Essay Blog » Leitch

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

Essays — Fri, 22 Jan 2010 18:37:16 +0000

Caterino and Polak (1999) conducted a second study that looked at the effects physical activity had on concentration. Administrators and teachers are constantly criticizing what part of the school day that physical education should take place. There is a constant concern that physical education will influence testing and classroom learning. This study was a follow up study that Caterino and Polak conducted in 1994. In the previous study, fourth grade was the only grade used.
Caterino et al. administered the Woodcock-Johnson Test of Concentration to a group of second, third and fourth graders. The students in the test were randomly assigned to one of two treatment groups: classroom activity or physical activity. Grade two consisted of 54 students, with 27 in each group. Grade three was made up of 71 students with 36 in the classroom group and 35 in the physical activity group. Grade four consisted of 52 students with 27 in the classroom group and 25 in the physical activity group.
According to Caterino and Polak (1999), the classroom activities group did not use pre-designed activities; however, all activities were grade level appropriate, and approved through weekly lesson plans. On the day of the test, the classroom activities group went immediately into the library to take the test, while the physical activities group went into the gym to stretch and walk. The physical activity group remained in the gym for 15 minutes then went directly to take the test. Both groups were given the same test with the same instructions.
Date from Caterino and Polak (1999) were analyzed using both a one-way ANOVA and a two-way ANOVA. The Scheffe multiple comparison test was also used. The one-way ANOVA was performed on fourth grade scores. The results indicated that the mean concentration score of the physical activity group was significantly greater than that of the classroom activity group (p = .05). The two-way ANOVA showed overall significance (p = .001). However, when the mean scores were compared between grades two and three, they were not significant. Furthermore, the Scheffe test revealed no significant differences between grades two and three, but showed that the physical activity group in the fourth grade out performed the classroom activity group.
The Caterino and Polak (1999) study was important in demonstrating how that physical education does not interfere with concentration levels of the students who were tested. This supports other studies that claim that physical education should not be cut in order to achieve academic success. (Caterino & Polak, 1993; Caterino, & Polak, 1999; Labarre, Jequier, Shephard, Lavalle, & Rajic, 1984; Shephard, 1997; Dwyer, Coonan, Leitch, Hetzel, & Baghurst, 1983; Janz, Dawson, & Mahoney, 2000; Sallis, McKenzie, Kolody, Lewis, Marshall & Rosengard, 1999)
Shephard and Lavalle (1994) examined the value of field performance test in assessing enhanced physical education programs. It was an experimental design that took place in two primary schools in Quebec. One school was located in a middle class suburb of Trois Rivieres (population 100,000), and the other from the village of Pont Rouge (population about 4000). The study consisted of 546 volunteer students between grades one-six. There were 161 boys and 134 girls in the four experimental classes, and 128 boys and 123 girls in the control classes. Two hundred thirty six of the subjects were from the urban school and 310 from the rural school. The two schools each had two experimental classes and two control classes. The control classes preceded and immediately succeeded the experimental groups. The guidelines for the experiment were that the control groups received the norm of a single physical education class per week, taught by a non-specialist. The experimental group received one hour of extra physical education daily, taught by a physical education specialist.
Shephard and Lavalle (1994) measured each subject using the Canadian Association for Physical Education and Recreation (CAHPER) field performance test. This test was administered in early June and late October each year. Within two weeks of their birthday, the students were measured for aerobic power and muscle strength. The focus of the experimental group was to provide cardiovascular and muscular endurance activities. The increase of their heart rate was the main goal. Categories that were measured by the researchers were peak oxygen intake, muscular strength, and Body mass index. There were six items on the CAHPER performance that were observed.
Data were analyzed using Shephard and Lavalle (1994) MANOVA to compare the differences between groups. The results for the physical characteristics showed only significant differences among girls’ age seven and eight in relation to height. The girls in the urban schools were significantly taller than the girls in the rural school. The performance test showed that the boys were significantly (p < .05) superior in 29 of 36 comparisons. The boys also had higher peak oxygen intake at a significant level (p < .05). The MANOVA also showed that the experimental group reported a higher average strength. This was significant in 21 of 36 tests (p < .05).

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

Essays — Tue, 19 Jan 2010 10:58:09 +0000

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.