Relationship between Physical Fitness and Academic Success

Hart, Marcia E.; Shay, Clayton T.

doi:10.1080/10671188.1964.10613337

Cited by 10 publications

(5 citation statements)

References 1 publication

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“…A few reports have correlated fitness (Hart andShay 1964, Klausmeier et al 1960) or physical skill (Johnson 1942) levels with academic performance. Again, it is difficult to dissociate any reported benefit from the self-selection of students who are high achievers both in the classroom and on the sports field.…”

Section: Other Studiesmentioning

confidence: 99%

Habitual Physical Activity and Academic Performance

Shephard

2009

Nutrition Reviews

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Section: Other Studiesmentioning

confidence: 99%

Habitual Physical Activity and Academic Performance

Shephard

2009

Nutrition Reviews

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“…10,17,22 For instance, the "sit and reach" scores of primary school students showed a positive correlation with standard academic achievement scores, 85 and in women entering university, scores on a physical fitness index were associated with their academic data. 86 Against these positive associations must be set several reports of null or negative associations. 10,87,88 Negative correlations were noted between the time allocated to sport and marks in English language (r = -.29 to -.30) in a sample of 232 English adolescents aged 13 to 16 years.…”

Section: Cross-sectional Studiesmentioning

confidence: 99%

Relationships of Physical Activity to Brain Health and the Academic Performance of Schoolchildren

Trudeau

Shephard

2009

American Journal of Lifestyle Medicine

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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 out-performed control students. Many investigators have looked at cross-sectional 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.

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“…One area of interest is the relationship between physical fitness and intellectual functioning. A positive relationship between these two variables can be inferred from the studies by Weber (1953), Hart and Shuey (1964), Davey (1973), and Ohlsson,Sjoberg,and Domic (Note 2). Results of these studies illustrate that improved physical fitness can bring about improved intellectual functioning.…”

mentioning

confidence: 98%

Effect of systematic physical fitness training combined with counseling on the self-concept of college students.

Hilyer¹,

Mitchell²

1979

Journal of Counseling Psychology

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Three groups of 40 college students were each given different treatments in an experiment designed to investigate the effect of systematic physical fitness training combined with counseling on measured self-concept. One experimental group received a fitness program consisting of flexibility training and systematic distance running; a second experimental group received the same physical training plus 1 hour per week of group counseling designed to reinforce progress made in the fitness program; and a third group (control) received no physical fitness training or counseling. After a 10-week program the group receiving fitness training and running made a significant gain in selfconcept as measured by the Tennessee Self-Concept Scale. The students were divided into low and high self-concept groups for statistical analysis. It was found that the students who received fitness training and counseling and had low self-concepts on the pretest measure made positive changes in selfconcept significant at the .05 level.

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Relationship between Physical Fitness and Academic Success

Cited by 10 publications

References 1 publication

Habitual Physical Activity and Academic Performance

Habitual Physical Activity and Academic Performance

Relationships of Physical Activity to Brain Health and the Academic Performance of Schoolchildren

Effect of systematic physical fitness training combined with counseling on the self-concept of college students.

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