNING platforms and tools hereinafter referred as “MLG SOFTWARE” are provided to you as pure educational platforms/services requiring cookies to operate. In the case of the MLG SOFTWARE, cookies are essential for the Platform to function properly for the provision of education. If these cookies are disabled, a large subset of the functionality provided by the Platform will either be unavailable or cease to work as expected. The MLG SOFTWARE do not capture non-essential activities such as menu items and listings you click on or pages viewed.

Performance Cookies

Performance cookies are used to analyse how visitors use a website in order to provide a better user experience.

Save Settings