***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: Objective : To examine the link between childhood overweight status and elementary school outcomes . Design : Prospect i ve study design : multivariate regression models examining the association between changes in overweight status and school outcomes between kindergarten entry and end of third grade , after controlling for various child , family and school characteristics . Subjects : Nationally representative sample of US children who entered kindergarten in 1998 , with longitudinal data on body mass index ( BMI ) and school outcomes at kindergarten entry and end of third grade . Measurements : Wide range of elementary school outcomes collected in each wave including academic achievement ( math and reading st and ardized test scores ) ; teacher reported internalizing and externalizing behavior problems ( BP ) , social skills ( self-control , interpersonal skills ) and approaches to learning ; school absences ; and grade repetition . Measurements of height and weight in each wave were used to compute BMI and indicators of overweight status based on CDC growth charts . A rich set of control variables capturing child , family , and school characteristics . Results : Moving from not-overweight to overweight between kindergarten entry and end of third grade was significantly associated ( P<0.05 ) with reductions in test scores , and teacher ratings of social-behavioral outcomes and approaches to learning among girls . However , this link was mostly absent among boys , with two exceptions – boys who became overweight had significantly fewer externalizing BPs ( P<0.05 ) , but more absences from school compared to boys who remained normal weight . Being always-overweight was associated with more internalizing BP among girls but fewer externalizing BPs among boys . Conclusion : Change in overweight status during the first 4 years in school is a significant risk factor for adverse school outcomes among girls but not boys . Girls who become overweight during the early school years and those who start school being overweight and remain that way may need to be monitored carefully This study investigated the relationship between adolescents ' academic  performance and participation in physical activity .  232 boys and girls from Years 8–11 ( ages 13–16 years ) were r and omly selected , and their academic performance was assessed on previous examination scores in English , Mathematics , and Science . Participants were also asked to list all the sports-based physical activities in which they normally participated during a typical week and to indicate how many times per week they took part in each activity and the duration of each . Overall , no significant correlations were found , although weak negative correlations were recorded between the amount of time ( in minutes ) in sport and exercise and English scores for children ages 13 , 14 , and 16 years . A similar association was also noted for Science scores of children 16 years old PURPOSE This study was conducted to determine the effect of physical education class enrollment and physical activity on academic achievement in middle school children . METHODS Participants were 214 sixth- grade students r and omly assigned to physical education during either first or second semesters .  Moderate and vigorous physical activity ( MVPA ) ( number of 30-min time blocks ) outside of school was assessed using the 3-d physical activity recall ( 3DPAR ) . The 3DPAR time blocks were converted to ordinal data with scores of 1 ( no activity ) , 2 ( some activity ) , or 3 ( activity meeting Healthy People 2010 guidelines ) . Academic achievement was assessed using grade s from four core academic classes and st and ardized test scores ( Terra Nova percentiles ) . RESULTS Grade s were similar regardless of whether students were enrolled in physical education during first or second semesters . Physical education classes averaged only 19 min of MVPA . Students who either performed some or met Healthy People 2010 guidelines for vigorous activity had significantly higher grade s ( P < 0.05 ) than students who performed no vigorous activity in both semesters . Moderate physical activity did not affect grade s. St and ardized test scores were not significantly related to physical education class enrollment or physical activity levels . CONCLUSION Although academic achievement was not significantly related to physical education enrollment , higher grade s were associated with vigorous physical activity , particularly activity meeting recommended Healthy People 2010 levels An evaluation is reported of an exercise-based approach to remediation of dyslexia-related disorders . Pupils in three years of a Warwickshire junior school were screened for risk of literacy difficulty using the Dyslexia Screening Test ( DST ) . The 35 children scoring 0.4 or over on the DST were divided r and omly into two groups matched for age and DST score . One quarter of the participants had an existing diagnosis of dyslexia , dyspraxia or ADHD . Both groups received the same treatment at school but the intervention group used the DDAT exercise programme daily at home . Performance on the DST and specialist cerebellar/vestibular and eye movement tests were assessed initially and after six months . Cerebellar/vestibular signs were substantially alleviated following the exercise treatment whereas there were no significant changes for the control group . Even after allowing for the passage of time , there were significant improvements for the intervention group in postural stability , dexterity , phonological skill , and ( one-tailed ) for naming fluency and semantic fluency . Reading fluency showed a highly significant improvement for the intervention group , and nonsense passage reading was also improved significantly . Significantly greater improvements for the intervention group than the control group occurred for dexterity , reading , verbal fluency and semantic fluency . Substantial and significant improvements ( compared with those in the previous year ) also occurred for the exercise group on national st and ardized tests of reading , writing and comprehension . It is concluded that , in addition to its direct effects on balance , dexterity and eye movement control , the benefits of the DDAT exercise treatment transferred significantly to cognitive skills underlying literacy , to the reading process , and to st and ardized national literacy attainment tests The effects of a 2-year health-related school physical education program on st and ardized academic achievement scores was assessed in 759 children who completed Metropolitan Achievement Tests before and after the program . Schools were r and omly assigned to condition : ( a ) Specialists taught the Sports , Play , and Active Recreation for Kids curriculum ; ( b ) classroom teachers were trained to implement the curriculum ; and ( c ) controls continued their usual programs . The Trained Teacher condition was superior to Control on Language , Reading , and Basic Battery . The Specialist condition was superior to Control on Reading , but inferior on Language . Despite devoting twice as many minutes per week to physical education as Controls , the health-related physical education program did not interfere with academic achievement .  Health-related physical education may have favorable effects on students ' academic achievement Roy J. Shephard The value of an individually supervised physical activity program with a strong social skills component was examined for 45 students with learning disabilities ( 34 boys , 11 girls ; mean age = 9.4 ±1.1 years ) . Subjects were r and omly divided into an experimental group of 23 students who received two 90-minute exercise sessions for each of 10 weeks , and a control group of 22 students who received equal individualized attention through extra academic instruction . Scores for the Bruininks-Oseretsky test of motor proficiency , teacher ratings of social behavior , and self-perceptions of academic and nonacademic competence showed strong effects of time , but no substantial time treatment interaction . Time effects on social behaviors persisted 3 months following treatment , suggesting that they reflected extra attention , rather than an expectancy , or halo , effect . There would seem to be merit in further exploring the value of extra attention , which here was provided to students with learning disabilities by volunteers with limited formal training Studies of the health effects of a daily physical activity programme have been carried out in 10-year-old school children in Adelaide , South Australia . In the first phase ( 1978 ) observations on endurance fitness , four skin folds , blood pressure and blood lipids were made before and after a r and omized trial over a period of 14 weeks . Comparisons were made on over 500 children drawn from classes in seven Primary schools involved in an endurance fitness programme ( 1 1/4 hours per day ) , a skill programme and the previous physical education programme ( controls ) .  The fitness group experienced significant gains in physical work capacity ( PWC ) and showed significant decreases in body fat compared to the other two groups . No significant differences were observed in plasma cholesterol , triglycerides and HDL cholesterol . Subsequently in the second phase ( 1980 ) observations were made on a group of 216 10-year-old children who had already experienced two years of the physical activity programme adopted after phase one . Comparison with the observations in the 10-year-old children in 1978 made prior to the intervention revealed significantly smaller skin folds and greater PWC , with lower blood pressure reaching statistical significance for diastolic pressure in boys . The findings suggest beneficial effects on health of daily physical activity programmes within existing primary school curricula . There was no evidence of any loss of academic performance as measured by arithmetic and reading tests in spite of 45 - 60 minutes ' loss of formal teaching time each day BACKGROUND Physical activity may help maintain cognitive function and decrease dementia risk , but epidemiological findings remain controversial . The aim of our study was to investigate the association between leisure-time physical activity at midlife and the subsequent development of dementia and Alzheimer 's disease ( AD ) . METHODS Participants were r and omly selected from the survivors of a population -based cohort previously surveyed in 1972 , 1977 , 1982 , or 1987 . 1449 persons ( 72.5 % ) age 65 - 79 years participated in the re-examination in 1998 ( mean follow-up , 21 years ) . 117 persons had dementia and 76 had AD .  Multiple logistic regression methods were used to analyse the association between leisure-time physical activity and dementia or AD . FINDINGS Leisure-time physical activity at midlife at least twice a week was associated with a reduced risk of dementia and AD ( odds ratio [ OR ] 0.48 [ 95 % CI 0.25 - 0.91 ] and 0.38 [ 0.17 - 0.85 ] , respectively ) , even after adjustments for age , sex , education , follow-up time , locomotor disorders , APOE genotype , vascular disorders , smoking , and alcohol drinking . The associations were more pronounced among the APOE epsilon4 carriers . INTERPRETATION Leisure-time physical activity at midlife is associated with a decreased risk of dementia and AD later in life . Regular physical activity may reduce the risk or delay the onset of dementia and AD , especially among genetically susceptible individuals PURPOSE The purpose of this study was twofold : 1 ) to evaluate the effectiveness of a school-based physical activity intervention , Action Schools ! BC ( AS ! BC ) , for maintaining academic performance in a multiethnic group of elementary children , and 2 ) to determine whether boys and girls ' academic performance changed similarly after participation in AS ! BC . METHODS This was a 16-month cluster r and omized controlled trial . Ten schools were r and omized to intervention ( INT ) or usual practice ( UP ) . One INT school administered the wrong final test , and one UP school grade d their own test , so both were excluded . Thus , eight schools ( six INT , two UP ) were included in the final analysis . Children ( 143 boys , 144 girls ) in grade s 4 and 5 were recruited for the study . We used the Canadian Achievement Test ( CAT-3 ) to evaluate academic performance ( TotScore ) . Weekly teacher activity logs determined amounts of physical activity delivered by teachers to students . Physical activity was determined with the Physical Activity Question naire for Children ( PAQ-C ) . Independent t-tests compared descriptive variables between groups and between boys and girls . We used a mixed linear model to evaluate differences in TotScore at follow-up between groups and between girls and boys . RESULTS Physical activity delivered by teachers to children in INT schools was increased by 47 min x wk(-1 ) ( 139 + /- 62 vs 92 + /- 45 , P < 0.001 ) . Participants attending UP schools had significantly higher baseline TotScores than those attending INT schools . Despite this , there was no significant difference in TotScore between groups at follow-up and between boys and girls at baseline and follow-up . CONCLUSION The AS ! BC model is an attractive and feasible intervention to increase physical activity for students while maintaining levels of academic performance The purpose of the present study was to determine the efficacy of using music as a remedial strategy to enhance the reading skills of second- grade students and students who have been identified as having a specific learning disability ( SLD ) in reading . First , an intensive short-term music curriculum was design ed to target reading comprehension and vocabulary skills at the second grade level . The curriculum was then implemented in classrooms at two public schools in the Southeast .  Reading skills were evaluated pre and post curriculum intervention via the vocabulary and reading comprehension subtests of the Gates-MacGinitie Reading Test for second grade . Analysis of pre/posttest data revealed that students with a specific disability in reading improved significantly from pre to post on all three subtests : word decoding ( p = .04 ) , word knowledge ( p = .01 ) , reading comprehension ( p = .01 ) , and test total ( p = .01 ) . Paired t-tests revealed that for 2nd grade students , both treatment and control classes improved significantly from pre to post on the subtests word decoding , word knowledge , and test total . While both classes made gains from pre to post on the subtest , reading comprehension , neither improved significantly . Analysis of Covariance revealed that the treatment class made greater gains pre to post than the control class on all 3 subtests ( Including reading comprehension ) , and significantly greater gains on the subtest , word knowledge ( p = .01 ) This study explored the effectiveness of progressive relaxation and large muscle exercise in improving the cognitive performance of hyperactive , impulsive males .  Progressive relaxation and large muscle exercise were compared to an attentional-training placebo , a no-treatment control , and a nonhyperactive control . While no differences were found on the Continuous Performance Task ,  relaxation , exercise , and nonhyperactive control groups performed significantly better on the Matching Familiar Figures test than the no-treatment control . Results were suggestive of the effectiveness of both progressive relaxation and large muscle exercise in treating hyperactive , impuls 
    Output:
    
Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively , even though the time allocated to other subjects usually shows a corresponding reduction .
An additional curricular emphasis on PE may result in small absolute gains in grade point average ( GPA ) , and such findings strongly suggest a relative increase in performance per unit of academic teaching time .
Further , the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness ( PF ) .
Cross-sectional observations show a positive association between academic performance and PA  , but PF does not seem to show such an association .
PA has positive influences on concentration , memory and classroom behaviour .
Data from quasi-experimental studies find support in mechanistic experiments on cognitive function , pointing to a positive relationship between PA and intellectual performance .
Conclusion Given competent providers , PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement .
On the other h and , adding time to " academic " or " curricular " subjects by taking time from physical education programmes does not enhance grade s in these subjects and may be detrimental to health