Children’s Physical Fitness and Academic Performance

Wittberg, Richard; Northrup, Karen; Cottrel, Lesley

doi:10.1080/19325037.2009.10599076

Cited by 52 publications

(55 citation statements)

References 18 publications

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“…The strength of the association between aerobic fitness and both spelling and mathematics achievement in this study is similar in magnitude to these associations in existing research (21, 39), which has reported an effect size (i.e., variance explained) in the range of 1–5%. In this study, aerobic fitness uniquely explained 2% and 5% of the total student-level variance in spelling and mathematics achievement, respectively.…”

Section: Discussionsupporting

confidence: 89%

“…First, the relation of PA/fitness with AA may differ by academic subject, with generally a stronger association for mathematics than for other subjects, such as reading (e.g., (12). Second, overall, the amount of variance in AA explained by PA/fitness tends to be relatively small, approximately 1 to 5% depending on academic subject (21, 39), raising concerns about the practical significance of the relations. The omission of relevant constructs (e.g., parental education) (27) could be a contributing factor to the small effect size.…”

Section: Introductionmentioning

confidence: 99%

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Linear/Nonlinear Relations of Activity and Fitness with Children’s Academic Achievement

Hansen

Herrmann

Lambourne

et al. 2014

Medicine &Amp; Science in Sports &Amp; Exercise

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A growing research base suggests the benefits of physical activity (PA) and aerobic fitness for children extend beyond overall health/well-being to include academic achievement (AA). The majority of research studies on relations of PA and fitness with AA have utilized linear-only analytic approaches, thereby precluding the possibility that PA and fitness could have a differing impact on AA for those more/less active or fit. Objective Evaluate both linear and non-linear associations of PA and aerobic fitness with children’s AA among a sample of 687 2nd and 3rd grade students from 17 Midwest schools. Study Design Using baseline data (fall 2011) from a larger 3-year intervention trial, multi-level regression analyses examined the linear and non-linear associations of AA with PA and with PACER laps (i.e., aerobic fitness), controlling for relevant covariates. Results Fitness, but not PA, had a significant quadratic association with both spelling and math achievement. Results indicate that 22–28 laps on the PACER was the point at which the associated increase in achievement per lap plateaued for spelling and math. Conclusions Increasing fitness could potentially have the greatest impact on children’s AA for those below the 50th fitness percentile on the PACER.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Linear/Nonlinear Relations of Activity and Fitness with Children’s Academic Achievement

Hansen

Herrmann

Lambourne

et al. 2014

Medicine &Amp; Science in Sports &Amp; Exercise

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“…Researchers investigated children in the third and fifth grades and the different contributions of the FITNESSGRAM ® subcomponents. The study examined the individual contributions of aerobic capacity, muscle strength, muscle flexibility, and body composition to performance in reading and mathematics on the Illinois Standardized Achievement Test among a sample of 259 children [16]. The findings of this study were similar to those reported by the California Department of Education indicating a relationship between fitness and achievement performance [22].…”

Section: Introductionsupporting

confidence: 76%

“…Additionally, pedometers are a valid measure of moderate to vigorous physical activity and provide information on intensity [15]. This is of major importance since recent published research notes that physically active and fit children tend to have better academic achievement [16]. Additional research has found students with low levels of fitness also exhibit low academic scores on achievement tests [17,18].…”

Section: Introductionmentioning

confidence: 99%

It’s Not Me, It’s You: The Disconnect of Physical Education Teachers to Physical Activity in the Gym

Culpepper

Killion

2015

Sports

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Abstract:American adults and an increasing number of children, are not meeting the recommended amounts of daily physical activity. Research has documented the effects of low activity on health and increasingly new research has shown that low activity levels now impact academic achievement. Physical education (PE) can play an important role if the children participating are obtaining enough physical activity while in class and the PE program has not been targeted with cutbacks. The purpose of this study was to identify the amount and intensity of activity in PE classes. The results indicate that on average students at all levels are not meeting the activity requirements. In addition, PE teachers' perceptions of physical activity in their own class does not match actual activity levels. PE teachers must do a better job of increasing activity levels in their classrooms. Mounting research indicates students perform better academically if they are physically active. PE is the only subject where teachers can organize activities that meet both activity and intensity requirements.

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“…Many of these publications seem driven by a determination to establish relationships between students' Fitnessgram® scores and various cognitive and demographic variables (see e.g. Coe, Peterson, Blair, Schutten, & Peddie, 2013;Fahlman, Hall, & Lock, 2006;Wittberg, Northrup, & Cottrel, 2009). Most notably, Fitnessgram® data have been used to assess fitness scores as these vary (or are influenced) by gender, SES, race, ethnicity and academic performance.…”

Section: The Rise Of Fitnessgram®mentioning

confidence: 99%

Physical education’s grand convergence: Fitnessgram®, big-data and the digital commerce of children’s health

Pluim

Gard

2016

Critical Studies in Education

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Fitnessgram® is a digital platform designed to help physical education teachers measure, record, disseminate and analyse the results of school-based student fitness testing. Despite important questions about the ethics, educational value and costs of Fitnessgram®, it is now widely used in the United States and is spreading to other countries. In this empirically investigative study, we draw on academic studies and commentary, media stories, government and funding body reports, press releases and advertisements to describe the emergence of Fitnessgram® and the convergence of factors that appear to guarantee the programme's increasing ubiquity. We also discuss the various ways the data sets built by Fitnessgram® may reshape the practice and purpose of physical education as well how young people understand their own health in light of this. In the face of puzzling academic silence on the Fitnessgram® phenomena, this paper stimulates lines of critical academic enquiry about the financial self-interest, educational shortcomings and policy implications that its rise suggests. ARTICLE HISTORY

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Children’s Physical Fitness and Academic Performance

Cited by 52 publications

References 18 publications

Linear/Nonlinear Relations of Activity and Fitness with Children’s Academic Achievement

Linear/Nonlinear Relations of Activity and Fitness with Children’s Academic Achievement

It’s Not Me, It’s You: The Disconnect of Physical Education Teachers to Physical Activity in the Gym

Physical education’s grand convergence: Fitnessgram®, big-data and the digital commerce of children’s health

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