School-based physical activity does not compromise children's academic performance

Ahamed, Yasmin, MacDonald, Heather, Reed, Katherine, Naylor, Patti-Jean, Liu-Ambrose, Teresa and McKay, Heather (2007) School-based physical activity does not compromise children's academic performance. Medicine & Science in Sports & Exercise, 39 2: 371-376. doi:10.1249/01.mss.0000241654.45500.8e


Author Ahamed, Yasmin
MacDonald, Heather
Reed, Katherine
Naylor, Patti-Jean
Liu-Ambrose, Teresa
McKay, Heather
Title School-based physical activity does not compromise children's academic performance
Journal name Medicine & Science in Sports & Exercise   Check publisher's open access policy
ISSN 0195-9131
Publication date 2007-02
Sub-type Article (original research)
DOI 10.1249/01.mss.0000241654.45500.8e
Volume 39
Issue 2
Start page 371
End page 376
Total pages 6
Place of publication Maryland, U.S.A.
Publisher Lippincott Williams & Wilkins
Language eng
Subject 0903 Biomedical Engineering
1106 Human Movement and Sports Science
Formatted 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[middle dot]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. (C)2007The American College of Sports Medicine
Keyword Academic performance
Action schools
Physical ativities
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
School of Human Movement and Nutrition Sciences Publications
 
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Created: Thu, 25 Mar 2010, 10:11:29 EST by Ms May Balasaize on behalf of Faculty Of Health Sciences