Article

The relationship between low-income and minority children's physical activity and academic-related outcomes: a review of the literature.

California State University, Northridge, CA, USA.
Health Education &amp Behavior (Impact Factor: 1.54). 02/2011; 38(5):441-51. DOI: 10.1177/1090198110375025
Source: PubMed

ABSTRACT This article explores an innovative strategy for battling the obesity epidemic. The strategy involves demonstrating to policy makers and education leaders the value of promoting physical activity in school as a way of enhancing academic-related outcomes to narrow the current achievement gap. A literature review was conducted to ascertain the feasibility of this strategy. Seven studies that examined the relationship between physical activity or fitness and academic-related outcomes were reviewed. Although more research is needed in this area, the majority of the articles reviewed found that regardless of socioeconomic status or ethnicity, a positive relationship exists between physical activity and academic-related outcomes. These findings suggest that integrating more physical activity into the school day may be an effective strategy to reduce both health disparities and the achievement gap.

1 Bookmark
 · 
66 Views
  • [Show abstract] [Hide abstract]
    ABSTRACT: Physical activity in children has been associated with a number of health benefits. Unfortunately, physical inactivity continues to increase. The purpose of this study was to examine the relationships among self-efficacy levels, physical activity, aerobic fitness, and body composition (relative body mass index) and to determine whether a school-based pedometer intervention program would improve those variables. The sample consisted of 116 rural, 11-13year old students. Weakly positive correlations between self-efficacy, physical activity, and aerobic fitness and weakly correlated inverse relationships between self-efficacy, physical activity, aerobic fitness and RBMI were found. There was no statistical significance between the intervention and control group when analyzing outcome variables. These findings suggest that those with optimal RBMI levels have higher self efficacy, physical activity and aerobic fitness levels. Although not statistically significant, the intervention group had greater improvements in mean self-efficacy scores, aerobic fitness levels, and RBMI.
    Journal of pediatric nursing 10/2013; 29(3). · 0.92 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: As the focus on academic achievement has increased, physical activity opportunities in schools have decreased in the United States. In an attempt to discover how the decline in physical activity may affect academic achievement, researchers have been studying the effects of physical activity on cognition and academic achievement in children for more than fifty years. This review takes a historical perspective on the science of physical activity and academic achievement prior to and during the past five years. A total of 125 published articles were included and reviewed. Fifty-three of these articles were published in the past five years. In recent years, the overall quality of the studies has increased, but the results continue to be inconsistent. Many use cross-sectional designs and the methods vary substantially. The majority of conclusions show a positive effect of physical activity on constructs related to academic achievement. Future studies should use strong study designs to examine the types and doses of physical activity needed to produce improvements in academic achievement.
    Journal of Sport and Health Science 12/2012; 1:160-169. · 1.23 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The Institute of Medicine (2012) concluded that we must "strengthen schools as the heart of health." To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement, and (2) examine cumulative effects of these assets on academic achievement. Participants include 940 students (grades 5 and 6) from 12 schools randomly selected from an urban district. Data include physical assessments, fitness testing, surveys, and district records. Fourteen health indicators were gathered including physical health (eg, body mass index [BMI]), health behaviors (eg, meeting recommendations for fruit/vegetable consumption), family environment (eg, family meals), and psychological well-being (eg, sleep quality). Data were collected 3-6 months prior to standardized testing. On average, students reported 7.1 health assets out of 14. Those with more health assets were more likely to be at goal for standardized tests (reading/writing/mathematics), and students with the most health assets were 2.2 times more likely to achieve goal compared with students with the fewest health assets (both p < .001). Schools that utilize nontraditional instructional strategies to improve student health may also improve academic achievement, closing equity gaps in both health and academic achievement.
    Journal of School Health 01/2014; 84(1):40-8. · 1.50 Impact Factor