Associations of total sedentary time,screen time and non-screen sedentary time with adiposity and physical fitness in youth: the mediating effect of physical activity     

Verónica Cabanas-Sánchez  David Martínez-Gómez  Irene Esteban-Cornejo  Alejandro Pérez-Bey  José Castro Piñero  Oscar L. Veiga 《Journal of sports sciences》2019,37(8):839-849

The aims of the present study were: i) to examine the associations of total accelerometer-based sedentary time (ST) and specific-domain self-reported ST (i.e., screen-based, educational-based, social-based, and other-based ST) with adiposity and physical fitness in youth; and ii) to analyse the mediation effect of physical activity (PA) on associations.

This study was conducted with 415 children (9.1 ± 0.4 years) and 853 adolescents (13.6 ± 1.6 years) in Spain during 2011–2012. Total ST and PA were assessed by accelerometry. Leisure-time spent in twelve sedentary behaviours was self-reported. Adiposity and physical fitness was measured following the ALPHA battery for youth.

Total accelerometer-based ST was positively associated with global adiposity score in children, and negatively associated with global physical fitness score in children and adolescents; but relationships were not independent of PA. PA mediated all associations of accelerometer-based and self-reported ST with adiposity or physical fitness in children. Conversely, screen-, educational-, social-, and other-based ST were negatively related to physical fitness in adolescents, independently of PA.

These findings give an impetus to developing effective strategies for specifically promoting PA in children and for increasing PA while reducing ST in adolescents in order to produce improvements on adiposity and physical fitness.  相似文献   

Effects of aerobic exercise and cognitively engaging exercise on cardiorespiratory fitness and motor skills in primary school children: A cluster randomized controlled trial     

Irene M.J. van der Fels  Esther Hartman  Roel J. Bosker  Johannes W. de Greeff  Anne G.M. de Bruijn  Anna Meijer 《Journal of sports sciences》2020,38(17):1975-1983

ABSTRACT

This paper examined effects of two interventions on cardiorespiratory fitness and motor skills, and whether these effects are influenced by baseline levels, and dose of moderate-to-vigorous physical activity (MVPA) during the intervention. A cluster randomized controlled trial was implemented in 22 schools (n = 891; 9.2 ± 07 years). Intervention groups received aerobic or cognitively engaging exercise (14-weeks, four lessons per week). Control groups followed their regular physical education programme. Cardiorespiratory fitness, motor skills and MVPA were assessed. Multilevel analysis showed no main effects on cardiorespiratory fitness and motor skills although the amount of MVPA was higher in the aerobic than in the cognitively engaging and control group. Intervention effects did not depend on baseline cardiorespiratory fitness and motor skills. Children with a higher dose of MVPA within the intervention groups had better cardiorespiratory fitness after both interventions and better motor skills after the cognitively engaging intervention. In conclusion, the interventions were not effective to enhance cardiorespiratory fitness and motor skills at a group level, possibly due to large individual differences and to a total dose of MVPA too low to find effects. However, the amount of MVPA is an important factor that influence the effectiveness of interventions.  相似文献   

Correction to: Mechanisms mediating the relation between reading self-concept and reading comprehension     

Locher  Franziska Maria  Becker  Sarah  Schiefer  Irene  Pfost  Maximilian 《European Journal of Psychology of Education - EJPE》2021,36(2):551-551

European Journal of Psychology of Education - The article Mechanisms mediating the relation between reading self-concept and reading comprehension, written by Franziska Maria Locher, Sarah Becker,...  相似文献   

The Women Pearl Divers of Ise Shima     

Irene Dayton 《The Educational forum》2013,77(2)

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Winifred Gibson     

Irene S. Douglas 《Clearing house (Menasha, Wis.)》2013,86(5)

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Variance and Context Differences in Teaching at Differentially Effective Schools     

Irene Virgilio  Charles Teddlie  Jeffrey Oescher 《School Effectiveness & School Improvement》2013,24(2):152-168

ABSTRACT

This study follows up on recent research exploring the differences in teaching within more or less effective schools. Results verify that teachers in more effective schools score consistently higher on indices of effective teaching than those in typical or less effective schools. Furthermore, teachers in more effective schools demonstrate less variance in teaching behaviors, indicating more formal or informal socialization at the school level. Additional differences in mean and deviation scores were noted between elementary and junior high schools, suggesting differential school processes at operation in those two levels.  相似文献   

Discussion of ‘are Statisticians Cold‐blooded Bosses? A New Perspective on the “Old” Concept of Statistical Population’ by Y. Lu and K. S. S. Henning          下载免费PDF全文

Irene Kaimi 《Teaching Statistics》2015,37(1):26-29

This articles argues in favour of a recently introduced approach to statistical inference which focuses on understanding the data generating process. A comprehensive example supports the discussion.  相似文献   

The development of a model of creative space and its potential for transfer from non-formal to formal education     

Irene White  Francesca Lorenzi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2016,62(6):771-790

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The Position of Museum and Gallery Educators in Spain: Some Paradoxes          下载免费PDF全文

Irene Amengual‐Quevedo 《The International Journal of Art & Design Education》2017,36(1):50-60

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Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications     

Irene Salter  Leslie Atkins 《Journal of Science Teacher Education》2013,24(1):157-177

While some researchers have argued for science classrooms that embrace open-inquiry by engaging students in doing science as scientists do (cf. National Research Council [NRC] 1996; Driver et al. in Sci Educ 84:287–312, 2000; Windschitl et al. in Sci Educ 87(1):112–143, 2008), others have argued that open-inquiry is impractical, ineffective, and perhaps even counter-productive towards promoting normative scientific ideas (cf. Kirschner et al. in Educ Psychol 41(2):75–86, 2006; Settlage in J Sci Teach Educ 18:461–467, 2007). One of the challenges in informing the debate on this issue is the scarcity of well-documented courses that engage students in open-inquiry characteristic of scientific research. This paper describes the design, implementation, and outcomes of such a course for undergraduates planning on becoming elementary teachers. The goal of the class was to immerse future teachers in authentic, open-inquiry (without specific learning goals related to scientific concepts) in hopes that students would come away with a deeper understanding of the nature of science (NOS) and improved attitudes towards science. Data collected from a variety of sources indicate that an authentic, open-inquiry experience is feasible to implement in an undergraduate setting, gives students a more sophisticated NOS understanding, improves students’ attitudes towards science and open-inquiry, and changes the way they intend to teach science in their future classrooms.  相似文献