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Associations between meeting sleep, physical activity or screen time behaviour guidelines and academic performance in Australian school children.

ABSTRACT: BACKGROUND:Current guidelines suggest too little sleep, too little physical activity, and too much sedentary time are associated with poor health outcomes. These behaviours may also influence academic performance in school children. The primary purpose of this study was to examine the relationships between sleep, physical activity, or sedentary behaviours and academic performance in a school with a well-developed and integrated technology use and well-being program. METHODS:This was a cross-sectional survey of students (n?=?934, Grades 5-12) in an Australian school with a bring-your-own device (tablet or laptop computer) policy. Students reported sleep, physical activity, and sedentary (screen and non-screen) behaviours. Academic performance was obtained from school records. Linear regressions were used to test the association between behaviours and academic performance outcomes. RESULTS:Seventy-four percent of students met sleep guidelines (9 to 11?h for children 5-13?years and 8 to 10?h for 14-17?year olds), 21% met physical activity guidelines (60?min of moderate-to-vigorous physical activity every day), and 15% met screen time guidelines (no more than 2?h recreational screen time per day); only 2% met all three. There were no associations between meeting sleep guidelines and academic performance; however later weekend bedtimes were associated with poorer academic performance (-?3.4 points on the Average Academic Index, 95%CI: -?5.0, -?1.7, p?

SUBMITTER: Howie EK

PROVIDER: S-EPMC7165394 | biostudies-literature | 2020 Apr

REPOSITORIES: biostudies-literature

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Associations between meeting sleep, physical activity or screen time behaviour guidelines and academic performance in Australian school children.

Howie Erin K EK Joosten John J Harris Courtenay J CJ Straker Leon M LM

BMC public health 20200417 1

<h4>Background</h4>Current guidelines suggest too little sleep, too little physical activity, and too much sedentary time are associated with poor health outcomes. These behaviours may also influence academic performance in school children. The primary purpose of this study was to examine the relationships between sleep, physical activity, or sedentary behaviours and academic performance in a school with a well-developed and integrated technology use and well-being program.<h4>Methods</h4>This w ...[more]

PMID: 32303199

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Project description:BACKGROUND:World Health Organisation (WHO) Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children under 5?Years of Age were released in 2019. The aim of this study was to examine the proportion of Chinese kindergarten children who met each individual guideline and each combination of the guidelines and the associations with adiposity. METHODS:Participants were 254 kindergarten children aged 4.1-6.3?years recruited from three kindergartens in urban area of Beijing. Physical activity, sedentary behaviour and sleep duration were assessed using 24-h accelerometry over three consecutive days. Screen time was reported by parents. Weight and height were measured; and children were categorised into normal weight and overweight/obese groups according to the WHO age- and sex- specific criteria. Frequency analyses were performed to examine the proportion of children meeting individual and combination of these guidelines. Logistics regression analyses were conducted to examine the associations between guideline compliance and adiposity. RESULTS:The proportion of children who met the physical activity (? 3?h daily physical activity, including ?1?h daily moderate- to vigorous-intensity physical activity (MVPA)), sedentary screen time (<?1?h/day), and sleep guidelines (10-13?h/day) were 65.4, 88.2 and 29.5%, respectively; only 15.0% met all three guidelines and 2.7% did not meet any of the guidelines. Not meeting the physical activity guideline, sleep guideline, or combination of any two guidelines, or all three guidelines was not associated with overweight or obesity; however, children who did not meet the sedentary screen time guidelines were at higher risk for overweight and obesity (odds ratio?=?3.76, 95% CI: 1.50-9.45). CONCLUSIONS:In our study, only a small proportion of children met all three guidelines. Most Chinese kindergarten children met physical activity guidelines or screen time guidelines, whereas fewer children met sleep guideline. Not meeting sedentary screen time guidelines was associated with adiposity, which warrant further interventions for limiting screen time in young children.

Project description:BackgroundChildren's activity patterns in the periods before and after school make a key contribution to achieving 24-h movement guidelines. There are currently no national-level guidelines informing physical activity and screen time practices in Outside School Hours Care (OSHC) programs anywhere in the world. This study aimed to work with industry, government and academic stakeholders to develop draft physical activity and screen time guidelines for use in Australian OSHC.MethodsA 4-round online Delphi survey was conducted from May 2019 to January 2020. The Delphi participants included national and international experts and stakeholders from academia, education, government, health and the OSHC sectors. Round 1 consisted of open-ended questions exploring physical activity, screen time and sedentary behaviour in various periods of OSHC (before school, after school and vacation care). In rounds 2 and 3, participants rated the importance of items generated from the first round for inclusion in national guidelines using a Likert scale (1-9). Consensus was defined a priori as ≥80% of respondents rating an item as "critically important" (score 7-9). Between rounds 3 and 4, the guideline development panel used the consensus items, systematic review evidence, and followed the GRADE process, to draft the guidelines. In round 4, participants were invited to provide feedback on the draft guidelines and comment on barriers and enablers to implementation.ResultsSixty-seven stakeholders agreed to participate, with response rates 61, 81, 54 and 72% for the four rounds respectively. Of the 123 items generated across the three rounds, 48 statements achieved consensus agreement as critically important for inclusion in the guidelines. These included offering a variety of physical activities (free play, playground and equipment) and restriction of screen time. The final round provided feedback on the draft guidelines. The wording of the guidelines was found to be appropriate and preliminary enablers and barriers to implementation were identified.ConclusionsThis world-first expert and stakeholder consultation has underpinned the development of the draft Australian guidelines for physical activity and screen time in OSHC. Ongoing work is needed to further refine the guidelines, determine current rates of compliance with the guidelines and implement the guidelines into practice.

Project description:PurposeTo examine how well Chinese adolescents meet the physical exercise time and screen time recommendations in the Physical Activity Guidelines for Chinese Residents (2021), and the relationship between adolescents' physical exercise time, screen time and their academic performance.MethodDaily physical exercise time, screen time and academic performance were collected from Grade 8 adolescents (n = 9,449). Academic performance included standardized scores on Chinese, Math and English tests and responses to the School Life Experience Scale.ResultsMeeting the physical activity time and screen time in the Physical Activity Guidelines for Chinese Residents was associated with adolescents' academic performance. Specifically, having at least 60 min of physical exercise per day was associated with adolescents' school life experiences compared to adolescents who did not meet the physical exercise time and screen time in the Chinese Residents' Physical Activity Guidelines. Less than 2 h of cumulative screen time per day was associated with adolescent mathematics test scores, English test scores and school life experiences. Meeting both physical exercise time and screen time to be recommended had more significant effects on adolescents' mathematics, Chinese, English and school life experiences. Meeting both the physical exercise time and screen time recommendations in the Physical Activity Guidelines for Chinese Residents was more significantly associated with boys' mathematics test scores, Chinese test scores and School life experience. Meeting both the physical exercise time and screen time requirements in the Physical Activity Guidelines for Chinese Residents had a more significant effect on School life experience for girls.ConclusionPhysical exercise participation of at least 60 min per day and/or less than 2 h of cumulative screen time per day were both associated with adolescent academic performance. Stakeholders should actively promote adolescents to follow the Physical Activity Guidelines for Chinese Residents (2021).

Project description:BackgroundAdolescence is a vulnerable period for experiencing poor sleep health. Growing studies have demonstrated lifestyle behaviors including physical activity (PA), screen time (SCT), and sedentary behaviors (SED) as the potential factors associated with sleep health in adolescents; yet, the evidence is inconclusive and the directionality of temporal associations across school days are not well understood. This study examined the day-to-day bidirectional associations of lifestyle behaviors with sleep health parameters in adolescents.MethodsA total of 263 adolescents (58% boys) in 6th - 8th grades wore an accelerometer for 24-hour across the three consecutive school days and completed recording SCT in time-diary and answering sleep quality (SQ) questions for each day. Sleep-wake patterns as well as time spent in moderate- and vigorous-intensity PA (MVPA) and SED were objectively quantified from the wrist-worn accelerometry data across the two segments of the day (during and after school hours). Mixed model analyses were conducted to test bidirectional associations between lifestyle factors and sleep health parameters in each temporal direction across the days. Additionally, indirect associations across the days were tested using an autoregressive cross-lagged model analysis in the framework of path analysis.ResultsMVPA minutes in a day did not predict sleep health parameters that night. The bidirectional associations were partially observed between SED and sleep health, but the significance and direction of the associations largely varied by the time segment of a day as well as types of sleep health parameters. Additionally, greater SCT during the day was associated with lower SQ that night (b = -0.010; P = .018), and greater SQ was associated with greater MVPA during school hours (b = 6.45; P = .028) and lower SED after school hours (b = -39.85; P = .029) the next day. Lastly, there were significant indirect associations of SCT with sleep health parameters across the days indicating multi-day lagged effects of SCT on sleep health the later nights.ConclusionThis study highlights the importance of lowering SCT for better sleep health in adolescents during school days. Additionally, perceived SQ is shown to be a potential significant predictor promoting healthy behaviors the next day independent of sleep-wake patterns. Further studies are warranted to confirm the observed temporal associations between SCT, SQ, and behavioral outcomes in this vulnerable population.

Project description:BACKGROUND:Several countries have released movement guidelines for children under 5 that incorporate guidelines for sleep, physical activity and sedentary behavior. This study examines prospective associations of preschool children's compliance with the 24-Hour Australian movement guidelines (sleep, physical activity, screen time) and physiological, psychosocial and educational outcomes during primary school. METHODS:Data were from the Healthy Active Preschool and Primary Years Study (Melbourne, Australia; n?=?471; 3-5?years; 2008/9). Follow-ups occurred at 3 (2011/12; 6-8?years), 6 (2014/15; 9-11?years) and 7 (2016; 10-12?years) years post baseline. Multiple regression models assessed associations between compliance with guidelines at baseline and later outcomes. RESULTS:Children were 4.6?years at baseline (53% boys; 62% high socio-economic families). Most children met physical activity (89%) and sleep (93%) guidelines; 23% met screen-time guidelines; and 20% met all guidelines at baseline. Meeting all of the three guidelines was associated with lower BMI z-scores at 9-11?years of age (b?=?-?0.26, 95%CI -0.47, -?0.05). Meeting physical activity guidelines was associated with higher total body bone mineral density (b?=?0.64, 95%CI 0.15, 1.13), and total body bone mineral content (b?=?183.19, 95%CI 69.92, 296.46) at 10-12?years of age. Meeting sleep guidelines was associated with better reading (b?=?37.60, 95%CI 6.74, 68.46), spelling (b?=?34.95, 95%CI 6.65, 63.25), numeracy (b?=?39.09, 95%CI 11.75, 66.44), language (b?=?44.31, 95%CI 11.77, 76.85) and writing (b?=?25.93, 95%CI 0.30, 51.57) at 8-9?years of age. No associations were evident for compliance with screen-time guidelines or for psychosocial outcomes. CONCLUSIONS:Compliance with different movement behavior guidelines was associated with different outcomes. Strategies to support children in meeting all of the guidelines are warranted to maximize health and educational outcomes. Future research investigating dose-response associations, and potential mechanisms, is necessary.

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Associations between meeting sleep, physical activity or screen time behaviour guidelines and academic performance in Australian school children.

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Associations between meeting sleep, physical activity or screen time behaviour guidelines and academic performance in Australian school children.

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