Page 81 - Sember, Vedrana, and Shawnda A. Morrison. 2018. The Mind-Body Connection. Koper: University of Primorska Press.
P. 81
ummary
This monograph was hoping to investigate and explain the relation-
ship between physical activity and academic performance in ele-
mentary school children. It provides a summary of assessing phys-
ical activity using different methods; for example, objectively, us-
ing two types of physical activity monitors, and subjectively, using
school records of achieved physical activity and self-reported ques-
tionnaires.
Whether children live in urban or rural areas were found to be
sometimes different regarding the link between physical activity
and academic performance. There is also often not sufficient atten-
tion to rural and poorer areas of countries, including Slovenia, who
sometimes do not give attention devoted to older children finishing
elementary school.
When looking at Slovenia specifically, the country reportes the
highest grade for overall physical activity in comparison with 38
countries (Tremblay et al., 2016; Sember et al., 2016), since the ma-
jority of Slovenian schoolchildren meet the recommendation of at
least of 60 minutes of moderate-to-vigorous physical activity per
day (World Health Organisation, 2010). The Republic of Slovenia has
the most active schoolchildren and great school system (Tremblay
et al., 2016), compared to the other countries in the world. However,
the sobering fact is that despite these high levels of overall phys-
ical activity and a robust school system, Slovenia has room to im-
prove further, and give children more physically-narrated classes in
the school system, as it was in 2004. The situation elsewhere in the
79
This monograph was hoping to investigate and explain the relation-
ship between physical activity and academic performance in ele-
mentary school children. It provides a summary of assessing phys-
ical activity using different methods; for example, objectively, us-
ing two types of physical activity monitors, and subjectively, using
school records of achieved physical activity and self-reported ques-
tionnaires.
Whether children live in urban or rural areas were found to be
sometimes different regarding the link between physical activity
and academic performance. There is also often not sufficient atten-
tion to rural and poorer areas of countries, including Slovenia, who
sometimes do not give attention devoted to older children finishing
elementary school.
When looking at Slovenia specifically, the country reportes the
highest grade for overall physical activity in comparison with 38
countries (Tremblay et al., 2016; Sember et al., 2016), since the ma-
jority of Slovenian schoolchildren meet the recommendation of at
least of 60 minutes of moderate-to-vigorous physical activity per
day (World Health Organisation, 2010). The Republic of Slovenia has
the most active schoolchildren and great school system (Tremblay
et al., 2016), compared to the other countries in the world. However,
the sobering fact is that despite these high levels of overall phys-
ical activity and a robust school system, Slovenia has room to im-
prove further, and give children more physically-narrated classes in
the school system, as it was in 2004. The situation elsewhere in the
79
