Curricular Physical Activity and Academic Performance

1997 ◽  
Vol 9 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Roy J. Shephard
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Psychomotor Development ◽  
Release Time ◽  
Positive Health ◽  
School Students ◽  
The Impact

Advocates of quality daily physical education for prepubescent children frequently encounter the argument that such initiatives will harm academic progress. The impact of daily physical education upon the academic performance of primary school students is thus reviewed with particular reference to studies conducted in Vanves (France), Australia, and Trois Rivières (Québec). When a substantial proportion of curricular time (14–26%) is allocated to physical activity, learning seems to proceed more rapidly per unit of classroom time, so that academic performance matches, and may even exceed, that of control students. Children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem. Academic teachers may also favor the enhanced physical education program, creating “halo” effects, and the resulting release time may enhance their academic teaching. Irrespective of mechanisms, the implication for public policy is that daily required physical education can be introduced when a child enters primary school without compromising academic development. Given the importance of establishing positive health habits from an early age, school boards should be encouraged to follow a policy of required daily physical activity in primary schools. Evidence of specific benefit in students with learning disabilities remains less convincing.

Attaining the Active School Flag: How physical activity provision can be enhanced in Irish primary schools

2017 ◽  
Vol 25 (1) ◽  
pp. 76-88 ◽  
Author(s):  
Richard Bowles ◽  
Déirdre Ní Chróinín ◽  
Elaine Murtagh
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Interviews ◽  
Positive Health ◽  
Policy Makers ◽  
School Communities ◽  
Physical Activity Interventions ◽  
School Based ◽  
School Initiatives

The provision of regular physical activity opportunities has the potential to have positive health benefits for children. This study used qualitative interviews and focus groups to examine the experiences of two Irish primary school communities as they worked to attain an Active School Flag. The data suggest that engagement in this formal physical activity initiative impacts positively on children’s engagement in physical activity. Schools were encouraged to embark on innovative activities that attracted widespread participation within schools and in the wider community. The establishment of links with community groups fostered collaborations that were empowering and inclusive. This research supports the contention that primary school initiatives can provide enhanced physical activity opportunities for children, and may provide guidance to national and international policy-makers as they devise school-based physical activity interventions.

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

scholarly journals Physical Activity Levels in Physical Education Lessons at Singapore Primary School

2021 ◽  
Vol 1 (2) ◽  
pp. 118-123
Author(s):  
Nur Syahida Binte Jamaluddin ◽  
Masato Kawabata
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Dominant Hand ◽  
Physical Activity Intensity ◽  
Activity Intensity ◽  
Physical Activity Levels

Physical education (PE) lessons are the appropriate occasions to promote physical activity for children. Although the moderate-to-vigorous physical activity (MVPA) levels during PE lessons were investigated in several countries, MVPA levels during PE lessons were never reported at Singapore primary schools. Therefore, the present study aimed to investigate physical activity intensity levels during PE lessons at a Singapore primary school. A total of 93 students (40 girls) voluntary participated in the study: 28 in Grade 1, 39 in Grade 4, and 26 in Grade 6. They were asked to wear an accelerometer on their non-dominant hand in two PE lessons to measure physical activity levels objectively. They also completed questionnaires on their experiences during the PE lessons. The average of the MVPA levels time (%) in the scheduled lesson time across the three grades was 46.98 ± 5.25%, but the average of the MVPA levels time (%) in the actual lesson time was 69.74 ± 7.31%. These results indicated that it would be possible to achieve the recommended MVPA time in PE lessons. The findings of this study would be useful for PE teachers to reflect whether their PE lessons are efficient to promote primary school student’s physical activity levels.

scholarly journals Associations between Second-Hand Tobacco Smoke Exposure and Cardiorespiratory Fitness, Physical Activity, and Respiratory Health in Children

2021 ◽  
Vol 18 (21) ◽  
pp. 11445
Author(s):  
Melissa Parnell ◽  
Lawrence Foweather ◽  
Greg Whyte ◽  
John Dickinson ◽  
Ivan Gee
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Tobacco Smoke ◽  
Primary Schools ◽  
Respiratory Health ◽  
Significant Proportion ◽  
Tobacco Smoke Exposure ◽  
Positive Health ◽  
Shs Exposure ◽  
The Impact

Background: Cardiorespiratory fitness (CRF) and physical activity (PA) are associated with a plethora of positive health effects. Many UK children fail to meet the recommended level of PA, with an observed decline in CRF levels over recent decades. Second-hand tobacco smoke (SHS) is responsible for a significant proportion of the worldwide burden of disease, but little is understood regarding the impact of SHS exposure on CRF and PA in children. The aim of this study was to test the associations between SHS exposure and CRF, PA, and respiratory health in children. Method: Children (9–11 years) from UK primary schools in deprived areas participated (n = 104, 38 smoking households). Surveys determined household smoking, and exhaled carbon monoxide was used to indicate children’s recent SHS exposure. CRF (VO2peak) was assessed via maximal treadmill protocol using breath-by-breath analysis. Fractional exhaled nitric oxide and spirometry were utilised as indicators of respiratory health. Results: Linear regression models demonstrated that SHS exposure was negatively associated with allometrically scaled VO2peak (B = −3.8, p = 0.030) but not PA or respiratory health. Conclusion: The results indicate that SHS is detrimental to children’s CRF; given that approximately one-third of children are regularly exposed to SHS, this important finding has implications for both public health and the sport and exercise sciences.

scholarly journals Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Sara Wawrzyniak ◽  
Ireneusz Cichy ◽  
Ana Rita Matias ◽  
Damian Pawlik ◽  
Agnieszka Kruszwicka ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Primary School ◽  
Writing Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Schooling Process ◽  
Experimental Group ◽  
Development Of Students

Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N= 28) significantly improved these skills compared to the control class (N= 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

scholarly journals Ecological study of playground space and physical activity among primary school children

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e034586
Author(s):  
Anne C Grunseit ◽  
Blythe Jane O'Hara ◽  
Bradley Drayton ◽  
Vincent Learnihan ◽  
Louise L Hardy ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Primary Schools ◽  
Cardiovascular Fitness ◽  
Self Report ◽  
Primary School Children ◽  
Nutrition Survey ◽  
School Students ◽  
Cross Sectional ◽  
Predicted Probability

ObjectivesTo examine the relationship between school playground size and total physical activity (PA), fitness and fundamental movement skills (FMS) of primary school students.DesignCross-sectional ecological analysis.Setting43 primary schools in New South Wales, Australia.ParticipantsData were from 5238 students, aged 5 to 12 years, participating in the Schools Physical Activity and Nutrition Survey.Outcome measuresSelf (for age ≥11 years) and parent (for age <11 years) report of PA (meeting PA recommendations and number of days meeting recommendations), objectively measured FMS and cardiorespiratory and muscular fitness.ResultsAssociations between playground space and measures of PA and fitness were mostly non-linear and moderated by loose equipment. Students in schools with no loose equipment showed a weak association between space and meeting PA recommendations (self-report). In schools with equipment, students’ predicted probability of meeting PA recommendations increased sharply between 15 m2 and 25 m2 per student from 0.04 (95% CI: 0.01 to 0.08) to 0.30 (95% CI: 0.14 to 0.46), but at 30 m2 returned to levels comparable to students in schools with no equipment (0.18, 95% CI: 0.07 to 0.28). For cardiorespiratory fitness, in schools with no loose equipment, probabilities for being in the healthy cardiovascular fitness zone varied between 0.66 and 0.77, showing no consistent trend. Students in schools with loose equipment had a predicted probability of being in the healthy fitness zone of 0.56 (95% CI: 0.41 to 0.71) at 15 m2 per student, which rose to 0.75 (95% CI: 0.63 to 0.86) at 20 m2 per student. There was no relationship between space and FMS.ConclusionsSchool space guidelines need to incorporate sufficient playground space for students. Our study provides evidence supporting better PA outcomes with increasing space up to 25 m2 per student, and access to loose equipment, however further research is required to determine precise thresholds for minimum space. Intersectoral planning and cooperation is required to meet the needs of growing school populations.

Schooling

2019 ◽  
pp. 187-194
Author(s):  
Andrew E. Clark ◽  
Sarah Flèche ◽  
Richard Layard ◽  
Nattavudh Powdthavee ◽  
George Ward
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Schools ◽  
Well Being ◽  
School Teachers ◽  
Primary School Teachers ◽  
Whole School ◽  
The Impact ◽  
Huge Variation

This chapter investigates the impact of the different schools and teachers in the Avon area on the outcomes of the children they taught. It begins by investigating the role of the whole school in considering what difference it makes which school a child goes to. Here, primary and secondary schools have major effects on the emotional well-being of their children. The variation across schools in this regard is as large as the variation in their impact on academic performance. There is also a huge variation in the impact of individual primary school teachers on the emotional well-being and academic performance of their children. These effects of primary schools and teachers persist throughout the following five years and longer.

scholarly journals The Positive Effects of a Combined Program of Creative Dance and BrainDance on Health-Related Ouality of Life as Perceived by Primary School Students

2018 ◽  
Vol 79 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Olga Theocharidou ◽  
Georgios Lykesas ◽  
Ioannis Giossos ◽  
Dimitrios Chatzopoulos ◽  
Maria Koutsouba
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Educational Intervention ◽  
Small Sample ◽  
Primary School Students ◽  
School Students ◽  
Creative Dance ◽  
Positive Effects ◽  
Health Related ◽  
The Impact

Abstract The combination of Creative Dance and BrainDance within the context of physical education could be a promising innovation. This combined program can be implemented in primary school to help students achieve a better and more holistic assessment of their Health-Related Quality of Life (HRQoL), covering aspects of physical, emotional, social, and mental functioning and well-being. The aim of this study was to investigate the impact that a combined Creative Dance and BrainDance program based on the Laban Theory of Movement Analysis has on HRQoL perceptions of primary school students when this program is implemented within the context of the physical education curriculum in primary school. For this purpose, an eight-week educational intervention was designed combining Creative Dance and BrainDance into one single program. The survey sample consisted of 32 fifth- and sixth-grade primary school students. The Kidscreen-52 questionnaire was used to collect data. Data analysis was performed with the use of descriptive statistical indices and mixed analysis of variance (ANOVA). Although the results showed no differences between the beginning and end of the educational intervention, a fact that might be due to the small sample and the time of the implementation of the program (limited to 8 weeks), its implementation produced very good results with regard to improvisation, body control, balance, and coordination, as well as kinaesthetic awareness and musical rhythmic skills. Creative Dance and BrainDance promote imagination, creativity, improvisation, and self-esteem in general, particularly in primary school students..

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