The effects of physical education on student fitness, achievement, and behavior

Packham, Analisa; Street, Brittany

doi:10.1016/j.econedurev.2019.04.003

Cited by 26 publications

(27 citation statements)

References 23 publications

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“…Additionally, we find little evidence to support the idea that PE time improves or harms students' noncognitive skills. This result differs from the two studies that have explored this question, which suggest PE may negatively impact noncognitive skills of at least some subgroups of students (Knaus et al, ; Packham & Street, ). These findings are reassuring for schools concerned that PE time takes time away from core subjects and therefore comes at the expense of student learning or that PE disrupts learning and may negatively affect behavior.…”

Section: Discussioncontrasting

confidence: 87%

“…3 See Jarrett (2002), Pellegrini and Bjorklund (1997), Jarrett et al (1998), Carlson et al (2008), Mahar (2011), and Bednar and Rouse (2019). Packham & Street, 2019;Pate et al, 2011;Sabia, Nuguyen, & Rosenberg, 2017;Seyda & Meier, 2015). The research on achievement generally suggests PE does not harm student learning.…”

mentioning

confidence: 99%

“…4 Studies using the Early Child Longitudinal Survey Kindergarten Class of 1998-1999 (ECLS-K), a survey of kindergarteners beginning their schooling in 1998, find that increased PE time does not crowd out time in academic subjects and has no discernible impact on student achievement (Cawley et al, 2013;Dills, Morgan, & Rotthoff, 2011). Studying middle school students, Packham and Street (2019) find similar results, whereas Bednar and Rouse (2019) find PE has a disruptive effect on student learning early in the day, but helps students rebound from cognitive fatigue later in the day.…”

mentioning

confidence: 99%

“…Sabia et al (2017) exploit within-state variation in high school PE laws over time in a difference-in-differences framework; Taber, Chriqui, Powell, Perna, and Chaloupka (2013) regress changes in outcomes on changes in regulations using data from the fifth and eighth grade waves of the ECLS-K. Finally, Packham and Street (2019) use a regression discontinuity approach to exploit school eligibility for a PE grant program in Texas to identify the effects of PE time.…”

mentioning

confidence: 99%

“…To our knowledge, only two studies have examined the effects of PE time on such outcomes. Knaus et al (2018) find a negative impact on boys' peer relations, whereas Packham and Street (2019) find PE negatively affects attendance and leads to a higher prevalence of disciplinary incidents.…”

mentioning

confidence: 99%

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The effect of physical education on children's body weight and human capital: New evidence from the ECLS‐K:2011

Bednar

Rouse

2020

Health Economics

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This study provides evidence on the impact of physical education on child body weight, cognitive, and noncognitive achievement using data from the Early Child Longitudinal Survey Kindergarten Class of 2010‐2011 (ECLS‐K: 2011). Students in the 2011 cohort were exposed to increased accountability pressures by No Child Left Behind, yet average weekly physical education time has not decreased from that reported in studies using the original ECLS‐K class of 1998‐1999. We instrument for teacher‐reported weekly PE time using state physical education laws and exploit the panel design of the data to estimate individual fixed effects models to address concerns of endogeneity. We find time spent in physical education has essentially no effect on child body weight or human capital outcomes of U.S. elementary school children.

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Section: Discussioncontrasting

confidence: 87%