CC BY
186
DOI 10.14526/2070-4798-2018-13-4-150-160
Relationship of BMI and physical condition in schools from 6 to 8 years of
age
Desirée Ceballos-Téllez1; Oscar Romero-Ramos1*; Francisco Javier Robles
Prieto2
1 Faculty of Educational Sciences, University of Málaga Málaga,Spain, oromero@uma.es* 2 El Chaparral Primary School, La Cala de Mijas Málaga Spain
Abstract: The BMI and physical condition could be primary factors of health. Aim. The purpose of this study is to assess the possible relationship that maintains the BMI with the physical condition of schoolchildren. Methods. One hundred seventy schoolchildren aged 6 to 8 years were evaluated (95 children, age 6.71±0.65, BMI 16.82±2.89 and 75 girls, age 6.71±0.56, BMI 16.46±2.90). Participants were grouped into three groups: underweight, normal weight and overweight/obese, according to the percentile table published by the Centers for Disease Control and Prevention (CDC). The physical condition was evaluated using different tests from the EUROFIT and ALPHA-Fitness batteries, selected for their validated connection with the health states, furthermore 40 meters speed test and ball throwing test have been added. Results. The means of the the sit-and-reach, tests of motor capacity assessment and standing broad jump we found that groups with normal weight have better results compared to participants with low weight and overweight/obesity, except in girls with low weight and normal weight who presented in the shuttle run 4x10 m test average analogous. The ball throwing and sit-and reach test presents inverse results to the previous ones, being the group with overweight /obesity those that present better results in their means, although these are not significant according to the ANOVA analysis. Conclusion. Children who are within healthy weight in general have a better physical condition than those who are overweight or obese, an aspect that could affect the health status of these students in the future.
Key words: overweight, obesity, health, primary education, children, speed, strength, endurance.
For citations: Desiree Ceballos-Tellez, Oscar Romero-Ramos, Francisco Javier Robles Prieto. Relationship of BMI and physical condition in schools from 6 to 8 years of age. The Russian Journal of Physical Education and Sport. 2018; 13 (4): 124-133. DOI 10.14526/2070-4798-2018-13-4-150-160
Introduction
In recent years, the close relationship between health and parameters such as high rates of obesity and sedentary lifestyle has become clear, making them a social problem of vital importance. The definition of health of the WHO, formulated in 1946, describes health as "the state of complete physical, mental and social well-being and not merely the absence of disease or infirmity" and in relation to the infantile population they declare among its principles that "healthy development of the child is of basic importance; The ability to live harmoniously in a changing total environment is essential to such development "[2]. Although these health-related principles enunciated by WHO as well-being are widely accepted, some authors such as Huber et al. (2011) point out that it is no longer adequate for the purpose, given the increase of the disease or chronic conditions, proposing to change the emphasis towards the capacity of adaptation and self-management in the face of new social, physical and emotional challenges.
Reformulating changes in lifestyles to change statistics on sedentary and overweight rates in children in developed countries appear as new social challenges. It has been estimated that up to 80% of children of school age only participate in physical activities at school, as recorded in the Eurydice report of the 2013 European Commission, cited by Pardo (2016). These data could make us reflect on the important role of school and Physical Education in the promotion of healthy lifestyles.
Likewise, the WHO (2018) affirms that childhood obesity is one of the most serious public health problems of the 21st century and that obese or overweight children tend to remain obese as adults, being more likely to suffer from diseases cardiovascular diseases, certain cancers, diabetes, osteoarthritis and kidney diseases "[4]. We continue to refer to data and figures from the WHO (2017) which confirm that since 1975 obesity has tripled worldwide and that in 2016 there were about 41 million children under five years of age who were overweight or obese and more than 340 million children and adolescents between 5 and 19 years old.
Bearing in mind that obesity is strongly related to various physiological and psychosocial disorders, as well as its impact on public health, well-being and quality of life for young people, it is necessary to pay attention to the characteristics of the corporal status from an early age. that childhood constitutes a fundamental period in the learning of behaviors that shape the lifestyle [17].
A useful and easy to calculate indicator that can be used to detect the possible overweight levels of our classrooms is the Body Mass Index (BMI), Padilla (2014) indicates that the ease of performing these basic anthropometric variables, with low error and good Reproducibility offers the ability to diagnose overweight clinically and in schools. The BMI is also collected in percentile tables that indicate the relative position of the child with respect to others of the same sex and age. As pointed out by Castro-Piñero et al. (2009), having percentile values for the most common tests can help to identify the target population for primary prevention, as well as be useful for health promotion policies. According to the values obtained in the percentile tables, boys and girls can be classified into four categories: low weight, normal weight, overweight and obesity.
Another component undoubtedly related to health in childhood is the physical condition, which in turn is associated with overweight / obesity. In this way, the detection of overweight / obesity and its relationship with the level of physical condition in children is fundamental to avoid health problems in adulthood.
To evaluate the physical condition in children and adolescents, different physical condition tests have been used [9], highlighting the ALPHA-Fitness battery and the EUROFIT battery, since these are field tests that as they claim Ruiz et al. (2011) are related to the present and future health of the child or adolescent, being valid, reliable, safe and easy to perform in the school context.
The EUROFIT and ALPHA-Fitness batteries are developed to evaluate the physical condition related to health in children and adolescents, the first consisting of nine motor tests and two anthropometric measurements [14] and the second, which requires little material such as and as Secchi, García and Arcuri (2016) point out, it is made up of four extended tests and 5 anthropometric measurements (Table 1).
Table 1 - Test and anthropometric measurements of the Eurofit and Alpha-Fitness batteries
EUROFIT BATTERY BATTERY ALPHA-Fitness (Extended version)
Body weight and height to calculate the BMI (*) Body weight and height to calculate the BMI (*)
Course Navette Waist circumference and skinfold thickness (triceps and subscapular) to assessbody composition
Flamingo balance Test Handgrip strenght
Plate tapping Test Shuttle run 20 m test
Sit-and-reach (*) Shuttle run 4 x 10 m (*)
Standing broad jump (*) Standing broad jump (*)
Handgrip strenght
Sit-ups
Flexed arm hang
Shuttle run 10x5m
(*JTest used in our study
In our investigation some of the tests and anthropometric measurements of both batteries have been used, specifically weight and body stature to calculate the BMI, sit and reach, standing broad jump, shuttle run 4 x 10 m and, furthermore 40 meters speed test and ball throwing test (basketball) have been added.
Different studies have assessed the physical condition of children of school age with the tests used in our work, sit and reach [18, 16, 21], standing broad jump (Secchi, García & Arcuri, 2016, Mayorga-Vega, Brenes, Rodríguez & Merino, 2012, Ruiz et al., 2011, Ortiz, 2010), basketball ball throw (Castro-Piñero et al., 2009 ), shuttle run 4 x 10 m (Secchi, García, & Arcuri, 2016, Ruiz et al., 2011) and 40 meters speed test (Correa, 2008, Svensson & Drust, 2005).
Given the above, it should be noted that both the BMI and physical condition could be primary factors of health, and that is why the purpose of this study is to assess the possible relationship that maintains the BMI with the physical condition of schoolchildren 6 to 8 years old.
Materials and Methods
Participants. One hundred seventy schoolchildren aged 6 to 8 years were evaluated (95 children, age 6.71 ± 0.65, BMI 16.82 ± 2.89 and 75 girls, age 6.71 ± 0.56, BMI 16.46 ± 2.90), who attended the 1st and 2nd grades of Education Primary. The inclusion criteria followed were: a) have an age between 6 and 8 years; b) not present chronic diseases or bone-muscle and cardiovascular risk; c) not having performed very intense physical activity in the 48 hours prior to the evaluation.
Informed consent was obtained from the director of the center and from the parents of the students and the research was carried out in accordance with the ethical standards recognized by the Helsinki Declaration (2008 revision), and following the recommendations of Good Practice Clinic of the EEC (document 111/3976/88 of july 1990).
Instruments and materials. This study tries to correlate the anthropometric variable of the BMI in students of 1st and 2nd year of Primary Education with the level of physical condition of the same. Participants were grouped into three groups: underweight (less than 5th percentile), normal weight (5th percentile and less than 85th percentile) and overweight / obese (from the 85th percentile), according to the percentile table published by the Centers for Disease Control and Prevention (CDC).
For the assessment of the physical condition, different tests have been selected from the EUROFIT and ALPHA-Fitness batteries, both selected for their validated connection with the health states (Amstrong, Whaley, Brubaker & Otto, 2005; Square, Round, Morante & Zarzuela, 2005; Ruiz et al., 2011). The following tests were performed:
Assessment of deep trunk flexion: sit and reach.
Sit-and-reach. To begin with the test, each child was seated in front of the drawer (30.5 x 30.5 x 30.5 cm, tangent of the feet at 23 cm), with the hips flexed, knees extended and hands on the ruler. higher. The feet were placed at the width of the hips and with the ankles at 90°. The knees were fixed in extension with the help of the evaluator. From this position the child had to flex the trunk slowly and progressively forward with the intention of reaching the greatest possible distance with the hands. The maximum reach of the fingers was determined as the score obtained. All participants made two attempts with one minute of rest between them.
Evaluation of the musculoskeletal capacity of the lower and upper train: standing broad jump and ball throwing test.
Standing broad jump. The test was performed on a horizontal and NW-slip surface. A tape measure was extended on the ground to measure the distance of the jump. Perpendicular to the zero-centimeter mark, a mark was placed on the floor where the children had to place the tips of their feet. From a standing position, with feet shoulder-width apart, the child performed a counter-movement with the legs and arms before performing a horizontal jump as far as possible. When the child landed, he had to keep his feet fixed on the ground for his measurement. If the child touched with any part of the body the area that
was behind the feet, the attempt was null and repeated again. However, the child could place his hands in front of him to help him in the landing. The researcher evaluated the distance of the back of the foot more delayed with the help of a bevel that placed along the tape measure. The children made two attempts with one minute of recovery. The best brand was registered for the subsequent statistical analysis.
Ball throwing test. The student is standing with feet slightly apart shoulder-width apart, holding the ball with both hands and looking towards where the basketball will be thrown. The ball is carried behind the head to then be thrown forward in an action similar to that used to make a football kick. It is not allowed for the child to fall forward on the line or to separate the feet from the ground during the test. Two attempts were allowed, and the best record was retained.
Motor capacity assessment: shuttle run 4 x 10 m and 40 meters speed test.
Shuttle run 4 x 10 m. Two parallel lines are established on the ground 10 meters away and the student must run as fast as possible from the starting line to the opposite and return, crossing both lines with both feet. The test ends when two round trips are made. The test ends when the child crosses the finish line with one foot. Two attempts were allowed, and the best record was retained.
40 meters speed test. The child must travel at maximum speed the distance of 40 m. without stopping between a marked corridor and on a NW-slip surface. The time spent seconds and thousandths of seconds is recorded and evaluated. The output was executed by the "Ready" and "Ya" signals. The test ended when the child passed with the chest over the finish line.
The materials used for the measurement of weight and height were an Orbegozo portable digital scale and stadiometer. The materials used in the physical tests were a TOMTOM Runner 2 Timer for speed tests (4 x10 meters and 40 meters), a 20 meter tape measure, a basketball ball for the launch test and a "sit and reach" drawer.
Statistical analysis. Descriptive statistics (mean ± standard deviation) of age, weight, height, BMI, sit and reach, jump length to feet together, basketball ball throw, speed 4x10m and run 40 meters were performed. The distribution of the variables was normal according to the Kolmogorov-Smirnov normality test. An analysis of variance (ANOVA) was also performed to establish the possible relationship between fitness levels and body weight status. The level of significance was established at p <0.05. The data were analyzed with the statistical program SPSS 24.0 for Windows (SPSS® Inc., Chicago, IL).
Results and Discussions
Results. The results obtained from the anthropometric measures and the grouping of the participants according to the CDC table are shown in figure 1 (low weight, normal weight and overweight / obesity). Even though the normopeso group has the highest indexes and the lowest the lowest ones, the level of overweight / obesity could be considered as high, standing at 41.04% in girls and 32.57% in children in the sample.
The means of the different physical condition tests with respect to the established BMI groups have been included in table 3. In the sit-and-reach (Fig. 2), tests of motor capacity assessment (Fig. 3a and 3b) and standing broad jump (Fig. 3d) we found that groups with normal weight have better results in their means compared to participants with low weight and overweight / obesity, except in girls with low weight and normal weight who presented in the shuttle run 4 x 10 m test average analogous. The ball throwing test (Figure 3c) presents inverse results to the previous ones, being the group with overweight / obesity those that present better results in their means, although these are not significant according to the ANOVA analysis (Table 4), as in the flexibility test.
BMI Girl
NAB NAN NASO
Figure 1. Body mass index of girls and boys eva
BMI Boy
NOB NON NOSO
uated as a percentage of the total number of children
evaluated. UW (underweight); NW (normal weight); OWO (overweight or obesity).
The means of the anthropometric variables according to age and weight groups are shown in Table Table 2 - Anthropometric characteristics of girls / boys between 6 and 8 years of age
2.
Age Weight (kg) Height (cm) BMI (kg / m2)
Girls UW NW OWO UW NW OWO UW NW OWO
6 19,67 22,87 28,58 1,2 1,2 1,26 13,46 15,29 17,91
7 21,83 25,42 35,86 1,25 1,26 1,3 13,65 15,93 21,05
8 - 27,1 33,37 - 1,34 1,37 - 15,09 18,39
Boys UW NW OWO UW NW OWO UW NW OWO
6 19,97 23,42 29,78 1,22 1,23 1,25 13,38 15,27 18,68
7 - 27,41 35,41 - 1,28 1,3 - 15,44 20,51
8 - 28,31 41,27 - 1,31 1,33 - 15,84 23,1
UW (underweight); NW (normal weight); OWO (overweight or obesity). Note Values are reported as mean.
Table 3 - Averages of physical capacity tests according to gender and BMI groups
Sex Girls Boys
UW 17.36i6.86 UW 15.25± 4.11
Sit-and-reach (cm) NW 15.80i6.19 NW 13.63±5.57
OWO 18.95i5.71 OWO 14.10i5.96
UW 9.94±1.15 UW 10.51i1.18
40 m. speed test (sec.) NW 9.61±0.79 NW 9.13±O.83
OWO 10.22i1.00 OWO 9.5OÍO.93
UW 15±1.44 UW 16.01i1.23
Shuttle run 4 x 10 m NW 15±1.31 NW 14.32i1.07
(sec.) OWO 15.72i1.40 OWO 15.38i1.62
UW 413.57±115.46 UW 450±54.77
Ball throwing test (cm) NW 441.25±85.96 NW 528.06±120.81
OWO 471.90±123.15 OWO 576.90±143.08
UW 93.57±19.05 UW 91.25±8.53
Standing broad jump NW 101±15.94 NW 109.60±15.31
(cm) OWO 88.33±16.15 OWO 98.28±18.91
UW (underweight); NW (normal weight); OWO (overweight or obesity). Note Values are reported as mean (standard deviation).
Girl
\ioy
Figure 2. Average in sit-and-reach tests in students with low weight (1), normal weight (2) and overweight
/ obesity (3)
Figure 3. Averages in the 40 m speed test. (a), shuttle run 4 x 10 m (b), ball throwing force (c) and standing broad jump (d) in school children with low weight (1), normal weight (2) and overweight /
obesity (3)
Finally, the results of the Anova analysis that establishes the correlation between the BMI groups and each of the physical condition tests (Table 4), indicates significant differences in the girls in the 40 meters speed test (NW-OWO; 0.050, p <0.05) and standing broad jump (NW-OWO; 0.018, p <0.05).
In relation to boys, they present significant differences in the 40 meter speed test (UW-NW, 0.009, p <0.05), shuttle run 4 x 10 m (UW-NW, 0.035, p <0.05; NW-OWO, 0.001, p <0.05) and standing broad jump (NW-OWO, 0.008, p <0.05). With respect to the sit-and-reach and ball throwing test, in both sexes no significant differences were found between BMI groups.
Table 4 - Correlation BMI vs. Physical condition of schoolchildren
Sex Girls Boys
UW-NW 1,000 UW-NW 1,000
BMI vs Sit-and-reach UW-OWO 1,000 UW-OWO 1,000
NW-
OWO 0,189 NW-OWO 1,000
UW-NW 0,759 UW-NW 0,009 (*)
UW-OWO 1,000 UW-OWO 0,099
BMI vs speed 40 m NW-OWO 0,050 (*) NW-OWO 0,201
UW-NW 1,000 UW-NW 0,035 (*)
UW-OWO 0,388 UW-OWO 1,000
BMI vs shuttle run 4 x 10 m NW-OWO 0,163 NW-OWO 0,001 (*)
UW-NW 1,000 UW-NW 0,704
UW-OWO 0,316 UW-OWO 0,190
BMI vs ball throwing test NW-OWO 0,820 NW-OWO 0,269
UW-NW 0,462 UW-NW 0, 096
BMI vs standing broad UW-OWO 1,000 UW-OWO 1,000
jump NW-OWO 0,018 (*) NW-OWO 0,008 (*)
(*) significant differences at p < 0.05
Discussion
As detailed in the previous results, the levels of overweight / obesity of the schoolchildren participating in our study are at levels that we could consider as high (girls 41.04 % ; children 32.57 %) coinciding partially with the level of overweight / obesity in other studies, such as Ortiz (2010), which was carried out with schoolchildren between 8 and 11 years of age in Mexico City, being the percentage of overweight / obese girls and boys 41.49% and 42.83% respectively. In other centers in Spain, the Spanish
Agency for Consumer Affairs, Food Safety and Nutrition (2016) has obtained in its study schoolchildren from 6 to 9 years, a percentage of children with overweight and obesity of 42.8%, and girls with 39.7%.
On the other hand, the results related to the level of physical condition in relation to gender show that children with normal weight and overweight / obesity have obtained in their means better results than girls in the evaluation of the musculoskeletal capacity of the lower-upper train (standing broad jump and ball throwing test) and motor ability (40 meters speed test and shuttle run 4 x 10 m), except for the group of girls with low weight who maintain better results than children with low weight in most of the tests, except in the ball throwing test. In the sit-and-reach, the data point to girls obtaining better results than boys in all groups, an aspect that coincides with similar studies among school children aged 8 to 11 years (Gálvez et al., 2015).
In the analysis of the correlation of the BMI vs. physical condition, the results show that even if there are differences in their means, there are no significant differences in the flexibility test or the ball throwing test. In the first case, overweight / obese school children obtain similar levels of flexibility than boys and girls with normal weight, coinciding with the results obtained in other studies (De la Cruz and Pino, 2010, Ortiz, 2010).
Even though there are no significant differences as we have previously commented in the ball throwing test, it is the only test where overweight / obese students have obtained better results. This aspect is included in other studies, where children with overweight / obesity presented higher values than those with normal weight (Casajús et al., 2007, De la Cruz and Pino, 2010, Castro-Piñero et al., 2009). These results could be conditioned by the best level of motor pressure that according to other studies present children with excess weight (Cruz and Pino, 2010, Mayorga-Vega, Brenes, Rodríguez and Merino, 2010) and the principle of action-reaction, by which the overweight child would have more mass that would allow him to exert a greater force on the ground and this one opposite on him, aspect by which in trials of discus throw, javelin, hammer and weight the endomorphic component predominates (Pinasco, 2007).
In motor ability tests (40 meters speed test and shuttle run 4 x 10 m), children with normopeso obtain better results than children with overweight or obesity. These results are consistent with other studies (Casajús et al., 2006, Ortiz 2010) who point out that speed and resistance are usually inversely related to the amount of fat mass.
In the case of the standing broad jump, we find the same paradigm, children with normal weight have better results than those who are overweight or obese. Different authors point out in their conclusions that schoolchildren with excess weight have worse performance in all the tests in which it is necessary to displace or propel the body mass (De la Cruz and Pino, 2010, Ortiz 2010).
In short, it could be said that overweight / obese students have worse physical condition than those who maintain a healthy weight, an aspect that probably affects the maintenance of a healthy life throughout the adulthood of these students. Other studies obtain similar results, so Casajús et al. (2006), which analyzed children and adolescents between 7-17 years, states that the group of young people with a high physical condition have lower BMI, and on the contrary, excess weight is a factor for having a worse physical condition.
The application of these tests of physical condition assessment within the educational context could be considered, as pointed out by Ruiz et al. (2011) as a motivating instrument for the practice of physical activity and exercise, or a fundamental tool to be able to establish the appropriate levels of physical condition of schoolchildren and promote active lifestyles.
Coinciding with Arboix-Alió et al. (2014), we could point out that the decrease in physical activity and the increase in childhood obesity may be a relevant factor that explains the decrease in physical condition in some of the children in this study.
Conclusion
In the analysis of the correlation of the BMI vs. physical condition, the results show that even if there are differences in their means, there are no significant differences in the flexibility test or the ball throwing test.
However, the schoolchildren between 6 and 8 years with normal weight obtain significantly better results, than those who are overweight or obese, in motor ability (40 meters speed test and shuttle run 4 x 10 m) and the evaluation of the musculoskeletal capacity of the lower train (standing broad jump).
Therefore, children who are within healthy weight in general have a better physical condition than those who are overweight or obese, an aspect that could affect the health status of these students in the future.
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Submitted: 31.10.2018
Desirée Ceballos-Téllez - Faculty of Educational Sciences, University of Málaga, Málaga,Spain Oscar Romero-Ramos - PhD, Faculty of Educational Sciences, University of Malaga, Málaga,Spain, oromero@uma.es
Francisco Javier Robles Prieto - El Chaparral Primary School, La Cala de Mijas, Málaga
Spain
