Literature search
Thanks to Zotero and Jason Priem
Physical Activity and Academic Achievement
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Active children 'get better grades'
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Physical Activity, Academic Performance and Cognition in Children and Adolescents. A Systematic Review
| Type | Journal Article |
|---|---|
| Author | Eero Haapala |
| Abstract | A literature review was conducted to investigate the effect of physical exercise and physical training on cognition and academic performance in children and adolescents. Nine randomized or quasi-randomized controlled trials with 2,013 participants were identified by employing the following data sources: the Cochrane Register of Controlled Trials, Medline, Eric, CINAHL, PsychINFO, and ISI Web of Knowledge. Five studies indicated positive effects of physical exercise on attention, concentration, and working memory, and three studies reported positive effects of 14 to 64 week physical training on language and arithmetic skills. Thus, there is some evidence that physical exercise may facilitate cognitive functions related to learning and enhance academic performance. |
| Publication | Baltic Journal of Health and Physical Activity |
| Volume | 4 |
| Issue | 1 |
| Pages | 53-61 |
| Date | January 01, 2012 |
| URL | http://dx.doi.org/10.2478/v10131-012-0007-y |
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Association between physical activity and academic performance in Korean adolescent students
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Academic achievement in relation to improved physical activity
| Type | Web Page |
|---|---|
| Author | Cassie Duff |
| Abstract | INTRODUCTION: According to the Center for Disease Control and Prevention, children and adolescents require 60 minutes or more of physical activity per day. In 2006, only 3.8 percent of elementary schools, 7.9 percent of middle schools, and 2.1 percent of high schools offered students daily physical education or its equivalent for the entire school year. Research shows that keeping physical education programs does not have an adverse effect on academics. This research study was conducted to see how adding the recommended daily physical activity would affect academic achievement. PURPOSE: The purpose of this study was to determine whether improved physical activity had an adverse effect on academic achievement. METHODS: 14 subjects began the study and only 13 subject completed post testing. Four women (16 yrs) and nine men (16 yrs) were high school students at Burton Adventist Academy and volunteered to participate in this study. Each subject participated in a 3 month physical education class. At the beginning of the class each subject performed the exercise testing included in the fitnessgram (push up test, curl up test, 2 site skinfold, and sit and reach). Each subject also then took an academic test, which was taken from a sample SAT prep booklet. At the end of the class each subject performed another fitnessgram and took another academic test. RESULTS: There was a statistically significant difference in the push up test (pretest, 35.08 ? 10.54; posttest, 40.92 ? 9.93; P= 0.02), curl up test (pretest, 34.8 ? 6.71; posttest, 41.69 ? 8.65; P= 0.04), and in the sit and reach (pretest, 21.15 ? 6.93; posttest, 24.85 ? 5.96; P= 0.01). In terms of the 2 site skinfold (pretest arm, 15.31 ? 5.61; posttest arm, 15.41 ? 4.34; pretest thigh, 22.54 ?8.8; posttest thigh, 23.08 ? 5.46; P>0.05) and academic test (pretest, 27.23 ? 6.98; posttest, 30.00 ? 8; P>0.05) no significant difference was observed. CONCLUSION: The results from this study indicate that with improved physical fitness there was no adverse effect on academic achievement. |
| Date | 2012 |
| URL | http://dspace.uta.edu/bitstream/handle/10106/9290/Duff%20poster.pdf? sequence=1 |
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Physical Activity and Performance at School: A Systematic Review of the Literature Including a Methodological Quality Assessment
| Type | Web Page |
|---|---|
| Author | Amika Singh |
| Abstract | Objective: To describe the prospective relationship between physical activity and academic performance. Data Sources: Prospective studies were identified from searches in PubMed, PsycINFO, Cochrane Central, and Sportdiscus from 1990 through 2010. Study Selection: We screened the titles and abstracts for eligibility, rated the methodological quality of the studies, and extracted data. Main Exposure: Studies had to report at least 1 physical activity or physical fitness measurement during childhood or adolescence. Main Outcome Measures: Studies had to report at least 1 academic performance or cognition measure during childhood or adolescence. Results: We identified 10 observational and 4 intervention studies. The quality score of the studies ranged from 22% to 75%. Two studies were scored as high quality. Methodological quality scores were particularly low for the reliability and validity of the measurement instruments. Based on the results of the best-evidence synthesis, we found evidence of a significant longitudinal positive relationship between physical activity and academic performance. Conclusions: Participation in physical activity is positively related to academic performance in children. Because we found only 2 high-quality studies, future high-quality studies are needed to confirm our findings.These studies should thoroughly examine the dose-response relationship between physical activity and academic performance as well as explanatory mechanisms for this relationship. |
| Date | 2012 |
| URL | http://archpedi.jamanetwork.com/article.aspx?articleid=1107683 |
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A review of chronic and acute physical activity participation on neuroelectric measures of brain health and cognition during childhood
| Type | Journal Article |
|---|---|
| Author | Charles H Hillman |
| Author | Keita Kamijo |
| Author | Mark Scudder |
| Abstract | BACKGROUND A growing body of research has detailed the beneficial relation of chronic participation in--and acute responses to--physical activity on aspects of cognition that underlie scholastic achievement. Here, we review the relevant neuroelectric findings on this beneficial relation in children, providing support for the influence of physical activity on specific cognitive processes that comprise academic performance. METHOD A review of studies examining physical activity and neuroelectric concomitants of cognition during childhood is described. When applicable, research involving adult populations is also described to better inform on this relationship in children. RESULTS Collectively, the data support a beneficial relation of chronic and acute participation in physical activity to brain health and cognition. The results suggest more effective allocation of cognitive processes involved in stimulus engagement and action monitoring during tasks requiring variable amounts of cognitive control in children. CONCLUSION Physical activity may influence brain health and cognition in children, leading to enhanced scholastic performance and greater overall effective functioning across the lifespan. |
| Publication | Preventive medicine |
| Volume | 52 Suppl 1 |
| Pages | S21-28 |
| Date | Jun 2011 |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/21281669 |
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Physical activity interventions and children's mental function: An introduction and overview
| Type | Journal Article |
|---|---|
| Author | Phillip D. Tomporowski |
| Author | Kate Lambourne |
| Author | Michelle S. Okumura |
| Abstract | Background This review provides a historical overview of physical activity interventions designed by American educators and an evaluation of research that has assessed the effects of exercise on children's mental function. Method Historical descriptions of the emergence of American physical education doctrine throughout the 20th century were evaluated. Prior reviews of studies that assessed the effects of single acute bouts of exercise and the effects of chronic exercise training on children's mental function were examined and the results of recent studies were summarized. Results Physical activity interventions designed for American children have reflected two competing views: activities should promote physical fitness and activities should promote social, emotional, and intellectual development. Research results indicate that exercise fosters the emergence of children's mental function; particularly executive functioning. The route by which physical activity impacts mental functioning is complex and is likely moderated by several variables, including physical fitness level, health status, and numerous psycho-social factors. Conclusion Physical activity interventions for children should be designed to meet multiple objectives; e.g., optimize physical fitness, promote health-related behaviors that offset obesity, and facilitate mental development. |
| Publication | Preventive Medicine |
| Volume | 52 |
| Pages | S3-S9 |
| Date | 6/2011 |
| URL | http://linkinghub.elsevier.com/retrieve/pii/S0091743511000569 |
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Physically active academic lessons in elementary children
| Type | Journal Article |
|---|---|
| Author | John B. Bartholomew |
| Author | Esbelle M. Jowers |
| Abstract | Background Although schools are an ideal location to conduct interventions that target children, the emphasis on standardized testing makes it difficult to implement interventions that do not directly support academic instruction. In response, physically active academic lessons have been developed as a strategy to increase physical activity while also addressing core educational goals. Texas I-CAN! is one incarnation of this approach. Methods We will review on-going research on the impact of these active lessons on: teacher implementation, child step count, child attention control, and academic performance. Results The collected studies support the impact of physically active academic lessons on each area of interest. Conclusions If these data can be replicated, it suggests that teachers might find these lessons of benefit to their primary role as educators, which should ease dissemination of these and other physically active lessons in elementary schools. |
| Publication | Preventive Medicine |
| Volume | 52 |
| Pages | S51-S54 |
| Date | 6/2011 |
| URL | http://linkinghub.elsevier.com/retrieve/pii/S0091743511000454 |
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Associations between Health-Related Physical Fitness, Academic Achievement and Selected Academic Behaviors of Elementary and Middle School Students in the State of Mississippi
| Type | Journal Article |
|---|---|
| Author | Lindsey Blom |
| Abstract | A wide variety of school-based physical activity contexts have been recently associated with various measures of academic performance. Of these studies, a small number employing objective measures of student fitness have identified a relationship with academic achievements. However, even among these studies, the fitness-academic link has not been conclusively recognized or regularly assessed with regards to academic behaviors and socio-demographic variables. The purpose of this study was to explore the relationships among these variables by using objective measures of fitness, standardized Language Arts and Math test scores, attendance records, discipline actions, and socio-demographic information from a sample of 2,992 Mississippi (USA) public school children in grades 3-8. The sample consisted of students who were mostly male (52.4%), white (52.3%), in grades 3-5 (64.2%), within a healthy weight range (54.1%), and qualified for free/reduced price lunch (63.7%). The results indicated a statistically significant positive correlation between fitness and standardized test scores in Language Arts and Math and a statistically significant negative relationship with school absences. The relationships remained significant while controlling for gender, race, and socioeconomic status. Given that students who were more fit had higher test scores and fewer absences, these findings warrant consideration in the educational policy making process. |
| Date | 2011 |
| URL | http://www.mshealthpolicy.com/documents/FitnessandAcademicPerformanceinMS-C2M-Jun11.pdf |
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Classroom-based physical activity, cognition, and academic achievement
| Type | Web Page |
|---|---|
| Author | Joseph Donnelly |
| Abstract | Background. There is increasing evidence for the association between physical activity, cardiovascular fitness, fatness, and cognitive function during childhood and adolescence. Evidence also suggests that these variables are linked to academic achievement. Classroom-based physical activity provides a viable approach to improve fitness, body mass index (BMI), cognitive function, and ultimately academic achievement. Methods. Studies examining the relation between physical activity, fitness, fatness, cognitive function, and academic achievement are described. The results of a large-scale, longitudinal, cluster randomized trial to examine the impact of classroom based physical activity on body mass index and academic achievement will be presented. Results. Overall, the data support the link between physical activity, cognitive function, and academic achievement. The role of physical activity in the classroom was also supported by the Physical Activity Across the Curriculum (PAAC) project. Physically active academic lessons of moderate intensity improved overall performance on a standardized test of academic achievement by 6% compared to a decrease of 1% for controls (pb0.02). Body mass index increased less from baseline to 3 years in students with greater than 75 minutes of PAAC lessons per week (1.8 BMI) compared to students with less than 75 minutes of PAAC per week (2.4 BMI), pb0.00. Conclusions. Future research examining the effects of physically active academic instruction is warranted. The impact of physically active academic lessons of greater intensity may provide larger benefits for body mass index and academic achievement. |
| Date | 2011 |
| URL | http://www.nemours.org/filebox/service/preventive/nhps/pep/classroompa.pdf |
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Ten Years of TAKE 10!?: Integrating physical activity with academic concepts in elementary school classrooms
| Type | Web Page |
|---|---|
| Author | Debra Kibbe |
| Abstract | Objective. Current literature supports the link between physical activity (PA) or fitness and a child's ability to achieve academically; however, little structured activity time is incorporated into elementary school classrooms. This paper explores the impact of a classroom-based PA program, TAKE 10!, and health?academic integration through existing state and federal policy and programming. Methods. Evidence from journal articles, published abstracts, and reports were examined to summarize the impact of TAKE 10! on student health and other outcomes. This paper reviews 10 years of TAKE 10! studies and makes recommendations for future research. Results. Teachers are willing and able to implement classroom-based PA integrated with grade-specific lessons (4.2 days/wk). Children participating in the TAKE 10! program experience higher PA levels (13%>), reduced time-off-task (20.5%), and improved reading, math, spelling and composite scores (pb0.01). Furthermore, students achieved moderate energy expenditure levels (6.16 to 6.42 METs) and studies suggest that BMI may be positively impacted (decreases in BMI z score over 2 years [Pb0.01]). Conclusion. TAKE 10! demonstrates that integrating movement with academics in elementary school classrooms is feasible, helps students focus on learning, and enables them to realize improved PA levels while also helping schools achieve wellness policies. |
| Date | 2011 |
| URL | http://www.nemours.org/filebox/service/preventive/nhps/pep/10yrstake10.pdf |
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'Fit to Succeed' and academic achievement
| Type | Web Page |
|---|---|
| Author | Angela Balding |
| Abstract | The 'Fit to Succeed' (FtS) programme began in schools in the late 1990s. There seems to be a 'virtuous circle' of health and lifestyle, where more physical activity is associated with healthier habits and positive self-descriptions. |
| Publication | Education and Health |
| Volume | 29 |
| Issue | 1 |
| Date | 2011 |
| URL | http://sheu.org.uk/x/eh291ab.pdf |
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A Narrative Review of Physical Activity, Nutrition, and Obesity to Cognition and Scholastic Performance across the Human Lifespan
| Type | Web Page |
|---|---|
| Author | Toni Burkhalter |
| Abstract | We reviewed studies that examine the relationship of energy consumption, storage, and expenditure to cognition and scholastic performance. Specifically, the literature base on nutrient intake, body mass, and physical activity is described relative to cognitive development and academic achievement. The review of literature regarding the overconsumption of energy and excess body mass suggests poorer academic achievement during development and greater decay of brain structure and function accompanied by increased cognitive aging during older adulthood. The review of literature regarding energy expenditure through the adoption of increased physical activity participation suggests increased cognitive health and function. Although this area of study is in its infancy, the preliminary data are promising and matched with the declining physical health of industrialized nations; this area of science could provide insight aimed at improving brain health and cognitive function across the human lifespan. |
| Date | 2011 |
| URL | http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3065760/? tool=pmcentrez |
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Exercise Improves Executive Function and Achievement and Alters Brain Activation in Overweight Children: A Randomized, Controlled Trial
| Type | Journal Article |
|---|---|
| Author | Catherine Davis |
| Abstract | Objective: This experiment tested the hypothesis that exercise would improve executive function. Design: Sedentary, overweight 7- to 11-year-old children (N ? 171, 56% girls, 61% Black, M ? SD age ? 9.3 ? 1.0 years, body mass index [BMI] ? 26 ? 4.6 kg/m2, BMI z-score ? 2.1 ? 0.4) were randomized to 13 ? 1.6 weeks of an exercise program (20 or 40 min/day), or a control condition. Main Outcome Measures: Blinded, standardized psychological evaluations (Cognitive Assessment System and Woodcock-Johnson Tests of Achievement III) assessed cognition and academic achievement. Functional MRI measured brain activity during executive function tasks. Results: Intent to treat analysis revealed dose-response benefits of exercise on executive function and mathematics achievement. Preliminary evidence of increased bilateral prefrontal cortex activity and reduced bilateral posterior parietal cortex activity attributable to exercise was also observed. Conclusion: Consistent with results obtained in older adults, a specific improvement on executive function and brain activation changes attributable to exercise were observed. The cognitive and achievement results add evidence of dose-response and extend experimental evidence into childhood. This study provides information on an educational outcome. Besides its importance for maintaining weight and reducing health risks during a childhood obesity epidemic, physical activity may prove to be a simple, important method of enhancing aspects of children?s mental functioning that are central to cognitive development. This information may persuade educators to implement vigorous physical activity. |
| Date | 2011 |
| URL | http://www.nemours.org/filebox/service/preventive/nhps/pep/exerciseactive.pdf |
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Low Aerobic Fitness and Obesity Are Associated with Lower Standardized Test Scores in Children
| Type | Journal Article |
|---|---|
| Author | Christian K. Roberts |
| Author | Benjamin Freed |
| Author | William J. McCarthy |
| Abstract | Objective |
| Publication | The Journal of Pediatrics |
| Volume | 156 |
| Issue | 5 |
| Pages | 711-718.e1 |
| Date | 5/2010 |
| URL | http://linkinghub.elsevier.com/retrieve/pii/S0022347609011482 |
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Steroid hormones in the saliva of adolescents after different exercise intensities and their influence on working memory in a school setting
| Type | Journal Article |
|---|---|
| Author | Henning Budde |
| Author | Claudia Voelcker-Rehage |
| Author | Sascha Pietrassyk-Kendziorra |
| Author | Sergio Machado |
| Author | Pedro Ribeiro |
| Author | Ayman M Arafat |
| Abstract | Little is known, about the influence of different exercise intensities on cognition, the concentration of steroid hormones (SHs), and their interaction in adolescents. Sixty high school students from the 9th grade were randomly assigned to two experimental (EG 1, EG 2) and a control group (CG). Saliva collection took place after a normal school lesson (t1) and after a 12-min resting control or exercise (t2) in a defined heart rate (HR) interval (EG 1: 50-65% HR max, n=18; EG 2: 70-85% HR max, n=20; CG: no intervention, n=21). Saliva was analyzed for T and C. Cognitive performance was assessed using a working memory task (Letter Digit Span; LDS), which took place after t1 and t2. Repeated measure ANOVAs revealed a significant group by test interaction, indicating an increase of C and T level only for EG 2. Results for LDS showed a significant improvement due to exercise when groups were split into low and high performer at pre-test with a higher improvement of the low performers. In addition, post-test T levels negatively correlated with changes in LDS performance in EG 2. The results indicate that the concentrations of C and T are intensity dependent, and that exercise improves working memory in low performing adolescents. Only increased T, however, seems to be related to pre-to-post-test changes in working memory by having a detrimental effect on performance. |
| Publication | Psychoneuroendocrinology |
| Volume | 35 |
| Issue | 3 |
| Pages | 382-391 |
| Date | Apr 2010 |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/19716238 |
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Physical Activity and Sports Team Participation: Associations With Academic Outcomes in Middle School and High School Students
| Type | Journal Article |
|---|---|
| Author | Claudia K. Fox |
| Author | Daheia Barr-Anderson |
| Author | Dianne Neumark-Sztainer |
| Author | Melanie Wall |
| Abstract | BACKGROUND: Previous studies have found that higher physical activity levels are associated with greater academic achievement among students. However, it remains unclear whether associations are due to the physical activity itself or sports team participation, which may involve requirements for maintaining certain grades, for example. The purpose of this study is to examine the associations between sports team participation, physical activity, and academic outcomes in middle and high school students. METHODS: Data were drawn from Project EAT (Eating Among Teens), a survey of middle and high school students (n = 4746). Students self-reported their weekly hours of physical activity, sports team participation, and academic letter grades. Two statistical models were considered: first, 2 separate regression analyses with grade point average (GPA) as the outcome and either sports team participation or physical activity as the predictor; second, a single regression with GPA as the outcome and both sports team participation and physical activity as the simultaneous predictors. RESULTS: For high school girls, both physical activity and sports team participation were each independently associated with a higher GPA. For high school boys, only sports team participation was independently associated with a higher GPA. For middle school students, the positive association between physical activity and GPA could not be separated from the relationship between sports team participation and a higher GPA. CONCLUSIONS: Regardless of whether academic success was related to the physical activity itself or to participation on sports teams, findings indicated positive associations between physical activity involvement and academic achievement among students. |
| Publication | Journal of School Health |
| Volume | 80 |
| Issue | 1 |
| Pages | 31-37 |
| Date | 01/2010 |
| URL | http://doi.wiley.com/10.1111/j.1746-1561.2009.00454.x |
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The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance.
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Brain boost: Sport and physical activity enhance children?s learning (update of 2006 Improved learning through physical activity)
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Effect of a Two-Year Obesity Prevention Intervention on Percentile Changes in Body Mass Index and Academic Performance in Low-Income Elementary School Children
| Type | Journal Article |
|---|---|
| Author | Danielle Hollar |
| Abstract | Objectives. We assessed the effects of a school-based obesity prevention intervention that included dietary, curricula, and physical activity components on body mass index (BMI) percentiles and academic performance among low income elementary school children. Methods. The study had a quasi-experimental design (4 intervention schools and 1 control school; 4588 schoolchildren; 48% Hispanic) and was conducted over a 2-year period. Data are presented for the subset of the cohort who qualified for free or reduced-price school lunches (68% Hispanic; n=1197). Demographic and anthropometric data were collected in the fall and spring of each year, and academic data were collected at the end of each year. Results. Significantly more intervention than control children stayed within normal BMI percentile ranges both years (P=.02). Although not significantly so, more obese children in the intervention (4.4%) than in the control (2.5%) decreased their BMI percentiles. Overall, intervention schoolchildren had significantly higher math scores both years (P<.001). Hispanic and White intervention schoolchildren were significantly more likely to have higher math scores (P<.001). Although not significantly so, intervention schoolchildren had higher reading scores both years. Conclusions. School-based interventions can improve health and academic performance among low-income schoolchildren |
| Date | 2010 |
| URL | http://www.organwiseguys.com/documents/research_reviews/effect_of_two_year_obesity.pdf |
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Cardiovascular fitness is associated with cognition in young adulthood
| Type | Journal Article |
|---|---|
| Author | M. A. I. Aberg |
| Author | N. L. Pedersen |
| Author | K. Toren |
| Author | M. Svartengren |
| Author | B. Backstrand |
| Author | T. Johnsson |
| Author | C. M. Cooper-Kuhn |
| Author | N. D. Aberg |
| Author | M. Nilsson |
| Author | H. G. Kuhn |
| Abstract | During early adulthood, a phase in which the central nervous system displays considerable plasticity and in which important cognitive traits are shaped, the effects of exercise on cognition remain poorly understood. We performed a cohort study of all Swedish men born in 1950 through 1976 who were enlisted for military service at age 18 (N = 1,221,727). Of these, 268,496 were full-sibling pairs, 3,147 twin pairs, and 1,432 monozygotic twin pairs. Physical fitness and intelligence performance data were collected during conscription examinations and linked with other national databases for information on school achievement, socioeconomic status, and sibship. Relationships between cardiovascular fitness and intelligence at age 18 were evaluated by linear models in the total cohort and in subgroups of full-sibling pairs and twin pairs. Cardiovascular fitness, as measured by ergometer cycling, positively associated with intelligence after adjusting for relevant confounders (regression coefficient b = 0.172; 95% CI, 0.168?0.176). Similar results were obtained within monozygotic twin pairs. In contrast, muscle strength was not associated with cognitive performance. Cross-twin cross-trait analyses showed that the associations were primarily explained by individual specific, non-shared environmental influences (?80%), whereas heritability explained <15% of covariation. Cardiovascular fitness changes between age 15 and 18 y predicted cognitive performance at 18 y. Cox proportional-hazards models showed that cardiovascular fitness at age 18 y predicted educational achievements later in life. These data substantiate that physical exercise could be an important instrument for public health initiatives to optimize educational achievements, cognitive performance, as well as disease prevention at the society level. |
| Publication | Proceedings of the National Academy of Sciences |
| Volume | 106 |
| Issue | 49 |
| Pages | 20906-20911 |
| Date | 2009-11-30 |
| URL | http://www.pnas.org/cgi/doi/10.1073/pnas.0905307106 |
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Physical fitness, but not acute exercise modulates event-related potential indices for executive control in healthy adolescents
| Type | Journal Article |
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| Author | Sanna Stroth |
| Author | Sabine Kubesch |
| Author | Katrin Dieterle |
| Author | Martin Ruchsow |
| Author | R?diger Heim |
| Author | Markus Kiefer |
| Abstract | Physical activity and aerobic exercise in particular, promotes health and effective cognitive functioning. To elucidate mechanisms underlying the beneficial effects of physical fitness and acute exercise, behavioral and electrophysiological indices of task preparation and response inhibition as a part of executive functions were assessed in a modified version of an Eriksen flanker task subsequent to an acute bout of aerobic exercise and a period of rest, respectively. 35 higher- and lower-fit adolescents between 13 and 14 years of age participated in a controlled cross-over study design. Results indicate that higher-fit individuals show significantly greater CNV amplitudes, reflecting enhanced task preparation processes, as well as decreased amplitudes in N2, indexing more efficient executive control processes. P3 amplitudes associated with the allocation of attentional and memory control neither showed influences of physical fitness nor the acute bout of exercise. Furthermore, acute aerobic exercise was not related to any of the dependent measures. The current findings suggest that physical fitness, but not an acute bout of aerobic exercise enhances cognitive processing by increasing attentional allocation to stimulus encoding during task preparation. |
| Publication | Brain research |
| Volume | 1269 |
| Pages | 114-124 |
| Date | May 7, 2009 |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/19285042 |
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The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children
| Type | Journal Article |
|---|---|
| Author | C.H. Hillman |
| Author | M.B. Pontifex |
| Author | L.B. Raine |
| Author | D.M. Castelli |
| Author | E.E. Hall |
| Author | A.F. Kramer |
| Abstract | The effect of an acute bout of moderate treadmill walking on behavioral and neuroelectric indices of the cognitive control of attention and applied aspects of cognition involved in school-based academic performance were assessed. A within-subjects design included twenty preadolescent participants (Age = 9.5 ? 0.5 years; 8 female) to assess exercise-induced changes in performance during a modified flanker task and the Wide Range Achievement Test 3. The resting session consisted of cognitive testing followed by a cardiorespiratory fitness assessment to determine aerobic fitness. The exercise session consisted of 20 minutes of walking on a motor-driven treadmill at 60% of estimated maximum heart rate followed by cognitive testing once heart rate returned to within 10% of pre-exercise levels. Results indicated an improvement in response accuracy, larger P3 amplitude, and better performance on the academic achievement test following aerobic exercise relative to the resting session. Collectively, these findings indicate that single, acute bouts of moderately-intense aerobic exercise (i.e., walking) may improve the cognitive control of attention in preadolescent children, and further supports the use of moderate acute exercise as a contributing factor for increasing attention and academic performance. These data suggest that single bouts of exercise affect specific underlying processes that support cognitive health and may be necessary for effective functioning across the lifespan. |
| Publication | Neuroscience |
| Volume | 159 |
| Issue | 3 |
| Pages | 1044-1054 |
| Date | 3/2009 |
| URL | http://linkinghub.elsevier.com/retrieve/pii/S0306452209001171 |
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Relationships of Physical Activity to Brain Health and the Academic Performance of Schoolchildren.pdf
| Type | Web Page |
|---|---|
| Author | Fran?ois Trudeau |
| Author | Roy Shephard |
| Abstract | This review examines possible relationships between academic performance and participation in sports, physical education, and other forms of physical activity. Recent fundamental research has reignited interest in the effects of physical activity on cognitive processes. Experimental studies of potential mediating variables point to physiological influences such as greater arousal and an increased secretion of neurotrophins and psychosocial influences such as increased self-esteem and connectedness to schools. In the specific case of sports, experimental studies are limited to demonstrations of greater attention and acute gains of mental performance immediately following such activity. Several quasi- experimental studies of other types of physical activity have been completed, mainly in primary school students; these have found no decrease in academic performance despite a curtailing of the time allocated to the teaching of academic subjects. Indeed, in some cases, experimental students undertaking more physical activity have outperformed control students. Many investigators have looked at crosssectional associations between participation in sport or other forms of physical activity and academic performance. Despite difficulties in allowing for confounding variables, particularly socioeconomic status, the overall conclusion has been of a weak positive association. From the practical point of view, it can be concluded that the physical activity needed for healthy child development can be incorporated into the school curriculum without detriment to academic achievement. |
| Date | 2009 |
| URL | http://www.fmschools.org/webpages/twiniecki/files/Relationships%20of%20Physical%20Activity%20to%20Brain%20Health%20and%20the%20Academic%20Performance%20of%20Schoolchildren.pdf |
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The effect of acute physical exercise on cognitive function during development
| Type | Journal Article |
|---|---|
| Author | Dave Ellemberg |
| Abstract | Although accumulating research suggests that acutephysicalexercise ameliorates cognitivefunction in adults, little is known about the effects of acuteexercise on cognition during development. We assessed simple reaction and choice response times in 7- and 10-year-old boys (n = 36 per age group). Half of the children completed 30 min of aerobic exercise, whilst the other half watched television. Each child was tested immediately prior to and immediately following the intervention. Compared to the control group, the children in the exercise condition showed a significant improvement on both tasks, with a better outcome for the choice compared to the simple task. These findings indicate that physicalexercise also has an impact on cognitive functioning in children. |
| Date | 2009 |
| URL | http://www.sciencedirect.com/science/article/pii/S1469029209001137 |
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Acute coordinative exercise improves attentional performance in adolescents
| Type | Journal Article |
|---|---|
| Author | Henning Budde |
| Author | Claudia Voelcker-Rehage |
| Author | Sascha Pietrabyk-Kendziorra |
| Author | Pedro Ribeiro |
| Author | G?nter Tidow |
| Abstract | Teachers complain about growing concentration deficits and reduced attention in adolescents. Exercise has been shown to positively affect cognitive performance. Due to the neuronal connection between the cerebellum and the frontal cortex, we hypothesized that cognitive performance might be influenced by bilateral coordinative exercise (CE) and that its effect on cognition might be already visible after short bouts of exercise. One hundred and fifteen healthy adolescents aged 13-16 years of an elite performance school were randomly assigned to an experimental and a control group and tested using the d2-test, a test of attention and concentration. Both groups performed the d2-test after a regular school lesson (pre-test), after 10 min of coordinative exercise and of a normal sport lesson (NSL, control group), respectively (post-test). Exercise was controlled for heart rate (HR). CE and NSL enhanced the d2-test performance from pre- to post-test significantly. ANOVA revealed a significant group (CE, NSL) by performance interaction in the d2-test indicating a higher improvement of CE as compared to NSL. HR was not significantly different between the groups. CE was more effective in completing the concentration and attention task. With the HR being the same in both groups we assume that the coordinative character of the exercise might be responsible for the significant differences. CE might lead to a pre-activation of parts of the brain which are also responsible for mediating functions like attention. Thus, our results support the request for more acute CE in schools, even in elite performance schools. |
| Publication | Neuroscience letters |
| Volume | 441 |
| Issue | 2 |
| Pages | 219-223 |
| Date | Aug 22, 2008 |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/18602754 |
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Physical Education and Academic Achievement in Elementary School: Data From the Early Childhood Longitudinal Study
| Type | Journal Article |
|---|---|
| Author | Susan A. Carlson |
| Author | Janet E. Fulton |
| Author | Sarah M. Lee |
| Author | L. Michele Maynard |
| Author | David R. Brown |
| Author | Harold W. Kohl |
| Author | William H. Dietz |
| Abstract | Objectives. We examined the association between time spent in physical education and academic achievement in a longitudinal study of students in kindergarten through fifth grade. Methods. We used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999, which employed a multistage probability design to select a nationally representative sample of students in kindergarten (analytic sample = 5316). Time spent in physical education (minutes per week) was collected from classroom teachers, and academic achievement (mathematics and reading) was scored on an item response theory scale. Results. A small but significant benefit for academic achievement in mathematics and reading was observed for girls enrolled in higher amounts (70?300 minutes per week) of physical education (referent: 0?35 minutes per week). Higher amounts of physical education were not positively or negatively associated with academic achievement among boys. Conclusions. Among girls, higher amounts of physical education may be associated with an academic benefit. Physical education did not appear to negatively affect academic achievement in elementary school students. Concerns about adverse effects on achievement may not be legitimate reasons to limit physical education programs. |
| Publication | American Journal of Public Health |
| Volume | 98 |
| Issue | 4 |
| Pages | 721-727 |
| Date | 04/2008 |
| URL | http://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2007.117176 |
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Physical education, school physical activity, school sports and academic performance
| Type | Journal Article |
|---|---|
| Author | Fran?ois Trudeau |
| Author | Roy J Shephard |
| 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. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA), and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF). Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health. |
| Publication | International Journal of Behavioral Nutrition and Physical Activity |
| Volume | 5 |
| Issue | 1 |
| Pages | 10 |
| Date | 2008 |
| URL | http://www.ijbnpa.org/content/5/1/10 |
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Exercise and Children?s Intelligence, Cognition, and Academic Achievement
| Type | Journal Article |
|---|---|
| Author | Phillip D. Tomporowski |
| Author | Catherine L. Davis |
| Author | Patricia H. Miller |
| Author | Jack A. Naglieri |
| Abstract | Studies that examine the effects of exercise on children?s intelligence, cognition, or academic achievement were reviewed and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent research demonstrating the salutary effects of exercise on adults? cognitive functioning, and (c) studies conducted with animals that have linked physical activity to changes in neurological development and behavior. Similar to adults, exercise facilitates children?s executive function (i.e., processes required to select, organize, and properly initiate goal-directed actions). Exercise may prove to be a simple, yet important, method of enhancing those aspects of children?s mental functioning central to cognitive development. |
| Publication | Educational Psychology Review |
| Volume | 20 |
| Issue | 2 |
| Pages | 111-131 |
| Date | 2007-9-27 |
| URL | http://www.springerlink.com/index/10.1007/s10648-007-9057-0 |
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School-based physical activity does not compromise children's academic performance
| Type | Journal Article |
|---|---|
| Author | Yasmin Ahamed |
| Author | Heather Macdonald |
| Author | Katherine Reed |
| Author | Patti-Jean Naylor |
| Author | Teresa Liu-Ambrose |
| Author | Heather McKay |
| Abstract | PURPOSE The purpose of this study was twofold: 1) to evaluate the effectiveness of a school-based physical activity intervention, Action Schools! BC (AS! BC), for maintaining academic performance in a multiethnic group of elementary children, and 2) to determine whether boys and girls' academic performance changed similarly after participation in AS! BC. METHODS This was a 16-month cluster randomized controlled trial. Ten schools were randomized to intervention (INT) or usual practice (UP). One INT school administered the wrong final test, and one UP school graded their own test, so both were excluded. Thus, eight schools (six INT, two UP) were included in the final analysis. Children (143 boys, 144 girls) in grades 4 and 5 were recruited for the study. We used the Canadian Achievement Test (CAT-3) to evaluate academic performance (TotScore). Weekly teacher activity logs determined amounts of physical activity delivered by teachers to students. Physical activity was determined with the Physical Activity Questionnaire for Children (PAQ-C). Independent t-tests compared descriptive variables between groups and between boys and girls. We used a mixed linear model to evaluate differences in TotScore at follow-up between groups and between girls and boys. RESULTS Physical activity delivered by teachers to children in INT schools was increased by 47 min x wk(-1) (139 +/- 62 vs 92 +/- 45, P < 0.001). Participants attending UP schools had significantly higher baseline TotScores than those attending INT schools. Despite this, there was no significant difference in TotScore between groups at follow-up and between boys and girls at baseline and follow-up. CONCLUSION The AS! BC model is an attractive and feasible intervention to increase physical activity for students while maintaining levels of academic performance. |
| Publication | Medicine and science in sports and exercise |
| Volume | 39 |
| Issue | 2 |
| Pages | 371-376 |
| Date | Feb 2007 |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/17277603 |
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Physical Fitness and Academic Achievement in Third- and Fifth-Grade Students
| Type | Journal Article |
|---|---|
| Author | Darla Castelli |
| Abstract | The relationship between physical fitness and academic achievement has received much attention owing to the increasing prevalence of children who are overweight and unfit, as well as the inescapable pressure on schools to produce students who meet academic standards. This study examined 259 public school students in third and fifth grades and found that field tests of physical fitness were positively related to academic achievement. Specifically, aerobic capacity was positively associated with achievement, whereas BMI was inversely related. Associations were demonstrated in total academic achievement, mathematics achievement, and reading achievement, thus suggesting that aspects of physical fitness may be globally related to academic performance in preadolescents. The findings are discussed with regards to maximizing school performance and the implications for educational policies. |
| Date | 2007 |
| URL | http://www.kapoleims.k12.hi.us/campuslife/depts/electives/dance/Physical%20Fitness%20and%20Academic%20Achievement.2.pdf |
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The Impact of Participation in Sports on Educational Attainment: New Evidence from Germany
| Type | Web Page |
|---|---|
| Author | Thomas Corneli?en |
| Author | Christian Pfeifer |
| Abstract | We analyze the impact of exercising sports during childhood and adolescence on educational attainment. The theoretical framework is based on models of allocation of time and educational productivity. Using the rich information from the German Socio-Economic Panel (GSOEP), we apply generalized ordered probit models to estimate the effect of participation in sport activities on secondary school degrees and professional degrees. Even after controlling for important variables and selection into sport, we find strong evidence that the effect of sport on educational attainment is statistically significant and positive. |
| Date | 2007 |
| URL | http://ftp.iza.org/dp3160.pdf |
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The Relationship Between Physical Fitness and Academic Achievement
| Type | Web Page |
|---|---|
| Author | James Grissom |
| Abstract | The purpose of this study was to evaluate the relationship between physical fitness and academic achievement. To do so, scores on the FITNESSGRAM?, a physical fitness test, were compared to reading and mathematics scores on the Stanford Achievement Test 9th edition, a standardized norm-referenced achievement test. Subjects were all 5th, 7th, and 9th grade California school children enrolled in public school in 2002 for whom there was complete data on both the physical fitness and academic achievement tests. The sample size was 884,715 students. Results indicate a consistent positive relationship between overall fitness and academic achievement. That is, as overall fitness scores improved, mean achievement scores also improved. This relationship between fitness and achievement appeared to be stronger for females than males and stronger for higher socio-economic status (SES) than lower SES students. Results should be interpreted with caution. It cannot be inferred from these data that physical fitness causes academic achievement to improve. It is more likely that physical and mental processes influence each other in ways that are still being understood. |
| Date | 2005 |
| URL | http://www.asep.org/files/Grissom.pdf |
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Physical activity and student performance at school.
| Type | Journal Article |
|---|---|
| Author | Howard Taras |
| Abstract | To review the state of research on the association between physical activity among school-aged children and academic outcomes, the author reviewed published studies on this topic. A table includes brief descriptions of each study?s research methodology and outcomes. A review of the research demonstrates that there may be some short-term improvements of physical activity (such as on concentration) but that long-term improvement of academic achievement as a result of more vigorous physical activity is not well substantiated. The relationship between physical activity in c the descendants the descendants homeland homeland packers giants game golden globe winners 2012 ricky gervais golden globes 
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