Yasna Orellana

Physically active Chilean school kids perform better in language and mathematics

We examined the association between the engagement in regular physical activity (PA) and the academic performance (AP) of school-age children from Santiago Metropolitan Region. In a random sample of 1271 students (13.3 ± 2.3 years old) we measured regular PA, accounting for hours of weekly scheduled exercise, and AP, using national standardized tests scores in Language and Mathematics. Bivariate and multivariate regression analyses were used to model the relation between academic and health-related behaviors. Two outcomes were considered: (i) sufficiency according to the Ministry of Education and (ii) discretionary sufficiency (tests z-scores ≥50th percentile). About 80% of students were poorly engaged in scheduled exercise (<2 h per week). Devoting more than 4 h per week to scheduled exercise significantly increased the odds of reaching the official and discretionary sufficiency in both Language and Mathematics. Moderate engagement (2-4 h per week) just improved the odds of reaching the discretionary sufficiency standard. These results confirm the poor engagement in regular exercise at the school level. School kids with the highest allocation of time to scheduled exercise have better AP in Language and Mathematics. Our findings support the notion that academic and health-related behaviors are linked and, similarly, that school health programs may have positive effects on educational outcomes.

The relationship between unhealthy snacking at school and academic outcomes: a population study in Chilean schoolchildren

OBJECTIVE We examined the association between unhealthy snacking at school and academic outcomes in students from the Santiago Metropolitan Region (Chile). DESIGN Cross-sectional population-based study. SETTING We measured the nutritional quality of snacks at school using an FFQ, and accounting for the amounts of saturated fat, fibre, sugar and salt in the foods, and academic outcomes using national standardized test scores in Language and Mathematics. Multivariate regression analyses modelled the relationship between unhealthy snacking at school (exposure), potential confounders and performance in Mathematics and Language (outcomes). SUBJECTS Random sample of 1073 students (13.1 (SD 2.3) years old) attending public, partially subsidized and private schools. RESULTS Fifty-six per cent of students ate items at snack time that were high in fat, sugar, salt and energy, and thus were considered to have unhealthy snaking. Thirty-six per cent and 8% were considered to have poor-to-fair and healthy snacking, respectively. Unhealthy snacking significantly lowered the odds of good academic performance in both domains. Students having unhealthy snacks were 56% less likely to pass in Language (fully adjusted OR = 0.44; 95% CI 0.23, 0.85) and 66% less likely to pass in Mathematics (fully adjusted OR = 0.34; 95% CI 0.19, 0.64) compared with students having healthy snack items. CONCLUSIONS Schoolchildren eating unhealthy foods at snack time had worse academic performance in Language and Mathematics, as measured by a standardized test. Although association does not imply causation, these findings support the notion that academic and health-related behaviours are linked. More research is needed on the effect of school health programmes on educational outcomes.

Scheduled physical activity is associated with better academic performance in Chilean school-age children.

BACKGROUND This study was carried out to examine the association between systematic physical activity and academic performance in school kids after controlling for potential sociodemographic and educational confounders. METHODS In a random sample of 1271 students from urban Santiago, attending 5th and 9th grade, who took the 2009 System for the Assessment of Educational Quality (SIMCE) tests, we measured physical activity habits, anthropometric characteristics, and socioeconomic status. Academic performance was measured by the standardized SIMCE tests. Logistic regressions assessed the relationship between the allocation of time to weekly scheduled exercise, potential confounding factors, and individual academic performance. RESULTS About 80% of students reported less than 2 hours of weekly scheduled exercise, while 10.6% and 10.2% reported 2 to 4 hours/week and more than 4 hours/week, respectively. Devoting more than 4 hours/week to scheduled exercise significantly increased (P < .01) the odds of having SIMCE composite z-scores ≥ 50th percentile (OR: 2.3, 95% CI: 1.4 to 3.6) and ≥ 75th percentile (OR: 2.1, 95% CI: 1.3-3.3). CONCLUSIONS Better academic performance was associated with a higher allocation of time to scheduled exercise in school-age children.

Somatotype and intellectual ability (Raven Progressive Matrices Test) in Chilean school-age children.

OBJECTIVES The aim of this study was to determine the relationship between somatotype and intellectual ability (IA) in 11-12 and 15-16 year-old students (n = 1,015) in the Chiles Metropolitan Region from a representative sample of 33 educational establishments chosen at random. METHODS The Heath-Carter somatotype and the IA assessed through the Raven Progressive Matrices Test were measured. RESULTS The endomorph was observed in 59% of the students; 28% had a mesomorph and 13% ectomorph. The IA was distributed in: 11.2% Grade I, 26.8% Grade II, 41% Grade III, 17.6% Grade IV and 3.2% Grade V. A positive and significant correlation of IA with the endomorphic component (r = 0.074, p = 0.02) was found in the total sample and only in females (r = 0.109, p = 0.02); at the same time, a positive and significant correlation with the ectomorph component was also observed (r = 0.067, p < 0.05). CONCLUSIONS This suggests that other variables would influence more strongly the IA for which further research is needed to quantitate this multifactorial problem.

Association between Socioeconomic Vulnerability and Height with Obesity in Low-Income Chilean Children in the Transition from Preschool to First Grade

This study determined the percentage of obesity among lower-income Chilean children 4–6 years of age, by socioeconomic vulnerability (family score assessing the children’s risk of becoming poor) and height. The sample included 17,080 children with anthropometry at 4, 5, and 6 years of age, and three categories of socioeconomic vulnerability. Body mass index Z-score (BMI Z), % obesity, height/age Z-score (HAZ) by socioeconomic vulnerability/sex, the effect of socioeconomic vulnerability on BMI Z and HAZ by age/sex, and BMI Z and % obesity at 4–6 years, according to initial height, were determined. Between 4–6 years, % obesity is very high, especially among the less-vulnerable and taller children. Preventive measures should prioritize this group.

Compliance of physical activity guidelines by chilean low-income children: difference between school and weekend days and nutritional status

The main objectives of this study were to compare in 6-9 y Chilean low-income children, daily minutes of moderate/ vigorous physical activity (MVPA) and compliance of the guideline of 60 min of daily MVPA on weekdays versus weekends, by sex and nutritional status (NS). The sample included 250 children (139 boys). Weight and height were measured; MVPA was assessed with NL1000 pedometers during 7 days. The sample was categorized into normal-weight (N) and overweight (OW) according to BMI z score (WHO reference 2007). Comparisons between weekdays and weekends included: a) MVPA by sex, using t-test b) MVPA of N and OW by sex, using ANOVA c) Compliance of guideline by sex and NS, using test of proportions. 66% of the children were OW, accumulating significantly more MVPA on weekdays, 50.5 min versus 40.3; boys more than girls; this result was similar by NS, except for N girls who spent similarly on weekdays as on weekends. Only 33 % boys and 15% girls (p= 0.03) and 17 and 9% (p=0.058) met the guideline on weekdays and weekends respectively, similarly by NS. A very small proportion of children met the MVPA guideline; adopting an active lifestyle is key, considering their high overweight prevalence.

Achievement in mathematics and language is linked to regular physical activity: a population study in Chilean youth.

Abstract We examined the association between the allocation of time to regular physical activity (PA) and achievement in mathematics and language in Chilean adolescents after controlling for confounders. In a random sample of 620 ninth graders (15.6 ± 0.7 years old), we measured regular PA, including physical education and sports extracurricular activities, and academic performance, using national standardised tests. Bivariate and multivariate regression analyses modelled the relation between academic and health-related behaviours. Sufficiency and proficiency in mathematics and language were used as outcome variables. Only 18% of adolescents had >4 h·week–1 of regular PA. Devoting >4 h · week–1 to regular PA significantly increased the odds of sufficiency and proficiency in both domains. After full adjustment, the odds of sufficiency and proficiency in mathematics increased by 1.9 (95% CI: 1.1–3.5) and 2.7 (95% CI: 1.7–4.3), respectively. Similarly, the odds of sufficiency and proficiency in language increased by 3.3 (95% CI: 1.7–9.7) and 2.6 (95% CI: 1.6–4.1), respectively. Adolescents with the highest allocation of time to regular PA performed much better in mathematics and language than inactive students. The academic benefits associated with PA can help to promote sustained behaviour changes regarding lifestyles. They can be more easily perceived as gains than health benefits alone.

Brain development and scholastic achievement in the Education Quality Measurement System tests in Chilean school-aged children.

Background:Head circumference (HC), the anthropometric index of both brain development and nutritional background, has been described to be significantly associated with scholastic achievement (SA). The aim of this study was to determine the impact of nutritional background and current nutritional status parameters on SA in the Education Quality Measurement System (SIMCE) tests.Methods:A representative sample of 33 schools was randomly chosen in the Metropolitan Region of Chile. The sample consisted of 1,353 school-aged children of both sexes, from the fifth grade of elementary school and from the first grade of high school who in 2009 took the SIMCE tests. Nutritional status was assessed through anthropometric parameters. Brain development was measured through the HC expressed as HC-for-age Z-score (Z-HC).Results:Students with Z-HC < −2 SD and >2 SD obtained low and high SA, respectively, both in the language and the mathematics tests (P < 0.001). In general, in both grades, those students with Z-HC ≥0 SD increase more than double the probability to obtain language and mathematics SA scores ≥ the median (P < 0.0001).Conclusion:We confirm the hypothesis that HC is the most relevant physical index associated with SA; therefore, children with the lowest scores in the SIMCE tests probably have lower brain development.

Impact of anthropometric nutritional parameters on the university selection test in Chile: A multifactorial approach

OBJECTIVES Scholastic achievement (SA) is a multifactorial problem that depends on factors related to the child, the childs family, and the educational system. The aim of this study was to quantify the relative impact of significant variables at the beginning of high school during 2010 (first grade of high school [1 HSG]) on 2013 university selection test (Prueba de Seleccion Universitaria [PSU]) outcomes, both in language scholastic achievement (LSA) and mathematics scholastic achievement (MSA), when students graduated from high school (4 HSG). This was done at the time of university admission with a multicausal approach. The purpose was to confirm the hypothesis that the level of educational establishment SA, intellectual ability, sex, parental schooling levels, and head circumference for age Z-score at the onset of high school are the most relevant parameters associated with 2013 PSU outcomes, both in LSA and MSA. METHODS A representative, proportional, and stratified sample of 671 children of both sexes who enrolled in 1 HSG in 2010 (mean age: 14.8 ± 0.6 y) participated in the study. Nutritional, intellectual, brain developmental, cardiovascular risk, socio-to-economic, demographic, and educational variables were quantitated. SA was assessed at 4 HSG with the 2013 PSU tests. Data were analyzed with SAS software. RESULTS Educational establishment SA, intellectual ability, maternal schooling, and age Z-score were the most relevant parameters to explain LSA (R2 = 0.493; P < 0.0001) and MSA variance in addition to sex (male), but only in MSA (R2 = 0.600; P < 0.0001). CONCLUSIONS These findings confirm the hypothesis and can be useful to support nutritional, health, and educational planning.

Overnutrition and Scholastic Achievement: Is There a Relationship? An 8-Year Follow-Up Study

Objective: The aim of this study was to assess the association between overnutrition and scholastic achievement (SA). Methods: A representative and proportional sample of 477 children of the 5th elementary school grade of both genders was randomly chosen during 2010, in the Metropolitan Region of Chile. SA was measured through the 2009 Education Quality Measurement System (SIMCE) tests of language (LSA), mathematics (MSA) and understanding of the natural environment (UNESA). Current nutritional status was assessed through the body mass index Z-score (Z-BMI). Nutritional quality of diet, schedule exercise, socioeconomic status, family, and educational variables were also recorded. Four and 8 years later, SA was assessed through the 2013 SIMCE and the University Selection Test (2017 PSU), respectively. Results: Socioeconomic status, the number of repeated school years, and maternal schooling were strong predictors of 2009 SIMCE and the independent variables with the greatest explanatory power for LSA (Model R2 = 0.178; p < 0.00001) variances, besides of gender for MSA (Model R2 = 0.205; p< 0.00001) and UNESA (Model R2 = 0.272; p < 0.00001). Overnourished children did not have significantly lower 2009 and 2013 SIMCE and 2017 PSU outcomes. Conclusions: These results confirm that overnourished children did not achieve significantly lower SA.