Dissertation: Physical Education and Academic Performance.
Introduction
Physical educators are constantly defending their profession. As the emphasis on academic testing increases, there seems to be less time in the school day for scheduling all the needs of children. More often than not, physical education is among one of the first areas administrators look at cutting back in order to make more time for classroom instruction. Their reasoning is that the more classroom instruction, the better the academic performance. However, this may not be the case. Recent studies (Caterino & Polak, 1993; Caterino, & Polak, 1999; Labarre, Jequier, Shephard, Lavalle, & Rajic, 1984; Shephard,1997) have supported that physical education does not interfere with successful academic performance
Shephard (1997) conducted a meta-analysis of longitudinal studies on academic performance and activity time. He found that academic performance is possibly enhanced by increasing the student’s level of physical activity. According to Shephard (1997), children who receive additional physical education have a much quicker rate of psychomotor development, which may allow for accelerated academic learning.
The President’s Council on Fitness and Sports recommends participation in physical activity 30 minutes daily. Research (Carlson, 1982; Dwyer, Coonan, Leitch, Hetzel, & Baghurst, 1983; Janz, Dawson, & Mahoney, 2000; Sallis, McKenzie, Kolody, Lewis, Marshall & Rosengard, 1999) has shown that the effects of increased physical activity are extremely beneficial. Jensen (1998) stated “children engaged in daily physical activity show superior motor fitness, academic performance and attitude towards school compared to their counterparts who do not participate in daily physical education.”(p.68) One major benefit was the reduction of stress. According to Jensen (1998), chronic stress releases chemicals that kills neurons in the brain that effect long -term memory. Therefore, exercise is one of the best ways to stimulate the brain for learning. Jensen (1998) also indicated that during exercise the brain releases a natural substance called BDNF (brain-derived neurotrophic factor). This substance has been shown to enhance cognition by increasing the ability of communication between neurons.
Justification
This study will specifically investigate the impact of increased time in physical education on the reading and math skills of selected third grade students. This study will contribute to the body of research on the relationship of physical activity to academic performance. With a limited of research available on this subject, this investigation is warranted.
Statement of Problem
The purpose of this study was to determine the effect of increased physical activity on the reading and mathematic test scores of selected third grade students.
Research Hypothesis
For the purpose of this investigation, the following null hypothesis are postulated.
1. No difference in reading scores of third grade students who received physical education three times per week and students receiving physical education once a week.
2. No difference between the math scores of third grade students who received physical education three times per week and students receiving physical education once a week.
Definition of Terms
Increased physical education. For the purpose of this study increased physical education will mean participating in physical education three times a week as opposed to once a week.
Reading Test. For the purpose of this study reading test will refer to the Gaston County 2nd nine weeks third grade benchmark reading test in 2001.
Mathematics Test. For the purpose of this study mathematics test will refer to the Gaston County 2nd nine weeks third grade benchmark mathematics test in 2001.
Students. For the purpose of this study the term students will refer to the third grade students at Tryon Elementary School.
