Physical Activity Opportunities at School and Academic Outcomes of 4th Grade Elementary School Students in Georgia. Público
Shore, Erin (2016)
Abstract
Introduction: Physical activity at schools is an important component in combatting childhood obesity. Studies have shown that physical activity at school is positively associated with academic outcomes, such as standardized test scores. Large, state-wide, cross sectional studies have found positive associations between physical fitness and academic outcomes. However, little is known about physical activity time at school and academic outcomes and factors that may influence this relationship. The purpose of this study is to examine an association between time of physical activity opportunity at school and academic outcomes.
Methods: This statewide, cross-sectional study utilized two sources: Georgia State Department of Education and Georgia Shape. These datasets were combined to create an analysis dataset which contained amount of physical activity time at school, aerobic capacity measures, body mass index (BMI), standardized test scores, and school demographic measures. Multiple linear regression analysis was performed to assess the impact of the amount of time students had the opportunity to be physically active at school and standardized test scores, controlling for aerobic capacity, BMI, race, gender, school size, geographic category, and SES.
Results: Time of physical activity opportunity at school was not significantly associated with Mathematics, English, or Reading CRCT scores (p = 0.56, p = 0.73, p = 0.49, respectively). Schools with a higher percentage of students in the Healthy Fitness Zone for aerobic capacity had slightly higher average test scores (p = 0.001 for all test scores). However, SES had the greatest impact on test scores, where higher SES schools had higher standardized test scores (p < 0.0001 for all tests scores).
Discussion: Although the time of physical activity opportunities at school was not significantly associated with standardized test scores, aerobic capacity was associated with academic outcomes. SES appears to be the most important factor in academic outcomes. Time spent in physical activity at school does not negatively affect academic outcomes, and should be utilized in the efforts to prevent and reduce childhood overweight and obesity.
Table of Contents
Chapter I Review of the Literature..................................................................................1
Chapter II Manuscript Introduction: .............................................................................11
Methods .....................................................................................................................13
Results........................................................................................................................18
Discussion...................................................................................................................21
References...................................................................................................................25
Tables.........................................................................................................................29
Chapter III: Summary, Future Directions, and Public Health Implications........................36
Appendix I: Supplementary Tables ...............................................................................38
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