Page 1 of 23 The Link between Nutrition, Physical Activity and Academic Achievement Sigrid Quendler Vienna University, Austria, Europe for ILSI Center.

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The Link between Nutrition, The Link between Nutrition, Physical Activity and Physical Activity and

Academic AchievementAcademic Achievement

Sigrid QuendlerSigrid Quendler

Vienna University, Austria, EuropeVienna University, Austria, Europe

for ILSI Center for Health Promotion, Atlanta, 2002for ILSI Center for Health Promotion, Atlanta, 2002

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• Early Greek and Hebrew philosophers adopted a dualistic perspective and viewed the mind and the body as two distinct entities

• Piaget (1936) was one of the first who suggested that motor development is important for intellectual development in children

• Kephart (1960) suggested that children who have learning disabilities may be suffering from perceptual-motor problems

• Kirkendall (1986) suggested, that an individual functions as a whole within the environment and thus must be treated accordingly

• Jørgens, Perko, Hanel, Schroeder, Secher (1992) confirmed that moderate-to-high intensities of exercise shows a large increase in cerebral blood flow which benefits cognitive functioning

BackgroundBackground

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• Breakfast and Academic Achievement (AA)

• Hunger and Behavioral Problems

• Undernourishment and Health Risks

• Lack of PA and Low Self-Esteem

• Obesity, Health Risks and Low Self-Esteem

The Link between Nutrition, PA and AAThe Link between Nutrition, PA and AA

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Breakfast and AABreakfast and AA• 10% of students at the elementary level

• 25% in middle school

• 30% of high school students start school without breakfast

• omitting breakfast interferes with cognition and learning

Hunger and Behavioral ProblemsHunger and Behavioral Problems • 4 million American children experience prolonged periodic

food insufficiency and hunger each year

• Representing 8% of the children under the age of 12

• Virtually all-behavioral, emotional and academic problems were more prevalent in hungry children

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Undernourishment and Health RisksUndernourishment and Health Risks • Chronically undernourished children attain lower scores on

standardized achievement tests

• They have difficulty resisting infection and are more likely to become sick, miss school, and fall behind in class

• They are irritable and have difficulty concentrating

• They have low energy, which can limit their PA

Lack of PA and Low Self-EsteemLack of PA and Low Self-Esteem • Studies show the positive effects of PA programs on physical

fitness and school performance

• PA is consistently related to higher levels of self-esteem and lower levels of anxiety and stress

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Obesity, Health Risks and Low Self-EsteemObesity, Health Risks and Low Self-Esteem

• The prevalence of overweight among young people ages 6-17 has more than doubled in the past 20 years (in the United States)

• Over 4.7 million (=11%) of these youths are seriously overweight

• Overweight causes low self-esteem, which may lead to depression followed by gluttony

• Increases risks of Type 2 Diabetes, cardiovascular diseases and premature death

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Methods of Literature SearchMethods of Literature Search

Search Engines:

• Medline

• Pubmed

• Galileo (EBSCOhost, ERIC)

• Emory University

• Cross-referencing

• (Yahoo)

Keywords:

Nutrition, Dietetics

Physical Activity, Education, Sport

Academic Performance, Achievement, Learning

Children, School

Supplementation, Vitamin-Mineral Supplements

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Resources and ApproachResources and Approach

Relevant Literature:

• 12 published research studies about the Link between Nutrition and AA

• 9 published research studies about the Link between PA and AA

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• 12 Longitudinal Studies

• 4 Observational Studies

• 5 Cohort Studies

Types of Key StudiesTypes of Key Studies??

• 8 about Nutrition and AA (4 Long-/ 4 Short-Term)

• 4 about PA and AA (3 Long-/ 1 Short-Term)

• 1 1 about Nutrition and AA

• 3 about PA and AA

• 3 about Nutrition and AA

• 2 about PA and AA

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Studies Nutrition PA

Longitudinal • Brief fasting, Stress and Cognition

• Breakfast Timing

• Energy Intake

• School Breakfast Programs (SBP)

• Academic Performance

• Academic Performance and Fitness and Sport and Education

• Academic Skills

Observational • Teachers’ Perception of SBP

• Teachers’ Attitude

• Students’ Attitude

• Learning Disabilities

Cohort • Verbal Fluency

• Evaluation of SBP

• Effect of Vitamin-Mineral Supplements on Behavior

• Effects on Social Skills

• Effects on PA during Adult Life

Topics of StudiesTopics of Studies

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Age of Subjects in the StudiesAge of Subjects in the Studies

Studies Ages No. Topics

Longitudinal Students:

3-10

11-15

4

8

• 3 about Nutrition, 1 about PA

• 5 about Nutrition, 3 about PA

Observational Teachers

Students:

6-12

Learning

Disabilities:

8-10

2

1

1

• 1 about Nutrition, 1 about PA

• 1 about PA

• 1 about PA

Cohort Students:

3-10

11-12

3

1

• 2 about Nutrition, 1 about PA

• 1 about PA

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Nutrition and AANutrition and AAMajor and General Findings:

Poor nutrition hampers AAPoor nutrition hampers AA:

• Malnutrition affect intelligence and academic performance

• Students with low amount of protein in their diet have the lowest achievement scores

• Iron deficiency anemia leads to shortened attention span, irritability, fatigue, and difficulty with concentration

• Six- to eleven-year-old children from food-insufficient families had significantly lower arithmetic scores

• Even moderate under-nutrition can have lasting effects and compromise cognitive development and school performance

• Morning fasting has a negative effect on cognitive performance, even among healthy, well-nourished children

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Proper nutrition enhances academic performanceProper nutrition enhances academic performance::

Participation in a SBP:

• Relieves hunger and improves children’s ability to succeed at school • Increases intake of food energy, calcium, phosphorous, and vitamin C • Improves school performance and reduces absenteeism and tardiness • Improves academic, behavioral, and emotional functioning • Leads to increased math grades • Strengthens children’s psychosocial outcomes, lowering anxiety,

hyperactivity, depression and psychosocial dysfunction • Raises scores on basic skills tests

• Parents report improved interest in school, greater concentration, and improved scholastic performance

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The Difference between well-nourished and malnourished children during SBP:

• who skipped breakfast experience a negative effect on certain cognitive tests, problem solving and memory

• demonstrate improved scholastic performance

• Teachers report improved scholastic performance

• School environment and lifestyle factors can also enhance a child’s capacity to learn

• who skipped breakfast experience a negative effect on certain cognitive tests, arithmetic and verbal fluency

Well-nourished children: Mal-nourished children::

• The positive effects of breakfast on cognition are not universal and require further studies

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PA and AAPA and AAThe General and Major Findings:

Increased PA leads to higher AA:

• Increased PA leads to increased test scores

• Intense PA programs have positive effects on AA, including increased concentration, improved mathematics, reading, and writing test scores and reduced disruptive behavior.

• AA improves even when the physical education reduces the time for academics

• Aerobic conditioning may help to improve memory

• Exercise may strengthen particular areas of the brain, and oxygen intake during exercise may enhance greater connections between neurons

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Improved classroom behavior in schools participating in PA:

• Teachers report improved students attentiveness and concentration

• Teachers report improved academic performance

• Parents report improved interest in school, greater concentration, and improved scholastic performance

Classroom mood and ambience is enhanced when children participate in PA:

• Teachers report that students participating in PA are calmer in class and more energetic to learn

• Several review articles authored by experts in the field underscore the value of PA and the effect of activity and cognition

• School environment and lifestyle factors can also enhance a child’s capacity to learn

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Who? Where & when?

What? Other Facts

CDC (Centers for Disease Control and Prevention)

USA, June 1996 Guidelines for School Health Programs to Promote Lifelong

Healthy Eating

Provides 7 nutrition education guidelines for a comprehensive school health program

ASFSA (American School Food Service Association)

USA, Aug. 2002 Developed a “breakfast how-to kit”, can help school foodservices maximize their breakfast programs

The theme: “A Good Breakfast = A Good Start = Good Student Performance”

Nutrition and AANutrition and AA

Summary of tables of selected nutrition programs:

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Who? Where & when?

What? Other Facts

FNS (Food and Nutrition Service)

USA, 1966 The SBP, a Federal entitlement program, provides cash assistance for non-profit breakfast programs

Pilot project in 1966, made permanent in 1975, present in more than 72,000 schools and institutions

OCRI (Ottawa Carleton Research Institute)

Canada (Ottawa), 1990

School Breakfast Program, provides funding for equipment, program monitors and food

4500 students are fed in the 2002, 86 schools are enrolled in SBP, 855,500 breakfasts served

NSD (Nutrition Service Division)

USA (California), 1998

SBP, SLP, Special Milk Program and State Meal Program, (federally funded)

Improve the diets of children to age 13, develop eating habits that for later years

USDA (Food and Nutrition Service)

USA, Dec. 2001 Created a new "Eat Smart. Play Hard." Campaign

Message has been endorsed by ASFSA, ADA, WIC

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Who? Where & when?

What? Other Facts

CDC (Centers for Chronic Disease and Prevention)

USA, 2001 Kids Walk-to-School

A community-based program that aims to increase opportunities for daily PA by encouraging children to walk to and from school in groups, accompanied by adults

EKF (Educational Kinesiology Foundation)

USA, 1990 Brain Gym®, a program of physical activities that enhance learning ability

Brain Gym® is built upon 80 years of research by specialists in physical movement and child development, EKF licensed it to help the learner experience his or her full potential

PA and AAPA and AASummary of tables a few selected PA programs:

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Who? Where&when? What? Other Facts

NASBE (National Association of State Boards of Education)

USA (West Virginia), 1992

Safe and Healthy School Projects, Healthy Schools Network

In partnership with the National School Boards Association (NSBA), the Healthy Schools Network meets once a year to discuss youth and school health issues

CSHP (Auburn School Department's Coordinated School Health Program)

USA, 1998 “Healthy Androscoggin” is a School Health Program, designed to connect health with education

Components: Comprehensive School Health Education, Physical Education & Activity and Health Promotion & Wellness

CSEP (Health Canada and Canada Society for Exercise Physiology)

Canada, 2000 “Canada’s Physical Activity Guide” for children and youth

Should help young people make wise choices about PA, improve their health and help prevent diseases

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Nutrition and PA:

Teachers and parents report that students participating in SBP and PA are:

A positive relationship persists between nutrition and AA or/and PA and AA!!

Conclusions:Conclusions:

• Improve school performance

• Classroom behavior

• Reduce absenteeism and tardiness

• Strengthen children’s psychosocial outcomes

• Lowers anxiety, hyperactivity, depression, and psychosocial dysfunction

• Calmer in class

• More energetic and focused when studying

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Future ResearchFuture Research

• Effects of micronutrient on development of children’s intelligence

• Effects of nutrient/micronutrient deficiency on children’s intelligence

• Effects of nutrient deficiency on children’s intention to be physically active

• The intimate mechanisms whereby physical exercise can influence academic performance

• Effects of PA on AA of well-trained and untrained children

• PA in toddlers and the effects on later AA

• Differences between (micro)nutrients from supplements vs. food sources in human metabolism

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Thank You for Your Thank You for Your Attention!!!Attention!!!

I want to return thanks to Debbie Kibbe who took the time to show me the everyday life in a Public Health Organization,

David Dennison who proof-read this project,

Asha Mulchan-Onofri and Kim Fontenot who helped me with the numerous problems I had with the computer,

and everyone else on the ILSI staff who helped to make my internship as fantastic as it was in the end!

Thank You all very much!!