Darla Castelli | The University of Texas at Austin (original) (raw)
Papers by Darla Castelli
Journal of Teaching in Physical Education, 2007
This study examined what teachers know about health-related fitness (HRF) and how confident they ... more This study examined what teachers know about health-related fitness (HRF) and how confident they are in their knowledge. Seventy-three middle school physical education teachers completed a 3-part cognitive HRF test and a self-efficacy questionnaire that required responses to ...
Journal of Sport and Health Science, 2015
Journal of strength and conditioning research / National Strength & Conditioning Association, 2013
The study aimed to examine (a) the association between weekly strength exercise frequency and gra... more The study aimed to examine (a) the association between weekly strength exercise frequency and grade point average (GPA), and (b) the demographic characteristics of weekly strength exercise frequency among undergraduate students at a large southern state university in the United States. Health behavior data (N = 1125) collected by the American College Health Association at the university in 2008 were analyzed. Analysis of variance was used to investigate weekly strength exercise frequency differences in GPA, sex, ethnicity, and year in university. The results revealed that those who more frequently engaged in strength exercise had significantly higher GPA. There was a significant difference in weekly strength exercise frequency by sex and ethnicity. Findings suggest that regular engagement in strength exercise may not only have physical health benefits but is also associated with academic achievement in high education. There is a need to further investigate the mechanism of strength ...
Journal of Novel Physiotherapies, 2014
Journal of Strength and Conditioning Research, 2012
Journal of Teaching in Physical Education, 2007
Journal of Teaching in Physical Education, 2007
Journal of Teaching in Physical Education, 2003
Lasers in medical science, 2016
This is the first randomized, controlled study comparing the cognitive effects of transcranial la... more This is the first randomized, controlled study comparing the cognitive effects of transcranial laser stimulation and acute aerobic exercise on the same cognitive tasks. We examined whether transcranial infrared laser stimulation of the prefrontal cortex, acute high-intensity aerobic exercise, or the combination may enhance performance in sustained attention and working memory tasks. Sixty healthy young adults were randomly assigned to one of the following four treatments: (1) low-level laser therapy (LLLT) with infrared laser to two forehead sites while seated (total 8 min, 1064 nm continuous wave, 250 mW/cm(2), 60 J/cm(2) per site of 13.6 cm(2)); (2) acute exercise (EX) of high-intensity (total 20 min, with 10-min treadmill running at 85-90 % VO2max); (3) combined treatment (LLLT + EX); or (4) sham control (CON). Participants were tested for prefrontal measures of sustained attention with the psychomotor vigilance task (PVT) and working memory with the delayed match-to-sample task ...
Joperd the Journal of Physical Education Recreation Dance, May 1, 2007
Med Sci Sport Exercise, 2006
Quest Illinois National Association For Physical Education in Higher Education, Oct 1, 2013
ABSTRACT Physical activity (PA) participation levels among youth remain well below national recom... more ABSTRACT Physical activity (PA) participation levels among youth remain well below national recommendations. Thus, a variety of strategies to promote youth PA have been advocated, including multifaceted, school-based approaches. One identified as having great potential is a comprehensive school physical activity program (CSPAP). The goal of a CSPAP is to develop a school culture conducive to promoting lifelong PA across five integral components, each serving as a plausible point of intervention: (a) physical education, (b) PA during school, (c) PA before and after school, (d) staff involvement, and (e) family/community involvement. The purpose of this article is to provide an up-to-date review on all CSPAP components, propose the potential of such comprehensive interventions in increasing youth PA levels, and provide future directions for CSPAP research.
Medicine Science in Sports Exercise Official Journal of the American College of Sports Medicine, 2008
Journal of Physical Education Recreation Dance, Jan 26, 2013
39 JOPERD Volume 78 No. 5 May/June 2007 As we begin the 21st century, the United States is in t... more 39 JOPERD Volume 78 No. 5 May/June 2007 As we begin the 21st century, the United States is in the midst of an obe-sity epidemic. The Centers for Disease Control and Prevention reported in 2004 that almost 18.8 percent of all children ages six to 11 and 17.4 percent of youths ...
Journal of Teaching in Physical Education, 2007
In this study, the researchers aim to compare the personal attributes and experiences of children... more In this study, the researchers aim to compare the personal attributes and experiences of children who met or exceeded physical activity guidelines with those who did not. By creating profiles, the researchers could compare motor performance, physical fitness, self-efficacy, ...
Medicine & Science in Sports & Exercise, 2016
The relationship among physical activity (PA), fitness, cognitive function, and academic achievem... more The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. The purpose of this study was to answer the following questions: 1) among children age 5-13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5-13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention? This study used primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness, or PE/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Two separate searches were performed to identify studies that focused on 1) cognition, learning, brain structure, and brain function and 2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990-September 2014) for studies that met inclusion criteria. Sixty-four studies met inclusion criteria for the first search (cognition/learning/brain), and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters; therefore, results were synthesized and presented by study design. A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited evidence was available concerning the effects of PA on learning, with only one cross-sectional study meeting the inclusion criteria. Evidence indicates that PA has a relationship to areas of the brain that support complex cognitive processes during laboratory tasks. Although favorable results have been obtained from cross-sectional and longitudinal studies related to academic achievement, the results obtained from controlled experiments evaluating the benefits of PA on academic performance are mixed, and additional, well-designed studies are needed. Limitations in evidence meeting inclusion criteria for this review include lack of randomized controlled trials, limited studies that are adequately powered, lack of information on participant characteristics, failure to blind for outcome measures, proximity of PA to measurement outcomes, and lack of accountability for known confounders. Therefore, many studies were ranked as high risk for bias because of multiple design limitations. The present systematic review found evidence to suggest that there are positive associations among PA, fitness, cognition, and academic achievement. However, the findings are inconsistent, and the effects of numerous elements of PA on cognition remain to be explored, such as type, amount, frequency, and timing. Many questions remain regarding how to best incorporate PA within schools, such as activity breaks versus active lessons in relation to improved academic achievement. Regardless, the literature suggests no indication that increases in PA negatively affect cognition or academic achievement and PA is important for growth and development and general health. On the basis of the evidence available, the authors concluded that PA has a positive influence on cognition as well as brain structure and function; however, more research is necessary to determine mechanisms and long-term effect as well as strategies to translate laboratory findings to the school environment. Therefore, the evidence category rating is B. The literature suggests that PA and PE have a neutral effect on academic achievement. Thus, because of the limitations in the literature and the current information available, the evidence category rating for academic achievement is C.
The Faseb Journal, Apr 1, 2014
Journal of Teaching in Physical Education, 2007
Acceso de usuarios registrados. Acceso de usuarios registrados Usuario Contraseña. ...
Journal of Teaching in Physical Education, 2007
This study examined what teachers know about health-related fitness (HRF) and how confident they ... more This study examined what teachers know about health-related fitness (HRF) and how confident they are in their knowledge. Seventy-three middle school physical education teachers completed a 3-part cognitive HRF test and a self-efficacy questionnaire that required responses to ...
Journal of Sport and Health Science, 2015
Journal of strength and conditioning research / National Strength & Conditioning Association, 2013
The study aimed to examine (a) the association between weekly strength exercise frequency and gra... more The study aimed to examine (a) the association between weekly strength exercise frequency and grade point average (GPA), and (b) the demographic characteristics of weekly strength exercise frequency among undergraduate students at a large southern state university in the United States. Health behavior data (N = 1125) collected by the American College Health Association at the university in 2008 were analyzed. Analysis of variance was used to investigate weekly strength exercise frequency differences in GPA, sex, ethnicity, and year in university. The results revealed that those who more frequently engaged in strength exercise had significantly higher GPA. There was a significant difference in weekly strength exercise frequency by sex and ethnicity. Findings suggest that regular engagement in strength exercise may not only have physical health benefits but is also associated with academic achievement in high education. There is a need to further investigate the mechanism of strength ...
Journal of Novel Physiotherapies, 2014
Journal of Strength and Conditioning Research, 2012
Journal of Teaching in Physical Education, 2007
Journal of Teaching in Physical Education, 2007
Journal of Teaching in Physical Education, 2003
Lasers in medical science, 2016
This is the first randomized, controlled study comparing the cognitive effects of transcranial la... more This is the first randomized, controlled study comparing the cognitive effects of transcranial laser stimulation and acute aerobic exercise on the same cognitive tasks. We examined whether transcranial infrared laser stimulation of the prefrontal cortex, acute high-intensity aerobic exercise, or the combination may enhance performance in sustained attention and working memory tasks. Sixty healthy young adults were randomly assigned to one of the following four treatments: (1) low-level laser therapy (LLLT) with infrared laser to two forehead sites while seated (total 8 min, 1064 nm continuous wave, 250 mW/cm(2), 60 J/cm(2) per site of 13.6 cm(2)); (2) acute exercise (EX) of high-intensity (total 20 min, with 10-min treadmill running at 85-90 % VO2max); (3) combined treatment (LLLT + EX); or (4) sham control (CON). Participants were tested for prefrontal measures of sustained attention with the psychomotor vigilance task (PVT) and working memory with the delayed match-to-sample task ...
Joperd the Journal of Physical Education Recreation Dance, May 1, 2007
Med Sci Sport Exercise, 2006
Quest Illinois National Association For Physical Education in Higher Education, Oct 1, 2013
ABSTRACT Physical activity (PA) participation levels among youth remain well below national recom... more ABSTRACT Physical activity (PA) participation levels among youth remain well below national recommendations. Thus, a variety of strategies to promote youth PA have been advocated, including multifaceted, school-based approaches. One identified as having great potential is a comprehensive school physical activity program (CSPAP). The goal of a CSPAP is to develop a school culture conducive to promoting lifelong PA across five integral components, each serving as a plausible point of intervention: (a) physical education, (b) PA during school, (c) PA before and after school, (d) staff involvement, and (e) family/community involvement. The purpose of this article is to provide an up-to-date review on all CSPAP components, propose the potential of such comprehensive interventions in increasing youth PA levels, and provide future directions for CSPAP research.
Medicine Science in Sports Exercise Official Journal of the American College of Sports Medicine, 2008
Journal of Physical Education Recreation Dance, Jan 26, 2013
39 JOPERD Volume 78 No. 5 May/June 2007 As we begin the 21st century, the United States is in t... more 39 JOPERD Volume 78 No. 5 May/June 2007 As we begin the 21st century, the United States is in the midst of an obe-sity epidemic. The Centers for Disease Control and Prevention reported in 2004 that almost 18.8 percent of all children ages six to 11 and 17.4 percent of youths ...
Journal of Teaching in Physical Education, 2007
In this study, the researchers aim to compare the personal attributes and experiences of children... more In this study, the researchers aim to compare the personal attributes and experiences of children who met or exceeded physical activity guidelines with those who did not. By creating profiles, the researchers could compare motor performance, physical fitness, self-efficacy, ...
Medicine & Science in Sports & Exercise, 2016
The relationship among physical activity (PA), fitness, cognitive function, and academic achievem... more The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. The purpose of this study was to answer the following questions: 1) among children age 5-13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5-13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention? This study used primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness, or PE/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Two separate searches were performed to identify studies that focused on 1) cognition, learning, brain structure, and brain function and 2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990-September 2014) for studies that met inclusion criteria. Sixty-four studies met inclusion criteria for the first search (cognition/learning/brain), and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters; therefore, results were synthesized and presented by study design. A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited evidence was available concerning the effects of PA on learning, with only one cross-sectional study meeting the inclusion criteria. Evidence indicates that PA has a relationship to areas of the brain that support complex cognitive processes during laboratory tasks. Although favorable results have been obtained from cross-sectional and longitudinal studies related to academic achievement, the results obtained from controlled experiments evaluating the benefits of PA on academic performance are mixed, and additional, well-designed studies are needed. Limitations in evidence meeting inclusion criteria for this review include lack of randomized controlled trials, limited studies that are adequately powered, lack of information on participant characteristics, failure to blind for outcome measures, proximity of PA to measurement outcomes, and lack of accountability for known confounders. Therefore, many studies were ranked as high risk for bias because of multiple design limitations. The present systematic review found evidence to suggest that there are positive associations among PA, fitness, cognition, and academic achievement. However, the findings are inconsistent, and the effects of numerous elements of PA on cognition remain to be explored, such as type, amount, frequency, and timing. Many questions remain regarding how to best incorporate PA within schools, such as activity breaks versus active lessons in relation to improved academic achievement. Regardless, the literature suggests no indication that increases in PA negatively affect cognition or academic achievement and PA is important for growth and development and general health. On the basis of the evidence available, the authors concluded that PA has a positive influence on cognition as well as brain structure and function; however, more research is necessary to determine mechanisms and long-term effect as well as strategies to translate laboratory findings to the school environment. Therefore, the evidence category rating is B. The literature suggests that PA and PE have a neutral effect on academic achievement. Thus, because of the limitations in the literature and the current information available, the evidence category rating for academic achievement is C.
The Faseb Journal, Apr 1, 2014
Journal of Teaching in Physical Education, 2007
Acceso de usuarios registrados. Acceso de usuarios registrados Usuario Contraseña. ...