Examinando por Autor "Carter-Thuillier, Bastian"

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    Exploring the mediating role of promoting school physical activity on the relationship between low socioeconomic status and academic achievement and school climate: evidence from 4,990 Chilean schools
    (Frontiers Media SA, 2024-06) Delgado-Floody, Pedro; Cristi-Montero, Carlos; Jerez-Mayorga, Daniel; Ruiz-Ariza, Alberto; Guzmán-Guzmán, Iris Paola; Álvarez, Cristian; Gómez-López, Manuel; Carter-Thuillier, Bastian; Caamaño-Navarrete, Felipe
    There is evidence that promoting school physical activity (PSPA) benefits children and adolescents, but little is understood about how this promotion may relate to academic achievement and school climate across varying levels of socioeconomic status (SES). Hence, the study aimed to address this knowledge gap by examining two main objectives: (1) determining the association between PSPA and academic achievement and school climate according to schools’ SES and (2) exploring the potential mediating role of PSPA in the relationship between schools’ SES and academic achievement and school climate. This cross-sectional study at the school level focused on 4,990 schools (including public, subsidized, and private schools) that participated in the National Educational Study 2018 (Chile), which was applied to primary schoolchildren (4th grade, aged 8–10 years). Schools were divided into non-PSPA (n = 4,280) and PSPA (n = 710) during the year 2018. Changes in academic achievement from 2017 to 2018 and school climate were considered. PSPA was associated with improvements in maths (low-SES OR: 1.80, p < 0.001) and reading (middle-SES OR: 1.45, p = 0.029; low-SES OR: 1.47, p < 0.001). The indirect effect (IE) showed that PSPA partially mediated the relationship between SES and academic achievement in reading (IE = 1.017; SE = 0.12; 95%CI, −1.27, −0.77), maths (IE = –1.019; SE = 0.12; 95%CI, −1.25, −0.78), and school climate (IE = –0.46; SE = 0.52; 95%CI, −0.56, −0.35). In conclusion, PSPA was linked to positive changes in academic achievement, especially among low SES, and PSPA presented a potential mediating role in the relationship between SES of schools and academic achievement and school climate.
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    Making neuroscience a priority in Initial Teacher Education curricula: a call for bridging the gap between research and future practices in the classroom
    (Neurotak Publishing, 2023) Sortwell, Andrew; Evgenia, Gkintoni; Zagarella, Samuel; Granacher, Urs; Forte, Pedro; Ferraz, Ricardo; Ramirez-Campillo, Rodrigo; Carter-Thuillier, Bastian; Konukman, Ferman; Nouri, Ali; Bentley, Bernadette; Marandi, Pegah; Jemni, Monèm
    Constant global advancements and expanding evidence in the neuroscience of learning have provided compelling support for the inclusion of neuroscience as a crucial content priority in initial teacher education. Existing research confirms the efficacy of neurocognitive interventions for atypical and typical school-aged learners in a variety of key subject areas. Despite advances in the neuroscience of learning, the adoption of contemporary approaches and strategies that support and enhance neurocognitive development by education practitioners is yet to be the norm. Incorporating neuroscience education content, research, and practical application into initial teacher education curricula will enhance teacher preparation, leading to evidence-based education. © 2023 by Sortwell et al.
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    Psychological well-being related to screen time, physical activity after school, and weight status in chilean schoolchildren
    (Nutricion Hospitalaria, 2019) Delgado-Floody, Pedro; Jerez-Mayorga, Daniel; Caamaño-Navarrete, Felipe; Carter-Thuillier, Bastian; Lizama, Alfonso Cofré; Álvarez, Cristián
    Background: the relationship between physical activity (PA) patterns and mental health in children is receiving considerable attention. Aims: the aim of this study was to compare psychological well-being in groups of schoolchildren according to PA patterns and weight status, and to determinate the association between psychological well-being and both screen time and PA after school. Material and methods: in a cross-sectional sample of girls (n = 272, aged 11.93 ± 0.94 years) and boys (n = 333, aged 12.09 ± 1.00 years), we assessed body mass index (BMI), waist circumference and body fat. Self-esteem, body image dissatisfaction, depression, screen time, and after-school PA were also included. Results: according to PA patterns, there were significant differences between good PA and bad PA groups in self-esteem (p = 0.013) and depression (p = 0.035). BMI was associated with depression (β: 0.36; 95% CI: 0.19, 0.53; p < 0.001). Screen time was positively associated with depression (β: 0.88; 95% CI: 0.32, 1.44; p = 0.002) and inversely associated with self-esteem (β:-1.12; 95% CI:-1.79,-0.45; p < 0.001). Finally, after-school PA had an inverse association with depression levels (β:-0.55; 95% CI: 0.10, 1.00; p = 0.016). Conclusion: psychological well-being was associated with screen time, after-school PA and weight status in schoolchildren.