https://www.pachjournal.com/ Physical Activity in Children en daily 1 Mon, 01 Jun 2026 00:00:00 +0330 Mon, 01 Jun 2026 00:00:00 +0330 https://www.pachjournal.com/article_250478.html Introduction: Physical inactivity during adolescence is associated with reduced physical fitness and poorer psychosocial well-being, including low self-esteem (SE) and negative body image (BI). School-based group exercise programs may offer a practical approach to improving both psychological and physical health in this population.Objective: To examine the effects of a 12-week school-based group exercise training program on SE, BI, and health-related physical fitness (HRPF) in physically inactive adolescents.Methods: In this two-arm randomized controlled trial, physically inactive adolescents aged 13–15 years were randomized to Group Exercise Training (GET) or Control (CON). GET participated in supervised group exercise sessions 3 times/week for 12 weeks (~60 min/session), including aerobic activities, functional bodyweight circuit exercises, and cool-down stretching. Outcomes assessed at baseline and post-intervention. Intervention effects were evaluated using ANCOVA.Results: Compared with CON, GET demonstrated significantly higher post-intervention SE (p=0.002) and improved BI (p=0.001). GET also showed superior improvements in PACER performance (p<0.001), curl-up (p<0.001), push-up (p<0.001), and sit-and-reach (p=0.004).Conclusion: School-based group exercise program significantly improved SE, BI, and HRPF in physically inactive adolescents. Group exercise delivered in schools may be an effective and scalable strategy for adolescent health promotion https://www.pachjournal.com/article_250480.html Introduction: Overweight during early adolescence is associated with chronic low-grade inflammation and increased cardiometabolic risk. School-based aerobic exercise is a practical strategy to improve metabolic health, and vitamin D may provide additional anti-inflammatory benefits. Objective: To examine the effects of aerobic training (AT) with or without vitamin D supplementation on inflammatory markers and metabolic outcomes in overweight middle-school girls.Methods: In this 12-week, three-arm randomized controlled trial, overweight girls (11–14 years) were randomly assigned to AT plus vitamin D (AT+VitD), AT only (AT), or control (CON). The AT was conducted 3 sessions/week at moderate-to-vigorous intensity. The AT+VitD group received vitamin D (2000 IU/day). Fasting blood samples were collected at baseline and post-intervention to assess hs-CRP, IL-6, TNF-α, fasting glucose, insulin, HOMA-IR, HbA1c, and lipid profile. Anthropometrics, waist indices, and blood pressure were also measured. Data was analyzed using ANCOVA adjusted for baseline values.Results: After 12 weeks, hs-CRP, IL-6, and TNF-α showed significant group effects (p < 0.05), with the greatest reductions in AT+VitD, followed by AT, versus CON. Fasting insulin and HOMA-IR also improved significantly in both intervention groups, with larger changes in AT+VitD. Waist indices, systolic blood pressure, and lipid profile improved favorably, generally with the strongest effects in the combined group. Serum 25(OH)D increased significantly only in AT+VitD (p < 0.05), confirming supplementation effectiveness.Conclusion: Combining AT with vitamin D may be an effective, feasible strategy to reduce inflammation-related cardiometabolic risk during early adolescence. https://www.pachjournal.com/article_250482.html Introduction: Childhood obesity is frequently associated with dyslipidemia and reduced health-related physical fitness (HRPF), increasing cardiometabolic risk early in life. Multicomponent exercise programs may offer a practical and developmentally appropriate strategy to improve lipid profile and HRPF in children.Objective: To investigate the effects of a 12-week supervised multicomponent exercise program on serum lipids and HRPF in children with obesity.Methods: In this two-arm parallel-group randomized controlled trial, children with obesity (CDC BMI-for-age ≥95th percentile) were randomized to an Exercise Group (12-week multicomponent program; 3 sessions/week; moderate-to-vigorous intensity monitored by heart rate and perceived exertion) or a Control Group (usual activities). Fasting serum lipids (TC, triglycerides, LDL-C, HDL-C) and HRPF (20-m shuttle run/PACER, push-ups, curl-ups, sit-and-reach) were assessed at baseline and post-intervention. Data was analyzed using ANCOVA.Results: Compared with controls, the Exercise Group showed significant improvements in lipid profile, including reductions in LDL-C (p=0.001), triglycerides (p=0.008), and TC (p=0.032), along with an increase in HDL-C (p=0.004). HRPF improved significantly in the Exercise Group versus Control, including PACER performance (p<0.001), push-ups (p<0.001), curl-ups (p<0.001), and sit-and-reach flexibility (p=0.002).Conclusion: These findings support multicomponent exercise as an effective non-pharmacological approach to reduce cardiometabolic risk and enhance HRPF in this population. https://www.pachjournal.com/article_250484.html Background: Insulin resistance (IR) during adolescence is closely associated with excess adiposity and low physical activity and increases future cardiometabolic risk. School-based exercise programs are scalable; however, evidence on whether green tea intake enhances exercise-related metabolic benefits in overweight adolescents is limited.Objective: To investigate the effects of a 12-week bodyweight circuit training program, alone or combined with daily green tea consumption, on IR and body composition (BC) in sedentary overweight adolescent boys.Methods: In this three-arm randomized controlled trial, sedentary overweight boys (14–17 years; BMI-for-age 85th–94th percentile) were randomized to Exercise + Green Tea (EX+GT), Exercise only (EX), or Control (CON). Exercise groups completed a school-based bodyweight circuit program twice weekly (60 min/session) for 12 weeks. The EX+GT group consumed 2 cups/day of green tea. Fasting glucose and insulin were measured to calculate HOMA-IR. Secondary outcomes included body mass, BMI, waist circumference, waist-to-height ratio (WHtR), body fat percentage, and fat-free mass. Outcomes were assessed at baseline and post-intervention and analyzed using ANCOVA.Results: A significant group effect was observed for HOMA-IR (p<0.001). HOMA-IR decreased in EX+GT (4.31±0.93 to 3.12±0.71) and EX (4.19±0.88 to 3.54±0.76), with minimal change in CON. EX+GT improved HOMA-IR more than EX (p=0.041). Significant group effects were also found for body mass, BMI, waist circumference, WHtR, and body fat percentage (all p<0.05), generally favoring EX+GT.Conclusion: A brief twice-weekly school-based bodyweight circuit program improved IR and BC in overweight adolescent boys, with greater metabolic benefit when combined with daily green tea consumption. https://www.pachjournal.com/article_251292.html Introduction: Behavioral regulation during childhood and adolescence plays an important role in academic achievement, social functioning, and long term mental health. Yoga based interventions have increasingly been explored as strategies to enhance behavioral and emotional regulation in youth. However, evidence focusing specifically on behavioral outcomes in children and adolescents remains limited.Objective: The present systematic review was conducted to consolidate the available evidence regarding the influence of yoga-based interventions on behavioral outcomes among children and adolescents.Methods: A PRISMA-guided search of PubMed, Scopus, and Web of Science identified 16 eligible intervention studies published since 2015 involving participants aged 7–18 years and examining yoga-based interventions with behavioral outcomes.Results: Included studies comprised controlled trials and pre–post designs conducted in school and clinical settings. Yoga-based interventions were generally associated with improved attention, self-regulation, behavioral control, and social functioning, with reported reductions in impulsivity and behavioral problems across different populations.Conclusion: Yoga based interventions may positively influence behavioral functioning in children and adolescents, particularly attention, self regulation, and social competence. However, heterogeneity in intervention protocols and outcome measures highlights the need for further well designed RCTs. https://www.pachjournal.com/article_251293.html Introduction: Overweight and obesity during adolescence are associated with impaired physical fitness, reduced cognitive functioning, and poorer academic outcomes. High-intensity interval training (HIIT) has gained recognition as a time-efficient physical activity protocol capable of simultaneously enhancing both physical fitness and cognitive function.Objective: To investigate the effects of a 12-week HIIT program on executive function (EF), academic performance (AP), and health-related physical fitness (HRPF) in overweight adolescents.Methods: Sixty-eight overweight adolescents aged 12–15 years were randomly assigned to a HIIT group (n=34) or a control group (n=34). The HIIT group participated in supervised training sessions three times weekly for 12 weeks, while the control group maintained usual activities. Following attrition, 31 and 32 participants completed the intervention in the HIIT and control groups, respectively. Study variables were assessed using standard tools. Data were analyzed using mixed-design ANOVA.Results: Compared with the control group, participants assigned to the HIIT intervention achieved significantly greater gains in Stroop (F = 16.42, p < 0.001, η² = 0.21), Trail Making Test-B (F = 18.75, p < 0.001, η² = 0.24), Digit Span (F = 14.91, p < 0.001, η² = 0.19), GPA (F = 10.28, p = 0.002, η² = 0.14), shuttle run (F = 22.84, p < 0.001, η² = 0.28), and push-up (F = 24.13, p < 0.001, η² = 0.29).Conclusion: HIIT program effectively enhanced EF, AP, and HRPF in overweight adolescents, supporting HIIT as a practical intervention for promoting cognitive and physical health in youth. https://www.pachjournal.com/article_251756.html Introduction: Depression during adolescence represents a significant public health challenge that adversely affects psychosocial functioning and diminishes subjective well-being. Although aerobic exercise (AE) and group behavioral activation therapy (GBAT) have independently demonstrated effectiveness in reducing depressive symptoms, evidence regarding their combined effects remains limited.Objective: To examine the synergistic effects of AE and GBAT on depressive symptoms and subjective well-being among adolescents with depression.Methods: A four-arm, parallel-group randomized controlled trial was conducted among 160 adolescents aged 13–17 years with elevated depressive symptoms in Tabriz, Iran. Participants were randomly assigned to AE (n=40), GBAT (n=40), combined intervention (n=40), or usual control (n=40). Interventions were delivered over 12 weeks. Beck Depression Inventory-II (BDI-II) and the KIDSCREEN questionnaire were used for measuring study variables at baseline, post-intervention, and 3-month follow-up. Data were analyzed using linear mixed-effects models.Results: Significant group × time interactions were observed for depressive symptoms (F(6,288)=19.84, p<0.001, η²=0.29) and subjective well-being (F(6,288)=22.41, p<0.001, η²=0.32). At follow-up, the combined intervention group demonstrated greater reductions in BDI-II scores (11.9±4.4) compared with the AE (18.3±5.0), GBAT (17.5±4.7), and control groups (25.9±5.6). Similarly, the combined intervention yielded the highest KIDSCREEN scores (66.1±6.5) relative to AE (55.1±7.2), GBAT (56.7±6.8), and control (45.3±7.5) groups (all p<0.001).Conclusion: Combination of AE and GBAT produced superior and sustained benefits, supporting the integration of exercise and behavioral interventions in adolescent mental health programs. https://www.pachjournal.com/article_251757.html Introduction: School-based physical fitness (PF) assessments are widely used to monitor health-related fitness in children. However, evidence regarding the measurement properties of internationally recognized fitness batteries remains limited in some cultural contexts, including Iran.Objective: To evaluate the reliability and construct validity of the Iranian adaptation of the ALPHA-Fitness Test Battery among Iranian children.Methods: A methodological study was conducted with 458 Iranian schoolchildren (241 boys, 217 girls; mean age=10.45 years). Participants completed the Iranian adaptation of the ALPHA-Fitness Test Battery. Test–retest reliability was evaluated over a 7-day interval using ICC, SEM, MDC95, CV, and Bland–Altman analyses. Construct validity was assessed through EFA and CFA, while measurement invariance across sex was examined using multi-group CFA.Results: All fitness tests demonstrated good-to-excellent reliability (ICC=0.84–0.95), with low measurement error and acceptable agreement between testing sessions. EFA identified a three-factor structure representing muscular fitness, functional/cardiorespiratory fitness, and flexibility, explaining 71.8% of the total variance. CFA supported the proposed model (χ²/df=2.14, CFI=0.96, TLI=0.95, RMSEA=0.051, SRMR=0.043). Multi-group CFA confirmed configural, metric, and scalar invariance across sex.Conclusion: The Iranian adaptation of the ALPHA-Fitness Test Battery demonstrated satisfactory reliability and strong construct validity, supporting its use for school-based assessment of PF in Iranian children. https://www.pachjournal.com/article_251758.html Introduction: Innovative pedagogical approaches are increasingly emphasized in physical education to enhance students’ tactical understanding and sport performance. However, limited evidence exists comparing tactical training and flipped learning in school basketball settings, particularly among adolescent female students.Objectives: This study compared the effects of tactical training and flipped learning on tactical knowledge and basketball skill performance among adolescent female students.Methods: A randomized controlled trial with a parallel-group design was conducted among 180 female students (aged 13–17 years) in Karaj, Iran. Participants were randomly assigned to tactical training (n=60), flipped learning (n=60), or control (n=60). The intervention lasted 8 weeks. Tactical knowledge was assessed using a standardized test (0–100), and basketball skill performance was measured using an observational rating scale (0–25). Data were analyzed using ANCOVA controlling for baseline scores.Results: Significant group effects were found for tactical knowledge, F(2,164)=48.72, p<0.001, η²=0.37, and skill performance, F(2,164)=41.56, p<0.001, η²=0.34. Both tactical training and flipped learning groups outperformed the control group in tactical knowledge (71.4±7.9; 66.2±8.1 vs. 45.8±8.2) and skill performance (19.8±2.9; 18.3±3.0 vs. 13.1±3.1; all p<0.001). The tactical training group showed significantly greater improvements than the flipped learning group in both tactical knowledge (p=0.02) and skill performance (p=0.03).Conclusion: Both tactical training and flipped learning effectively enhanced tactical knowledge and basketball skill performance in adolescent female students. However, tactical training demonstrated superior effects, suggesting that game-based pedagogical approaches may be more effective for developing sport competence in school basketball programs. https://www.pachjournal.com/article_245334.html Background: Mind-body practices such as Tai Chi may enhance cognitive, physical, and emotional outcomes in children. However, research examining their simultaneous effects on attention, flexibility, and anxiety in school-aged children is limited.Objective: To investigate the effects of a 12-week Tai Chi intervention on attention, flexibility, and anxiety in children aged 8–12 years.Methods: Sixty children (32 boys, 28 girls; mean age 10.0 ± 1.2 years) were assigned by class to a Tai Chi group (n = 30) or a control group (n = 30) engaging in standard physical activity. The Tai Chi group participated in two 45-minute sessions per week for 12 weeks, focusing on sequential movements, balance, and mindful attention. Attention was assessed using the Conners’ Continuous Performance Test (CPT), flexibility using the sit-and-reach test, and anxiety using the Spence Children’s Anxiety Scale (SCAS). Data were analyzed using ANCOVA controlling for baseline scores, age, and sex; effect sizes were reported (partial η²).Results: In the post-intervention, the Tai Chi group demonstrated significant improvements compared to controls: attention (F = 48.5, p < 0.001, partial η² = 0.46), flexibility (F = 39.2, p < 0.001, partial η² = 0.40), and anxiety (F = 35.8, p < 0.001, partial η² = 0.38).Conclusions: Twelve weeks of Tai Chi practice significantly enhances attention, flexibility, and reduces anxiety in school-aged children. These findings support Tai Chi as a holistic, developmentally appropriate intervention that can promote cognitive, physical, and emotional well-being in youth. https://www.pachjournal.com/article_245335.html Background: Team sports during childhood promote physical, social, and psychological development. Mini-tournaments, or short structured game formats, may enhance teamwork, motor coordination, and motivation, but empirical evidence in volleyball is limited.Objective: To investigate the effects of volleyball mini-tournaments on teamwork, motor coordination, and motivation in school-age children.Methods: Seventy-two children (8–12 years; 38 boys, 34 girls) were assigned by class to a mini-tournament group (n = 36) or a control group (n = 36). The intervention consisted of two 40-minute volleyball mini-tournament sessions per week for 8 weeks, including small-sided matches emphasizing skill application, collaboration, and fair play. Teamwork was assessed using a validated observational checklist, motor coordination with the Körperkoordinationstest für Kinder (KTK), and intrinsic motivation using the Intrinsic Motivation Inventory (IMI) – Sports Version. Data were analyzed using ANCOVA.Results: In the posttest, the mini-tournament group demonstrated significant improvements compared to controls: teamwork (17.6 ± 2.1 vs. 12.9 ± 2.5; F = 101.2, p < 0.001, partial η² = 0.59), motor coordination (98.2 ± 8.0 vs. 91.9 ± 8.5; F = 85.4, p < 0.001, partial η² = 0.54), and intrinsic motivation (4.3 ± 0.4 vs. 3.6 ± 0.5; F = 72.8, p < 0.001, partial η² = 0.50).Conclusions: Volleyball mini-tournaments significantly enhance teamwork, motor coordination, and motivation in school-age children. Structured, game-based interventions provide an efficient, engaging, and developmentally appropriate approach for promoting both physical and psychosocial outcomes in youth sports. https://www.pachjournal.com/article_245399.html Background: Opportunities for outdoor nature play have declined in contemporary childhood, raising concerns about children’s physical activity, cognitive development, and emotional well-being. Emerging evidence suggests that nature-based play environments may support holistic child development; however, experimental studies examining causal effects remain limited.Methods: This randomized controlled experimental study investigated the effects of an eight-week outdoor nature play intervention on children aged 6–10 years (N = 80). Participants were randomly assigned to an outdoor nature play group (n = 40) or a control group engaging in non-nature-based play (n = 40). Physical activity was measured using accelerometers, cognitive performance was assessed with standardized executive function tasks, and emotional well-being was evaluated using validated parent-report questionnaires. Outcomes were measured at baseline and post-intervention. Repeated-measures ANOVA was used to examine group × time effects.Results: Significant group × time interactions were observed for all outcomes. Children in the outdoor nature play group demonstrated greater increases in moderate-to-vigorous physical activity compared to controls (F(1,78) = 36.42, p < .001, η² = .32). Significant improvements were also found in cognitive performance (F(1,78) = 14.88, p < .001, η² = .16) and emotional well-being (F(1,78) = 22.15, p < .001, η² = .22). No significant changes were observed in the control group.Conclusion: Outdoor nature play produces significant benefits for children’s physical activity, cognitive functioning, and emotional well-being. Integrating nature-based play into educational and community settings may support healthier and more balanced child development. https://www.pachjournal.com/article_248255.html Background: Prolonged sedentary behavior in classrooms may reduce physical activity and impair cognitive performance in school-age students. Hybrid active learning classrooms (HALCs), which integrate structured movement and interactive learning into daily instruction, may support both cognitive and physical development.Objective: To examine the effects of hybrid active learning classrooms on cognitive performance and physical activity among school-age students.Methods: A quasi-experimental study was conducted with 140 students (ages 8–12 years) assigned by classroom to an intervention (n = 70) or control group (n = 70). The six-week intervention incorporated flexible seating, brief movement tasks integrated with academic content, and interactive learning activities. Cognitive performance was assessed using a composite of the Digit Span, Flanker, and Trail Making tasks. Classroom physical activity was measured with accelerometers. Post-intervention outcomes were compared using ANCOVA.Results: Students in HALCs showed significant improvements in cognitive performance compared to controls (F = 34.7, p < 0.001, partial η² = 0.21). Physical activity increased substantially in the intervention group: classroom steps (F = 152.6, p < 0.001, partial η² = 0.53), moderate-to-vigorous activity (F = 126.4, p < 0.001, partial η² = 0.48), and sedentary time decreased (F = 98.1, p < 0.001, partial η² = 0.46).Conclusions: Hybrid active learning classrooms enhance cognitive performance and increase physical activity in school-age students. Embedding movement and interactive learning into classroom routines provides a practical, evidence-based strategy to support both cognitive and physical development. https://www.pachjournal.com/article_248443.html Background: Cardiovascular fitness and motor coordination are fundamental to children’s physical development, yet many school-age children fail to meet recommended activity levels. Jump rope training is a practical, engaging, and developmentally appropriate intervention that may improve both fitness and coordination.Objective: To examine the effects of a 12-week jump rope training program on cardiovascular fitness and motor coordination in children.Methods: A quasi-experimental study was conducted with 80 children (ages 8–10 years) assigned to either an intervention group (n = 40) or a control group (n = 40). The intervention consisted of three 30-minute jump rope sessions per week for 12 weeks, incorporating progressive aerobic and coordination exercises. Cardiovascular fitness was assessed using the 20-meter shuttle run. Motor coordination was measured using the Körperkoordinationstest für Kinder (KTK). Data was analyzed using ANCOVA.Results: Children in the jump rope group demonstrated significant improvements in cardiovascular fitness compared to controls (PACER laps: F = 102.3, p < 0.001; VO₂ max: F = 98.7, p < 0.001). Motor coordination also increased significantly (KTK score: F = 83.4, p < 0.001). Control participants showed minimal changes.Conclusions: A 12-week jump rope training program significantly enhances both cardiovascular fitness and motor coordination in 8–10-year-old children. Jump rope represents a practical, efficient intervention for promoting holistic physical development and supporting healthy activity habits in school-age populations. https://www.pachjournal.com/article_248444.html Introduction: Gender differences in motor competence (MC) and physical activity (PA) emerge during adolescence, potentially influencing lifelong health behaviors. Recognizing these disparities is essential for developing targeted strategies that encourage active lifestyles.Objective: To investigate gender differences in MC and PA patterns among adolescents.Methods: This cross-sectional study included 150 adolescents aged 12–16 years (75 boys, 75 girls) recruited from four secondary schools. MC was assessed using the TGMD-3. PA was objectively measured via accelerometers over seven consecutive days. Independent-samples t-tests and Pearson correlations utilized for data analysis.Results: Boys demonstrated significantly higher object control (35.8±5.2 vs. 30.7±4.9; t(148)=7.05, p<0.001, d=1.15) and total MC scores (67.9±8.3 vs. 64.2±7.9; t(148)=3.10, p=0.002, d=0.50), while locomotor skills were slightly higher in girls but not statistically significant (33.5±4.6 vs. 32.1±4.8; t(148)=−1.79, p=0.08). Boys engaged in more moderate-to-vigorous PA (MVPA) than girls (61.2±12.5 vs. 48.3±11.8 min/day; t(148)=6.48, p<0.001, d=1.06). Object control skills were positively correlated with MVPA in both boys (r =0.42, p<0.001) and girls (r=0.36, p=0.002).Conclusion: Gender differences in object control skills and PA exist during adolescence, with higher competence associated with greater MVPA. Interventions targeting skill development, particularly object control in girls, may help reduce disparities in PA and support lifelong active behaviors. https://www.pachjournal.com/article_248445.html Introduction: Prolonged sedentary behavior during classroom instruction has been associated with increased mental fatigue and reduced cognitive performance among school-age students. Brief, structured classroom physical activity breaks have emerged as a promising strategy to enhance cognitive functioning by promoting physiological arousal and reducing cognitive fatigue; however, evidence regarding their sustained effects over several weeks remains limited.Objective: To examine the effects of daily classroom physical activity breaks on mental fatigue and cognitive performance in school-age students.Methods: A quasi-experimental study was conducted with 120 students (ages 8–12 years) assigned to an intervention group (daily 5–10 minutes activity breaks; n=60) or a control group (standard classroom routines; n=60). Mental fatigue was measured using the Pediatric Mental Fatigue Scale, and cognitive performance was assessed via a composite of Digit Span and Flanker tasks, both at baseline and after a four-week intervention. ANCOVA was used for data analysis.Results: Students in the intervention group demonstrated significantly lower adjusted mental fatigue scores than those in the control group (19.0±4.6 vs. 23.3±5.0; F(1,114)=37.8, p<0.001, partial η²=0.25, Cohen’s d=1.09). Adjusted cognitive performance scores were also significantly higher in the intervention group (88.8±8.2 vs. 84.0±8.8; F(1,114)=28.6, p<0.001, partial η²=0.20, Cohen’s d=0.93).Conclusions: These findings suggest that incorporating brief daily classroom physical activity breaks may reduce mental fatigue and support improvements in cognitive performance among school-age students. Although longer-term studies are warranted, structured movement opportunities appear to represent a feasible strategy for promoting cognitive engagement within primary school classrooms.