Effects of video-guided active breaks with curricular content on mental health and classroom climate in chilean schoolchildren aged 6 to 10: study protocol for a multicentre randomized controlled trial.

Background: The incidence of mental health issues in children is increasing worldwide. In Chile, a recent surge in reports of deteriorating mental health among school populations and an increase in complaints related to poor school climate have been observed. Physical activity, specifically active breaks in the classroom, has shown positive effects on children's health. However, evidence regarding its impact on mental health and school climate in children is limited. Objective: This work outlines the design, measurements, intervention program, and potential efficacy of the "Active Classes + School Climate and Mental Health" project. This project will assess a 12-week program of active breaks through guided videos with curricular content in the school classroom, and its effects on mental health and school climate as its primary indicators. Additionally, it will measure physical activity, physical fitness, motor competence, and academic performance in students aged 6-10 years in the Biobío province, Chile, as secondary indicators. Methodology: A multicenter randomized controlled trial involving 823 students from 1st to 4th grade (6-10 years old), six schools (three intervention and three control) will be conducted in the Biobío region, Chile. Participants belonging to the intervention group will implement video-guided active breaks through the "Active Classes" web platform, featuring curricular content, lasting 5-10 min and of moderate to vigorous intensity physical activity, twice a day, Monday to Friday, over a span of 12 weeks. Expected Results/Discussion: To our knowledge, this will be the first study in Chile to evaluate the effects of incorporating video-guided active breaks with curricular content on mental health variables and school climate in schoolchildren. Thus, this study contributes to the scarce evidence on the effects of video-guided active breaks on mental health variables and school climate in schoolchildren worldwide. Additionally, it will provide crucial information about active teaching methodologies that have the potential to positively contribute to the wellbeing of students, thus addressing the problems of mental health and climate in Chilean schools. ClinicalTrials.gov ID NCT06423404.

Results from Chile's 2022 report card on physical activity for children and adolescents.

Purpose: To summarize the results of Chile's 2022 Report Card (RC) on physical activity (PA) for Children and Adolescents. Methods: Chile's 2022 RC included ten core PA indicators common to the Global Matrix 4.0. Evidence from scientific articles, reports, and databases published between 2018 and January 2022 was included for each indicator. The data were collected and analyzed by a national scientific committee, which assigned letter grades (A to F) using a consensus based on benchmarks defined and revised by the Active Healthy Kids Global Alliance. Results: The committee assigned the following grades: Overall PA, D-; Organized Sports and Physical Activity Participation, C-; Active Play, Incomplete; Active Transportation, D; Sedentary Behavior, D-; Physical Fitness, Incomplete; Family and Peers, D; School, C; Community and Environment, D+; Government, A-. Conclusions: Chile's 2022 RC, like its previous versions, shows persistently low grades for most indicators. Overall PA remained nearly unchanged, while Community and Environment scored lower. Slight improvements were seen in Organized Sports, Family and Peers, and School Environment. While Chile has endeavored to increase children's activity levels, policies require implementation through a systemic, coherent framework to promote sustainable changes and reach a larger portion of children and youth.

Low Sleep Hygiene Is Associated with Less Adherence to the Mediterranean Diet in Chilean Schoolchildren from Rural Public Schools-A Cross-Sectional Study.

The Mediterranean diet stands as a widely acknowledged and health-promoting dietary pattern, renowned for its notable linkage to the mitigation of noncommunicable chronic maladies. Nonetheless, the existing body of evidence concerning the potential interrelation between sleep hygiene and this dietary regimen remains circumscribed. The main objective was to determine the association between sleep hygiene and adherence to the Mediterranean diet in Chilean schoolchildren from rural public schools in southern Chile. A non-experimental study was carried out, with an analytical, cross-sectional design. A total of 265 students (56.6% women, mean age 13.5 ± 1.8) from a rural community in southern Chile were recruited. Sleep habits were evaluated using Section 6 of the Life Habits and Adolescence Questionnaire, Sleep and Rest, and adherence to the Mediterranean diet was assessed with the KIDMED Mediterranean Diet Adherence Questionnaire. The main results indicated that 52.8% of schoolchildren need to improve adherence to the Mediterranean diet and 16.6% have a low-quality Mediterranean diet. A high percentage of schoolchildren have behaviors related to poor sleep hygiene (going to bed late (46%), waking up tired and wanting to continue sleeping (63.8%), and having problems falling asleep (42.6%)). Schoolchildren who got up after 8:30 a.m., those who fell asleep after midnight, upon conducting a comparative analysis of the students based on their sleep patterns, those who woke up tired and those who had trouble falling asleep had a lower level of adherence to the Mediterranean diet compared to schoolchildren who got up earlier than 8:30 a.m., fell asleep before midnight, did not wake up tired, and those who did not find it difficult to fall asleep, respectively. In conclusion, having poor sleep patterns including difficulties in both awakening and falling asleep are associated with less adherence to the Mediterranean diet in schoolchildren from rural public schools in southern Chile. Monitoring these variables and promoting healthy lifestyle habits within the educational community are essential measures.

An active break program (ACTIVA-MENTE) at elementary schools in Chile: study protocol for a pilot cluster randomized controlled trial.

Background: Physical inactivity is prevalent in childhood. Schools can be an ideal context to promote the regular practice of physical activity since children spend there a large part of the day. In this sense, an emerging and current trend is active breaks at school. This article presents a study protocol that seeks to assess the feasibility and effectiveness of an intervention with active breaks (ACTIVA-MENTE program) in a school context on physical activity, on-task classroom behavior, and the physical activity enjoyment in schoolchildren. Methods: The protocol includes children aged 10 to 11 years. Two groups will be randomized (intervention and control groups). The intervention group will use the active break program, ACTIVA-MENTE, which consists of the application of a 4-min, 30-s video with moderate to vigorous-intensity physical activity. These breaks will be taken 6 times a day in the classes for 6 weeks. The total physical activity will be measured with accelerometers (Actigraph wGT3X-BT), the on-task behavior through the Direct Behavior Rating Scale and the level of enjoyment through the Physical Activity Enjoyment Scale. Discussion: Previous research reported that active breaks have positive results in physical activity levels. This study will be one of the few to design active breaks through videos without depending on the presence of a physical education teacher and it can also provide new findings on the effectiveness of an active break's structure (e.g., types of exercises and intensity) on the indicated outcomes. Expected results: It is expected that the ACTIVA-MENTE program can be a suitable program for school settings, potentially increasing physical activity levels, and the commitment to the task, as well as be a pleasant moment for the students. Clinical trial registration: Clinicaltrials.gov, identifier NCT05403996.

Which one? A comparative study of traditional and sports uniforms on academic achievement, cognitive performance, playtime, bullying, and discrimination in adolescents: The Cogni-Action Project.

Objective: The aim of this study was to compare academic achievement, cognitive performance, playtime, bullying, and discrimination in adolescents according to traditional uniforms (TUs) and sports uniforms (SUs) worn at school, while simultaneously exploring the influence of the school vulnerability index. Methods: A total of 988 Chilean adolescents (52.6% boys) aged 10-14 years participated in this cross-sectional study. Academic achievement was evaluated by the average grade in maths, language, and science grades, while cognitive performance was assessed through eight cognitive tasks. TUs affecting physical activity, playtime, bullying, and discrimination were queried. Mixed model analyses were performed. Results: No differences were observed in academic achievement (TU: 5.4 ± 0.1 vs. SU: 5.5 ± 0.2, p = 0.785) or in cognitive performance (TU: 99.6 ± 0.8 vs. SU: 98.9 ± 1.8, p= 0.754) according to the school uniformtype. Moreover, 64.1 % of participants declared that wearing TU affects their physical activity (traditional uniforms: + 8 min and sports uniforms: + 20 min), and those who believed so spent more time playing than those who answered negatively (14.5 min, p = 0.012). Finally, adolescents wearing SU displayed a lower feeling of bullying and discrimination; this finding depended mainly on the school's vulnerability. Conclusion: It is concluded that wearing TU does not show an educational advantage at an academic and cognitive level that justifies its obligation. In addition, it could be suggested that schools consider adolescents' opinions in adopting a more comfortable uniform, such as the SU. This feasible and low-cost measure would help to increase adolescents' physical activity during the school day, and, contrary to belief, it would not be related to increased feelings of bullying and discrimination.

[Association between sleep disorders and academic performance: Finding of health survey and academic performance in the Bio-Bio province 2018]. / Asociación entre problemas de sueño y rendimiento escolar: Resultados de la encuesta de salud y rendimiento escolar de la provincia del Biobío 2018.

OBJECTIVE: To analyze the association between sleep disorders, behaviors associated with cognition, and academic performance in elementary school students. SUBJECTS AND METHOD: Analytical and cross-sectional research including 733 students from 5th and 8th grades from public schools par ticipating in the study "Health survey and academic performance in the Bio-Bio Province 2018". The sleep disorders were reported through a sleep self-report questionnaire, and the academic per formance was measured through the grade point average (GPA) in subjects language, mathematics, physical education, general point averages, and perception of cognitive functions in a school context. RESULTS: 81.9% of the schoolchildren indicated problems with bedtime routines. The students with sleep disorders of both sexes presented higher memory problems, are slower in resolving math pro blems, have higher difficulties to maintain attention in classes, have more problems solving complex tasks, and more nervousness during a test than the student classified as not having sleep disorders. Additionally, the students with sleep disorders presented lower grades in their GPA and the subjects mathematics, language, and physical education than those students without sleep disorders. Con clusion: A high prevalence of bedtime routine problems was detected as well as an association bet ween sleep disorders and lower academic performance together with a worse perception of cognitive functions in schoolchildren. Implementing health promotion strategies, focused on sleep hygiene in educational centers could improve academic performance.

Anxiety, Low Self-Esteem and a Low Happiness Index Are Associated with Poor School Performance in Chilean Adolescents: A Cross-Sectional Analysis.

OBJECTIVE: To analyze the relationship between anxiety, self-esteem, happiness index and primary school students' academic performance in Chilean adolescents from the Biobío province. METHODOLOGY: 733 (46.1% girls; 12 (1.3 years)) public primary school students that completed the 2018 Health and School Performance Survey carried out in the Biobío province were included in this cross-sectional analysis. The BECK Anxiety Inventory (BAI) was used to measure anxiety while happiness index and self-esteem were measured using the subjective happiness scale and the Rosenberg self-esteem scale, respectively. School performance was measured by grade point average (GPA) of language, math, physical education and cumulative GPA, and behavior associated with cognition in the school context was also considered. The relationship between mental health indicators and school performance was investigated using a one-way ANOVA and Pearson correlation. RESULTS: In comparison to students with low anxiety levels and high self-esteem and happiness levels, students with higher anxiety levels, lower self-esteem and happiness levels perceived themselves as having memory problems. They were also slower to solve math problems, had a shorter attention span in class and presented more difficulties in solving complex tasks, as well as being more nervous during testing. These students also got the lowest grade point average in math, language and physical education. CONCLUSIONS: High anxiety levels, low self-esteem and low happiness levels were associated with lower school performance and weaker behavior associated with cognition in Chilean adolescents. Implementing plans of emotional education and mental health could improve academic achievement.

Could Physical Fitness Be Considered as a Protective Social Factor Associated with Bridging the Cognitive Gap Related to School Vulnerability in Adolescents? The Cogni-Action Project.

The first aim was to compare differences between school vulnerability groups, fitness levels, and their combination in adolescent cognitive performance. The second aim was to determine the mediation role of fitness in the association between school vulnerability and cognitive performance. A total of 912 Chilean adolescents aged 10-14 years participated in this study. The school vulnerability index (SVI) assigned by the Chilean Government was categorized into high-, mid-, or low-SVI. Adolescents were classified as fit or unfit according to their global fitness z-score computed from their cardiorespiratory (CRF), muscular (MF), and speed/agility fitness (SAF) adjusted for age and sex. A global cognitive score was estimated through eight tasks based on a neurocognitive battery. Covariance and mediation analyses were performed, adjusted for sex, schools, body mass index, and peak high velocity. Independent analyses showed that the higher SVI, the lower the cognitive performance (F(6,905) = 18.5; p < 0.001). Conversely, fit adolescents presented a higher cognitive performance than their unfit peers (F(5,906) = 8.93; p < 0.001). The combined analysis found cognitive differences between fit and unfit adolescents in both the high- and mid-SVI levels (Cohen's d = 0.32). No differences were found between fit participants belonging to higher SVI groups and unfit participants belonging to lower SVI groups. Mediation percentages of 9.0%, 5.6%, 7.1%, and 2.8% were observed for the global fitness score, CRF, MF, and SAF, respectively. The mediation effect was significant between low- with mid-high-SVI levels but not between mid- and high-SVI levels. These findings suggest that an adequate physical fitness level should be deemed a protective social factor associated with bridging the cognitive gap linked to school vulnerability in adolescents. This favourable influence seems to be most significant in adolescents belonging to a more adverse social background.

[Increased screen hours are associated with low school performance]. / Aumento de horas de pantalla se asocia con un bajo rendimiento escolar.

OBJECTIVE: To analyze whether screen time is related to lower academic performance in second-cycle students and to determine differences by sex. SUBJECTS AND METHOD: Analytical, retrospective, and cross-sectional research. 733 students from the 5th to 8th year of public schools participating in the study "school health and performance survey in the Biobío province 2018" were recruited. The use of the screen was self-reported through daily hours in front of the TV, video games, and the internet. School performance was measured with the report card of reading, math, physical education, and the grade point average and through behaviors related to cognition in the school context. To determine the relationship between screen time and school performance, the Pearson's correlation coefficient was determined, and to measure the influence of sex and screen hours on the grades, a two-way ANOVA was performed. RESULTS: The students spend 6.1 ± 5.3 hours in front of a screen daily. Boys spend more time playing video games and girls surfing the internet. Both boys and girls who spend more hours in front of a screen, mainly playing video games and surfing the internet, presented lower grades in mathematics, reading, physical education, grade point average, and had less memory, were slower in solving mathematical problems and had more difficulties in maintaining attention in class or solving complex tasks. CONCLUSION: Screen use is negatively associated with academic performan ce, as well as behaviors related to cognition in students of both sexes.

Nivel de condición física orientada a la salud en estudiantes varones de 10 a 14 años del Colegio Dario Salas, Chillán / Fitness level oriented to health in students males of 10 to 14 years old of Dario Salas School, Chillán

El objetivo del estudio es determinar el nivel de condición física orientada a la salud en estudiantes Varones de 10 a 14 años del Colegio Darío Salas de la ciudad de Chillan. El presente estudio es de tipo descriptivo de corte transversal. La muestra se compone de 417 estudiantes, con valores medio de peso 53,50 + 12,24 (kg); estatura 155,7 + 0,10 (cm); IMC 21,85 + 3,50 (masa/estatura2); tejido adiposo 8,21 + 3,76 (por ciento); flexibilidad 22,43 + 7,15 (cm); resistencia muscular localizada 20,15 + 5,34 (rep); fuerza 28,57 + 6,90 (cm); resistencia aeróbica 9,26 + 1,33 (min y seg). Se utilizaron los siguientes test para evaluar la condición física orientada a la salud; antropometría IMC) y con el resultado se aplicó la fórmula de Deurengerg para determinar (por ciento tejido adiposo); Wells y Dillons (flexibilidad), sargent test (fuerza miembros inferiores), test de 1 Milla de la AAPHARD (resistencia cardiorespiratoria), abdominales en 30 segundos (resistencia muscular localizada). El nivel de condición física en comparación con valores de referencia nacionales e internacionales, muestran bajos niveles en todas las variables físicas evaluadas. Se observa un 100 por ciento de sobrepeso en todas las edades evaluadas, lo que se traduce en bajos resultados en todas las pruebas aplicadas; lo que plantea la urgencia de realizar un seguimiento en el tiempo con herramientas de fácil aplicación como la presente batería.

To determine the level of physical condition health-oriented students in Males 10 to 14 years of the College Dario Salas of the city of Chillán. The present study is descriptive of sectional. The sample consists of 417 students with mean values of 53.50 + 12.24 Weight (kg); Height 155.7 + 0.10 (cm); BMI 21.85 + 3.50 (mass/height2); Adipose Tissue 8.21 + 3.76 percent; Flexibility 22.43 + 7.15 (cm); muscular resistance located 20.15 + 5.34 (rep); Force 28.57 + 6.90 (cm); aerobic resistance 9.26 + 1.33 (min and Sec). We used the following test to evaluate the physical condition health-oriented; Anthropometry (BMI) and with the result is applied the formula of Deurengerg to determine (percent adipose tissue); Wells and Dillons (flexibility), Sargent Test (Force lower limbs), test 1 mile of the AAPHARD (Resistance Cardiorespiratory), abdominal in 30 seconds (Resistance Localized muscle). The level of physical condition in comparison with values of national and international reference, show low levels in all the physical variables evaluated. We observed a 100 percent overweight in all ages evaluated, which translates into low results in all the tests applied; which raises the urgency of follow-up in the time with tools for easy implementation as this battery.

Composición corporal y somatotipo de jugadores categoria sub 13 del Club Deportivo Ñublense de Chillan / Somatotype and body composition in the sub 13 soccer player category belonging to the Ñublense sports club of Chillan

El objetivo del estudio es valorar la Composición Corporal y Somatotipo de jugadores de fútbol categoría Sub 13 pertenecientes al Club Deportivo Ñublense SADP de la ciudad de Chillan. Participaron 28 jugadores fútbol categoría Sub 13 con valores medios de 11,63 +/- 1,05 años, peso de 42,95 +/- 10,68 Kg y estatura de 145,66 +/- 11,93 cm. Para la valoración de la composición corporal se utilizó la fórmula de Débora Kerr (1988), con fraccionamiento en 5 componentes (Masa Grasa; Masa Muscular, Masa Ósea, Masa Residual y Masa Piel) y para el cálculo del somatotipo se utilizó la fórmula de Heath & Carter (1990) determinando los componentes Endomorfico, Mesomorfico y Ectomorfico que conforman el somatotipo, siguiendo las recomendaciones de la sociedad internacional de Kineantropometría (ISAK). En cuanto a la composición corporal se obtuvieron los valores medios de MA (masa adiposa) 25,22 por ciento - MM (masa muscular) 42,48 por ciento – MO (masa ósea) 12,99 por ciento - MR (masa residual) 12,23 por ciento - MP (masa piel) 6,98 por ciento. En cuanto al Somatotipo de Heath-Carter se obtuvo un Somatotipo medio de (2,4 – 4,7 – 2,1) y su clasificación es Mesomorfico Balanceado. Conclusiones: El grupo estudiado manifestó la característica de Mesomorfo Balanceado, manteniendo la tendencia normal dentro del desarrollo y crecimiento propio de individuos en rangos de edad fluctuante de 11 a 13 años.

Assess somatotype and body composition in the SUB 13 soccer player category belonging to the Ñublense Sports Club S.A.D.P of Chillan. The sample included 28 soccer players in the Sub 13 category; Mean age (11, 63 +/- 1, 05 years), Weight (42, 95 +/- 10, 68 Kg), Height (145, 66 +/- 11, 93 cm). The assessment of body composition used the Deborah Kerr (1988) formula, therefore it was divided into 5 components (Fat Mass, Muscle Mass, Bone Mass, Residual Mass and Skin Mass). The Health & Carter (1990) formula was used to calculate the somatotype in order to determine the Endomorphic, Mesomorphic and Ectomorphic components, as recommended by the International Society of Kinanthropometry (ISAK). Body composition mean values were obtained; de MA (Fat Mass) 25,22 percent - MM (Muscle Mass) 42,48 percent – MO (Bone Mass) 12,99 percent - MR (Residual Mass) 12,23 percent - MP (Skin Mass) 6,98 percent. The Heath-Carter mean somatotype was (2,4 – 4,7 – 2,1), with a Balanced Mesomorphic classification. The study group expressed Balanced mesomorph features, maintaining the normal growth tendency and development for individuals in the 11 to 13 age range.