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Objective. The purpose of this review is to synthesize the scientific literature that has examined the association between school-based physical activity (including physical education) and academic performance (including indicators of cognitive skills and attitudes, academic behaviors, and academic achievement).Method. Relevant research was identified through a search of nine electronic databases using both physical activity and academic-related search terms. Forty-three articles (reporting a total of 50 unique studies) met the inclusion criteria and were read, abstracted, and coded for this synthesis. Findings of the 50 studies were then summarized.Results. Across all the studies, there were a total of 251 associations between physical activity and academic performance, representing measures of academic achievement, academic behavior, and cognitive skills and attitudes. Slightly more than half (50.5%) of all associations examined were positive, 48% were not significant, and 1.5% were negative. Examination of the findings by each physical activity context provides insights regarding specific relationships. Conclusion.Results suggest physical activity is either positively related to academic performance or that there is not a demonstrated relationship between physical activity and academic performance. Results have important implications for both policy and schools.

ABSTRACT— High rates of teen pregnancy and sexually transmitted disease (STD) are important problems in the United States. Curriculum‐based sex and STD/HIV education programs have been proffered as a partial solution. This article reviews evaluations of the impact of such programs that met specified criteria and finds that about two thirds of programs had a significant impact on behavior. The proportion having a negative impact was less than expected by chance. Those having a positive impact had such effects as delaying the initiation of sex, reducing the frequency of sex or the number of sexual partners, and increasing the use of condoms or other contraceptive methods. Positive findings were robust across different groups of youth and replication of programs in different locations. Programs with 17 specific characteristics were much more likely to be effective than programs without these characteristics. These programs alone cannot dramatically reduce teen pregnancy and STD, but they can contribute to the reduction of those problems.

Objectives. 1 ) Determine strengths and weaknesses of the Arthritis Self-Management Program (ASMPResults.

Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan's Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill-specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than standard PE curricula at improving motor skill performance (fourth- and fifth-grade cohorts) and at increasing self-reported motor skill-specific self-efficacy and physical activity (fourth-grade cohort).