Association between physical activity and digestive-system cancer: An updated systematic review and meta-analysis

BackgroundPhysical activity (PA) may have an impact on digestive-system cancer (DSC) by improving insulin sensitivity and anticancer immune function and by reducing the exposure of the digestive tract to carcinogens by stimulating gastrointestinal motility, thus reducing transit time. The current study aimed to determine the effect of PA on different types of DSC via a systematic review and meta-analysis.MethodsIn accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we searched for relevant studies in PubMed, Embase, Web of Science, Cochrane Library, and China National Knowledge Infrastructure. Using a random effects model, the relationship between PA and different types of DSC was analyzed.ResultsThe data used for meta-analysis were derived from 161 risk estimates in 47 studies involving 5,797,768 participants and 55,162 cases. We assessed the pooled associations between high vs. low PA levels and the risk of DSC (risk ratio (RR)  = 0.82, 95% confidence interval (95%CI): 0.79–0.85), colon cancer (RR = 0.81, 95%CI: 0.76–0.87), rectal cancer (RR = 0.88, 95%CI: 0.80–0.98), colorectal cancer (RR = 0.77, 95%CI: 0.69–0.85), gallbladder cancer (RR = 0.79, 95%CI: 0.64–0.98), gastric cancer (RR = 0.83, 95%CI: 0.76–0.91), liver cancer (RR = 0.73, 0.60–0.89), oropharyngeal cancer (RR = 0.79, 95%CI: 0.72–0.87), and pancreatic cancer (RR = 0.85, 95%CI: 0.78–0.93). The findings were comparable between case-control studies (RR = 0.73, 95%CI: 0.68–0.78) and prospective cohort studies (RR = 0.88, 95%CI: 0.80–0.91). The meta-analysis of 9 studies reporting low, moderate, and high PA levels, with 17 risk estimates, showed that compared to low PA, moderate PA may also reduce the risk of DSC (RR = 0.89, 95%CI: 0.80–1.00), while compared to moderate PA, high PA seemed to slightly increase the risk of DSC, although the results were not statistically significant (RR = 1.11, 95%CI: 0.94–1.32). In addition, limited evidence from 5 studies suggested that meeting the international PA guidelines might not significantly reduce the risk of DSC (RR = 0.96, 95%CI: 0.91–1.02).ConclusionCompared to previous research, this systematic review has provided more comprehensive information about the inverse relationship between PA and DSC risk. The updated evidence from the current meta-analysis indicates that a moderate-to-high PA level is a common protective factor that can significantly lower the overall risk of DSC. However, the reduction rate for specific cancers may vary. In addition, limited evidence suggests that meeting the international PA guidelines might not significantly reduce the risk of DSC. Thus, future studies must be conducted to determine the optimal dosage, frequency, intensity, and duration of PA required to reduce DSC risk effectively.     

Association between fundamental motor skills and physical activity in the early years: A systematic review and meta-analysis

BackgroundPhysical activity (PA) in the early years is associated with a range of positive health outcomes. Fundamental motor skill (FMS) competence is associated with PA and is theorized to be driven by PA in the early years and vice versa in mid to late childhood. However, to date, no studies have meta-analyzed the association between PA and FMS in the early years.MethodsSix electronic databases were searched for articles published up to April 2019. Cross-sectional and longitudinal studies were included if they targeted children (ages 3–6 year) as the population of the study and assessed the association between objectively measured PA and FMS. Total FMS, total physical activity (TPA), and moderate-to-vigorous physical activity (MVPA) data were meta-analyzed using a random effects model.ResultsWe identified 24,815 titles and abstracts. In total, 19 studies met the inclusion criteria, including 14 cross-sectional and 4 longitudinal studies, as well as 1 study with cross-sectional and longitudinal analysis. There was a significant but small positive association between FMS and MVPA (r = 0.20, 95% confidence interval (CI): 0.13–0.26) and TPA (r = 0.20, 95%CI: 0.12–0.28). Findings from longitudinal studies revealed that PA drives FMS in early childhood. Mediation was explored in 1 study, which found that perceived motor competence did not mediate the association between FMS and PA.ConclusionUsing a meta-analysis, this study is the first to show a positive association between FMS, MVPA, and TPA in the early years of childhood, suggesting that the association begins at an early age. Limited evidence from longitudinal studies supports the theory that PA drives FMS in the early years of childhood. More evidence is needed from large studies to track PA and FMS until mid to late childhood and to explore the mediators of this association.     

The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.     

论体力活动与学校体育

深入探讨了体力活动的定义、理论意义，体力活动在学校体育中的理论地位以及体力活动的相关知识和技能对学生体育实践的意义，以引起学校体育工作对这一概念的重视。     

Gendering physical education: The role of the French State in the aftermath of the First World War

Abstract

The Great War contributed greatly to challenge the gender order in France, a context that resulted in both a crisis of masculinity and a certain freedom of women. As a reaction, men and women were redefined in the aftermath of the First World War according to traditional gender expectations. This return to tradition was especially reflected in the new official discourse on physical education. Between 1919 and 1927, the so-called “French Method of Physical Education” was written by the Military School of Joinville-Le-Pont and immediately imposed on the State school system for all French pupils. Consisting of three large volumes, the “French Method” offers an excellent tool to explore how the French State redefined the gender relations and presented ideal models of masculinity and femininity. The issue is of particular interest because the “French Method” became compulsory for almost half a century in France and was largely disseminated throughout the world.     

Recurrent pain and discomfort in relation to fitness and physical activity among young school children

Abstract

As an increase in pain symptoms among children has been shown in the last decades, the aim of this study was to describe perceptions of recurrent pain, measured physical fitness and levels of reported physical activity (PA) in children, and to investigate if any associations between PA, fitness and recurrent pain could be identified. A school-based study comprised 206 Swedish children 8–12 years old, 114 boys, 92 girls. A questionnaire with questions about perceived pain, self-reported PA and lifestyle factors was used. Health-related fitness was assessed by 11 physical tests. A physical index was calculated from these tests as a z score. High physical index indicated high fitness and low physical index indicated low fitness. ANOVA test, chi-square test and logistic regression analysis were used to compare active and inactive children. The prevalence of one pain location (head, abdomen or back) was 26%, two 11% and three 4% (n=206). Female gender, living in single-parent families, low PA and low subjective health were associated with reported recurrent pain. Children reporting high levels of PA had high physical index and reported low prevalence of pain symptoms. The physical index and level of self-reported PA decreased gradually the more pain locations. Physically active children had higher fitness levels and reported less pain symptoms than inactive peers. Coping with pain is an integral part of PA, and active children learn to cope with unpleasant body sensations which together with high fitness may reduce the perception of pain.     

体育与学校教育的关系

根据马克思主义哲学的方法论，对当前学校体育在学校教育中的位置与关系问题进行了简单的论述，旨在使人们对学校体育的重要性有更深一步认识，确立身心和谐发展的现代体育观，树立面向21世纪学校体育的新观念。     

Centralising space: the physical education and physical activity experiences of South Asian,Muslim girls

This paper explores the physical education (PE) and physical activity experiences of a group of South Asian, Muslim girls, a group typically marginalised in PE and physical activity research. The study responds to ongoing calls for research to explore across different spaces in young people's lives. Specifically, I draw on a ‘middle-ground’ approach, using Hill Collins' matrix of domination and the notion of intersectionality. These concepts offer the possibility to explore the kinds of settings (physical, social and cultural) in which girls undertake PE and physical activity, how these spaces influence experience and how the girls navigate these spaces. The study is based in a large, urban, co-educational, secondary school in Yorkshire, England (95% of the students are from minority ethnic communities, 91% are Muslim and 63% live in the top 10% most deprived neighbourhoods in the country). Data generation involved three phases: observations, creating research artefacts in focus groups and in-depth interviews. The findings reveal the diverse ways the girls are physically active. They also demonstrate a complexity to their involvement which is contingent upon space, discourses and people. For example, discourses of competition, ability and peers are more significant within PE; whilst family, religion and culture feature beyond this context. The paper concludes by acknowledging the girls' heterogeneity and agency in the ways they strategically navigate spaces in their quest to be physically active on their terms.     

A critical review of national physical activity policies relating to children and young people in England

BackgroundThere has been an increasing focus on the importance of national policy to address population levels of physical inactivity. It has been suggested that the 4 cornerstones of policy comprise (1) national guidelines on physical activity (PA), (2) setting population goals and targets, (3) surveillance or health-monitoring systems, and (4) public education. The current study aimed to review the policy actions that have addressed each of these elements for children and youth in England and to identify areas of progress and remaining challenges.MethodsA literature search was undertaken to identify past and present documents relevant to PA policy for children and youth in England. Each document was analyzed to identify content relevant to the 4 cornerstones of policy.ResultsPhysical activity guidelines (Cornerstone 1) for children and youth have been in place since 1998 and reviewed periodically. Physical activity targets (Cornerstone 2) have focussed on the provision of opportunities for PA, mainly through physical education in schools rather than in relation to the proportion of children meeting recommended PA levels. There has been much surveillance (Cornerstone 3) of children''s PA, but this has been undertaken infrequently over time and with varying inclusions of differing domains of activity. There has been only 1 campaign (Cornerstone 4) that targeted children and their intermediaries, Change4Life, which was an obesity campaign focussing on dietary behavior in combination with PA. Most recently, a government infographic supporting the PA guidelines for children and young people was developed, but details of its dissemination and usage are unknown.ConclusionThere have been many developments in national PA policy in England targeted to children and young people. The area of most significant progress is national PA guidelines. Establishing prevalence targets, streamlining surveillance systems, and investing in public education with supportive policies, environments, and opportunities would strengthen national policy efforts to increase PA and reduce sedentary behavior.     

Determinants and patterns of physical activity practice among Spanish university students

Abstract

The purpose of the present study was to investigate the socio-demographic and lifestyle determinants of physical activity practice, as well as the motivations for being or not being physically active in Spanish university students. A representative sample of students from a Spanish university (n = 2,051; 42.1% males; mean age 21.9, s = 4.8 years) participated in the present cross-sectional study. A questionnaire including questions regarding lifestyle, dietary habits, parents' characteristics, and physical activity habits was administered to the students. The socio-demographic and lifestyle determinants of physical activity practice were assessed using multivariable logistic regression. 68.4% of men and 48.4% of women reported to practise physical activity in the present sample. Those who practised physical activity consumed more fruits and were less likely to be smokers compared to non-physically active students. Also, physically inactive men spent more time in front of the computer and physically inactive women spent more time in front of the TV and were more likely to be frequent alcohol consumers. Maternal educational level and maternal physical activity habits were also important determinants of physical activity practice among men and women respectively. In conclusion, physically active students tended to engage in other healthy habits in the present population, suggesting the clustering of healthy or unhealthy lifestyle factors among specific subgroups.     

A systematic review and meta-analysis of implicit theory research in sport,physical activity,and physical education

The purpose of this systematic review and meta-analysis was to gather, catalogue, assess, and evaluate the available evidence examining implicit beliefs about ability in the sport, physical activity, and physical education contexts. A total of 43 studies were found, of which 39 were subjected to meta analyses. With only 7 experimental studies, the strength of evidence is moderate, and the field would benefit from greater experimental work. Overall, incremental beliefs were moderately associated with a small group of theoretically derived correlates, while entity beliefs were only weakly associated. The field would benefit from expanding these outcomes to include a wider range of pertinent outcomes. Researchers should focus their efforts on systematically exploring the most powerful ways of inducing adaptive implicit beliefs with the aim of providing solutions to significant problems such as preventing dropout from organised sports, improving academic grades in and beyond physical education, and increasing levels of physical activity.     

Monitoring health,activity and fitness in physical education: its current and future state of health

Various government policies, strategies and responses in England over the years have highlighted schools and physical education to be instrumental in addressing health and the focus on health has been strengthened within subsequent revisions of the National Curriculum. Whilst this might seem encouraging, concerns have been expressed that such policies and governmental regulation increasingly bear features of a ‘performative culture’ and that these have led to increasingly widespread health surveillance in schools. Linked to this are long-standing concerns over the way in which health is addressed in schools and physical education, as well as over some of the monitoring measures and practices employed within the curriculum. Despite this, little is known about monitoring practices in physical education. This article, therefore, presents findings of a study which aimed to (1) determine the nature, prevalence and purpose of monitoring health, physical activity and physical fitness within the physical education curriculum and (2) establish physical education teachers' views of and approaches to monitoring. The study comprised two phases. The first phase involved a survey completed by Heads of Physical Education in 110 secondary schools from across England, and the second semi-structured interviews with 18 of those from the original sample. The findings revealed monitoring, and in particular fitness monitoring, to be a common feature within the physical education curriculum in many schools. However, a number of issues and limitations associated with monitoring and some of the schools' monitoring practices were identified, and the individualistic nature and performative culture reflected in and reinforced through monitoring were acknowledged as potentially problematic. It was thus suggested that if the findings are typical, then monitoring practice is currently not in a good state of health. The article concludes proposing a way forward for monitoring within physical education in the form of some recommendations for practice.     

In-school and out-of-school physical activity in primary and secondary school children

Abstract

The aim of this study was to compare in-school and out-of-school physical activity within a representative sample. Socio-demographic, physical activity, and anthropometric data were collected from a random sample of children (250 boys, 253 girls) aged 3–16 years attending nine primary and two secondary schools. Actigraph GT1M accelerometers, worn for seven days, were used to estimate physical activity levels for in-school (typically 09.00–15.00 h), out-of-school (weekday), and weekend periods. Physical activity as accelerometer counts per minute were lower in school versus out of school overall (in school: 437.2 ± 172.9; out of school: 575.5 ± 202.8; P < 0.001), especially in secondary school pupils (secondary: 321.6 ± 127.5; primary: 579.2 ± 216.3; P < 0.001). Minutes of moderate-to-vigorous physical activity accumulated in school accounted for 29.4 ± 9.8% of total weekly moderate-to-vigorous physical activity overall but varied by sector (preschool: 37.4 ± 6.2%; primary: 33.6 ± 8.1%; secondary: 23.0 ± 9.3%; F = 114.3, P < 0.001). Approximately half of the children with the lowest in-school activity compensated out of school during the week (47.4%) and about one-third at the weekend (30.0%). Overall, physical activity during the school day appears to be lower than that out of school, especially in secondary school children, who accumulate a lower proportion of their total weekly moderate-to-vigorous physical activity at school than younger children. As low in-school activity was compensated for beyond the school setting by less than half of children, promoting physical activity within the school day is important, especially in secondary schools.     

Relationship between school rhythm and physical activity in adolescents: the HELENA study

The aim was to assess the relationship between school rhythm and physical activity (PA) in adolescents. The study included 2024 adolescents (12.5–17.4 years). Participants wore an accelerometer for 7 days. A short school rhythm was defined as a short time at school with short recesses and less time in teaching per day (Group 1). A long school rhythm was defined as a longer time at school with more time in teaching and recess (Group 2). Adolescents in Group 1 performed less moderate to vigorous PA (MVPA) than those in Group 2 per week (P < .0001), especially during school days (recess: 3.9 ± 4.0 vs. 9.8 ± 7.9 min · day^?1; P < .0001; teaching hours: 14.5 ± 9.8 vs. 19.1 ± 12.0 min · day^?1; P < .0001). Adolescents in Group 1 were less likely to meet the PA recommendations than were adolescents in Group 2: 30.7% vs. 34.1% (P < .0001). During school days, the percentage of adolescents who spent more than 2 h · day^?1 in sedentary activities was greater in the Group 1 (P < .001). Our results suggest that leisure-time out-of-school hours is used mainly for sedentary activities, and that school time provides a good opportunity for promoting PA.     

Get moving! A comparison of ideas about body,health and physical activity in materials produced for health education in the Danish Primary School

In the debate over health, one political message has become more and more dominant in western societies over the past decade: Get moving! The logic seems to be that physical activity per se equals better health and that the more physical activity, the better one's health. This logic has, among other things, induced an increased political focus on educational settings and physical education (PE) as a central place for promoting health by increasing physical activity. Today PE is often explicitly identified with health in contemporary school curricula, and this means that PE teachers unavoidably encounter contemporary perceptions of health and physical activity in their professional practice. Taking as its starting point four different teaching resources produced for health education in the Danish Primary School, this article presents four different health cultures and their recommendations for physical activity as a health-promoting practice. The aim is to challenge current perceptions of health and the related recommendations for physical activity in providing a springboard for health communicators and PE teachers to reflect on the health cultures they encounter and maybe to consider how these aligns their own preferred health culture.     

学校体育活动课程实施的价值取向及特征

以现代课程与教学论的观点和方法,从学科理论、社会发展需求、人格全面发展、教师的价值现和功利主义等不同视角论述了学校体育活动课程实施的价值取向和表现特征。     

体育游戏在职业院校体育教学中的运用

运用文献资料法、逻辑分析法及专家咨询等方法,结合职业院校体育教学经验,分析体育游戏在职业院校体育教学中的作用。职业院校体育教师在进行教学时,根据教学内容、任务及课程结构特点,培合场地器材选取恰当的体育游戏,不仅可以吸引学生注意力,还可以降低教学难度,提高教学质量,为终身体育真定基础。     

A systematic review of school-based interventions targeting physical activity and sedentary behaviour among older adolescents

Lack of physical activity (PA) and high levels of sedentary behaviour (SB) have been associated with health problems. This systematic review evaluates the effectiveness of school-based interventions to increase PA and decrease SB among 15–19-year-old adolescents, and examines whether intervention characteristics (intervention length, delivery mode and intervention provider) and intervention content (i.e. behaviour change techniques, BCTs) are related to intervention effectiveness. A systematic search of randomised or cluster randomised controlled trials with outcome measures of PA and/or SB rendered 10 results. Risk of bias was assessed using the Cochrane risk of bias tool. Intervention content was coded using Behaviour Change Technique Taxonomy v1. Seven out of 10 studies reported significant increases in PA. Effects were generally small and short-term (Cohen's d ranged from 0.132 to 0.659). Two out of four studies that measured SB reported significant reductions in SB. Interventions that increased PA included a higher number of BCTs, specific BCTs (e.g., goal setting, action planning and self-monitoring), and were delivered by research staff. Intervention length and mode of delivery were unrelated to effectiveness. More studies are needed that evaluate long-term intervention effectiveness and target SBs among older adolescents.     

Training to teach physical education in a grammar school for boys: female narratives and mentor perspectives

This research examines the school-based training experiences of a female trainee teacher of physical education (Emily) at a grammar school for boys. The purpose of this research is to consider whether the sex of the trainee teacher either inhibits or advances the professional development of trainee teachers in an opposite-sex school. Emily provided a continuous commentary through narrative accounts of her professional development within an all-boys grammar school whilst undertaking the final stage of her statutory school-based training in south-east England through the use of an on-line journal which generated computer-mediated data. Emily highlighted her initial anxieties; the challenges she faced during the placement; and her overall perceptions of training to teach physical education in a grammar school for boys. A post-placement interview also provided additional data with regards to her professional development. Further evidence of Emily's experiences and progress was provided by her mentor's final report and through e-mail correspondence. The findings suggest that whilst the sex of the trainee is a contextual factor to consider in an opposite-sex school it does not inhibit the professional development of the trainee and has little relevance to training to teach physical education in an opposite-sex school.