Motor competence, physical activity, and perceived motor competence: A relational systems approach.

Being and perceiving oneself as proficient in motor skills seems essential for an active lifestyle; conversely, being active and perceiving oneself as proficient may be associated with greater motor competence. By expanding the causal path view about the relationship between active and healthy developmental system elements, this study tested the mediation hypothesis of perceived motor competence in the relationship between motor competence and physical activity - in both ways - and moderation by developmental phase and sex. This cross-sectional study sampled healthy schoolchildren (n = 379; 8.

Breaking up classroom sitting time with cognitively engaging physical activity: Behavioural and brain responses.

Introduction: Classroom-based active breaks are a feasible and effective way to reduce and break up sitting time, and to potentially benefit physical health in school children. However, the effect of active breaks on children's cognitive functions and brain activity remains unclear.

Objective: We investigated the impact of an active break intervention on typically developing children's cognitive functions and brain activity, sitting/standing/stepping, on-task behaviour, and enjoyment.

Feasibility of breaking up sitting time in mainstream and special schools with a cognitively challenging motor task.

Background: Children spend ≤70% of the school day sitting in class. Classroom-based active breaks can benefit children's physical health, but if the breaks are cognitively demanding (i.e.