Physical education, school physical activity, school sports and academic performance

Trudeau, François; Shephard, Roy J.

doi:10.1186/1479-5868-5-10

Cited by 566 publications

(482 citation statements)

References 95 publications

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“…A review of studies incorporating physically active lessons tied to the curriculum found that teachers who use these types of programs find them to be feasible and acceptable in the classroom setting [20]. Further, there is no support that increasing physical activity negatively impacts academic outcomes, even when classroom time is reduced [13,19].…”

Section: Researchmentioning

confidence: 99%

“…Greater aerobic fitness and physical activity are associated cross sectionally with increased grade point averages and standardized test scores [9][10][11]. There is some evidence that increasing physical activity can improve student grade point averages and standardized test scores [12][13][14][15]. Children who attend schools requiring longer durations of daily physical activity perform better academically than children at schools with lower requirements [13].…”

Section: Introductionmentioning

confidence: 99%

“…There is some evidence that increasing physical activity can improve student grade point averages and standardized test scores [12][13][14][15]. Children who attend schools requiring longer durations of daily physical activity perform better academically than children at schools with lower requirements [13]. Despite the documented relationship between physical activity, fitness, and academic achievement, nearly half of school administrators reported cutting substantial time from physical education and recess following the passage of the No Child Left Behind Act of 2001.…”

Section: Introductionmentioning

confidence: 99%

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Society of Behavioral Medicine position statement: elementary school-based physical activity supports academic achievement

Buscemi

Kong

Fitzgibbon

et al. 2014

Behav. Med. Pract. Policy Res.

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The Society of Behavioral Medicine (SBM) urges elementary schools to provide children with ample opportunities to engage in physical activity during school hours. In addition to promoting overall child health, physical activity also supports academic achievement. In addition to improving their aerobic fitness, regular physical activity improves cognitive function, influences the brain, and improves mood in children. Better aerobic fitness and physical activity are associated with increased grade point averages and standardized test scores. Despite the documented relationship between physical activity, fitness, and academic achievement, few schools have implemented physical activity as a tool to improve academic performance. SBM recommends that elementary schools provide children with the recommended 60min of moderate-to-vigorous physical activity during school hours. Further, SBM urges schools to work with the local school districts and state education departments to mandate minimum physical activity time for elementary school physical education.

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Section: Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Society of Behavioral Medicine position statement: elementary school-based physical activity supports academic achievement

Buscemi

Kong

Fitzgibbon

et al. 2014

Behav. Med. Pract. Policy Res.

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“…In addition to positive physical health outcomes, there is evidence that regular participation in physical activity is linked to enhanced brain functioning and cognition, thereby positively influencing students' academic performance in school [11,12]. Conversely, research shows that replacing PE with additional classroom instruction time does not improve scores on standardized academic achievement tests [13].…”

Section: Introductionmentioning

confidence: 99%

Physical Education and Student Activity: Evaluating Implementation of a New Policy in Los Angeles Public Schools

Lafleur¹,

Strongin²,

Cole

et al. 2013

ann. behav. med.

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Background California law has standards for physical education (PE) instruction in K-12 public schools; audits found that the Los Angeles Unified School District did not enforce the standards. In 2009, the district adopted a PE policy to comply with these standards. Purpose This study aimed to evaluate the outcomes of the PE policy in district schools. Methods PE class observations were conducted using the System for Observing Fitness Instruction Time in the 2010-2011 and 2011-2012 school years in an income-stratified random sample of 34 elementary, middle, and high schools to assess changes in PE class size, class duration, and time students spent in moderate to vigorous physical activity. Results PE class duration increased in high-income elementary schools. Mean class size decreased in low-income middle schools. Conclusions There was limited implementation of the PE policy 2 years after passage. Opportunities exist to continue monitoring and improving PE quantity and quality.

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“…4 Also, there is evidence of aerobic fitness level moderating aspects of academic performance 5 and children exhibiting increased 'ontask' classroom behaviour after brief exercise interventions. 6 Increases in the amount of curriculum time devoted to physical activity have also been reported to result in either no change or an improvement in students' academic achievement, 7 suggesting that increased exercise capably counteracts the negative impact of reduced academic instruction time, perhaps through improving cognition.…”

mentioning

confidence: 99%

Exercising attention within the classroom

Hill

Williams

Aucott

et al. 2010

Develop Med Child Neuro

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AIM To investigate whether increased physical exercise during the school day influenced subsequent cognitive performance in the classroom.METHOD A randomized, crossover-design trial (two weeks in duration) was conducted in six mainstream primary schools (1224 children aged 8-11y). No data on sex was available. Children received a teacher-directed, classroom-based programme of physical exercise, delivered approximately 30 minutes after lunch for 15 minutes during one week and no exercise programme during the other (order counterbalanced across participants). At the end of each school day, they completed one of five psychometric tests (paced serial addition, size ordering, listening span, digit-span backwards, and digit-symbol encoding), so that each test was delivered once after exercise and once after no exercise.RESULTS General linear modelling analysis demonstrated a significant interaction between intervention and counterbalance group (p<0.001), showing that exercise benefitted cognitive performance. Post-hoc analysis revealed that benefits occurred in participants who received the exercise intervention in the second but not the first week of the experiment and were also moderated by type of test and age group.INTERPRETATION Physical exercise benefits cognitive performance within the classroom. The degree of benefit depends on the context of testing and participants' characteristics. This has implications for the role that is attributed to physical exercise within the school curriculum.There have long been anecdotal reports of neuropsychological benefits arising from regular physical exercise, and these now receive support from a substantial body of empirical evidence. Recent reviews suggest that physical exercise can be useful in the treatment of depression, 1 can be used to maintain cognitive vitality in old age, 2 and can even reduce stereotypic and disruptive behaviours in children with autism, learning disorders, or behavioural disorders. 3 In children, associations between greater aerobic fitness and higher cognitive functioning have been reported. 4 Also, there is evidence of aerobic fitness level moderating aspects of academic performance 5 and children exhibiting increased 'ontask' classroom behaviour after brief exercise interventions. 6 Increases in the amount of curriculum time devoted to physical activity have also been reported to result in either no change or an improvement in students' academic achievement, 7 suggesting that increased exercise capably counteracts the negative impact of reduced academic instruction time, perhaps through improving cognition.Given these findings, recent initiatives to encourage increased childhood physical activity 8 may have important implications for mental as well as physical health. In adults executive functions such as working memory, goal-oriented processing, and inhibition are particularly improved by exercise interventions. 9,10 If this also applies in children, one might expect that the largest effects of exercise would be seen in individuals who have po...

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Physical education, school physical activity, school sports and academic performance

Abstract: Background: The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports.

Cited by 566 publications

References 95 publications

Society of Behavioral Medicine position statement: elementary school-based physical activity supports academic achievement

Society of Behavioral Medicine position statement: elementary school-based physical activity supports academic achievement

Physical Education and Student Activity: Evaluating Implementation of a New Policy in Los Angeles Public Schools

Exercising attention within the classroom

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