Physical Education and Academic Achievement in Elementary School: Data From the Early Childhood Longitudinal Study

Carlson, Susan A.; Fulton, Janet E.; Lee, Sarah M.; Maynard, L. Michele; Brown, David R.; Kohl, Harold W.; Dietz, William H.

doi:10.2105/ajph.2007.117176

Cited by 266 publications

(211 citation statements)

References 29 publications

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“…Sibley & Etnier (2003) concluyen que la actividad física tiene un efecto positivo en los procesos cognitivos de los niños(as). Una de las relaciones estudiadas es entre rendimiento académico y tiempo dedicado a las clases de Educación Física (Carlson et al, 2008;Castelli et al, 2007;Eveland-Sayers, Farley, Fuller, Morgan & Caputo, 2009;Kin Isler, Asci & Kosar, 2002).…”

Section: Discussionunclassified

“…Entre actividad física y rendimiento académico la única relación clara que se tiene es que el realizar actividad física no afecta negativamente el rendimiento académico (Carlson et al, 2008;Kirkendall, 1986). Una relación positiva se estableció con niños entre 8 y 11 años, en las materias de matemática y "Reading"; y la cantidad de horas acumuladas por semana en clases de Educación Física (Castelli, Hillman, Buck, & Erwin, 2007;Eveland-Sayers et al, 2009).…”

Section: Discussionunclassified

“…Carlson y su grupo de investigación, encontraron una asociación baja y positiva entre el tiempo curricular dedicado a la Educación Física (mayor a 70 minutos por semana) y el logro académico (matemática y reading) en niñas desde kindergarten hasta quinto grado, no así en niños (Carlson, Fulton, Lee, Maynard, Brown, Kohl, et al, 2008).…”

Section: Rendimiento Académicounclassified

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Efecto de una intervención motriz en el desarrollo motor, rendimiento académico y creatividad en preescolares

Díaz

Vargas

2010

PensarMov.

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El objetivo de este estudio fue determinar el efecto de un Programa Preescolar de Educación Física Integral (PPEFI) en el desarrollo motor grueso, el rendimiento académico y la creatividad en un grupo de 39 niños y niñas de preescolar, con un promedio de edad de 6 años. Los niños(as) fueron asignados aleatoriamente a uno de tres grupos: Grupo Control, el cual recibió el programa regular de preescolar (el cual incluye una sesión de 30 minutos de educación física). Grupo Experimental 1, el cual recibe el programa regular más una sesión de 30 minutos por semana de la intervención motriz. Grupo Experimental 2, el cual recibe el programa regular más una sesión de 60 minutos de la intervención motriz; durante 8 semanas. Todos los participantes fueron evaluados con el "Torrance Test of Creative Thinking" (TTCT) y con el "Test of Gross Motor Development" antes y después del estudio. El rendimiento académico lo brindó la escuela. Por medio de análisis de varianza de 3 vías con medidas repetidas en el último factor (Grupo x Sexo x Medición), se determinó una interacción triple significativa (Grupo x Sexo x Medición) en la variable de manipulación (p=0.01); y una interacción doble significativa (Grupo x Medición) para las variables de locomoción (p=0.01) y el coeficiente de desarrollo motor (p=0.01). Luego de los análisis post-hoc realizados se concluye que PPEFI tuvo un efecto positivo en niños y niñas en el desarrollo motor grueso, pero no presentó efecto significativo en el rendimiento académico, ni en ningún componente de la creatividad en niños y niñas de preescolar.Palabras Clave: patrones fundamentales de movimiento, actividad física, funcionamiento cognitivo, pensamiento creativo.

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Section: Discussionunclassified

Section: Rendimiento Académicounclassified

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Efecto de una intervención motriz en el desarrollo motor, rendimiento académico y creatividad en preescolares

Díaz

Vargas

2010

PensarMov.

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“…7 Two similar studies conducted in USA found a positive relationship between PA and academic achievement. 8,9 Another research conducted in California, USA concluded that there was a consistent, positive and significant association between fitness scores and academic scores. 10 Dwyer t et al from Australia concluded that there was a positive association between cardiovascular fitness and academic achievement in children.…”

Section: Original Articlementioning

confidence: 99%

Association of Internet Supported Physical Activity with Academic Performance of Medical Students

Khan

Afzal²,

Ahmed³

et al. 2017

Annals KEMU

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Physical activity is known to decrease stress and improve academic performance (cognitive skills, attitudes and academic scores) in students as it increases the blood flow to the brain thereby increasing oxygenation of the neuronal tissues. This is specially applied in the students of medical universities where higher stress levels are recorded. Objective: To determine the role of internet supported physical activity in academic performance of medical students. The study design is Quasi Experimental Study conducted in a Medical University, Lahore for 6 months. Methods: A total of 100 students (age 18 -25) were enrolled. Data were collected through pre-tested questionnaires and analyzed by frequency tables, cross tabulations and paired sample t-tests through SPSS version 16. Results: After the intervention was carried out, 91% of the students had noticed significant increases in their physical energy levels and stress levels were reduced in 79% of the students. A total of 52% of students lost their weight after the intervention out of which 44% had also claimed a decrease in their stress levels. Academic Performance of students was determined by the following factors; Cognitive skills and attitudes, which further included attention span(an increase of 62% was seen), memory (improvement was seen in 62% of the students) and grasp on concepts (which was increased in 77%), Class room behaviors such as class attendance (increase was seen in 59% of the students) and Academic scores (improvement was not significant (p = .612) and increase was seen only in 43% of students of which 23 were female and 20 were male students). However, the physical activity and academic performance was statistically in significant (p = 0.612). Conclusion:The physical activity and academic performance was not found to be significant. In addition, physical activity was found to decrease stress levels and this decrease in stress was positively related to weight loss in these students.

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“…A growing body of research has indicated that PA is positively associated with academic performance outcomes in children, including classroom behaviour, cognitive skills and attitudes, and academic achievement [4][5][6]. Hence, the potential of classroom-based PA to increase PA and improve academic-related outcomes, such as classroom behaviour, cognitive performance, and academic achievement among children has gained interest among researchers and educators.…”

Section: Introductionmentioning

confidence: 99%

Do You Want Your Students to Pay More Attention in Class? Try Dynamic Seating!

Rollo¹,

Smith²,

Prapavessis³

2017

J Ergonomics

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Physical Education and Academic Achievement in Elementary School: Data From the Early Childhood Longitudinal Study

Cited by 266 publications

References 29 publications

Efecto de una intervención motriz en el desarrollo motor, rendimiento académico y creatividad en preescolares

Efecto de una intervención motriz en el desarrollo motor, rendimiento académico y creatividad en preescolares

Association of Internet Supported Physical Activity with Academic Performance of Medical Students

Do You Want Your Students to Pay More Attention in Class? Try Dynamic Seating!

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