***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: The appropriateness of recess in the elementary program continues to be question ed although generally it is believed to be useful by elementary principals despite a dearth of supportive data . This study was a developmental study of the effects of physical activity on concentration . Comparison of passive and directed physical education activities on the concentration of second- , third- , and fourth- grade children was made . The Woodcock-Johnson Test of Concentration showed better performance by the fourth grade rs and within Grade 4 in favor of the physical activity group . A structured physical activity or a classroom activity immediately prior to a concentration task was not detrimental to children in Grade s 2 and 3 . Fourth- grade children performed significantly better on a test of concentration after engaging in a physical activity Teachers complain about growing concentration deficits and reduced attention in adolescents .  Exercise has been shown to positively affect cognitive performance . Due to the neuronal connection between the cerebellum and the frontal cortex , we hypothesized that cognitive performance might be influenced by bilateral coordinative exercise ( CE ) and that its effect on cognition might be already visible after short bouts of exercise . One hundred and fifteen healthy adolescents aged 13 - 16 years of an elite performance school were r and omly assigned to an experimental and a control group and tested using the d2-test , a test of attention and concentration . Both groups performed the d2-test after a regular school lesson ( pre-test ) , after 10 min of coordinative exercise and of a normal sport lesson ( NSL , control group ) , respectively ( post-test ) . Exercise was controlled for heart rate ( HR ) . CE and NSL enhanced the d2-test performance from pre- to post-test significantly . ANOVA revealed a significant group ( CE , NSL ) by performance interaction in the d2-test indicating a higher improvement of CE as compared to NSL . HR was not significantly different between the groups . CE was more effective in completing the concentration and attention task . With the HR being the same in both groups we assume that the coordinative character of the exercise might be responsible for the significant differences . CE might lead to a pre-activation of parts of the brain which are also responsible for mediating functions like attention . Thus , our results support the request for more acute CE in schools , even in elite performance schools PURPOSE This study evaluated the effects of a classroom-based physical activity program on  children 's in-school physical activity levels  and on-task behavior during academic instruction . METHODS Physical activity of 243 students was assessed during school hours . Intervention-group students ( N = 135 ) received a classroom-based program ( i.e. , Energizers ) . The control group ( N = 108 ) did not receive Energizers .  On-task behavior during academic instruction time was observed for 62 third- grade ( N = 37 ) and fourth- grade students ( N = 25 ) before and after Energizers activities . An independent groups t-test compared in-school physical activity levels between intervention and control classes . A multiple-baseline across-classrooms design was used to evaluate the effectiveness of the Energizers on on-task behavior . Additionally , a two-way ( time [ pre- vs postobservation ] x period [ baseline vs intervention ] ) repeated- measures analysis of variance compared on-task behavior between observation periods . Magnitudes of mean differences were evaluated with Cohen 's delta ( ES ) . RESULTS Students in the intervention group took significantly ( P < 0.05 ) more in-school steps ( 5587 + /- 1633 ) than control-group students ( 4805 + /- 1543 ) , and the size of this difference was moderate ( ES = 0.49 ) . The intervention was effective in improving on-task behavior ; after the Energizers were systematic ally implemented , on-task behavior systematic ally improved . The improvement in on-task behavior of 8 % between the pre-Energizers and post-Energizers observations was statistically significant ( P < 0.017 ) , and the difference was moderate ( ES = 0.60 ) . Likewise , the least on-task students improved on-task behavior by 20 % after Energizers activities . This improvement was statistically significant ( P < 0.001 ) and meaningful ( ES = 2.20 ) . CONCLUSION A classroom-based physical activity program was effective for increasing daily in-school physical activity and improving on-task behavior during academic instruction BACKGROUND This study examined associations of fitness and fatness with cognitive processes , academic achievement , and behavior , independent of demographic factors , at the baseline of an exercise trial . METHODS Overweight , sedentary but otherwise healthy 7 - 11 year olds ( N=170 ) participated in a study of health , cognition and achievement in the Augusta , GA area from 2003 - 2006 . Children underwent evaluations of fatness and fitness , psychological assessment s of cognition and academic achievement , and behavior ratings by parents and teachers . Partial correlations examined associations of fitness and fatness with cognitive and achievement scores and behavior ratings , controlling for demographic factors . RESULTS Fitness was associated with better cognition , achievement and behavior , and fatness with worse scores . Specifically , executive function , mathematics and reading achievement , and parent ratings of child behavior were related to fitness and fatness . Teacher ratings were related to fitness . CONCLUSION These results extend prior studies by providing reliable , st and ardized measures of cognitive processes , achievement , and behavior in relation to detailed measures of fitness and fatness . However , cross-sectional associations do not necessarily indicate that improving one factor , such as fatness or fitness , will result in improvements in factors that were associated with it . Thus , r and omized clinical trials are necessary to determine the effects of interventions This study tested the effect of a structured aerobic exercise program on anger expression in healthy overweight children . Overweight sedentary children were r and omly assigned to an aerobic exercise program or a no-exercise control condition . All children completed the Pediatric Anger Expression Scale at baseline and posttest . Anger Out and Anger Expression scores were lower for the exercise condition at posttest . Fitness improvements contributed significantly to final models , and points earned for adherence correlated negatively with posttest Anger Out . An aerobic exercise program might be an effective strategy to reduce anger expression , including reduction of aggressive behavior , in overweight children NEW FINDINGS What is the central question of this study ? Children are spending more than 60 % of their waking day sedentary . The consequences of excessive sedentary behaviour are not well understood in the child , but there is growing evidence that with increasing sedentary time , cardiovascular risk in childhood also increases . What is the main finding and its importance ? Our findings show that a 3 h period of uninterrupted sitting causes a profound ( 33 % ) reduction in vascular function in young girls . Importantly , we also demonstrate that breaking up sitting with regular exercise breaks can prevent this . Excessive sedentary behaviour has serious clinical and public health implication s ; however , the physiological changes that accompany prolonged sitting in the child are not completely understood . Herein , we examined the acute effect a prolonged period of sitting has upon superficial femoral artery function in 7- to 10-year-old girls and the impact of interrupting prolonged sitting with exercise breaks . Superficial femoral artery endothelium-dependent flow-mediated dilatation , total shear rate , antero grade and retro grade shear rates and oscillatory shear index were assessed before and after two experimental conditions : a 3 h uninterrupted period of sitting ( SIT ) and a 3 h period of sitting interrupted each hour with 10 min of moderate-intensity exercise ( EX ) . A mixed-model analysis of variance was used to compare between-condition and within-condition main effects , controlling for the within-subject nature of the experiment by including r and om effects for participant . Superficial femoral artery endothelium-dependent flow-mediated dilatation decreased significantly from pre- to post-SIT ( mean difference 2.2 % flow-mediated dilatation ; 95 % confidence interval = 0.60 - 2.94 % , P < 0.001 ) . This relative decline of 33 % was abolished in the EX intervention . Shear rates were not significantly different within conditions . Our data demonstrate the effectiveness of short but regular exercise breaks in off setting the detrimental effects of uninterrupted sitting in young girls 
    Output:
    
RESULTS Overall , PA interventions commonly found positive effects on academic behavior , with few exceptions .
There were additional unique findings regarding differences in outcome measures and PA treatments .
CONCLUSIONS The findings from these studies are significant and support the implementation or continuation of PA in schools to improve academic behavior and associated performance .