Effect of Physical Education and Activity Levels on Academic Achievement in Children

Coe, Dawn P.; Pivarnik, James M.; Womack, Christopher J.; Reeves, Mathew J.; Malina, Robert M.

doi:10.1249/01.mss.0000227537.13175.1b

Cited by 441 publications

(420 citation statements)

References 18 publications

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“…In this study, it was suggested that the effect of tag on reaction time is high. Recently, it was reported that whole body motions requiring quick movement such as a quick turn, and thinking strategies such as situational judgment, are effective for promoting development of a cerebral motion control function or an intelligence function (6,10). From now preschool teachers should introduce these exercises positively into an exercise program.…”

Section: Discussionmentioning

confidence: 99%

Development of Various Reaction Abilities and Their Relationships With Favorite Play Activities in Preschool Children

Miyaguchi

Demura

Sugiura

et al. 2013

Journal of Strength and Conditioning Research

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This study examines the development of various reaction movements in preschool children, and the relationship between reaction times and favorite play activities. The subjects were 167 healthy preschool children aged 4 to 6 (96 boys and 71 girls). This study focused on the reaction times of the upper limbs (Reaction-1: release, 2: press) and the whole body (Reaction-3: forward jump). The activities frequently played in preschools are largely divided into dynamic plays (tag, soccer, gymnastics set, dodge ball, and jump rope) and static plays (drawing, playing house, reading, playing with sand, and building blocks). The subjects chose three cards picturing their favorite plays, out of ten cards depicting ten different activities. All ICCs of measured reaction times were high (0.73-0.79). In addition, each reaction time shortened with age. Reaction-1 showed a significant and low correlation with Reaction-3 (r =0.37). The effect size (ES) of the whole body reaction time was the largest. Whole body reaction movement, which is largely affected by the exercise output function, develops remarkably in childhood.Children who liked "tag" were faster in all reaction times. The children who chose "soccer" were faster in Reactions-2 and 3. In contrast, children who liked "playing house" tended to have slower reaction times. Dynamic activities, such as tag and soccer, promote development of reaction speed and agility in movements involving the whole body. Preschool teachers and physical educators should re-examine the effect of tag and use it periodically as one of the exercise programs to avoid unexpected falls and injuries in everyday life.

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Section: Discussionmentioning

confidence: 99%

Development of Various Reaction Abilities and Their Relationships With Favorite Play Activities in Preschool Children

Miyaguchi

Demura

Sugiura

et al. 2013

Journal of Strength and Conditioning Research

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“…In general the activities and programs that improve children's executive functions (Hillman and Kramer, 2008) improving the 8-12 year-olds' cognitive flexibility and creativity, and significantly more so than did standard physical education (Diamond and LEE, 2011;TUCKMAN, 1986). Another authors postulate that bimanual coordination (CASTELLI and Hillman, 2007), resistance training (Coe, 2006), several sports practice that requiring sustained attention, work memory, and disciplined action may improve the executive function (Diamond and Lee, 2011) in this context the Karatê practice deserve more investigations about their effects upon this functions. RAFAEL FERREIRA LIMA, VERNON FURTADO DA SILVA, GLAUBER LAMEIRA DE OLIVEIRA, TALITA ADÃO PERINI DE OLIVEIRA, JOSÉ FERNANDES FILHO, JOÃO GUILHERME RODRIGUES MENDONÇA, CÉLIO JOSÉ BORGES, ANGELIETE GARCES MILITÃO, IVETE DE AQUINO FREIRE, JOÃO RAFAEL VALENTIM-…”

Section: Introductionmentioning

confidence: 99%

Untitled

2017

JPES

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Abstract:Problem: executive functions refer to the subject's ability to engage in goal-oriented behavior, performing voluntary, independent, self-organized and goal-directed actions, indeed, the general physical training, and the sports can enhance this functions, studys to determinate the effect of martial arts upon the executive functions in childrens are rare. Objective: to identify if the Karatekas has best executive functions that non karatekas. Methods: 66 volunteers were selected, including 36 male karatekas and a comparison group consisting of 30 non Karateka and non regular physical activity, with a mean of age of 11.26 + 0.95 years. The reaction time test and Stroop Test were used. The analysis of variance ANOVA TREE WAY with Dunnett's Post Test set up at 5% was used. Results: in reaction time for all ages, the Karatekas performed better; however, for selective attention and problem solving, 11-year-old karate children did not perform better, while for the other ages, the karate students were faster. Conclusions: Karate is an efficient tool for improving the executive functions of children from 8 to 11 years of age.

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“…If this is the case, and with reference to the 'neural interference' and more cognitive demands for movement reported by Lambourne and Tomporowski [9] it would be advantageous in future research to ascertain the fitness of the children prior to the session. The reporting of positive relations between fitness and standardised achievement test performance [4] and increased performance in core academic classes in children who were able to engage in more vigorous physical activity [5] may imply that fitter children can cope with more neural interference before it affects cognitive function after exercise. In summary, the present study provides no strong evidence that exercise intensity moderates the improvement in pre-adolescent post-exercise academic ability.…”

Section: Discussionmentioning

confidence: 99%

“…It has been suggested that children gain cognitive benefits from physical activity [1,2] with greatest improvements seen in complex mental processing [3]. Standardised achievement in maths and reading [4] as well as increased performance in core academic classes has been reported for children who participate in vigorous physical activity outside of school [5].…”

Section: Introductionmentioning

confidence: 99%

Exercise and academic achievement in children: Effects of acute class-based circuit training

Dickinson¹,

Duncan²,

Eyre³

2018

Hum Mov.

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Purpose. For schools, the increasingly imposed requirement to achieve well in academic tests puts increasing emphasis on improving academic achievement. While treadmill exercise has been shown to have beneficial effects on cognitive function and cycling ergometers produce stronger effect sizes than treadmill running, it is impractical for schools to use these on a whole-class basis. There is a need to examine if more ecologically valid modes of exercise might have a similar impact on academic achievement. Circuit training is one such modality shown to benefit cognitive function and recall ability and is easily operationalised within schools. Methods. In a repeated measures design, twenty-six children (17 boys, 8 girls) aged 10-11 years (mean age 10.3; SD ± 0.46 years) completed the Wide range Achievement Test (WrAT 4) at rest and following 30 minutes of exercise. Results. Standardised scores for word reading were significantly higher post exercise (F(1,18) = 49.9, p = 0.0001) compared to rest. In contrast, standardised scores for sentence comprehension (F(1,18) = 0.078, p = 0.783), spelling (F(1,18) = 4.07, p = 0.06) mathematics (F(1,18) = 1.257, p = 0.277), and reading (F(1,18) = 2.09, p = 0.165) were not significantly different between rest and exercise conditions. Conclusions. The results of the current study suggest acute bouts of circuit based exercise enhances word reading but not other areas of academic ability in 10-11 year old children. These findings support prior research that indicates acute bouts of exercise can selectively improve cognition in children.

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Effect of Physical Education and Activity Levels on Academic Achievement in Children

Abstract: Although academic achievement was not significantly related to physical education enrollment, higher grades were associated with vigorous physical activity, particularly activity meeting recommended Healthy People 2010 levels.

Cited by 441 publications

References 18 publications

Development of Various Reaction Abilities and Their Relationships With Favorite Play Activities in Preschool Children

Development of Various Reaction Abilities and Their Relationships With Favorite Play Activities in Preschool Children

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Exercise and academic achievement in children: Effects of acute class-based circuit training

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