Dissertation: Physical Education and Academic Performance – Literature Review. Part II
Labarre, Jequier, Shephard, Lavalle, and Rajic (1984) conducted a study that examined the effects of physical activity on academic grades. This study employed an experimental design that used two primary schools in Quebec, Canada. One school was an urban school and the other rural. Nineteen classes at each school participated in the study. The sample size was 546 students, with equal numbers from each school. This was a longitudinal study that lasted six years. The experimental groups were given one hour of extra physical education daily by a specialist for the student’s entire primary schooling. Control groups, taught by a non-specialist, received the minimum of one 40-minute class per week. During the first 2 years of the experiment the study emphasized the development of basic motor skills. In the next three years, the focus was on cardio respiratory and muscular fitness. The final year of the study is when team sports were introduced.
Labarre et al. (1984) reported that in the first year of observation the control group faired slightly better according to grades. However, in the remaining five years, the experimental group outperformed the control group. Results were analyzed using an ANOVA. There were significant effects reported in the area of environment, gender, and program. The interaction between the gender/program was highly significant. The rural female population showed the highest increase in academic scores. When the data was divided by academic field, it showed that the effects of physical activity were more variable. The experimental group outperformed on 13 tests, had equal marks on 26 tests and received poorer marks on six tests. In mathematics, instruction was cut by 12-14%, and the experimental group showed better marks on four tests, and equal marks on eight. In natural science, where instruction was cut by 50 percent, the experimental group had a substantial advantage. They improved on four tests and remained equal on only three. However, they did fall below the control on one assessment.
Labarre et al. (1984) Reported that although the teachers felt that behavior was improved due to the added physical activity, there was no obvious change in behavior marks received on their report cards. Eighty percent of the teachers involved in the study showed a favorable attitude toward the added physical activity, while the remaining 20 percent were neutral rather than against. Seventy-five percent of the teachers felt that the extra physical activity had aided the academic learning of the experimental group.
The length of the study was a major strength, as was the sample size. The results of Labarre et al. (1984) support similar studies in the fact that there were no detrimental effects from increased physical activity. This was all determined despite having the classroom instruction cut. The study supported the theory that physical education programs do not have to be cut to allow for more classroom instruction. The study also indicated that having increased physical activity does not compromise the academic process.
Ten years later, Labarre, Jequier, Shephard, Lavalle, and Rajic (1994) investigated whether there was any inter-group contamination between siblings in the previous study (1984). The study looked at the effects when one sibling was in a class that received extra physical education and one was in a control group The problem that Labarre et al. (1994) encountered was the fact that when using the entire school, one risks having siblings in each group. This could result in domestic contamination, which would occur when a sibling in the control group had extra incentive to outperform a sibling that may be in the experimental group.
Labarre et al. (1994) Recorded data that included standing height, body mass, maximal oxygen intake, and physical working capacity at a heart rate of 170. The oxygen intake was measured by using a direct treadmill test, and the PWC170 was measured by using a cycle ergometer.
The results of the Labarre et al. (1994) study showed no contamination between siblings in the longitudinal study. The p value on all tests was .001. This conferred with the hypothesis that there would be no different findings between students in the control group that had siblings in the experimental group, as with the students who did not.
Strengths of the Labarre et al. (1994) study was that the subjects were randomly selected, and it used a fairly large sample size. To help control for maturation, which threatens internal validity, the students were tested annually one month from their birthday. According to Labarre et al. (1994), a major strength of the study was the fact that by maintaining a close relationship throughout the students’ entire primary schooling the annual drop out rate was at a low 4.9 percent.
Incoming search terms:
- literature review on academic performance (13)
- list out the effects of physical education on academic performance (4)
- literature review on physical education (3)
- nuber of siblings and values education performance (3)
- literature review in physical education (2)
- review of related literature in assessment on the performance of students in physical education (2)
- literature review example on physical activity (2)
- effects of extra curicullar activity military and physical training in academic study (2)
- literature review example (2)
- pe and academic performance (2)
Order Today!
