0000000000359937
AUTHOR
Henna L. Haapala
showing 3 related works from this author
Differences in physical activity at recess and school-related social factors in four Finnish lower secondary schools
2017
This study investigated the differences in physical activity (PA) at recess and school-related social factors, and described school PA promotion processes and staff experiences at four lower secondary schools from the Finnish Schools on the Move programme. Recess PA, peer relationships at school, relatedness to school, and school climate were assessed via surveys with eighth-grade students in spring 2011 (n ¼ 385) and spring 2013 (n ¼ 373). Local contact people in the school projects (n ¼ 6), school staff (n ¼ 83) and principals (n ¼ 3) provided information on the PA promotion process via telephone interviews and surveys. Differences in student-level data in years 2011 and 2013 were analyse…
Adolescents' physical activity at recess and actions to promote a physically active school day in four Finnish schools
2014
The national Finnish Schools on the Move programme support schools with their individual plans to promote school-based physical activity (PA). We examined the changes in adolescents’ recess and overall PA in four lower secondary schools and described the school actions to promote students’ PA and the local contact persons’ perceptions of the effects. Recess and overall PA were assessed four times by anonymous questionnaires from students in grades 7–9 (n = 789) in 2010–12, and local contact persons (n = 7) provided information on school actions with diaries, interviews and surveys. Student data were analysed with descriptive statistics and chi-square tests, and school actions data were anal…
Longitudinal associations of physical activity and pubertal development with academic achievement in adolescents.
2020
Highlights • Boys with higher levels of moderate-to-vigorous physical activity had better academic achievement than those with lower levels of physical activity at baseline. • Physical activity was not associated with academic achievement at follow-up in boys or girls. • Continuously inactive adolescents had poorer academic achievement over the follow-up period than their more active peers. • Girls with more advanced pubertal status had better academic achievement than other girls.