Physical activity and academic achievement across the curriculum: Results from a 3-year cluster-randomized trial

Abstract

We compared changes in academic achievement across 3 years between children in elementary schools receiving the Academic Achievement and Physical Activity Across the Curriculum intervention (A+PAAC), in which classroom teachers were trained to deliver academic lessons using moderate-to-vigorous physical activity (MVPA) compared to a non-intervention control. Elementary schools in eastern Kansas (n=17) were cluster randomized to A+PAAC (N=9, target ≥ 100 min/wk.) or control (N=8). Academic achievement (math, reading, spelling) was assessed using the Wechsler Individual Achievement Test-Third Edition (WIAT-III) in a sample of children (A+PAAC = 316, Control = 268) in grades 2 and 3 at baseline (Fall 2011) and repeated each spring across 3 years. On average 55 min/wk. of A+PACC lessons were delivered each week across the intervention. Baseline WIAT-III scores (math, reading, spelling) were significantly higher in students in A+PAAC compared with control schools and improved in both groups across 3 years. However, linear mixed modeling, accounting for baseline between group differences in WIAT-III scores, ethnicity, family income, and cardiovascular fitness, found no significant impact of A+PAAC on any of the academic achievement outcomes as determined by non-significant group by time interactions. A+PAAC neither diminished or improved academic achievement across 3-years in elementary school children compared with controls. Our target of 100 min./wk. of active lessons was not achieved; however, students attending A+PAAC schools received an additional 55 min./wk. of MVPA which may be associated with both physical and mental health benefits, without a reduction in time devoted to academic instruction.

Are changes in cardiorespiratory fitness resulting from physical activity interventions related to changes in executive function and academic performance in children and adolescents? A systematic review and meta-regression.

“…Nine studies used a PA intervention to examine the effects of a PA intervention on changes in CRF and EF [61, [64][65][66][67][68][69][70][71]. Two studies measured the effects of a PA intervention on changes in CRF and AP [72,73]. The final four studies investigated the effects of a PA intervention on changes in CRF, and both AP and EF [74][75][76][77].…”

Impact of Three Years of Classroom Physical Activity Bouts on Time-on-Task Behavior

“…Researchers have attempted to incorporate physical activity into the classroom through academic-based physical activity lessons such as Physical Activity Across the Curriculum (PAAC)(9, 10) or “brain break” type physical activity opportunities including Energizers (21, 24) and FUNervals (13, 20). Overall, these physical activity opportunities are able to increase school day physical activity time (9, 10).…”

“…Overall, these physical activity opportunities are able to increase school day physical activity time (9, 10). In addition to increasing physical activity time, several cross-sectional studies have demonstrated that classroom-based physical activity sessions may also have an effect on a child’s attention to classroom instruction following the activity (13, 20, 21, 24).…”

The effects of a physical activity program called "minds-in-motion-the maze" on balance and motor skills in middle school aged students.

“…These original outcomes were revised to "physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity" (as cited in Couturier et al, 2014). Yet, despite these recommendations, only 11 states have specified guidelines of ensuring these outcomes are met (Belton, Prior, Wickel, & Woods, 2017;Hastie, 2017;Donnelly et al, 2017).…”

“…Yet, fewer than 20% of students achieve this recommendation (Policy Position Statement on Physical Education in Schools, 2008;Slater et al, 2012). Studies show students who participate in physically active academic lessons show a 6% improvement on academic achievement tests compared to a 1% decrease in performance among students not participating in physically active academic lessons (Donnelly et al, 2017). …”