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All Journal INSPIREE: Indonesian Sport Innovation Review Journal of Foundational Learning and Child Development
Rocha, Krysten
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Humanities Education Health Professions Public Health Social Sciences Other

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Longitudinal Effects of School-Based Physical Activity on BMI, Motor Skill Development, and Sleep Quality in Elementary School Children Christ, Annemarie; Rocha, Krysten; Saccà, Angela; Zikri, Khairul
INSPIREE: Indonesian Sport Innovation Review Vol. 7 No. 01 (2026): Innovative Insights into Physical Performance, Tactical Learning, and Child He
Publisher : INSPIRETECH GLOBAL INSIGHT & DPE Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/inspiree.v7i01.165

Abstract

The  purpose  of  the study. Childhood obesity and physical inactivity represent significant public health challenges affecting multiple dimensions of child health and development, including body mass index (BMI), motor competence, and sleep quality. This longitudinal study examined the effects of a 12-week school-based physical activity (PA) intervention on BMI, motor skill development, and sleep quality in elementary school children, with a one-year follow-up assessment. Materials and methods. A controlled longitudinal design was employed with 143 elementary school children (grades 4–5; M = 10.3 years; SD = 0.8; 48% female) recruited from 6 primary schools. The intervention group (n = 73) participated in an enhanced PA program (additional 120 minutes per week of structured physical activity) for 12 weeks, while the control group (n = 70) maintained regular school curriculum. BMI, motor skill performance (50-meter run, jump rope, sit-and-reach, 1-minute sit-ups), moderate-to-vigorous physical activity (MVPA), and sleep quality (Pittsburgh Sleep Quality Index for children) were assessed at baseline, 12 weeks, and 12 months post-intervention. Results. Repeated-measures ANOVA revealed statistically significant group × time interactions for BMI (F(2, 141) = 18.44, p < 0.001, η² = 0.21), motor skill performance (F(2, 141) = 22.67, p < 0.001, η² = 0.24), and sleep quality (F(2, 141) = 15.32, p < 0.001, η² = 0.18). The intervention group demonstrated a significant BMI reduction (−0.8 kg/m²; p < 0.001), improved motor skills (+19% on composite score; p < 0.001), increased MVPA (+41 minutes/day; p < 0.001), and enhanced sleep quality (+1.8 hours; p = 0.002). Benefits persisted at 12-month follow-up with partial effect maintenance. Conclusions. School-based physical activity interventions of 120 minutes weekly demonstrate significant and sustained positive effects on BMI, motor skill development, and sleep quality in elementary school children. These findings support the implementation of integrated PA programs as an evidence-based strategy for comprehensive child health promotion and obesity prevention.
Artificial Intelligence in Early Childhood Education: A Systematic Literature Review of Pedagogical Impacts and Ethical Challenges Rocha, Krysten; Dudley, Dean; Seymour, Latisha
Journal of Foundational Learning and Child Development Vol. 2 No. 01 (2026): Advancing Foundational Learning and Holistic Child Development in Early and Pr
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i01.09

Abstract

Purpose of the study: This systematic literature review investigates the pedagogical impacts and ethical challenges associated with the integration of Artificial Intelligence (AI) technologies in Early Childhood Education (ECE) settings globally. The study aims to synthesize empirical evidence on AI-mediated learning outcomes, teacher-AI interaction dynamics, and the ethical dimensions of deploying intelligent systems with young children aged 0–8 years. Materials and methods: Following PRISMA 2020 guidelines, a comprehensive electronic search was conducted across seven major academic databases — Scopus, Web of Science, ERIC, PsycINFO, IEEE Xplore, ACM Digital Library, and Google Scholar — covering publications from January 2015 to December 2024. After rigorous screening against predefined inclusion/exclusion criteria, 63 peer-reviewed studies were retained for full analysis. Data were extracted using a standardized protocol and synthesized through thematic analysis combined with narrative synthesis. Results: The review identified five principal thematic clusters: (1) AI-enhanced personalized learning and adaptive instruction (n=18); (2) social-emotional development mediated by AI companions and robots (n=14); (3) language and literacy acquisition supported by conversational AI (n=13); (4) teacher professional development and pedagogical transformation (n=10); and (5) ethical, privacy, and algorithmic bias concerns (n=8). Findings indicate statistically significant improvements in phonological awareness, early numeracy, and engagement metrics across diverse cultural contexts. Concurrently, substantive concerns regarding data privacy, digital equity, and the risk of replacing human pedagogical relationships emerged consistently. Conclusions: AI technologies hold transformative potential for ECE when deployed under rigorous ethical frameworks that prioritize child welfare, developmental appropriateness, and equitable access. However, current evidence underscores significant research gaps regarding longitudinal outcomes, cultural transferability, and robust governance frameworks. Policy-makers, educators, and technology designers are urged to adopt co-design principles that centre the developmental rights of young children.
Co-Authors Christ, Annemarie Dudley, Dean Saccà, Angela Seymour, Latisha Zikri, Khairul