
Dr Angus Leahy
Associate Lecturer
School of Education
- Email:angus.leahy@newcastle.edu.au
- Phone: (02) 4921 6242
Career Summary
Biography
Angus is an Associate Lecturer and post-doctoral researcher in the School of Education at the University of Newcastle. He attained a Bachelor of Teaching (Health and Physical Education) (Honours) from the University of Newcastle in 2016, and completed his PhD in 2021. Angus’ doctoral research focused on the development and evaluation of a novel school-based physical activity intervention (known as Burn 2 Learn) for senior school students (i.e., Grades 11 and 12). The Burn 2 Learn project examines the effects of high-intensity interval training (HIIT), on students’ physiological, psychological, and cognitive health, and is currently being adapted for students living with disability.
Qualifications
- Doctor of Philosophy in Education, University of Newcastle
- Bachelor of Teaching (Honours), University of Newcastle
Keywords
- Adolescent
- Cognition
- Executive function
- Exercise
- Fitness
- High-intensity interval training
- Intervention
- Physical activity
- Physical education
- Psychological health
- Public health
- Schools
Languages
- English (Mother)
Fields of Research
Code | Description | Percentage |
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420603 | Health promotion | 30 |
390111 | Physical education and development curriculum and pedagogy | 40 |
420318 | People with disability | 30 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Lecturer | University of Newcastle School of Education Australia |
Awards
Award
Year | Award |
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2024 |
Best Early Career Researcher presentation Asia-Pacific Society for Physical Activity: ASPA |
2024 |
Excellence Award for Early Career Research College of Human and Social Futures , University of Newcastle |
2023 |
Excellence Award for Research Engagement and Translation College of Human and Social Futures, University of Newcastle |
2023 |
Commendation Early Career Research Excellence College of Human and Social Futures, University of Newcastle |
2022 |
Best Higher Degree Research Thesis College of Human and Social Futures, University of Newcastle |
2021 |
HDR Best Publication Award (runner up) School of Education, The University of Newcastle |
2021 |
Overall Winner e-Presentation Award Australasian Society for Physical Activity (ASPA) |
2019 |
Higher Degree Research Achievement Award Faculty of Education and Arts, University of Newcastle |
Teaching
Code | Course | Role | Duration |
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EDUC 2747 |
K-6 PDHPE The University of Newcastle |
Course tutor | 17/7/2017 - 29/10/2021 |
EDUC 2057 |
PE Studies 3: Performance Activities The University of Newcastle |
Course coordinator | 19/7/2021 - 26/11/2021 |
EDUC 1014 |
PE Studies 1: Motor Development and Skill Acquisition The University of Newcastle |
Course coordinator | 24/2/2020 - 1/1/2025 |
EDUC 4015 |
Sociology of Health and Physical Education, Sport and Physical Activity The University of Newcastle |
Course tutor | 22/2/2021 - 18/6/2021 |
EDUC 3026 |
Inclusive and Special Education The University of Newcastle |
Course tutor | 26/2/2024 - 7/6/2024 |
EDUC 1058 |
Lifetime Physical Activities The University of Newcastle |
Course coordinator | 21/2/2022 - 30/6/2023 |
EDUC 6747 |
K-6 PDHPE The University of Newcastle |
Course coordinator | 22/8/2022 - 10/11/2023 |
PUBH 1030 |
Foundation Studies in K-6 PDHPE The University of Newcastle |
Course lecturer | 26/2/2018 - 8/6/2018 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (4 outputs)
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2024 |
Leahy AA, Smith JJ, Eather N, Harris N, Lubans DR, 'Integrating High-Intensity Interval Training (HIIT) into the School Setting: Benefits, Criticisms, and Recommendations', 303-325 (2024)
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2024 |
Leahy A, Smith J, Eather N, Harris N, Lubans D, 'Integrating High-Intensity Interval Training (HIIT) into the School Setting: Benefits, Criticisms, and Recommendations' (2024)
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2022 |
Lubans DR, Leahy AA, Mavilidi MF, Valkenborghs SR, 'Physical Activity, Fitness, and Executive Functions in Youth: Effects, Moderators, and Mechanisms', 53, 103-130 (2022) [B1]
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2020 |
Eather N, Ridley K, Leahy A, 'Physiological Health Benefits of Physical Activity for Young People', 103-120 (2020) [B1]
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Conference (13 outputs)
Year | Citation | Altmetrics | Link | ||
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2024 | Leahy A, 'High-intensity activity breaks for older adolescents living with disability: Acute effect on students’ on-task behaviour and affect' (2024) | ||||
2023 |
Leahy A, 'The mediating effects of self-efficacy on adolescent mental health: Findings from the Burn 2 Learn (B2L) cluster randomised controlled trial' (2023)
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2023 | Leahy A, 'Symposium: Can school-based high-intensity interval training (HIIT) interventions be scaled-up for population health?' (2023) | ||||
Show 10 more conferences |
Journal article (26 outputs)
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2025 |
Smith JJ, Beauchamp MR, Puterman E, Leahy AA, Valkenborghs SR, Wade L, Chen F, Lubans DR, 'Physical activity intensity and older adolescents' stress: The 'STress-Reactivity after Exercise in Senior Secondary EDucation' (STRESSED) 3-arm randomised controlled trial', PSYCHOLOGY OF SPORT AND EXERCISE, 76 (2025) [C1] Objectives: Late adolescence (15¿19 years) is a period of heightened susceptibility to stress, but regular physical activity may attenuate reactivity to stressors. We aimed to exp... [more] Objectives: Late adolescence (15¿19 years) is a period of heightened susceptibility to stress, but regular physical activity may attenuate reactivity to stressors. We aimed to explore the effects of physical activity intensity on older adolescents' stress-reactivity and self-reported mental health. Design and Methods: Three-arm randomised controlled trial in New South Wales, Australia (April¿June 2021). Thirty-seven older adolescents (16.1 ± 0.2 years, 59.5 % female) were randomised to: i) non-active control (CON), ii) light-intensity physical activity (LPA), or iii) moderate-to-vigorous-intensity physical activity (MVPA). Physical activity groups participated in 2 x 20-min sessions/week for 6 weeks. Salivary cortisol (sCort) reactivity to induced stress was assessed using the Trier Social Stress Test for Groups and quantified as area under the curve (sCortAUC; Primary outcome). Secondary outcomes included peak cortisol (sCortPeak), subjective-reactivity, perceived stress, and non-specific psychological distress. Group differences were assessed using multiple linear regression and quantified using Cohen's d. Results: No statistically significant effects were observed for sCortAUC or sCortPeak and the pattern of effects for subjective-reactivity was inconsistent. Effects for self-reported mental health were also non-significant (p >.05 for all) but of meaningful magnitude, favouring LPA and MVPA over CON (d's = -0.38 to -0.54). Delivery fidelity was high, satisfaction was moderate-to-high, and there was no evidence of harm. However, recruitment, retention for sCort measures, and adherence were lower than expected. Conclusion: Suboptimal recruitment, retention, and adherence limited our ability to conclude on the effect of physical activity intensity on older adolescents' sCort-reactivity to induced stress. We observed potentially meaningful effects on self-reported mental health for both physical activity conditions, which could be confirmed in a future powered trial.
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2024 |
Bao R, Wade L, Leahy AA, Owen KB, Hillman CH, Jaakkola T, Lubans DR, 'Associations Between Motor Competence and Executive Functions in Children and Adolescents: A Systematic Review and Meta-analysis', SPORTS MEDICINE, 54, 2141-2156 (2024) [C1] Background: Motor competence and executive functions co-develop throughout childhood and adolescence, and there is emerging evidence that improvements in motor competence may have... [more] Background: Motor competence and executive functions co-develop throughout childhood and adolescence, and there is emerging evidence that improvements in motor competence may have cognitive benefits in these populations. There is a need to provide a quantitative synthesis of the cross-sectional, longitudinal and experimental studies that have examined the association between motor competence and executive functions in school-aged youth. Objectives: The primary aim of our systematic review was to synthesise evidence of the association between motor competence and executive functions in school-aged children and adolescents (5¿18¿years). Our secondary aim was to examine key moderators of this association. Methods: We searched the PubMed, PsycINFO, Scopus, Ovid MEDLINE, SPORTDiscus and EMBASE databases from inception up to 27 June 2023. We included cross-sectional, longitudinal and experimental studies that assessed the association between motor competence (e.g., general motor competence, locomotor skills, object control skills and stability skills) and executive functions (e.g., general executive functions, inhibition, working memory and cognitive flexibility) in children and adolescents aged 5¿18¿years. Results: In total, 12,117 records were screened for eligibility, and 44 studies were included. From the 44 included studies, we meta-analysed 37 studies with 251 effect sizes using a structural equation modelling approach in the statistical program R. We found a small positive association (r = 0.18, [95% confidence interval (CI) 0.13¿0.22]) between motor competence and executive functions. The positive associations were observed in cross-sectional (r = 0.17, [95% CI 0.13¿0.22]), longitudinal (r = 0.15, [95% CI 0.03¿0.28]) and experimental studies (r = 0.25, [95% CI 0.01¿0.45]). We also found that general motor competence (r = 0.25, [95% CI 0.18¿0.33]), locomotor (r = 0.15, [95% CI 0.09¿0.21]), object control (r = 0.14, [95% CI 0.08¿0.20]) and stability (r = 0.14, [95% CI 0.08¿0.20]) skills were associated with executive functions. We did not find any moderating effects for participants' age on the associations between motor competence and executive functions. Conclusions: Our findings suggest a small-to-moderate positive association between motor competence and executive functions in children and adolescents. The small number of experimental studies included in this review support the assertion that interventions targeting children's motor competence may be a promising strategy to improve their executive functions; however, more research is needed to confirm these findings. Future studies should explore the underlying mechanisms linking motor competence and executive functions as their comprehension may be used to optimise future intervention design and delivery. PROSPERO Registration: CRD42021285134.
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2024 |
Yan J, Morgan PJ, Smith JJ, Chen S, Leahy AA, Eather N, 'Pilot randomized controlled trial of a game-based intervention for teaching basketball in Chinese primary school physical education', JOURNAL OF SPORTS SCIENCES, 42, 25-37 (2024) [C1]
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2024 |
Bao R, Leahy AA, Lubans DR, Diallo TMO, Beauchamp MR, Smith JJ, Hillman CH, Wade L, 'Mediators of the association between physical activity and executive functions in primary school children', JOURNAL OF SPORTS SCIENCES, 42, 2029-2038 (2024) [C1]
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2023 |
Pindus DM, Shigeta TT, Leahy AA, Mavilidi MF, Nayak A, Marcozzi D, Montero-Herrera B, Abbas Z, Hillman CH, Lubans DR, 'Sex moderates the associations between physical activity intensity and attentional control in older adolescents', SCANDINAVIAN JOURNAL OF MEDICINE & SCIENCE IN SPORTS, 33, 737-753 (2023) [C1] Introduction: The relationship between physical activity (PA) intensity and executive functions in older adolescents remains poorly understood. This study aimed to examine the ass... [more] Introduction: The relationship between physical activity (PA) intensity and executive functions in older adolescents remains poorly understood. This study aimed to examine the associations between PA intensity, volume, attentional control, and working memory and the moderating effects of sex in older adolescents. Method: We analyzed baseline data from 418 participants (211 females, Mage¿=¿16.5 ± 0.40 years) from the Burn 2 Learn trial. Adolescents wore GT9X Link accelerometers on a non-dominant wrist for 7 days, 24-h·d-1. PA intensity was expressed as intensity gradient (IG) and moderate-to-vigorous PA (MVPA, Hildebrand cut-points); PA volume was expressed as average acceleration (AvACC). Attentional control was measured with a standard deviation (SDRT) and a coefficient of variation (CVRT) of the reaction time on the incongruent trials of a flanker task. Working memory was expressed as a d prime (a signal discrimination index) on the 2-back task. The moderating effects of sex on the PA-executive functions associations, adjusting for age, BMI z-score, and cardiorespiratory fitness, were tested using multilevel random intercept models. Results: After controlling for AvACC, sex moderated the relationships between IG and incongruent SDRT (B¿=¿0.53, 95% CI: 0.12, 0.94) and CVRT (B¿=¿0.63, 95% CI: 0.22, 1.05; ps = 0.002). Only girls with higher IG showed smaller incongruent SDRT and CVRT (Bs = -0.26, ps = 0.01). IG was not related to working memory. AvACC and MVPA were not associated with attentional control or working memory. Conclusion: Our findings reveal a novel association between higher-intensity PA and superior attentional control among adolescent girls.
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2023 |
Leahy AA, Diallo TMO, Eather N, Duncan MJ, Smith JJ, Morgan PJ, Lubans DR, 'Mediating effects of sleep on mental health in older adolescents: Findings from the Burn 2 Learn randomized controlled trial', SCANDINAVIAN JOURNAL OF MEDICINE & SCIENCE IN SPORTS, 33, 2369-2380 (2023) [C1]
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2022 |
Valkenborghs SR, Hillman CH, Al-Iedani O, Nilsson M, Smith JJ, Leahy AA, Harries SK, Ramadan S, Lubans DR, 'Effect of high-intensity interval training on hippocampal metabolism in older adolescents', PSYCHOPHYSIOLOGY, 59 (2022) [C1]
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2022 |
Wade L, Leahy AA, Babic MJ, Beauchamp MR, Smith JJ, Kennedy SG, Boyer J, Nathan N, Robinson K, Lubans DR, 'A systematic review and meta-analysis of the benefits of school-based, peer-led interventions for leaders', SCIENTIFIC REPORTS, 12 (2022) [C1] The aim of our systematic review and meta-analysis was to quantitatively synthesise the effects of school-based peer-led interventions on leaders' academic, psychosocial, beh... [more] The aim of our systematic review and meta-analysis was to quantitatively synthesise the effects of school-based peer-led interventions on leaders' academic, psychosocial, behavioural, and physical outcomes. Eligible studies were those that: (i) evaluated a school-based peer-led intervention using an experimental or quasi-experimental study design, (ii) included an age-matched control or comparison group, and (iii) evaluated the impact of the intervention on one or more leader outcomes. Medline, Sportdiscus, Psychinfo, Embase, and Scopus online databases were searched on the 24th of October, 2022 which yielded 13,572 results, with 31 included in the narrative synthesis and 12 in the meta-analysis. We found large positive effects for leaders' attitudes toward bullying (d = 1.02), small-to-medium positive effects for leaders' literacy (d = 0.39), and small positive effects for leaders' self-esteem (d = 0.18). There were mixed findings for behavioural outcomes and null effects for physical outcomes. Notable limitations of this research are the inclusion of a relatively small number of studies, and high heterogeneity in those included. Our findings have the potential to inform educational practice, but also highlight the need for further research examining the mechanisms that might account for the observed effects. Our systematic review was prospectively registered with PROSPERO (CRD42021273129).
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2021 |
Leahy AA, Kennedy SG, Smith JJ, Eather N, Boyer J, Thomas M, Shields N, Dascombe B, Lubans DR, 'Feasibility of a school-based physical activity intervention for adolescents with disability', PILOT AND FEASIBILITY STUDIES, 7 (2021) [C1] Background: Adolescents with disability are less active and have lower levels of physical fitness than their typically developing peers. Schools are ideal settings to address this... [more] Background: Adolescents with disability are less active and have lower levels of physical fitness than their typically developing peers. Schools are ideal settings to address this; however, few school-based interventions have been designed and evaluated among this group. Therefore, the aim of this pilot study was to determine the feasibility of a time-efficient school-based physical activity intervention for adolescents with disability. Methods: A non-randomized pilot trial was conducted with adolescents in the special education unit at one secondary school in New South Wales, Australia. Sixteen grade 11 and 12 students (aged 17.3 ± 0.7 years) participated in the 2-month physical activity intervention. Two classroom teachers were trained to facilitate the delivery of a high-intensity interval training (HIIT) program, known as Burn 2 Learn adapted (B2La). Teachers were asked to deliver 2¿3 weekly HIIT sessions for a period of 2 months. Four domains of feasibility (acceptability, implementation, adaptability, and practicality) were assessed using quantitative measures at the student and teacher levels (e.g., observations, process evaluation questionnaires, and heart rate [HR] monitoring). Data were also collected from three learning and support teachers who assisted classroom teachers with intervention delivery. Preliminary efficacy of the intervention on measures of adolescents' functional capacity (6-min walk/run test) and muscular fitness (sit-to-stand test and modified push-up test) were analyzed using paired sample t-tests. Results: Moderate-to-high levels of program satisfaction were reported by both students (80% rated "Good" or "Excellent") and teachers (100% rated "Good" or "Excellent"). Teachers reported delivering 2.5 ± 0.7 sessions per week during the study. Based on researcher session observations, the program was delivered effectively by teachers (14/20). However, HR data indicated session intensity was lower than intended. The program was considered "adaptable" by teachers, with several observed modifications to HIIT sessions to cater for the needs of adolescents with disability. No adverse events were reported. We observed improvements in preliminary efficacy measures. Conclusions: Our findings suggest it is feasible to train teachers to deliver a school-based HIIT program for adolescents with disability. Evaluation of B2La within a larger-scale effectiveness trial is warranted. Trial registration: ACTRN12621000219886.
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2021 |
Lubans DR, Smith JJ, Eather N, Leahy AA, Morgan PJ, Lonsdale C, Plotnikoff RC, Nilsson M, Kennedy SG, Holliday EG, Weaver N, Noetel M, Shigeta TT, Mavilidi MF, Valkenborghs SR, Gyawali P, Walker FR, Costigan SA, Hillman CH, 'Time-efficient intervention to improve older adolescents' cardiorespiratory fitness: findings from the 'Burn 2 Learn' cluster randomised controlled trial', BRITISH JOURNAL OF SPORTS MEDICINE, 55, 751-+ (2021) [C1] Background Cardiorespiratory fitness (CRF) is an important marker of current and future health status. The primary aim of our study was to evaluate the impact of a time-efficient ... [more] Background Cardiorespiratory fitness (CRF) is an important marker of current and future health status. The primary aim of our study was to evaluate the impact of a time-efficient school-based intervention on older adolescents' CRF. Methods Two-arm cluster randomised controlled trial conducted in two cohorts (February 2018 to February 2019 and February 2019 to February 2020) in New South Wales, Australia. Participants (N=670, 44.6% women, 16.0±0.43 years) from 20 secondary schools: 10 schools (337 participants) were randomised to the Burn 2 Learn (B2L) intervention and 10 schools (333 participants) to the control. Teachers in schools allocated to the B2L intervention were provided with training, resources, and support to facilitate the delivery of high-intensity interval training (HIIT) activity breaks during curriculum time. Teachers and students in the control group continued their usual practice. The primary outcome was CRF (20 m multi-stage fitness test). Secondary outcomes were muscular fitness, physical activity, hair cortisol concentrations, mental health and cognitive function. Outcomes were assessed at baseline, 6 months (primary end-point) and 12 months. Effects were estimated using mixed models accounting for clustering. Results We observed a group-by-time effect for CRF (difference=4.1 laps, 95% CI 1.8 to 6.4) at the primary end-point (6 months), but not at 12 months. At 6 months, group-by-time effects were found for muscular fitness, steps during school hours and cortisol. Conclusions Implementing HIIT during curricular time improved adolescents' CRF and several secondary outcomes. Our findings suggest B2L is unlikely to be an effective approach unless teachers embed sessions within the school day. Trial registration number Australian New Zealand Clinical Trials Registry (ACTRN12618000293268).
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2021 |
Mavilidi MF, Mason C, Leahy AA, Kennedy SG, Eather N, Hillman CH, Morgan PJ, Lonsdale C, Wade L, Riley N, Heemskerk C, Lubans DR, 'Effect of a Time-Efficient Physical Activity Intervention on Senior School Students' On-Task Behaviour and Subjective Vitality: the 'Burn 2 Learn' Cluster Randomised Controlled Trial', EDUCATIONAL PSYCHOLOGY REVIEW, 33, 299-323 (2021) [C1]
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2021 |
Shigeta TT, Leahy AA, Smith JJ, Eather N, Lubans DR, Hillman CH, 'Cardiorespiratory and muscular fitness associations with older adolescent cognitive control', JOURNAL OF SPORT AND HEALTH SCIENCE, 10, 82-90 (2021) [C1] Background: Participation in physical activity supports greater cardiorespiratory fitness (CRF), a correlate of cognitive control. However, the relationship between muscular fitne... [more] Background: Participation in physical activity supports greater cardiorespiratory fitness (CRF), a correlate of cognitive control. However, the relationship between muscular fitness (MF) and cognitive control is less clear. The present study investigated the differential relationship of CRF and MF with cognitive control in older adolescents. Methods: This cross-sectional study involved students (15¿17 years old, n = 541, 43% female) from 20 secondary schools who completed tests of inhibition (modified flanker task), working memory (n-back task), CRF (Progressive Aerobic Cardiovascular Endurance Run), and MF (standing long jump and push-up test). Multilevel analyses tested the association between CRF or MF and cognitive outcomes while accounting for the influence of the other fitness variable and relevant demographic factors. Results: CRF predicted response accuracy during incongruent flanker trials, the condition requiring greater inhibition. For the working memory task, CRF predicted greater target accuracy and greater d' scores on the 1-back task, requiring lesser amounts of working memory. In the 2-back task, which requires greater amounts of working memory, CRF also predicted greater target and non-target accuracy and d' scores. Comparatively, MF did not predict any cognitive outcomes after adjustment for CRF. Conclusion: CRF was selectively related to better performance during task conditions that require greater amounts of inhibition and working memory. This finding suggests that CRF, but not MF, may benefit cognitive control in older adolescents. This selective influence of CRF on older adolescents' cognition highlights the value of aerobic physical activity.
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2020 |
Leahy AA, Michels MF, Eather N, Hillman CH, Shigeta TT, Lubans DR, Smitha JJ, 'Feasibility of test administration and preliminary findings for cognitive control in the Burn 2 learn pilot randomised controlled trial', JOURNAL OF SPORTS SCIENCES, 38, 1708-1716 (2020) [C1] The feasibility requirements of administering field-based cognitive assessments are rarely reported. We examined the feasibility of administering a group-based cognitive test batt... [more] The feasibility requirements of administering field-based cognitive assessments are rarely reported. We examined the feasibility of administering a group-based cognitive test battery in a school setting with older adolescents. Several types of reliability were also assessed in the control group. Preliminary efficacy and the relationship between changes in fitness and changes in cognitive control were also explored following a 14-week HIIT intervention (3 sessions/week). Participants completed a cognitive test battery measuring inhibition (flanker), and working memory (n-back) at baseline and post-test.¿Health-related fitness assessments were also conducted.¿Test administration took approximately 30.8¿±¿1.5¿minutes to complete with up to six participants simultaneously. The test battery demonstrated acceptable reliability (ICC¿=¿0.5¿0.81), with significant changes observed for flanker incongruent accuracy, and 2-back non-target accuracy from baseline to post-test. Regarding efficacy,¿small-to-moderate effects were observed for accuracy outcomes, while several small associations were found between changes in fitness and changes in cognition. Findings from the current study suggest a cognitive test battery can be administered with older adolescents in a school setting. However, there remains a lack of adequate reporting of administration requirements for field-based cognitive assessments. Efficacy findings should be confirmed with a larger and more representative sample of older adolescents.
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2020 |
Janssen A, Leahy AA, Diallo TMO, Smith JJ, Kennedy SG, Eather N, Mavilidi MF, Wagemakers A, Babic MJ, Lubans DR, 'Cardiorespiratory fitness, muscular fitness and mental health in older adolescents: A multi-level cross-sectional analysis', PREVENTIVE MEDICINE, 132 (2020) [C1]
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2020 |
Kennedy SG, Leahy AA, Smith JJ, Eather N, Hillman CH, Morgan PJ, Plotnikoff RC, Boyer J, Lubans DR, 'Process Evaluation of a School-Based High-Intensity Interval Training Program for Older Adolescents: The Burn 2 Learn Cluster Randomised Controlled Trial', CHILDREN-BASEL, 7 (2020) [C1]
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2020 |
Wade L, Leahy A, Lubans DR, Smith JJ, Duncan MJ, 'A systematic review of cognitive assessment in physical activity research involving children and adolescents', Journal of Science and Medicine in Sport, 23, 740-745 (2020) [C1]
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2020 |
Leahy AA, Mavilidi MF, Smith JJ, Hillman CH, Eather N, Barker D, Lubans DR, 'Review of High-Intensity Interval Training for Cognitive and Mental Health in Youth.', Medicine and science in sports and exercise, 52, 2224-2234 (2020) [C1]
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2019 |
Leahy AA, Eather N, Smith JJ, Hillman CH, Morgan PJ, Plotnikoff RC, Nilsson M, Costigan SA, Noetel M, Lubans DR, 'Feasibility and Preliminary Efficacy of a Teacher-Facilitated High-Intensity Interval Training Intervention for Older Adolescents', PEDIATRIC EXERCISE SCIENCE, 31, 107-117 (2019) [C1]
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Eather N, Mclachlan E, Leahy A, Sylvester B, Lubans D, 'Exploring the Impact of Choice and Variety on Adolescents' Motivation to Participate in High-Intensity Interval Training During Physical Education: A Randomized Controlled Trial', JOURNAL OF TEACHING IN PHYSICAL EDUCATION [C1]
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Leahy AA, Babic M, Hansen V, Eather N, Smith JJ, Costigan SA, Lubans DR, 'Integrating High-Intensity Physical Activity Breaks Into Senior School Lessons: Teachers' Perceptions of the "Burn 2 Learn" Program', JOURNAL OF TEACHING IN PHYSICAL EDUCATION
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Gaba A, Hartwig TB, Jaskova P, Sanders T, Dygryn J, Vencalek O, Antczak D, Conigrave J, Parker P, del Pozo Cruz B, Fairclough SJ, Halson S, Hron K, Noetel M, avila-Garcia M, Cabanas-Sanchez V, Cavero-Redondo I, Curtis RG, da Costa BGG, del Pozo-Cruz J, Garcia-Hermoso A, Leahy AA, Lubans DR, Maher CA, Martinez-Gomez D, Meredith-Jones K, Redondo-Tebar A, Sabia S, Silva KS, Skidmore P, Villa-Gonzalez E, Yerramalla MS, Lonsdale C, 'Reallocating Time Between 24-h Movement Behaviors for Obesity Management Across the Lifespan: A Pooled Data Meta-Analysis of More Than 9800 Participants from Seven Countries', SPORTS MEDICINE [C1]
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Grants and Funding
Summary
Number of grants | 6 |
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Total funding | $1,035,772 |
Click on a grant title below to expand the full details for that specific grant.
20252 grants / $121,000
Onside with the Mariners: Domestic violence primary prevention program with the Central Coast Mariners and the NSW Department of Education$119,000
Funding body: Central Coast Mariners
Funding body | Central Coast Mariners |
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Project Team | David Lubans, Levi Wade, Angus Leahy |
Scheme | Grant transfer |
Role | Investigator |
Funding Start | 2025 |
Funding Finish | 2026 |
GNo | |
Type Of Funding | C1700 - Aust Competitive - Other |
Category | 1700 |
UON | N |
International Society of Behaviour, Nutrition and Physical Activity (ISBNPA) Conference, 11-14 June 2025, Auckland$2,000
Funding body: Centre for Active Living and Learning (CALL)
Funding body | Centre for Active Living and Learning (CALL) |
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Scheme | CALL Grant Scheme |
Role | Lead |
Funding Start | 2025 |
Funding Finish | 2025 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20231 grants / $2,500
CHSF Conference Travel Grant$2,500
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Conference Travel Scheme |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20221 grants / $1,950
CHSF Conference Travel Grant$1,950
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Conference Travel Scheme |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20212 grants / $910,322
Effectiveness and cost effectiveness of a time-efficient school-based physical activity intervention for adolescents living with disability$775,258
Funding body: Department of Health and Aged Care
Funding body | Department of Health and Aged Care |
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Project Team | Professor David Lubans, Professor Nora Shields, Professor Charles Hillman, A/Prof Chris Lonsdale, Associate Professor Narelle Eather, Doctor Jordan Smith, Mr Mike Noetel, Ms Penny Reeves, Doctor Angus Leahy, Mr Toby Kable |
Scheme | MRFF - PPHRI - Maternal Health and First 2000 Days, Early Childhood, and Exercise and Nutrition |
Role | Investigator |
Funding Start | 2021 |
Funding Finish | 2024 |
GNo | G2001398 |
Type Of Funding | C1300 - Aust Competitive - Medical Research Future Fund |
Category | 1300 |
UON | Y |
Transformational leadership program for children: The ‘Learning to Lead’ cluster randomised controlled trial$135,064
Funding body: NSW Department of Education
Funding body | NSW Department of Education |
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Project Team | Professor David Lubans, Associate Professor Nicole Nathan, Doctor Jordan Smith, Doctor Mark Babic, Miss Sarah Kennedy, Doctor Angus Leahy, Professor Mark Beauchamp, Mr Ran Bao |
Scheme | Prequalification Scheme: Performance and Management Services |
Role | Investigator |
Funding Start | 2021 |
Funding Finish | 2022 |
GNo | G2100687 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | Effects of Infusing Physical Activity Breaks with Cognitive Behavioural Therapy on Students’ Mental Health | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2022 | PhD | Examining the Role of Motor Competence and Fitness in the Development of Executive Functions in children: Learning to Lead Cluster Randomised Controlled Trial | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
Country | Count of Publications | |
---|---|---|
Australia | 30 | |
United States | 17 | |
Finland | 10 | |
Canada | 6 | |
United Kingdom | 3 | |
More... |
Dr Angus Leahy
Positions
Associate Lecturer
Centre for Active Living and Learning
School of Education
College of Human and Social Futures
Research Associate
Centre for Active Living and Learning
School of Education
College of Human and Social Futures
Aspan Executive Officer
Centre for Active Living and Learning
School of Education
College of Human and Social Futures
Contact Details
angus.leahy@newcastle.edu.au | |
Phone | (02) 4921 6242 |
Office
Room | ATC-304 |
---|---|
Building | Advanced Technology Centre |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |