ECSS Paris 2023: OP-MH18
INTRODUCTION: Myopia has become a growing global health concern, with a particularly high prevalence among school-age children1. Research has established that various ocular biometric parameters, such as axial length (AL), spherical equivalent refraction (SER), anterior chamber depth (ACD), and axial length-to-corneal radius ratio (AL/CR), are intricately linked to the onset and progression of myopia. Studies highlight a direct correlation between AL elongation and myopia severity2. Physical health indicators—such as BMI, height, and cardiorespiratory fitness—also play a crucial role, influencing ocular growth and visual health outcomes. Despite the extensive body of research, there remains a significant gap in long-term longitudinal studies that examine the simultaneous relationship between multiple ocular biological parameters and physical health in school-aged children. METHODS: This two-year longitudinal study involved a cohort of 313 children (172 boys, 141 girls) aged 8–12, drawn from two urban primary schools in Hefei, China. Annual assessments conducted from 2019 to 2021 measured various ocular biometric parameters and physical health indicators. Myopia was categorized as persistent (diagnosed in both 2019 and 2021), incident (new diagnosis in 2021), or absent (no myopia at both time points). Exclusion criteria included ocular diseases, surgeries, or significant refractive disparities. Physical health evaluations were performed in accordance with national standards, assessing height, weight, BMI, cardiorespiratory fitness, agility, and strength through tests such as the 50-meter run, sit-and-reach, rope skipping, and sit-ups. Statistical analyses, including Pearson correlations, ANOVA, and multivariate linear regression, were performed to identify relationships between ocular and physical variables over time. RESULTS: The rate of myopia was 25.56% in 2019. By 2020, it soared to 63.90%, and reached 72.20% in 2021，by the end of the study, 226 children (127 boys, 99 girls) were classified as myopic. Consistent trends were observed across all groups, including increased AL, ACD, BMI, height, and strength-related metrics (rope skipping and sit-ups), coupled with decreased SER and flexibility scores(p＜0.05). The persistent myopia group exhibited the most pronounced axial elongation and myopia progression(p＜0.001). In this group, changes in SER correlated positively with sit-up performance(r=0.085,p＜0.05), while axial length changes correlated negatively with height and positively with vital capacity(r=-0.201,p＜0.05; r=0.223,p＜0.05). The increased myopia group showed a significant correlation between ACD changes and sit-up performance(r=0.138,p＜0.05). In none myopia group, slower 50-meter run times corresponded to more stable refractive errors(r=0.216,p＜0.05). Regression analyses revealed that higher BMI changes predicted greater SER shifts in increased myopia group, and improved sit-up performance was linked to higher AL/CR changes(p＜0.05). CONCLUSION: This study demonstrates a significant association between physical fitness indicators—such as BMI, cardiorespiratory endurance, and strength—and ocular biometric parameters. These findings suggest a complex interaction between physical and visual development in school-age children, emphasizing the importance of integrated strategies for myopia prevention. Public health initiatives should consider the combined influence of lifestyle, physical fitness, and visual health, aiming to mitigate myopia progression through holistic interventions.
Read CV Feiyu LiECSS Paris 2023: OP-MH18
INTRODUCTION Physical inactivity among children is a significant public health concern that is becoming increasingly prevalent1,2. This study compared school-based physical activity levels (PA), health-related fitness, and academic achievement (AA) in science-related courses between normal-weight and obese school-age children in Qatar. METHODS Fifty healthy schoolchildren were recruited (age: 11.2 ± 0.41 years; body mass: 44.36 ± 8.17 kg; height: 1.56 ± 7.79 m; body mass index (BMI): 21 ± 3.8 kg/m2). Based on age-specific BMI percentiles, the schoolchildren were classified as normal weight (n=25) and obese (n=25). Measurements included anthropometric data and health-related fitness test (T-half test for change-of-direction (CoD), 10 m sprint, medicine ball throw (MBT) and Stork test of static balance (SB)). AA was assessed through school records of grades point average (GPA) in Mathematics, and Science courses. The International Physical Activity Questionnaire Short Form (IPAQ—SF) was used to estimate the total amount of time engaged in PA per week in children classified into three intensity levels: moderate (4 METs), vigorous (8 METs), and walking. Additionally, the time spent sitting (TS) was calculated to quantify sedentary behaviors. RESULTS Comparative analysis showed that obese students exhibited significantly lower AA scores in Mathematics (80.80 ± 9.32% vs 89.60 ± 3.80%, p < 0.001, d = 1.24) and Science (81.20 ± 9.92% vs 89.20 ± 3.73%, p < 0.001, d = 1.07) compared to their normal-weight peers. While health-related fitness performance metrics showed no significant differences between groups. However, obese participants demonstrated significantly higher weekly TS (4.12 ± 2.13 vs 2.92 ± 1.44 hours, p = 0.02, d = 0.66) and lower engagement in moderate-intensity PA (448.00 ± 291.43 vs 611.20 ± 277.01 MET-minutes/week, p = 0.05, d = 0.57). CONCLUSION This study determined health-related fitness and AA in BMI-stratified obese and non-obese schoolchildren. Surprisingly, the predictor’s body weight did not influence the health-related fitness of the students. Descriptive analysis revealed that obese children had lower levels of PA compared to their normal-weight peers. Conversely normal-weight students demonstrated the highest AA. Future studies are required to incorporate additional variables, such as biological maturation status, to validate our observations and enhance accuracy. Schools should consider strategies to increase PA and health-related fitness as part of their overall strategy for improving AA of science-related courses. 1Martin et al., Cochrane Database Syst Rev. 2018 Jan 29;1(1):CD009728. 2Cerda-Vega et al., Sports (Basel). 2024 Jun 26;12(7):180.
Read CV Souhail HermassiECSS Paris 2023: OP-MH18
INTRODUCTION: The World Health Organization (WHO) recommends that children and adolescents aged 5 to 17 engage in at least 60 minutes of moderate-to-vigorous physical activity (MVPA) daily. Adherence to these guidelines is low across European countries, with a notable increase in physical inactivity among children [1]. To address this concern, Active Breaks (ABs) have gained increasing attention in educational settings. ABs are short periods of physical activity integrated into the school day, aiming to enhance both academic and physical outcomes. Research indicates that ABs can improve attention levels and mathematical performance in primary school children [2]. The present study aimed to evaluate the effects of a 12-week ABs program on academic and physical outcomes in primary school children. METHODS: This study was designed as a randomized controlled trial (RCT) to assess the effects of a 12-week ABs program, consisting of two daily sessions of 10 to 15 minutes each. A total of eighty third-grade children (aged 7.84±0.37 years) were recruited from Primary School in Italy. Following baseline assessments, classes were randomly assigned to one of four conditions based on the type of AB protocol performed: Creativity-based ABs (CREAT; n = 20), Fitness-based ABs (FIT; n = 20), Combined ABs (COMB; n = 20), and a Control group (CON; n = 20). At both baseline and post-intervention, all participants underwent the MOTORFIT test, Reynolds Interference Task (RIT), and the AC-MT 6-11 Math Test. RESULTS: RM-ANOVA showed significant improvement in mathematical performance, in particular written calculations and problem-solving, where the experimental groups showed significant improvement from pre- to post-assessment (p<0.001) and a significant difference between groups, where the combined group showed better performance than the control group (p<0.030). Significant improvements were found in complex processing speed, where the experimental groups showed significant improvement from pre- to post-assessment (p<0.001) and a significant difference between groups, where the combined group showed better performance than the control group (p=0.032). Finally, significant differences were found in the MOTORFIT test, in particular in single-leg hops, alternating single-leg hops, and hitting a ball with a tennis racket, where the experimental groups achieved better performance than the control group (p<0.05). Significant improvements were found from pre- to post-assessment in the shuttle run test, in the fitness and creative groups (p<0.001). CONCLUSION: The study demonstrated that the incorporation of active breaks over 12 weeks within the school system led to improvements not only in physical skills but also in math performance and complex processing speed. These enhancements positively impacted two key academic parameters: problem-solving skills and written calculation. Therefore, physical activity promotes motor abilities and better executive functions performance. 1. Colella D. (2020), 2. Fiorilli G. (2017)
Read CV Domenico Di FonzaECSS Paris 2023: OP-MH18