Physically Active Play and Cognition An Academic Matter? (original) (raw)
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The Effect of Physical Activity on Academic Performance
Understanding the impact between participation in physical fitness status, academic achievement and cognitive development is authentically important for educators, school psychologists and other stakeholders. Examining the link between participation in physical conditioning and academic achievement is important for school monitoring. The link between physical exercise, academic achievement and internal state has long been theorized to be of profound import in understanding academic development. This study aims specifically to emphasize the state of the relationship between physical exercise and the state of academic performance. Data studies, epitomized then, have plant those healthy statuses of physical exercise generally connect with psychological state and academic achievement. This study result has shown that there was a major relationship between fitness status and academic achievement and better academic achievement was related to progressive statuses of fitness status. Physical exercise statuses are capable to ameliorate bone and musculoskeletal function and help to relieve stress, depression, and frustration during academic learnedness. Generally, the antecedent study findings from large-scale experimental studies indicate that participation in physical exertion features a small to moderate effect in precluding and guidance of the chance of frustration, stress also anxiety which consecutively has a correlation on academic achievement and cerebral state. Physical exertion may be a fairly cheap and nonharmful life intervention that will fluently be enforced into academy settings.
Integrating physical activity with academic outcomes for learning
2019
Achievement 8 2.31 PA and brain structure and function. 9 2.32 The Executive Functions (EF) hypothesis. 13 2.33 PA, fitness, cognition, and learning. 14 2.331 The effects of acute and chronic physical activity on cognitive 16 2.4 Physical Activity, Physical Education, Physical fitness, Academic Achievement, And Concentration/Attention 19 2.41 Physical activity, physical education, physical fitness and attention/concentration. 20 2.42 Physical fitness and academic achievement. 21 2.43 Physical education and academic achievement. 22 2.44 Physical activity and academic achievement. 26 2.5 Need to Integrate Physical Activity 29 2.51 Interdisciplinary education versus PA integration. 31 2.6 Implementing Physical Activity Integrated Lessons 33 2.7 Combining Physical Activity with Learning Outcomes. 34 2.8 Rationale for the Study
Physical education, school physical activity, school sports and academic performance
International Journal of Behavioral Nutrition and Physical Activity, 2008
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.
The Relationship between Physical Education Activity Programs and Academic Achievement
Universal Journal of Sport Sciences, 2024
The benefits of physical activity are immense and indisputable; however, the inclusion of Physical Education Activity Programs (PEAP) within the college setting, specifically the University Undergraduate Core Curriculum, is largely disregarded and viewed as unnecessary. Increased physical activity has shown to have a positive relationship throughout the human development process. Health promotion programs should target people of all ages, since the risk of chronic disease starts in childhood and increases with age. In addition to the physical activity benefits associated with human development, decrease disease rate, and extended lifespan, physical activity has also been thoroughly researched and documented to have positive effects on academic achievement. Despite the evidence identified through the results of the research, PEAP at the college level are consistently being ignored and removed from university undergraduate core curriculum. The purpose for university exclusion of PEAP is unknown; however, addressing the gap within the literature may provide justification for re-installment; research has not yet identified the impact of PEAP on the academic achievement of undergraduate students. A positive outcome could be gained by increasing the curricular value of compulsory PK-12 health and physical education requirements.
2009
U.S. adolescents suffer from rising obesity rates and inferior academic performance compared to international peers. One potential solution to both problems is to increase opportunities for physical activity via in-school physical education. In addition to improving health status, research shows that physical activity improves academic skill learning, concentration, memory, classroom behavior, and general academic performance. However, little is known about the impact of moderate or high levels of in-school physical education on long-term academic outcomes, including educational attainment and cognitive performance. This study employed a quasi-experimental design using linear regression analyses to compare no, moderate, and high levels of physical education (P.E.) on academic and health outcomes of U.S. adolescents. Data were analyzed from three waves of the National Longitudinal Study of Adolescent Health. Levels of physical education were distinguished based on: 1) none, which included no days or no minutes of physical activity within P.E.; 2) moderate, which included one to four days per week, or more than zero but less than 30 minutes, of physical activity within P.E.; and 3) high, which included five days per week and more than 30 minutes of daily physical activity within P.E. iv Results indicate that students who had moderate to high levels of physical activity within P.E. reported fewer attention problems during class and more years of post-high school educational attainment than students who had no P.E. Additionally, students who had moderate levels of physical activity within P.E. had lower body mass index than students who had no P.E. There was a negative effect of P.E. on academic achievement as measured by grade point average, and there was no effect of P.E. on cognitive performance as measured by a standardized verbal test. The benefits of P.E. for reducing attention problems, increasing years of education, and lowering body mass index warrant further study to examine the extent to which improved attention and health could enhance academic performance. Continued research that connects physical education to academic achievement could validate the need for policies requiring in-school physical activity, which would not only improve health status but potentially improve academic
Classroom-based physical activity, cognition, and academic achievement
2011
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.
Physical activity and cognition: inseparable in the classroom
Frontiers in Education: Educational Psychology, 2019
Traditional education has tended to compartmentalize abstract thought, emotion, and physical activity. However, neuroscientific evidence suggests that these are completely interlinked in the learning process. The traditional lecture-style lesson relegates students to a passive and sedentary role, precluding physical movement. In addition, the current trend of schools reducing recess hours, dropping physical education classes, or subjects that involve the whole body—theater, music, outdoor activity—further limits the scope for physical movement within the learning milieu. Neuroscientific evidence suggests that sedentarism impacts negatively on brain health, and not only physical well-being. Humans are designed to be on the move, to interact with their environment through movement: physical activity is a key contributing factor to healthy brain function. This mini review presents and analyzes evidence from diverse studies and meta-analyses showing the strong link between movement and cognition in primary and secondary school students. There is a growing body of neuroscientific evidence of the benefits that movement and physical activity have for cognition. In the research examined, the authors identify diverse types and degrees of physical activity and their impact on the brain. The neurological impact of movement on the brain can be understood at three levels: increased vascularization—oxygen and glucose to the brain—augmenting brain activity; the release of neurotransmitters and Brain Derived Neurotrophic Factor (BDNF) which favor neurogenesis, memory, attention and motivation; and the development of complex movement-related neural circuits and their interconnection with the executive brain functions. This article proposes a set of concrete applications for educators to bring movement into their classrooms and/or learning contexts, thus favoring cognition. Based on this evidence and given the current educational reality which generally approaches learning as an abstract activity divorced from our corporality, the authors argue for the need to incorporate physical activity and movement into the learning context. Keywords: physical activity, movement, neuroeducation, cognition, BDNF, exercise, neurotransmitters, fitness
ACPES Journal of Physical Education, Sport, and Health (AJPESH)
It is a common expectation that bookworm students can perform well and contribute more towards enhancement in academic performance instead of physically active student or best known as sport students. Thus, this study seeks to measure the level of physical activity and explore academic achievement, as well as to examine if there is a relationship between physically active students and academic achievement among student-athletes in a public secondary school in Kedah. Survey method was employed using a set of questionnaires. Purposive sampling method was used to gather information from 22 selected students-athletes involving 8 classes from various sports backgrounds. Results indicated that the associations of physical activity and fitness with cognitive function are relatively few but generally showed a positive association between physical activity and cognitive function of students.