Dissertation: Physical Education and Academic Performance – Literature Review. Part IV

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Data in Shephard (1997) were analyzed using the MANOVA test. Results after one year of observation were consistent with other studies on physical activity and academic performance (Caterino & Polak, 1993; Caterino, & Polak, 1999; Labarre, Jequier, Shephard, Lavalle, & Rajic, 1984; Shephard,1997). In grade one, the control group had slightly better grades on average. However, in grades 2 through 6 the experimental students out performed the control group at a significant level of p < .001 using, an ANOVA. A MANOVA test indicated significant gender differences with girls gaining larger academic advantages than the boys in the experimental group. The impact of the experimental group on academic achievement was measured by categorical comparison between classes. According to Shephard (1997), the experimental group indicated advantages in French, Math, English, and Natural science. The only academic subjects where the experimental group received any poorer marks were Natural science and English, but they still had more comparisons in their favor. In a province-wide 6th grade exam, the experimental group showed a significant advantage in mathematics (p < .001). They showed no significant differences in French, and had lower ratings at a significant level in English and “overall intelligence” (p < .001).
The length of the Shephard (1997) study was undoubtedly a strong point. There were no major weaknesses in the study except for the 6th grade exam, which Shephard stated was left open to cramming of the test materials. That cramming took place in the classroom instruction, thus leaving the experimental group at a disadvantage. The classroom comparisons balanced out those results. The results of Shephard (1997) still were consistent of similar studies (Caterino & Polak, 1993; Caterino, & Polak, 1999; Labarre, Jequier, Shephard, Lavalle, & Rajic, 1984; Shephard, 1997)) where he suggested that academic performance is maintained and possibly even enhanced by added physical activity. He also goes on to suggest that despite reducing academic instruction time for added physical education, you can still have academic success.
Dwyer, Coonan, Leitch, Hetzel, and Baghurst (1983) conducted a second phase of the Australian study previously mentioned. Their study was performed in 1980 in Adelaid, Australia. Phase II was conducted two years after phase I which meant the students had been participating in daily physical education programs, which were adopted at the completion of phase I. Phase I consisted of 500 fifth grade students while Phase II only 216 fifth graders. The students were randomly selected from five out of the initial seven schools used in the first study. There were three groups used in the study. The control group received the normal physical education of 30 minutes three times per week. The skill group, which focused on skill development, received 75 hours of physical education daily, with 15 minutes taking place in the early morning. The fitness group received the same amount of time as the skill group, but the focus was on activities that raised the heart rate. The study lasted 14 weeks with the subjects being measured one-week prior and following the study. The variables observed were physical health, psychological functioning, and academic performance. The personnel responsible for collecting data were not aware of group assignment. The same personnel made both pre and post test measurements. Height and weight measurements were recorded using the Body Mass Index (wt/ht2). Skin folds were assessed using the Harpender skin caliper. Blood pressure was assessed using a standard sphygmomanometer. Endurance fitness was assessed using PWC 170 otherwise known as physical work capacity at a heart rate of 170. This was calculated on a bicycle ergometer. Results of academic performance were measured by ACER arithmetic test, GAP reading test, and the KAB child Behavior Scale. Phase II followed strict parameters with phase I forms of measurement.
Results of the Dwyer, Coonan, Leitch, Hetzel, and Baghurst (1983) study were compared with the results from the 1978 phase I study. The PWC 170 was superior for both genders in the phase II study (p < .01). There was a significant decrease in body fat in both genders (p < .05). There was a reduction in overall body weight in the phase II subjects; however it was not at a significant level. The ACER arithmetic test showed no significant differences. The result according to Dwyer et al (1983), confirmed with other studies (Caterino & Polak, 1993; Caterino, & Polak, 1999; Labarre, Jequier, Shephard, Lavalle, & Rajic, 1984; Shephard, 1997) that added physical education is not detrimental to academics. The study also supported that there are health benefits for students who have daily physical education at school.

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