Reviews research on the links between physical activity and concentration, cognitive functioning, and classroom behavior. Outlines the benefits of physical education and activity breaks at school to children's health and academic performance

Stewart G. Trost

English

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In schools across the United States, physical education has been substantially reduced—and in some cases completely eliminated—in response to budget concerns and pressures to improve academic test scores. Yet the available evidence shows that children who are physically active and fit tend to perform better in the classroom, and that daily physical education does not adversely affect academic performance. Schools can provide outstanding learning environments while improving children’s health through physical education.The Impact of Schools on Physical Activity Today, obesity is one of the most pressing health concerns for our children. More than one-third of children and teens, approximately 25 million kids, are overweight or obese—and physical inactivity is a leading contributor to the epidemic. The Surgeon General recommends children should engage in 60 minutes of moderate activity most days of the week, yet estimates show that only 3.8 percent of elementary schools provide daily physical education (PE).1Physical Education, Physical Activity and Academic Performancef a l l  2 0 0 7  r e s e a r c h  b r i e fActive EducationSchools serve as an excellent venue to provide students with the opportunity for daily physical activity, to teach the importance of regular physical activity for health, and to build skills that support active lifestyles. Unfortunately, most children get little to no regular physical activity while in school.Budgetary constraints and increasing pressure to improve standardized test scores have caused school officials to question the value of PE and other physical activity programs. This has led to a substantial reduction in the time available for PE, and in some cases, school-based physical activity programs have been completely eliminated.2 Yet advocates for school-based physical activity programs argue that allocating time for daily PE does not adversely impact academic performance and that regular exercise may improve students’ concentration and cognitive functioning.3-6   a c t i v e  l i v i n g  r e s e a r c h    A national program of the Robert Wood Johnson Foundationelementary schools   middle schools    high schoolsPercentage of schools providing daily PE in 200618%6%4%2%0%3.8%7.9%2.1%Only 36 percent of high school students meet the current recommended levels of physical activity.7a c t i v e  l i v i n g  r e s e a r c h    A national program of the Robert Wood Johnson FoundationThe FindingsThis summary of peer-reviewed research on the relationship between physical activity and academic performance among children and adolescents yields the following insights: Sacrificing physical education for classroom time does not improve academic performance. Many school systems have downsized or eliminated PE under the assumption that more classroom instructional time will improve academic performance and increase standardized test scores. The available evidence contradicts this view.8-14  To date, five controlled experimental studies—in the United States, Canada and Australia—have evaluated the effects on academic performance of allocating additional instructional time for PE. All five studies clearly demonstrate that physical activity does not need to be sacrificed for academic excellence. A study conducted in 2006 with 214 sixth-grade students in Michigan found that students enrolled in PE had similar grades and standardized test scores as students who were not enrolled in PE, despite receiving 55 minutes less of daily classroom instruction time for academic subjects.14In 1999, researchers analyzed data from 759 fourth- and fifth-graders in California and found that students’ scores on standardized achievement tests were not adversely affected by an intensive PE program that doubled or tripled PE time. On several test scores, students with enhanced PE performed better than students in control groups.12In 2007, 287 fourth- and fifth-grade students from British Columbia were evaluated to determine if introducing daily classroom physical activity sessions affected their academic performance.13 Students in the intervention group participated in daily 10-minute classroom activity sessions in addition to their regularly scheduled 80-minute PE class. Despite increasing in-school physical activity time by approximately 50 minutes per week, students receiving the extra physical activity time had similar standardized test scores for mathematics, reading and language arts as did students in the control group. Kids who are more physically active tend to perform better academically.Fourteen published studies analyzing data from approximately 58,000 students between 1967 and 2006 have investigated the link between overall participation in physical activity and academic performance. Eleven of those studies found that regular participation in physical activity is associated with improved academic performance.Eight health surveys involving population-representative samples of children and adolescents from the United States,15-17United Kingdom,18-20 Hong Kong21 and Australia22 observed statistically significant positive correlations between physical activity participation and academic performance. However, none of these studies assessed academic performance with standardized educational tests. For example, a national study conducted in 2006 analyzed data collected from 11,957 adolescents across the U.S. to examine the relationship between physical activity and academic performance. Adolescents who reported either participating in school activities, such as PE and team sports, or playing sports with their parents, were 20 percent more likely than their sedentary peers to earn an “A” in math or English.17Three other smaller studies conducted between 1970 and 2006 involving students from one or two schools also reported a positive correlation between physical activity and academic performance.14, 23, 24 Two studies found no evidence of a relationship between physical activity and academic performance25, 26 and one study conducted in Canada in the year 2000 reported a trivial negative association between physical activity and standardized test scores.27 Students whose time in PE or school-based physical activity was increased maintained or improved their grades and scores on standardized achievement tests, even though they received less classroom instructional time than students in control groups.Evidence supporting the association between physical activity and enhanced academic performance is strengthened by related research that found higher levels of physical fitness to be linked with improved academic performance among children and teens. For example two large national studies in Australia22 and Korea,28 along with two smaller studies conducted in the U.S.,29, 30 found physical fitness scores to be significantly and positively related to academic performance. These studies included students from elementary through high school.Activity breaks can improve cognitive performance and classroom behavior.According to five studies involving elementary students, regular physical activity breaks during the school day may enhance academic performance. Introducing physical activity has been shown to improve cognitive performance and promote on-task classroom behavior.31-36 It is important to note that the cognitive and behavioral responses to physical activity breaks during the school day have not been systematically investigated among middle or high school students. Investigators in Georgia studied the effects of an activity break on classroom behavior in a sample of 43 fourth-grade students in 1998. Students exhibited significantly more on-task classroom behavior and significantly less fidgeting on days with a scheduled activity break than on non-activity days.35A 12-week research project conducted in eastern North Carolina in 2006 evaluated the effects of providing elementary students with a daily 10-minute activity break. Among 243 students in kindergarten through fourth grade, a daily activity break ConclusionsP h y s i c a l  e d u c a t i o n ,  P h y s i c a l  a c t i v i t y  a n d  a c a d e m i c  P e r f o r m a n c e    Research Briefbreaks with no physical activityElementary students’ on-task classroom behavior improves with physical activity breaks3520%15%10%5%0%-5%-3%8%20%physical activity breaks, students overallphysical activity breaks, off-task studentsKids who are physically active and fit are likely to have stronger academic performance. Short activity breaks during the school day can improve students’ concentration skills and classroom behavior.Five studies consistently show that more time in physical education and other school-based physical activity programs does not adversely affect academic performance. In some cases, more time in physical education leads to improved grades and standardized test scores.Physically active and fit children tend to have better academic achievement. There are several possible mechanisms by which physical education and regular physical activity could improve academic achievement, including enhanced concentration skills and classroom behavior.  Additional research is needed to determine the impact of physical activity on academic performance among those who are at highest risk for obesity in the United States, including African-American, Latino, Native American, Asian American and Pacific Islander children, as well as children living in lower-income communities.   increased on-task behavior significantly, by an average of 8 percent. Among the least on-task students, the activity breaks improved on-task behavior by 20 percent.36In a study conducted in 1999 with 177 New Jersey elementary students, researchers compared concentration test scores after students completed either a classroom lesson or a 15-minute physical activity session. Fourth-grade students exhibited significantly better concentration scores after completing the physical activity. Among second- and third-grade students, the physical activity intervention was neither beneficial nor detrimental to test performance.33a c t i v e  l i v i n g  r e s e a r c h    A national program of the Robert Wood Johnson FoundationP h y s i c a l  e d u c a t i o n ,  P h y s i c a l  a c t i v i t y  a n d  a c a d e m i c  P e r f o r m a n c e    Research Brief1. Lee S, Burgeson C, Fulton J, Spain C. Physical Education and Physical Activity: Results from the School Health Policies and Programs Study 2006. Journal of School Health 2007;77:435-463.2. National Association for Sport and Physical Education and American Heart Association. 2006 shape of the nation report: Status of physical education in the USA. Reston, VA: National Association for Sport and Physical Education; 2006.3. Shephard RJ. Curricular physical activity and academic performance. Pediatric Exercise Science 1997;9:113-126.4. Pellegrini AD, Smith PK. Physical activity play: The nature and function of a neglected aspect of play. Child Development 1998;69:577-598.5. Tomporowski PD. Cognitive and behavioral responses to acute exercise in youths: A review. Pediatric Exercise Science 2003;15:348-359.6. Sibley BA, Etnier JL. The relationship between physical activity and cognition in children: A meta-analysis. Pediatric Exercise Science 2003;15:243-256.7. Centers for Disease Control and Prevention. Youth Risk Behavior Surveillance—United States, 2005. Surveillance Summaries, June 9.  MMWR 2006;55(SS-5):1–108.8. Shephard RJ, Volle M, Lavallee H, LaBarre R, Jequier JC, Rajic M. Required physical activity and academic grades: A controlled longitudinal study. In Children and Sport. J Ilmarinen and L Valimaki (Eds.) Berlin: Springer-Verlag, 1984, pp. 58-63.9. Shephard RJ. Habitual physical activity and academic performance. Nutrition Reviews 1996 Apr;54(4 Pt 2):S32-36.10. Dwyer T, Blizzard L, Dean K. Physical activity and performance in children. Nutrition Reviews 1996 Apr;54(4 Pt 2):S27-31.11. Dwyer T, Coonan WE, Leitch DR, Hetzel BS, Baghurst RA.  Investigation of the effects of daily physical activity on the health of primary school students in South Australia. International Journal of Epidemiology 1983;12:308-313.12. Sallis JF, McKenzie TL, Kolody B, Lewis M, Marshall S, Rosengard P. Effects of health-related physical education on academic achievement: Project SPARK. Research Quarterly for Exercise and Sport 1999;70:127-134.13. Ahamed Y, MacDonald H, Reed K, Naylor PJ, Liu-Ambrose T, McKay H. School-based physical activity does not compromise children’s academic performance. Medicine and Science in Sports and Exercise 2007;39:371-376.14. Coe DP, Pivarnik JM, Womack CJ, Reeves MJ, Malina RM. Effect of physical education and activity levels on academic achievement in children. Medicine and Science in Sports and Exercise 2006;38:1515-1519.15. Pate RR, Heath GW, Dowda M, Trost SG. Associations between physical activity and other health behaviors in a representative sample of US adolescents. American Journal of Public Health 1996;86:1577-1581.16. Fejgin N. Participation in high school competitive sports: A subversion of school mission or contribution to academic goals? Sociology of Sport Journal 1994;11:211-230.17. Nelson MC, Gordon-Larson P. Physical activity and sedentary behavior patterns are associated with selected adolescent health risk behaviors. Pediatrics 2006;117:1281-1290.18. McIntosh PC. Mental ability and success in school sport. Research in Physical Education 1966;1:20-27.19. Smart KB. Sporting and intellectual success among English secondary school children. International Review of Sports Sociology 1967;2:47-54.20. Williams A. Physical activity patterns among adolescents – some curriculum implications. Physical Education Review 1988;11:28-39.21. Lindner KJ. Sports participation and perceived academic performance of school children and youth. Pediatric Exercise Science 1999;11:129-143.22. Dwyer T, Sallis JF, Blizzard L, Lazarus R, Dean K. Relation of academic performance to physical activity and fitness in children. Pediatric Exercise Science 2001;13:225-237.23. Schurr T, Brookover W. Athletes, academic self-concept and achievement. Medicine and Science in Sports 1970;2:96-99.24. Field T, Diego M, Sanders CE. Exercise is positively related to adolescents’ relationships and academics. Adolescence 2001;36:105-110.25. Daley AJ, Ryan J. Academic performance and participation in physical activity by secondary school adolescents. Perceptual and Motor Skills 2000;91:531-534.26. Fisher N, Juszczak L, Friedman SB. Sports participation in an urban high school: Academic and psychologic correlates. Journal of Adolescent Health 1996;18:329-334.27. Tremblay MS, Inman JW, Willms JD. The relationship between physical activity, self-esteem, and academic achievement in 12-year-old children. Pediatric Exercise Science 2000;12:312-323.28. Kim HYP, Frongillo EA, Han SS, Oh SY, Kim WK, Jang YA, Won HS, Lee HS, Kim SH. Academic performance of Korean children is associated with dietary behaviours and physical status. Asia Pacific Journal of Clinical Nutrition 2003;12:186-192.29. Knight D, Rizzuto T. Relations for children in grades 2, 3, and 4 between balance skills and academic performance. Perceptual and Motor Skills 1993;76:1296-1298.30. Castelli DM, Hillman CH, Buck SM, Erwin HE.  Physical fitness and academic achievement in third- and fifth-grade students. Journal of Sport and Exercise Psychology 2007;29:239-252.31. Gabbard C, Barton J. Effects of physical activity on mathematical computation among young children. The Journal of Psychology 1979;103:287-288.32. Raviv S, Low M. Influence of physical activity on concentration among junior high school students. Perceptual and Motor Skills 1990;70:67-74.33. McNaughten D, Gabbard C. Physical exertion and immediate mental performance of sixth-grade children. Perceptual and Motor Skills 1993;77:1155-1159.34. Caterino MC, Polak ED. Effects of two types of activity on the performance of second-, third-, and fourth-grade students on a test of concentration. Perceptual and Motor Skills 1999;89:245-248.35. Jarrett OS, Maxwell DM, Dickerson C, Hoge P, Davies G, Yetley A. Impact of recess on classroom behavior: group effects and individual differences. The Journal of Educational Research 1998;92:121-126.36. Mahar MT, Murphy SK, Rowe DA, Golden J, Shields AT, Raedke TD. Effects of a classroom-based program on physical activity and on-task behavior. Medicine and Science in Sports and Exercise 2006;38:2086-2094.ReferencesActive Living Research, a national program of the Robert Wood Johnson Foundation, stimulates and supports research to identify environmental factors and policies that influence physical activity for children and families to inform effective childhood obesity prevention strategies, particularly in low-income and racial/ethnic communities at highest risk. Active Living Research wants solid research to be part of the public debate about active living. This report was prepared by Stewart G. Trost, PhD, Associate Professor, Department of Nutrition and Exercise Sciences at Oregon State University, with support from the Active Living Research staff, Burness Communications and Pyramid Communications. For updates and a web-based version, visit www.activelivingresearch.org.Active Living ResearchSan Diego State University3900 Fifth Avenue, Suite 310San Diego, CA 92103www.activelivingresearch.org

Active Education: Physical Education, Physical Activity and Academic Performance

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Active Education: Physical Education, Physical Activity and Academic Performance

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