INTRODUCTION

Childhood is crucial for developing physical, cognitive, and social skills. However,

sedentary behaviour and lack of physical activity (PA) amongst children is an important issue that needs to be addressed [1]. Children’s lifestyles are becoming increasingly sedentary, with a growing trend of spending long hours sitting in front of screens and engaging in minimal physical activity [1].

As defined by the World Health Organization (2020), sedentary behaviour is defined as any waking behaviour characterized by an energy expenditure of 1.5 METS (metabolic equivalents; multiples of basal metabolic rates) or lower while sitting, reclining, or lying, while physical activity is defined as any bodily movement produced by skeletal muscles that requires energy expenditure [21].

One of the significant causes of sedentary behaviour and lack of physical activity among

children are the increasing reliance on technology and screens [13]. With the proliferation of smartphones, tablets, and other electronic devices, children spend more time sitting in front of screens than engaging in physical activities [13]. This trend is compounded by the fact that many schools need more facilities or programs for physical education, making it difficult for children to get the exercise they need [1,2].

Physical inactivity has been linked to noncommunicable disease and economic burden globally, and poses significant challenges in rapidly growing countries including India, which is currently home to the second largest population in the world [5].  Physical inactivity is a modifiable risk factor for cardiovascular disease and a widening variety of other chronic diseases, including diabetes mellitus, cancer (colon and breast), obesity, hypertension, bone and joint diseases (osteoporosis and osteoarthritis), and depression [5].

A growing number of studies report that regular physical activity (PA) during childhood is associated with physical, mental, emotional and social health benefits [8]. Physical activity plays a protective role against excessive body fat mass and positively correlates with health indicators such as health status, self-image, quality of life and family and peer relationship, as well as healthy child development [5].

Physical fitness refers to a physiologic state of well-being that allows one to meet the demands of daily living or that provides the basis for sport performance, or both [1]. Health-related physical fitness involves the components of physical fitness related to health status, including cardiovascular fitness, musculoskeletal fitness, body composition and metabolism [1,2]. In large epidemiologic investigations, physical activity and physical fitness are often used interchangeably, with fitness commonly being treated as a more accurate measure of physical activity than self-report [8].

Considering that children spend many hours at school, the classroom is the ideal setting to promote children’s PA, since it gives access to children regardless of age, ethnicity, gender and socio-economic status [5]. Previous systematic reviews showed that classroom-based PA had a positive impact on physical activity level, classroom behaviour, cognitive functions and academic achievement [1]. Several mechanisms might explain the effects of PA on cognitive functions and academic performance [5]. First, acute PA causes the release of neurotransmitters, which increase physiological arousal and attention levels, consequently enhancing the cognitive performance [5]. Secondly, continuous aerobic physical activity is thought to enhance the angiogenesis and neurogenesis in areas of the brain involved in memory and learning functions. The improvements regarding executive functions and attention may, in turn, improve the academic performance of preadolescent children [5,8].

In order to avoid the risk of metabolic and cardiovascular dis-eases, the World Health Organization (WHO) recommends that children and adolescents aged 5 to 17 years should accumulate at least 60 min per day of MVPA [2]. Despite this, global estimates indicate that low percentages of children and adolescents comply with WHO recommendations [2].

NEED FOR THE STUDY

It is important to perform physical activities or exercises to improve likelihood of healthy lifestyle. Participating in Physical Activity has shown to have mental, emotional, physical benefits as well as improve academic performance. School students in India, students in secondary school i.e. between 5^th to 10^th standards, face challenges like academic pressures, mental health concerns, adapting to new technology-driven learning methods, due to which they are stuck to their chairs or seats for prolonged durations leading to risks of back pain, eye strain from excessive screen time and disrupted sleep due to irregular sleeping and eating schedules. Poor nutrition and lack of exercises can contribute to health challenges. Additionally, the constant use of screen can lead to posture and eyesight problems. Insufficient physical activity can lead to weight-related issues and reduced cardiovascular health, which in turn can lead to chronic conditions in longer run. Physical Education (PE) in school plays vital role in developing a child, thus promoting overall health and well-being. However, schools these days want their children to be in front in all academic aspects, except sports. The time given to the PE classes is limited and there are many instances where these classes are replaced by other subjects. These situations lead to lack of importance given to physical health and aversion of students to liking any sports. Also, PE teaches essential skills like teamwork, discipline, and goal setting. However, lack of PE can lead to health risks, decreased focus, and a missed opportunity to develop crucial social and motor skills.

Thus, the overall impact depends on quality and emphasis placed on PE within the Educational System.

RESEARCH QUESTION

What are the effects of school-based exercise program on physical parameters amongst secondary school children?

AIM AND OBJECTIVES

AIM –

To study the effects of school-based exercise program on physical parameters amongst secondary school children.

OBJECTIVES –

PRIMARY OBJECTIVE:

1.     To design and validate School-Based Exercise Protocol for secondary school students.

2.     To study the effect of school-based exercise program on Physical Parameters i.e. Body Mass Index, Muscular Endurance and Aerobic Capacity.

3.     To study the effect of Sedentary Lifestyle in Secondary School Children.

SECONDARY OBJECTIVE:

To correlate the effects of school-based exercise program based on factors such as age, gender and lifestyle patterns.

HYPOTHESIS

Null Hypothesis (H0) –

There will not be any significant effect of school-based exercise program on physical parameters and lifestyle in secondary school children.

Alternative Hypothesis (H1) –

There will be significant effect of school-based exercise program on physical parameters and lifestyle in secondary school children.

MATERIALS AND METHODOLOGY

Source of Data – Secondary School in Loni.

Study Type – Experimental Study.

Study Design – Randomised controlled trial.

Study Setting – Secondary School in Loni.

Study Population – Secondary School Children between 5^th to 10^th standards.

Study Duration – 2 years.

Sample Size – 60 Secondary School Children.

(Calculated using winpepi software)

SELECTION CRITERIA

Inclusion Criteria

1.     Secondary School children between 5^th to 10^th standards (around 10-15 years of age).

2.     Written and signed consent forms from parents/guardians/teachers.

Exclusion Criteria

1.     Unwilling to participate.

2.     History of any Musculoskeletal Injury or conditions over last 6 months. 

OUTCOME MEASURES

The outcome measures used in this study are as follows –

PROCEDURE

Phase 1-Ethical Clearance

The synopsis will be submitted to the institutional ethical committee (IEC) and permission will be obtained.

Phase 2-Enrollment of Participants

On getting permission from IEC to carry out the study, participants will be enrolled based on the inclusion and exclusion criteria. Informed content will be taken from guardians/teachers.

Phase 3-Data Collection

Participants will be divided into 2 groups, i.e. Experimental Group (n=30) and Control Group (n=30). 

Experimental group will be administered with school-based exercise program, while control group will be given conventional PE exercises conducted during their PE classes.

Intervention

Group A - Experimental Group:

All the instructions for exercise program will be given verbally to the students and they will be provided with demonstrations along with guidance throughout the program.

The students will be given the exercise program and will have to perform those exercises within the stipulated time of their PE class for 3 days in 6 weeks.

The 3 Physical Parameters i.e. Aerobic Capacity, Muscular Endurance and Body Mass Index will be screened Pre and Post the exercise program.

Statistical Analysis will be done and result will be calculated.

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