Physical Activity and Concentration in Children: A Cross-Sectional Study in Denpasar

Ni Made Diwi Sudyawati; Daryono; Ni Luh Made Reny Wahyu Sari; I Made Yoga Parwata

doi:10.24843/

Authors

Ni Made Diwi Sudyawati Physiotherapy Study Program, Faculty of Medicine, Dhyana Pura University, Badung, Bali, Indonesia Author
Daryono Physiotherapy Study Program, Faculty of Medicine, Dhyana Pura University, Badung, Bali, Indonesia Author
Ni Luh Made Reny Wahyu Sari Physiotherapy Study Program, Faculty of Medicine, Dhyana Pura University, Badung, Bali, Indonesia Author
I Made Yoga Parwata Physiotherapy Study Program, Faculty of Medicine, Dhyana Pura University, Badung, Bali, Indonesia Author

DOI:

https://doi.org/10.24843/

Keywords:

Physical Activity, Concentration, Primary School Children, PAQ-C, Cognitive Function

Abstract

Background: This study investigated the relationship between physical activity and concentration among primary school children in Denpasar, Bali.
Objective: This study aimed to examine the association between physical activity levels and concentration ability among primary school children aged 7–12 years in Denpasar, Bali.
Methods: A quantitative, cross-sectional study was conducted at SDN 14 Dauh Puri involving 69 students aged 7–12 years, selected via simple random sampling from a population of 158. Physical activity was assessed using the Physical Activity Questionnaire for Children (PAQ-C), and concentration was measured using the Grid Concentration Test. Anthropometric measurements were also recorded. Data were analyzed using Spearman’s rho correlation test with a significance threshold of p < 0.05.
Results: A statistically significant weak positive correlation was found between physical activity and concentration (r = 0.373, p = 0.002), indicating that higher physical activity levels were associated with better concentration among children in this age group.
Conclusion: Physical activity is positively associated with concentration in children aged 7–12 years. Promoting appropriate physical activity in primary school settings may enhance concentration and support cognitive function.