education
Note. * p < 0.05; ** p < 0.01.
Prior to the assessment of the associations between PE grade and the 5Cs, confirmatory factor analysis (CFA) was conducted on the 34 items of the 5Cs to determine the factorial structure of the scale. An initial CFA of the items, where 14 pairs of same-facet items (in competence , confidence , character and connection ) were allowed to correlate, yielded a poor model fit: χ 2 (500, N = 194) = 998.075, p < 0.001, RMSEA = 0.072, CFI = 0.872, TFI = 0.857. An examination of the modification indices revealed cross-loadings of four items, two items regarding social competence for competence , one item on social conscience for character and another on caring . In addition, the modification indices indicated correlations among one pair of same-construct items (i.e., confidence ) and two pairs of different-construct items, one between competence and connection , and the other between confidence and character . After eliminating cross-loading items and including the correlations, an adequate model fit was attained in a second CFA: χ 2 (378, N = 194) = 646.879, p < 0.001, RMSEA = 0.061, CFI = 0.917, TFI = 0.905. The factor loadings for all 5Cs in this new CFA were adequate, ranging from 0.54 to 0.91. Correlations among the latent factors of the 5Cs were between 0.32 and 0.88.
In Table 3 , having controlled for demographic factors (i.e., gender, age, and parents’ educational background), findings from the structural equation modelling revealed significant associations between PE grade and all the 5Cs of PYD except for character . Not surprisingly, the strongest association was between PE grade and competence (standardized coefficient of 0.60), both largely reflecting students’ competence. The standardized coefficients for confidence and connection were 0.36, and 0.37, respectively, while for caring the coefficient was 0.22. Thus, higher scores in PE were significantly associated with higher scores in the 5Cs besides character . As for the demographic variables, only gender was significantly related to caring in the SEM analysis (standardized coefficient of 0.36), where girls scored higher than boys.
Structural equation model of physical education grade and the 5Cs of PYD.
PE Grade | 5Cs of PYD | ||||
---|---|---|---|---|---|
Competence | Confidence | Character | Caring | Connection | |
Estimate * | 0.60 | 0.36 | 0.19 | 0.22 | 0.37 |
S.E. | 0.13 | 0.10 | 0.12 | 0.10 | 0.12 |
Est./S.E. | 4.58 | 3.55 | 1.53 | 2.14 | 3.11 |
value | 0.000 | 0.000 | 0.126 | 0.032 | 0.002 |
Note. PE—Physical education; a Controlled for gender, age, father’s education and mother’s education; * Standardized coefficient. Italics and bold show significant levels less than 0.05.
For the associations between PE grade and healthy behaviors, logistic regression models were analyzed because of the binary response categories of the behaviors ( Table 4 ). After controlling for the demographic variables, a unit increase in PE grade was associated with a 94% higher likelihood of engaging in PA (OR = 1.94; 95% CI = 1.18–3.18), and a 68% higher likelihood of vegetable consumption (OR = 1.68; 95% CI = 1.08–2.63), that is, when all other variables in the models were held at a constant. Thus, PE grade was significantly related to higher odds of PA and vegetable consumption, while the association with fruit consumption was not significant. None of the demographic variables were significantly related to the healthy behavior variables in the logistic regression analyses.
Associations between physical education (PE) and healthy behaviours: logistic regression analysis.
Physical Activity | Fruit Consumption | Vegetable Consumption | |||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
B | S.E. | Sig | OR | 95% CI | B | S.E. | Sig | OR | 95% CI | B | S.E. | Sig | OR | 95% CI | |
Demographic variables Gender | 0.64 | 0.47 | 0.180 | 1.89 | 0.75–4.78 | −0.11 | 0.35 | 0.748 | 0.89 | 0.45–1.78 | 0.72 | 0.40 | 0.067 | 2.06 | 0.95–4.48 |
Age | −0.13 | 0.21 | 0.532 | 0.88 | 0.59–1.31 | −0.23 | 0.16 | 0.149 | 0.80 | 0.58–1.09 | −0.16 | 0.17 | 0.342 | 0.85 | 0.61–1.19 |
Father’s education | 0.14 | 0.29 | 0.623 | 1.15 | 0.66–2.02 | 0.26 | 0.22 | 0.224 | 1.31 | 0.85–2.01 | 0.28 | 0.23 | 0.231 | 1.32 | 0.84–2.09 |
Mother’s education | −0.07 | 0.30 | 0.815 | 0.93 | 0.52–1.68 | −0.16 | 0.23 | 0.485 | 0.85 | 0.55–1.33 | 0.10 | 0.24 | 0.672 | 1.11 | 0.70–1.76 |
Predictor PE grade | 0.66 | 0.25 | 0.009 | 1.94 | 1.18–3.18 | 0.38 | 0.21 | 0.070 | 1.46 | 0.97–2.20 | 0.52 | 0.23 | 0.022 | 1.68 | 1.08–2.63 |
Note. PE—Physical education; B—Unstandardized coefficient; S.E.—Standard Error; Sig—Significance level; OR—Odds Ratio; CI—Confidence Interval.
The aim of the present study was to investigate the associations of PE grade with the 5Cs of PYD and healthy behaviors. As hypothesized, positive associations were observed between PE grade and four of the 5Cs ( competence , confidence , caring , and connection ) after adjusting for gender, age, and father’s and mother’s educational background. In contrast, although there was an indication that character was associated with PE grade, this association was not statistically significant in the SEM analysis. For the associations between PE grade and healthy behaviors, while logistic regression analyses showed higher odds of engagement in PA and vegetable consumption with every unit increase in PE grade, no such association was found for fruit consumption. Thus, the hypotheses were confirmed, although not for the association of PE grade with character and fruit consumption. That PE was found to be largely associated with the 5Cs and healthy behaviors is consistent with earlier findings that have supported the significant role of PE sessions on positive outcomes reflecting WHO’s different dimensions of health (physical, mental, and social) [ 1 , 21 ].
The current finding that PE grade was strongly related to competence was no surprise, as both connote a form of academic competence. In the present study, competence as one of the 5Cs was measured as competence in the academic and physical domains. Thus, PE grade was not only related to academic competence or cognitive abilities, but also to physical competence in sports and athletic activities. Earlier research among German students that supports the current findings reported a positive association between PE and cognitive skills measured by grades in German and mathematics [ 36 ], while findings of a review article also indicated that increasing the amount of time dedicated to PE and sports was in many instances associated with academic performance [ 1 ]. The goal of the Norwegian PE curriculum to enable students to develop mastery in the skills needed to undertake a variety of physical activities [ 9 ] can therefore be important not just for the grade in PE but for the general academic competence of students as well.
In addition to being associated with competence , PE grade was associated with confidence , caring and connection. Accordingly, students who scored high in PE were also more likely to report indicators of thriving and positive development, associations that have been confirmed in a related study on the link between participation in sport camps and the 5Cs of PYD that were captured as two factors (pro-social values and confidence/competence) [ 37 ]. Moreover, Bailey [ 1 ] in a review, reported on how PE and sports in schools can provide a favorable environment for social development, a finding that largely corroborates the current results on the significant link between PE and connection (signifying healthy social relations at home, school, and local community). Indeed, an important aim of the Norwegian PE curriculum among others is to create a social arena for fair play and respect between students [ 9 , 10 ]. However, character (reflecting the integrity and moral compass of youth) was the only thriving indicator that was not associated with PE grade, neither in zero-order correlation nor in multivariate analysis. It is possible that the alignment between youth strengths and contextual resources that facilitate the 5Cs of PYD in PE sessions predicts some of the Cs better than others. This assertion will need to be probed into in future research.
Furthermore, PE grade was related to healthy behaviors, such as PA and vegetable consumption, but not fruit consumption. Earlier research among students attending a Spanish high school associated participation in PE with greater PA levels and lower levels of sedentary behaviors during PE days compared to non-PE days and weekends [ 22 ]. Enrollment in PE activities among high school students in Brazil has been found to be positively related to healthy behaviors, such as PA and fruit consumption, as well as negatively related to drinking of sugar-sweetened beverages [ 5 ]. Wiseman and Weir [ 23 ] also found among Canadian high school students that preferring PE over other school subjects was associated with higher PA levels, lower BMI, and higher self-esteem. Although it was PE grade that was assessed in the current study, the grade reflects students’ participation in both theoretical and practical components of the Norwegian PE sessions. Thus, the current finding on the positive association between PE grade and healthy behaviors is largely in line with earlier findings. In summary, PE sessions reflected in the grade of students were associated with positive youth developmental outcomes, such as thriving (the 5Cs) and healthy behaviors, outcomes that tend to reflect all three dimensions of health (physical, mental, and social) as defined by the World Health Organization.
In SEM and logistic regression, the demographics did not appear to play an important role on the 5Cs and healthy behaviors, as a significant association was only observed between gender and caring , with girls reporting higher scores than boys. This finding is in line with earlier research that found similar associations in upper secondary and university students in Spain [ 38 ] and is often attributed to gender socialization, where boys are taught to be tough and girls caring. In future studies, the role of gender and other demographics are worth investigating to ascertain their effects and place in intervention programs.
The present study has some limitations that need to be considered in the interpretation of the findings. First, the relationships between PE grade and the positive youth developmental outcomes may not indicate causation due to the cross-sectional design of the current study. While the present and earlier findings suggest a positive influence of PE on youth development and healthy behaviors, it is also possible that high levels of the thriving indicators ( competence , confidence , caring and connection ) led to more effort in PE sessions, and consequently, high grade in the subject. In addition, it is likely that students who participate in healthy behaviors such as PA and vegetable consumption will also perform better in PE sessions. Looking at these relationships within a longitudinal design will shed more light on both the developmental trajectories and relations between PE participation and positive youth outcomes.
Second, while there is no reason to believe that youth will be deceptive in the report of their grade and competencies, it is still likely that their self-report responses were affected by social desirability bias, where they tended to over-report their PE grades, for example. In future studies, students’ actual grades provided by teachers can be one method to address the limitation associated with self-report responses and the associated social desirability bias. Third, the binary response categories (Yes/No) of the healthy behaviors did not allow much variation among the behaviors to be assessed. Moreover, although the measures represented general assessment of PA and fruit and vegetable consumption, they did not adequately reflect the global recommendations of the healthy behaviors. This is a limitation that can be addressed in future studies with better instruments that allow for more variations as well as assessment of the recommended amounts and levels of the healthy behaviors. Fourth, the items measuring the 5Cs of PYD were created with US samples, and although the scale was largely validated with the Norwegian sample, there were some items that cross-loaded onto different factors. In addition, relatively high correlations were found among some of the measures, for example between competence and confidence . Thus, it is possible that some items of the 5Cs did not adequately capture or make a distinction between the thriving indicators in Norwegian students. These shortcomings can be a topic of investigation in future studies using qualitative methods.
Finally, although the power analysis indicated that the sample size of 220 was enough to detect medium to large effect sizes in the relationships being studied, a larger sample could provide more robust findings. Besides, the participating schools and thus the students involved in the current study were selected through convenience sampling, thus limiting the extent to which the present findings can be generalized to the whole youth population in Norway. Future studies that use a more representative and inclusive sample reflecting youth from different geographic locations, diverse ethnicities and other backgrounds will be more effective in generating findings that are representative of the Norwegian youth population.
Despite the limitations, the current study has implications for research, policy, and practice. In terms of research, the validation of the 5Cs of PYD scale among high school students in Norway adds to the limited research of the 5Cs in Norway and paves the way for further research of the thriving indicators among youth in the Norwegian and other similar Scandinavian and European contexts. Additional research on the 5Cs can also eventually lead to a more refined scale that includes items unique to the Norwegian, Scandinavian or European context. In addition, future studies on PE and the 5Cs can assess the level of risk and adversity in the contexts in which youth are interacting. This will enable the assessment of not only thriving, but resilience as well.
As for policy, the fact that PE grade is related to thriving and healthy behaviors suggests that the Norwegian PE curriculum is important to the promotion of the positive development of the youth, and, possibly, resilience. These results should make the effective implementation of PE curriculum in all schools a priority on the Norwegian political agenda at both the national and community or school level. This way, young people across gender, socio-economic statuses, ethnicities, and other backgrounds can be reached and empowered with the necessary physical, cognitive, and psychosocial skills and competences that are associated with the array of activities taught in PE sessions. Moreover, the current findings of the significant role of PE can inform strategies used in PE curricula in other Scandinavian and European countries. In line with a European Commission report [ 8 ], although all European countries acknowledge the importance of PE at school, only two-thirds of the educational systems had large-scale national initiatives to support the promotion of PE and PA. Indeed, as implied in the current findings, the goal of European countries to facilitate the physical, personal and social development of pupils and students can only be realized when PE curricula are planned and implemented effectively.
There are some practical implications of the current findings as well. With the significant associations between PE grade, the 5Cs of PYD (indicating thriving indicators), and healthy behaviors, it is important that during PE sessions, efforts are made to engage all students in activities that can create positive experiences, enjoyment and mastery as outlined in the PE curriculum. In the curriculum, there is also a focus to provide students with challenges that can enable them to participate actively in both spontaneous and organized activities as well as arenas where students can exercise fair play and respect for each other. Efforts made to implement all these aims in the PE sessions will not only produce healthy, thriving, and resilient youth but, as proposed by PYD, the efforts would also mean a healthy transition into adulthood for the youth.
Positive effects of PE participation have been well documented in earlier studies. The current study adds to these benefits with findings that suggest that PE grade reflecting participation in PE is significantly related to thriving indicators, such as competence , confidence , caring and connection (4 out of the 5Cs of PYD), as well as healthy behaviors such as PA and vegetable consumption. These findings support the importance of PE sessions to the healthy development of youth and suggest that policies and programs at the national and local levels that ensure the effective implementation of a PE curriculum in school would be promoting developmental outcomes that align with the dimensions of health outlined by the World Health Organization. However, more research needs to be carried out with adequate measurement of healthy behaviors and representative samples to ascertain the facilitating role of PE sessions on youth health, thriving, and positive development, but also resilience in risk and adverse contexts of youth, as this can secure a life trajectory towards an idealized adulthood for all youth.
I would like to acknowledge Maria Bøhlerengen for coordinating the data collection and the youth participants for their engagement in the present study.
This research received no external funding.
The study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Institutional Review Board (or Ethics Committee) of NSD—Norwegian Centre for Research Data, Norway (protocol code 51708/3/IJJ and 18 July 2017).
Informed consent was obtained from all subjects involved in the study.
Conflicts of interest.
The author declares no conflict of interest.
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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International Journal of Behavioral Nutrition and Physical Activity volume 5 , Article number: 10 ( 2008 ) Cite this article
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The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports.
Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC databases.
Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA), and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF). Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance.
Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health.
The purpose of this paper is to review relationships between physical education (PE), school physical activity (PA), school sports and academic performance. These relationships have been the subject of extensive discussion between advocates and skeptics of PE, school PA and school sports programmes. Both elements of this discussion (academic achievement and physical activity) are independent determinants of a child's health. Our intent in this article is to assess the effects on academic achievement of school PA programmes (including PE and school sports), in both elementary and high schools. Previous reviews have examined relationships between PA and academic achievement. [ 1 – 4 ] Recent research results, echoed in the media, suggest that such activity may have a positive impact on learning and memory. It is now fairly well-recognized that PA is associated with the maintenance of cognitive function in older adults [ 5 ] and offers some protection against Alzheimer's disease. [ 6 ] Cognitive dysfunctions in older adults is becoming an urgent public health problem, given the ever-rising average life expectancy and the associated growth in the proportion of old and very old individuals in most societies. A positive association between PA and cognitive health is also suspected in younger subjects, but is not as well documented in this age group. Nevertheless, any positive influence of PA on the cognitive functions of children is important for at least 2 reasons: 1) It is a potential argument for increasing PE and/or other types of school PA without risk of decreasing academic progress, and 2) It may offer a way to reduce disruptive behaviour at school and the drop-out from educational programmes. Furthermore, an important by-product of an increased participation to school PA would be an enhanced level of physical fitness.
The databases searched included MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC, as well as the extensive personal databases of the authors. The reference lists of the articles thus identified were also consulted to identify additional potentially-relevant research. Publications in languages other than English were considered where appropriate. For the purpose of this review, we use the term academic achievement to encompass academic success, school performance and all combinations of these terms.
The outcomes of school PA/PE and academic achievement, success or performance were actual or self-reported grade point average (GPA) and determinants of GPA that could potentially be changed by the interventions (concentration, learning, classroom behaviour, engagement in learning, self-esteem, etc.). The terms physical education, physical activity and sports are, for the purposes of this review, restricted to programmes offered within the school context (i.e. instructional physical education and extracurricular physical activity, including in-school physical activity programmes, intraschool and intramural sport).
It is not surprising that no randomized controlled trials were identified, as they are not practicable in this type of research setting. Quasi-experimental protocols are usually indicated when causality cannot be tested by a random controlled trial in milieux such as the school setting. Seven quasi-experimental studies were identified (Table 1 ). Cross-sectional studies were also considered, as well as experimental or laboratory experiments on the determinants of academic performance (i.e. learning concentration, classroom behaviour, etc.).
The first documented quasi-experimental study relevant for to this paper was the Vanves (France) investigation; this involved a small group of schoolchildren tested during the 1950's. [ 7 ] Schoolchildren who spent mornings in the classroom and afternoons doing PE were said to perform better academically than children from a control class, but no further details were given. [ 7 ] Unfortunately, the specifics of these observations were not described in peer reviewed journals.
A second quasi-experimental study conducted in the Trois-Rivières region (Québec) between 1970 and 1977 involved 546 primary school students; this noted that students involved in an experimental 5 hours of physical education per week had a higher academic performance than their control counterparts who were enrolled in the normal school program for 40 min per week [ 8 ]. The supplemental 260 minutes allocated to PE was necessarily taken from time for other academic teaching (i.e. an average 14% curtailment of academic instruction). Despite this curricular change, during the last 5 years of primary school, the overall academic performance of the experimental students improved relative to the controls. During standardized Provincial examinations, children receiving the 5 hours/week of PE had higher scores in mathematics, but lower scores in English (their second language), despite the fact that 33 minutes were removed from mathematics instruction and none from English. [ 3 ]
A 2-year quasi-experimental study followed 759 Californian children in the 5th and 6th grades. [ 9 ] Subgroups of children were taught PE by either a professional physical educator (n = 178), a trained homeroom teacher (n = 312), or in the normal programme (n = 165). The professional physical educators, the trained teachers, and normal programmes offered, respectively, 80, 65, and 38 minutes per week of PE. As expected, those taught by the professional physical educators achieved greater fitness (cardiovascular and muscle endurance). [ 10 ] Also, the groups taught by the professional physical educators and trained teachers had smaller declines in academic performance despite allocating more time to PE. Four of 8 statistical comparisons disclosed an advantage for students in the experimental groups; one comparison was advantageous to control students, while the remaining 3 were equal. The group who spent the most time on PE (i.e. those with a professional physical educator) showed no negative effects on academic achievement and indeed the decline of academic results during the 2 years of the intervention was smaller than that observed in the control subjects. [ 9 ]
In South Australia, the 500-student SHAPE trial added 1.25 hours per day of endurance fitness training to the curriculum of 10-year-old primary school students. [ 11 ] Over the first 14 weeks of the study, the experimenatl group showed gains in physical work capacity and decreases in body fat relative to controls. Arithmetic and reading scores were not adversely affected by the substantial reallocation of curricular time in favour of PE. These physical benefits appeared to be maintained over the succeeding 2 years in a follow-up of 216 participants. These follow-up evaluations showed (non-significant) trends for better arithmetic and reading grades in experimental students, as well as beneficial changes in teachers' ratings of classroom behaviour. [ 12 ]
The 16-month Action School BC! project involved a population of 287 British Columbian primary school children (4th and 5th years: 9–11-years olds). PA was delivered by classroom teachers, amounting to 47 minutes more per week in interventional than in control schools (139 ± 62 vs. 92 ± 45 minutes, P < 0.001). [ 13 ] Despite a corresponding decrease in academic time, the academic performance of the experimental group, as measured by the Canadian Achievement Test, remained unchanged; indeed, data analysis revealed a trend towards an enhanced academic performance in the intervention schools (the average score rising from 1,595 to 1,672 units).
Another interventional study of 6 th grade (11 year-old) students covered a single school term. Fifty-five minutes/day of PE were included in the curriculum, vs. the same allocation of time for arts or computer sciences; the two groups performed equally well in mathematics, sciences and English. [ 14 ] Finally, an intervention in Israel involved 92 preschool and 266 first grade children. [ 15 ] The experimental manipulation here was a school-based movement education programme, and children in the experimental group showed greater reading skills and arithmetic scores than controls. [ 15 ]
Taken together, these quasi-experimental data suggest that the enriched PE programmes demanded a substantial reduction in the time allocated for academic tuition. Since the children achieved at least equally despite the reduced teaching time, the evidence seems strong that the efficiency of learning was enhanced. [ 3 ] Despite the variety of programme durations and locations, a common and valuable by-product was a significant increase in various measures of physical fitness (PF).
Cross-sectional studies commonly have difficulty in controlling for potential biases, particularly socio-economic status (SES). SES remains the strongest predictor of academic achievement [ 16 ] and is also one of the strongest predictors of PA participation in children (e.g. in Canada [ 17 ]; Italy [ 18 ] and Estonia [ 19 ]). Cross-sectional studies generally indicate a positive association with academic achievement. Some of these studies did control for confounders such as SES, and still most of them found a positive association between physical activity and academic achievement (Table 2 ).
Nelson and Gordon-Larsen [ 20 ] analyzed results from the US National Longitudinal Study of Adolescent Health; they observed that adolescents who were active in school were more likely to have high grades. Even after adjustment for demographics and SES, the risk ratio of higher grades was 1.20 for mathematics and 1.21 for English among adolescents who were active at school. Within middle to upper middle SES categories, a cross-sectional study of suburban high school seniors (52 girls and 37 boys) found that the more active group had higher GPA. [ 21 ]
4,690 Hong Kong children from primary 5 to secondary 7 (i.e. grades 5 to 12) completed a pre-validated questionnaire relating their sports and exercise participation to perceived academic performance. [ 22 ] Low correlations were seen for the whole sample (r = 0.10, P < 0.01; r = 0.17, P < 0.01 for females; r = 0.06, NS for males). GPA was not a significant correlated with PA participation when all school bands were confounded; however, the high band showed a positive link between GPA and PA participation, whereas students in the low band showed a negative relationship between PA participation and GPA. [ 23 ] These reports suggest that the relationship between PA and academic performance is influenced by the type of students and/or the school that they attend. Deliberate stratification of students by learning ability is by no means universal, but we cannot exclude the possibility that spontaneous, unplanned banding may also influence the strength of observed relationships.
Dwyer et al. [ 24 ] made a cross-sectional survey of 9000 Australian schoolchildren between the ages of 7 and 15 years (500 in each age/sex stratum drawn from 109 schools, i.e. 10 girls and 10 boys per school). Depending on the group, a linear regression analysis with good control of confounding variables demonstrated a significant association between academic achievement and PA (a combination of lunchtime PA and minutes of PA the preceding week). In all subjects aged 9–12 years, school performance was positively associated with ratings of PA during the preceding week. In girls 10–15 years old and boys 8–15 years old, academic achievement was also positively associated with the estimates of lunchtime PA. The correlation coefficients between PA and academic achievement, although low (r = 0.08 to 0.19) were statistically significant, suggesting that PA was contributing to academic achievement in both boys and girls. Data from the Youth Risk Behavior Survey likewise showed that a perception of little or no involvement in PA was associated with a perception of low academic performance. [ 25 ] Another cross-sectional study from England also controlled for SES; this again reported a positive association between school sports participation and academic achievement. [ 26 ]
Researchers from Iceland designed a study included other health behaviours. [ 27 ] They found small but significantly positive univariate associations of PA with self-reported school performance (r = -0.11 with absenteeism and r = 0.09 with grades). When confounders were considered, these associations were further weakened, but nevertheless remained statistically significant predictors if selected health behaviours and psychological variables were included in the prediction model. [ 27 ]
In 6,923 grade 6 New Brunswick children (age 11 years), PA showed a weak inverse association with academic achievement, but a positive association with self-esteem. [ 28 ] A study on 232 English boys and girls (13–16 years old) found no relationship between self-reported PA and GPA. Moreover, in children aged 13, 14, or 16 years, the durartion of PA was negatively correlated with marks for English (r = -0.29 to -0.30). [ 29 ] To our knowledge, these are the only 2 studies to observe negative associations between PA (but not PE) and academic achievement.
A survey of 117 Australian primary schools found no deterioration of literacy and numeracy results in primary school grades 3, 5 and 7 when more time was allocated to PE. [ 30 ] SES was the strongest predictor of both literacy and numeracy scores. A recent analysis of Hong Kong pre-adolescent boys reported that a high level of PA at school was associated with high self-esteem, but not with academic achievement. [ 31 ]
Even studies that failed to find a positive relationship between PA/PE and GPA have generally found no decrease in academic achievement as a consequence of increased participation in PA (Table 2 ). Clearly, the absence of an elevation in GPA should not be interpreted as a negative outcome. This is well illustrated by a survey conducted in Virginia's primary schools. [ 32 ] A reduction in the time allocated for PE (or the arts) did not improve performance in other subjects like mathematics or reading. Moreover, increasing the time allocated to PE (or the arts) at the expense of other academic subjects was not detrimental to test scores in these subjects. [ 32 ] Taken together, these observations suggest that if academic achievements are maintained while spending less time on a specific discipline, the intervention has increased academic efficacy.
Many factors like classroom behaviour, self-esteem, self-image, school satisfaction and school connectedness have been postulated as determinants of academic achievement.
Self-identification as a school athlete vs. a «jock» is associated with a lower rate of reported misconduct at school [ 33 ], with the exception of binge drinking. [ 34 ] In the American linguistic context, the word "jock" refers to an individual whose life is oriented toward sport; it is not necessarily a pejorative term. However, it should not be confused with the focused and planned life of a typical athlete.
In the Trois-Rivières study, competencies linked to behaviour were similar overall in the experimental vs. the control group. [ 35 ] A German cross-sectional study (CHILT) compared 12 intervention schools (n = 668) vs. 5 control schools (n = 218), finding that PF was associated with concentration in 6–7 years old children. [ 36 ]
Evans et al. [ 37 ] reported a lower rate of inappropriate talking among emotionally, or behaviourally-disturbed children who were participating in a jogging and football exercise programme. Furthermore, a meta-analysis on the effect of exercise prior to classes led to the conclusion that most exercise interventions significantly reduced disruptive behaviours in disturbed students. [ 38 ] These effects could reflect in part better teacher attitudes towards these children, as seen in the Trois-Rivières [ 3 ] and the Australian [ 1 ] quasi-experimental studies.
Better self-esteem or self-image [ 20 , 39 ] and body image [ 40 ] are commonly associated with high levels of PA. Many studies have also linked school sport or PA programmes with other psychosocial outcomes, such as school satisfaction and school connectedness, regardless of ethnic group [ 41 ]. Both school connectedness and school satisfaction are factors preventing drop-out from school. [ 42 ]
A recent analysis of data from the National Longitudinal Study of Adolescent Health [ 20 ] found evidence of a positive association between PA and components of mental health, including self-esteem, emotional well-being, spirituality, and future expectations. When participation in PA/sports also included parental involvement, the behavioural risk profile became even more positive.
A cross-sectional questionnaire study of 245 Finnish adolescents [ 43 ] observed no association between PA level and school satisfaction and the trend to a weak correlation between PA level and problems at school was not statistically significant. However, PA was correlated with global school satisfaction (r = -0.21 for boys) and absence of a depressive mood state (-0.20 and -0.26 for girls and boys, respectively).
Many authors have documented the acute effects of PA on cognitive function. Three recent reviews and/or meta-analyses examined these studies. [ 44 – 46 ] In a meta-analysis of 44 studies, Sibley and Etnier [ 45 ] concluded that PA was positively associated with better cognitive functioning in children. Some groups, particularly middle school students (grades 6–8, aged 11–13 years) and younger, seemed to benefit more from PA. Sibley and Etnier [ 45 ] noted that unpublished studies had a higher effect size than published reports, suggesting that no bias had occurred from a failure to publish non-significant results.
Brisswalter et al. [ 44 ] reviewed published studies into the effects of exercise on various tasks. They concluded that the optimal intensity for decisional tasks covered a wide range (~40–80% VO 2 max). An exercise duration of more than 20 minutes was most efficient in increasing the performance of perceptual and decisional tasks. [ 44 , 46 ] Tomporowki [ 47 ] suggested an upper limit of 60 minutes might arise from the adverse effects of dehydration on cognitive functions.
The literature generally suggests a positive effect of acute physical exercise on cognition. Other activities, like involvement in music also have the potential to increase reading skills, although in this case there is no positive influence on PF. [ 48 ]
What is the effect of a high level of PF on academic performance? Is good cognitive functioning associated with above average PF? If so, is this a consequence of PF per se, or of better overall physical health? When analyzed globally, the literature does not indicate any clear linkage between PF and either academic achievement or intellectual performance. As early as 1969, Railo found no relationship between PF and either of these outcomes. [ 49 ] More recently, Etnier et al. [ 50 ] concluded from a meta-regression analysis that the empirical literature did not support a link between cardiovascular PF and academic achievement. However, this meta-analysis revealed a weakness in the literature: there was little data on the relationship between PF and academic achievement in school-aged children. Indeed, only 1 of the 37 studies identified included this age group.
When the definition of PF includes aspects other than cardiovascular fitness, there seems evidence of positive correlations between various measures of psychomotor performance, cognitive abilities and academic achievement. [ 51 , 52 ] Psychomotor performance shares many common neurological mechanisms with cognitive functions.
A 2001 cross-sectional study on California children disclosed a positive relationship between reading and mathematics results (as measured by Stanford Achievement Test-9) and results on a field test of physical fitness (the Fitnessgram). Despite a huge sample of students from grades 5, 7 and 9 (n = 954,000), potential selection biases were not considered, making it difficult to conclude that PA was linked to increased academic performance. [ 53 ] When found, any effects of PF were small. Another weak association between PF and academic achievement was observed in South Korean children (grades 5, 8, and 11); in this study, the association was much smaller than that between academic achievement and regular meal eating. [ 54 ] Dwyer et al. [ 24 ] measured muscle fitness in 9,000 Australian students. They found significant but weak associations, ranging from r = -0.10 to -0.19 for running distances of 50 m and 1.6 km, and from r = 0.10 to 0.22 for sit-ups and standing long jump, respectively.
The connection between school sports and intellectual achievement has been a long-standing issue since Davis and Cooper [ 55 ] first reported a positive association between school sports participation and academic achievement. It remains the subject of recent investigations. The competitive dimension of most sports introduces particular problems, even in the school context, as the educational dimension tends to be relegated to a secondary level. The literature comprises mainly cross-sectional data and the results are more equivocal than for PA; unfortunately, most of the earlier studies did not control for biases common to athletic and academic achievements. [ 56 , 57 ]
Data from the longitudinal Maryland Adolescent Development in Context Study included 67% African-Americans and 33% European-Americans; it found that participation in extracurricular PA was a significant predictor of better academic results and of higher academic expectations. [ 58 ] Furthermore, sports participation by 8th grade African-American males resulted in aspirations to continue their studies toward college, with less likelihood of acting inappropriately in school. [ 59 ] In their female counterparts, sports participation also resulted in higher aspirations and in a reduction of absenteeism.
Cooper et al. [ 60 ] found that even after eliminating confounding factors, extracurricular activities, including sports and PA were predictors of better academic achievement in 2,200 American high school students. Their conclusion is in line with the point that Marsh made in 1992, that such activities may have an effect on academic achievement by increasing motivation and investment in school. [ 61 ] Another study of 11,957 American adolescents found that even after standardization for SES, sports participation with parental presence was associated with an increased probability of good grades in English and mathematics, the Adjusted Relative Risk being 1.23 for both subjects. [ 20 ] Dexter [ 62 ] examined the relationship between sports knowledge, sport performance and academic ability, the last being measured by scores on the British General Certificate of Secondary Education (GCSE). They observed a small but significant positive correlation between sports performance and GCSE score for both mathematics and English.
Melnick et al. [ 63 ] detected no relationship between academic achievement and sports participation in 3,686 African-American and Hispanic students from the "High-school and Beyond Study". However, sports participation was associated with a lower drop-out rate. Therefore, they suggested that if sports participation contributes to academic achievement, it may do so indirectly, by encouraging retention in school. Fisher et al. [ 64 ] also observed no association between sports involvement and self-reported grades in an ethnic mix of 838 grade 9 to 12 students (predominantly 63% African-American and 27% Hispanic).
Harvard students involved in varsity teams had a slightly lower GPA than their peers, but reported a higher degree of satisfaction with their university experience. [ 65 ] This also seemed the case in other institutions examined by Light. Athletes have more friends and a stronger sense of belonging to their institution. They are, according to Light, "the happiest on campus". Generally, this same trend is seen among high-school athletes. Students engaged in extracurricular PAs do not achive different academic scores than their peers, but they feel a greater engagement with their institution. [ 66 , 67 ] This may reflect in part the greater attention directed towards these specific students. Indeed, participants in extracurricular activities (including sports) have more interactions with significant adults than non-participants. [ 66 ]
Sport is a very complex phenomenon. There are many cultures within school sports, and any effect on academic achievement is influenced by gender, race, type of sport, type and level of athletic involvement. White and McTeer [ 68 ] suggested that the status of a given sport may influence its effect on academic achievement. Their results showed that high-status sports had a positive influence on English grades but they saw no evidenceof an effect of such sports on mathematics grades. They suggested that academic performance was more likely to be affected by cultural factors in subjective subjects like English than in mathematics. Any influence of school sports participation may also differ between girls and boys [ 33 ], and between various ethnic and cultural groups. [ 69 ]
In conclusion, the available literature suggests that sport is more likely to benefit academic achievement if offered in school rather than in other sport contexts, given the proximity of educational resources and environment. This may be particularly important for team sports, which often seem associated with risky behaviours, particularly binge drinking of alcohol. [ 70 ] When sports-involved students identify themselves as athletes rather than «jocks», such risky behaviours seem less prevalent. [ 67 ] Greater academic coaching of school athletes could be a factor favouring their academic achievement. [ 67 ] School sports should be monitored closely, with the intent of avoiding a drift away from educational objectives. It appears that satisfaction with sports vs. satisfaction with school work is predicted by a differing psychological domain (perceived ability vs. task orientation). [ 71 ] It may be helpful to create an environment where both types of endeavour find common ground, i.e. school may be the best setting in which sports can be directed towards task orientation and skills acquisition, without decreasing the pleasure and satisfaction of being good at sports and PA. As noted in various long-term follow-ups, elite and varsity level athletes later tend to experience greater educational and labour market success than non athletes. [ 34 , 67 , 72 , 73 ] Current evidence suggests that this effect may be mediated by racial group. [ 74 ]
Academic integration of children with various behavioural and developmental problems is a growing trend in industrialized countries. The question arises in terms of their academic achievement. Reviews of exercise programmes for children with learning disabilities [ 75 , 76 ] have suggested that in order to increase the likelihood of positive outcomes, such programmes should have a low student-instructor ratio. Benefits (with the exception of increased PF) may reflect increased attention toward the participants.
In hyperactive impulsive children, PA is associated with global satisfaction in boys and an absence of depressive emotions in both sexes. [ 77 ] An outdoor education programme also decreased behavioural problems in children with attention deficit hyperactivity disorder. [ 78 ]
In children with reading disabilities, a school-based programme of balance and coordination training, throwing, catching, and stretching produced significant improvements in both reading and semantics. [ 79 ] Positive changes were maintained for at least 18 months following the programme, reducing the likelihood of a Hawthorne effect. [ 80 ]
Four pupils with emotional and behavioural disorders were directly studied before and after a 10-week PE intervention. Back in class, there was an increase (13.8%, or a little more than 23 minutes) in the amount of time spent focused on the tasks they were supposed to be performing. [ 81 ] A 10-week PA intervention in children with learning disabilities improved classroom behaviour and the perception of academic competence was increased. [ 76 ] However, a similar outcome was seen in the control group, indicating that there had been no specific effect from the programme.
The effects of school PA upon children with learning problems thus remains an open field for research.
The positive association observed between PA and intellectual performance among children in quasi-experimental studies should be supported by mechanistic, experimental evidence. No one can deny the important role of neurosciences in the comprehension of academic achievement. [ 82 ] Most research on the relationships between PA and cognition has centered on the hippocampus, a brain region that mediates memory and learning in mammals, and on changes in the cerebral circulation. The hippocampus has an important role in the consolidation of memory. One major mechanism essential to its functions is long-term potentiation, or LTP. LTP leads to an enhancement of nervous influx following a first series of stimuli.
Hippocampal LTP is the most credible physiological explanation for learning and memory in mammals, including humans. [ 83 ] LTP leads to an increase of synaptic efficacy following an increase of synaptic traffic. [ 83 ] It was shown recently that PA favours hippocampal LTP. [ 84 ] Chronic exercise favourably influences the hippocampus through 3 mechanisms:
1) Heightened neurogenesis, i.e. an increased formation of new neurons after chronic PA, as demonstrated in the adult mouse [ 85 , 86 ],
2) Augmented LTP itself, i.e. enhanced neuronal transmission in the hippocampus. Different methods employed to measure cognitive functions, and scores on these tasks are well correlated with a better performing hippocampus [ 87 ]. Radial maze learning, i.e. an hippocampal spatial learning, is increased in both male and female rats exercised by voluntary running. The performance of this task does not seem to be influenced by changes in fitness of the animal, as is the case for the Morris water maze. However, if the water maze is used, it remains possible to control for an animal's level of fitness. Other studies using the Morris water maze have also reported improved performance. [ 85 , 88 ] Exercise has no effect on glutamate receptors in the hippocampus in aged rats [ 89 ], reinforcing the view that post-receptor mechanisms are responsible for stronger LTP in active animals. However, this point remains to be confirmed in the hippocampus of younger animals,
3) Chronic exercise creates a favourable environment for LTP by increasing the hippocampal concentrations of neuroprotective factors like brain-derived neurotrophic factor (BDNF) [ 90 ] and of other growth factors such as insulin-like growth factor (IGF-1), nerve growth factor, and fibroblast growth factor 2 (FGF-2).
The brain concentration of some antioxidants is also increased in trained animals, thus protecting hippocampal cells from oxidative damage. [ 91 ] Radak et al. [ 92 ] studied the acute effects of exercise (2 hours). Oxidative damage to macromolecules was reduced through an increase of glutathion synthetase activity and a reduction in the deleterious, inactivity-related efflux of glutamate (the neurotransmitter of learning in the hippocampus). Acute exercise also normalized certain memory functions, particularly orientation time to novelty and passive avoidance reactions.
To our knowledge, these mechanisms of enhanced learning and memory have never been explored in animals at a developmental stage corresponding to school-age children. We hypothesize that, given the higher brain plasticity of childhood, the changes seen in older brains may have an even greater magnitude in the developing brain. The data suggest that the brain structures involved in learning and memory, although more complex, function much like skeletal muscle. To enhance function (i.e. increase memory and learning), periods of stimulation must be followed by a recovery period when supercompensation can take place, and the new proteins associated with learning and memory consolidation can be synthesized.
Available data suggest that school PA (PE instruction, free time PA or school sport) could become a consistent component of PA to meet current guidelines for children and adolescents without impairing academic achievement, even if curricular time for so-called academic subjects is curtailed. In his classical work "The Adolescent Society," James S. Coleman advanced the concept of a zero-sum model. [ 93 ] This hypothesized that if time was taken from academic programmes to allow other pursuits, academic achievement would suffer. This concept may be applicable if time is spent in paid employment while attending school [ 94 ], but it does not seem to apply to extracurricular activities like sports or curricular PE. [ 95 ] In contrast, such activities are likely to increase attachment to school and self-esteem which are indirect but important factors in academic achievement.
Parents concerned about decreases in study and homework time may be better advised to question the time their children spend on TV and computer games rather than the time that they devote to PE, PA or sports in school. Indeed, the more children watch TV, the greater the decline in their academic results. [ 96 ] At least one Canadian study found that the time devoted to PA was positively associated with the time that school-aged children spent in reading. [ 97 ] Parents interested in the health and academic success of their offspring should focus on the increased prevalence of various metabolic pathologies in which sedentary behaviour plays a key etiologic role, for example, obesity and type 2 diabetes, both of which are beginning at an ever younger age. [ 98 ] Such pathologies have the potential to affect school performance adversely, although this is an area where more research is needed. [ 99 ] In one recent article, obese 3 rd grade girls (8 years old) did not have poorer academic results after control for SES, but relative to normal weight girls they exhibited more displaced behaviours like arguing and fighting, as well as more depressive symptoms like loneliness and sadness [ 100 ].
Engagement in PE instruction would probably be increased if grades were allocated for performance in PE, particularly in high school. The engagement of girls, particularly, decreases when PE is not considered incalculating their GPA. [ 101 , 102 ] However, between grade 8 and 12, the school drop-out rate for adolescents of both sexes is reduced by sport participation [ 103 ]
Another problem that remains to be resolved, despite a call for action from the Surgeon General in 1996, is the heterogeneity in provision of PE [ 104 ], extracurricular sports and other school PA programmes [ 105 ], schools with a low SES being particularly disadvantaged. School sport would appeal to more students if emphasis was placed on its educational potential rather than its competitive side. Potential drifting of objectives should be monitored to avoid a «subversion» of the educational mission and ensure a maximisation of positive effects such as academic achievement and long term adherence to physical activity. The current emphasis on a limited range of team sports should be modified to provide opportunities for students who are interested in and have the skills relevant to other sport ventures, thus attracting a wider range of students.
Many questions remain to be clarified on the relationship between academic performance, PE, school PA and sports. However, to paraphrase Eccles et al. [ 67 ], "We now know enough about the kinds of programs likely to have positive effects on children and adolescents' development." The literature strongly suggests that the academic achievement, physical fitness and health of our children will not be improved by limiting the time allocated to PE instruction, school PA and sports programmes.
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F. Trudeau is holder of a joint initiative grant from Social Science and Humanity Research Council/Sport Canada. R. J. Shephard is collaborator on the same grant.
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Trudeau, F., Shephard, R.J. Physical education, school physical activity, school sports and academic performance. Int J Behav Nutr Phys Act 5 , 10 (2008). https://doi.org/10.1186/1479-5868-5-10
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Published by Grace Graffin at January 5th, 2023 , Revised On July 9, 2024
Due to the growing importance of physical education, a majority of educational institutions have introduced it as a subject that students can choose as their major for their graduation. However, what comes with it is submitting a dissertation to complete your degree.
As a student of physical education, you might be in limbo as to which topic you should choose for your dissertation that is unique and relevant. After all, your future is dependent on it. Choosing the right dissertation topic is the first step toward writing a powerful dissertation that is accepted by your professors.
When choosing a physical education dissertation topic, you need to keep in mind that the topic is current, unique and adds value to what you have learned. To help you with the process of choosing the right topic, this blog contains a list of physical education dissertation topics.
You may also want to start your dissertation by requesting a brief research proposal from our writers on any of these topics, which includes an introduction to the problem, research question, aim and objectives, literature review, and the proposed methodology of research to be conducted. Let us know if you need any help in getting started.
Check our example dissertation to get an idea of how to structure your dissertation .
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Also read: Education dissertation topics , healthcare dissertation topics , and nursing dissertation topics .
Topic 1: investigating the impacts of improving physical education in schools on the development of children’s confidence, endurance and quick integration capability..
Research Aim: The present study aims to investigate the impacts of improving physical education in schools for developing children’s confidence, endurance, and quick integration capability.
Objectives:
Research Aim: The present study aims to explain different types of fine motor activities that help address various health issues, as this study will specifically focus on autistic children in the UK.
Research Aim: The present study aims to explicate the significance of integrating physical education into the Montessori curriculum in the UK.
Research Aim: The present study aims to explicate the usefulness of heath rate monitors and health tracking that support the practices of advanced physical education.
Research Aim: The present study aims to explore the increasing trend of computer-based fitness programs in the UK and will focus on people’s changing behaviour during the lockdown.
Topic 1: modern physical education versus the traditional physical education – a comparison.
Research Aim: The main aim of this research will be to compare the traditional physical education programs and the ones in place today. The research will start by talking about the traditional physical education programs and then introduce the ones that are being practised today. It will then move towards comparing programs one by one. The research will use a secondary data collection method to analyse already published data and conclude which physical education is better.
Research Aim: This research will aim to explore the impact of physical education on mental health. There is a lot of evidence that physical education has a positive impact on the mental health of individuals, and this research will aim to assess the impact of the same. Existing research will be analysed in order to do an in-depth study into the impact of physical education on mental health.
Research Aim: Physical Education classes have been a part of the academic system for years now; however, the understanding and concept of this education are changing. More and more institutions are now emphasising these classes and promoting physical education among students. This research will explore student behaviour and engagement in physical education classes and will suggest effective ways to enhance and increase engagement.
Research Aim: The main aim of this research will be to understand how physical education programs should be planned in order to produce results that are effective for students. The study will assess currently planned programs in order to evaluate how these should be changed for the better and how they can help produce effective results.
Research Aim : Teachers always play an important role in academics. This research will explore how important teachers are in physical education in enhancing students’ engagement towards exercise. Given the benefits of physical education, it is essential for teachers to make sure that the right strategies are devised to drive students’ engagement, and the same will be assessed and analysed in this research. The study will also provide effective strategies that teachers should implement in order to produce effective results from student engagement.
Research Aim: A lot is argued about the physical education curriculum and that lessons should differ for males and females. This research will deep dive into the different lessons that are offered, and based on the analysis, the research will conclude if lessons should differ for males and females. The study will be based on secondary data.
Research Aim: It is believed that physical education classes promote a healthy lifestyle; however, there is no authentic evidence. This research will aim to prove whether physical education promotes a healthy lifestyle or not. In either case, the research will analyse the impact of physical education on individuals’ lifestyles and how it helps them improve their way of living.
Research Aim: Just like other forms of education, physical education and technology integrate well together. With the help of technology, physical education is offered using various aids, for example, visual aids, online classes, examples videos available online and much more. This research will assess how well physical education is offered with the help of technology and how it helps individuals gain access to effective lessons.
Research Aim: Online physical education classes have emerged popular in the past year. With the pandemic’s major reason, virtual classes have opened a new avenue for physical education classes. This research will aim to assess how effective virtual physical education classes have been and how they have helped in enhancing students’ engagement and interest in these classes.
Research Aim: Just like all other classes hold students responsible and accountable for their learning, physical education should also follow the same pattern. While a lot of people argue against this, this research will weigh both sides. It will discuss and assess the pros and cons of holding students accountable for their physical education and will also talk about how students respond to accountability in these classes.
ResearchProspect writers can send several custom topic ideas to your email address. Once you have chosen a topic that suits your needs and interests, you can order for our dissertation outline service which will include a brief introduction to the topic, research questions , literature review , methodology , expected results and conclusion . The dissertation outline will enable you to review the quality of our work before placing the order for our full dissertation writing service !
Research Aim: This research will discuss the various strategies that are needed for devising physical education lessons for different classes. The study will talk about how different grades require a different level of physical education and will then present useful strategies that teachers can devise according to the grade and students’ age.
Research Aim: Usually, physical education is not a part of universities’ curriculum. It is found in schools’ curricula or colleges, at best. This research will argue whether physical education should be introduced in all universities or not. It will present arguments for both sides, and based on the debate, the study will conclude as to whether introducing physical education in all universities’ curriculum is feasible or not.
Research Aim: Just like the regular subject teachers, physical education teachers also have their own style, and each teacher is different from the other. This research will talk about the set of characteristics and traits that a physical education teacher should possess in order to produce results. The study will also assess the impact of different teaching styles on students to give an in-depth idea as to which style is effective and should be adopted.
Research Aim: Physical education comes with its own set of challenges. Not all students are interested in taking these classes; some of them are irregular, some do not respond well, and others do not take instructions seriously. On the flip side, there are challenges related to the instructors as well. This research will discuss challenges on both sides of the coin and will suggest how these challenges can be handled effectively.
Research Aim: Physical education is often linked to mental health. A lot of people argue that physical education is essential for people seeking help for their mental health. Thus, this research will go a step ahead and will aim to understand the relationship between counselling and physical education. It will aim to conduct interviews with people who are attending counselling sessions as well as physical education lessons to improve their mental health.
Research Aim: A common misconception is that physical education is all about exercise and sports. This research will aim to bust this myth and show how diet and overall health (mental and physical) are linked to physical education. The study will discuss how the three go hand-in-hand and how one leads to another.
Research Aim: While physical education does improve an individual’s well-being, does it enhance a student’s academic career as well? This research will aim to understand the same. This thesis will explore how physical education can or cannot help a student achieve his/her academic goals.
Research Aim: Physical education builds character and develops an individual’s personality, as well. This research will analyse the same and understand how physical education helps in personality development and why educational institutions emphasise and include physical education in their curriculum. The study will assess students who are a part of physical education lessons versus students who are only involved in academics and will then compare the results.
Research Aim: Physical education should be introduced early in a student’s academic life. This is argued by a lot of physical education proponents. This research will study this claim and find out how effective it is for students to be introduced to physical education early in their academic life.
Research Aim: Not many people favour physical education as a subject in schools and colleges. This research will aim to compare the benefits and challenges of physical education lessons by discussing the pros and cons. It will then conclude whether physical education is beneficial for students or not.
Research Aim: This research investigates the influence of gender on employment patterns, opportunities, and challenges within the field of physical education. The study focuses on understanding disparities and potential strategies for achieving greater gender equity in employment.
Research Aim: This study examines the effectiveness of physical education programs in reducing obesity among students. The research also explores the various components of these programs, such as curriculum design, duration, intensity, and extracurricular support. It aims to identify the key factors that contribute to successful obesity reduction outcomes and to provide evidence-based recommendations for optimising physical education interventions to combat obesity effectively in school-aged children.
Research Aim: This study investigates the impact of incorporating visual aids in physical education (PE) teaching practices. It seeks to explore how visual aids, like videos influence student engagement and the overall effectiveness of PE instruction. Additionally, the research aims to identify best practices for integrating visual aids into PE curriculum and pedagogy. It offers insights to enhance teaching methods and improve the learning experience for students in physical education settings.
Research Aim: This research investigates the impact of virtual physical education (PE) classes on student engagement and physical activity levels. It seeks to explore how virtual PE instruction affects achieving learning outcomes comparable to traditional in-person classes. The study further examines virtual PE’s potential benefits and challenges, including accessibility, technology integration, and instructor-student interactions.
Research Aim: This study aims to conduct an analysis of the physical and mental health outcomes of students following participation in physical education (PE) classes. It explores the immediate and long-term effects of PE on physical fitness, cardiovascular health, mental well-being, and academic performance. Additionally, it explores factors influencing these outcomes, such as the intensity and duration of PE sessions and instructor effectiveness.
Research Aim: This research explores the importance of physical education (PE) programs at the college level in enhancing the mental health of students. It investigates the benefits of incorporating physical activity into college curricula, including its impact on stress reduction, mood regulation, and overall psychological well-being. The research also identifies barriers and facilitators to implementing PE initiatives in higher education settings and assesses student attitudes and perceptions towards such programs.
Research Aim: This study investigates the relationship between physical activity and immune system function in adults. It explores the impact of regular exercise on various aspects of immune function, including immune cell activity and susceptibility to infectious diseases. Additionally, the research examines mechanisms underlying the immunomodulatory effects of physical activity, such as changes in inflammation levels and metabolic health.
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By Morgan Clennin, PhD, MPH, Kaiser Permanente of Colorado, University of South Carolina, and National Physical Activity Plan
School-based physical education (PE) is recommended by the Community Guide as an effective strategy to promote physical activity among youth. Unfortunately, many have speculated that PE exposure has declined precipitously among U.S. students in the past decade. Limited resources and budgets, prioritization of core academic subjects, and several other barriers have been cited as potential drivers of these claims. However, few large-scale studies have explored the merit of these claims – leaving the answers following questions unknown:
Has PE attendance decreased among U.S. students in the past decades?
What policies and practices are in place to support quality PE?
To answer these questions, the President’s Council on Sports, Fitness & Nutrition tasked the National Physical Activity Plan Alliance (NPAPA) to review the available evidence and summarize their findings. The primary objective of this effort was to better understand PE exposure over time to inform national recommendations and strategies for PE.
The NPAPA began by establishing a collaborative partnership with experts in the federal government, industry, and academia. The group analyzed existing national data sources that could be used to examine changes in PE attendance and current implementation of PE policies and practices. These efforts culminated in a final report and two peer-reviewed manuscripts. A summary of the group’s findings are outlined below.
Key Findings:
Recommendations Based on Key Findings:
The Education sector of the NPAP provides evidence-based strategies and tactics that can guide efforts to support the provision of quality PE to all students. More information, and links to the respective manuscripts, can be found on the NPAPA website: http://physicalactivityplan.org/projects/physicaleducation.html
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A systematic review of the use and effect of virtual reality, augmented reality and mixed reality in physical education.
2. materials and methods.
4. discussion, 5. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.
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Inclusion Criteria | Exclusion Criteria |
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Articles that come from an international peer-reviewed journal | All documents other than articles, such as lectures, book chapters, etc. |
The study uses AR, VR and MR as technologies | Augmented reality, virtual reality and mixed reality are not the main technologies |
The study uses augmented reality, virtual reality and mixed reality in primary education or secondary education | The study uses augmented reality, virtual reality and mixed reality to be applied at another educational level |
The study uses augmented reality, virtual reality and mixed reality in primary education or secondary education in the subject of physical education | The study uses augmented reality, virtual reality and mixed reality to be applied in another educational field (mathematics, English, chemistry, physics, biology, etc.) |
It was published between 2004 and May 2024 | Articles outside the established period |
Author | Year | Type of Study | Educational Stage | Purpose | Results |
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Chien-Yu, L. and Yu-Ming, C. [ ] | 2015 | Qualitative study | Primary | The study aims to analyse whether participants with disabilities improve their physical strength and motivation to engage in sports activities through an AR game called Scratch 2.0 | The results indicated that participants with disabilities exhibited greater motivation to engage in sports activities following the intervention |
Gómez-García, G. et al. [ ] | 2019 | Qualitative study | Primary and Secondary | The objective of this research is to analyse the scientific documentation on the use of VR in physical education | It is notable that there has been a notable increase in scientific production in recent years in relation to VR and other subjects on the curriculum |
Kang, S. and Kang, S. [ ] | 2019 | Qualitative study | Primary and Secondary | The objective is to apply and integrate VR in the field of sports and physical education for individuals with disabilities with the aim of enhancing their sporting abilities | The implementation of VR is effective in participants with disabilities, provided that it is adapted to the specific type and degree of disability |
Yang, Y. and Meng, L. [ ] | 2019 | Qualitative study | Secondary | The objective of this study is to implement VR in order to analyse and correct the postures and movements of athletes in the field of physical education | The results demonstrated that the use of VR technology enhances the efficacy of training, as it facilitates the rapid correction of movement skills in real time and facilitates a more comprehensive learning and comprehension process compared to traditional methods |
Calabuig-Moreno, F. et al. [ ] | 2020 | Qualitative study | Primary and Secondary | The objective of this study is to analyse scientific publications related to VR and AR in the context of physical education | The data indicate that since 2015, there has been a notable increase in publications on AR and VR in relation to physical education. Spain has emerged as a leading country in this field |
Chang, K.E. et al. [ ] | 2020 | Quantitative study | Primary | The objective of this study is to ascertain whether students’ knowledge of motor skills could be enhanced by integrating AR as a supplementary resource to traditional textbooks | The findings indicated that the application of AR significantly improved students’ understanding of motor skills and proved to be an effective teaching aid in the field of physical education |
Moreno-Guerrero, A.J. et al. [ ] | 2020 | Quantitative study | Secondary | The use of AR to enhance spatial orientation and attitude towards PE is a promising avenue for future research | The incorporation of technological resources, in particular AR, has been shown to enhance the perception of PE among students |
Peñarrubia-Lozano, C. et al. [ ] | 2021 | Qualitative study | Primary | The primary objective is to assess the level of satisfaction derived from the integration of AR in a pedagogical approach to the natural environment | Students demonstrated a high level of interest in the utility and intrigue associated with AR |
Binti-Ariffin, U.H. et al. [ ] | 2022 | Qualitative study | Primary and Secondary | A systematic review is conducted to assess the application of AR in physical education with a view to identifying innovative technologies with educational potential | The findings indicated that integrating AR into education is a crucial step |
Fridhi, A. and Bali, N. [ ] | 2022 | Qualitative study | Primary | The objective is to demonstrate the veracity of AR in relation to adapted physical activity for children with autism spectrum disorder (ASD) | Through various experiences, the capacity for memory and control in children with ASD can be observed |
Liu, Y. et al. [ ] | 2022 | Quantitative study | Secondary | The objective is to apply AR as a technological resource for teaching spatial orientation in physical education | The use of AR improves student performance in learning and training dimensions |
Pratama, B. A. et al. [ ] | 2022 | Quantitative study | Primary | The objective of this study is to ascertain whether students improve their motor skills through AR by administering the Gross Motor Development-2 (TGMD-2) test | The results demonstrated that the integration of AR technology enhances the motor skills of students enrolled in physical education programmes |
Budi-Darmawan, G.E. [ ] | 2023 | Quantitative study | Primary | The objective of this study is to investigate the potential impact of AR on students’ motivation in the context of physical education | The utilisation of AR in physical education sessions has been found to positively impact student motivation, with greater effects observed than in traditional practice |
Liang, L. et al. [ ] | 2023 | Quantitative study | Secondary | The objective of this study is to investigate the potential effects of AR on the physical and cognitive performance of students enrolled in physical education courses | Following the implementation of AR, students demonstrated enhanced performance in motor skill acquisition, exhibited positive attitudes and displayed increased confidence, satisfaction, motivation and attention in the classroom |
Myeong-Hun, B. [ ] | 2023 | Quantitative study | Primary | The objective of this study is to assess the efficacy of VR in enhancing the fundamental physical abilities in the field of physical education | The utilisation of VR in PE sessions has been demonstrated to enhance students’ physical fitness |
Wu, Q. et al. [ ] | 2023 | Quantitative study | Secondary | The study aims to evaluate the impact of VR on physical and psychological changes in students with overweight and obesity when engaging in sports activities | The results demonstrate that student participation increases as a result of VR sports practice, as well as improvements in the quality of life and interpersonal relationships |
Bores-García, D. et al. [ ] | 2024 | Qualitative study | Secondary | The objective of this study is to gain an understanding of the experiences and perceptions of participants when using VR in an educational context | The findings indicated that there were positive perceptions regarding motivation, effort and motor skills, among other factors, when using VR |
Mohamed-Mokmin, N. A. and Pasca-Rassy, R. [ ] | 2024 | Qualitative study | Primary and Secondary | The primary objective is to conduct a comprehensive review of scientific publications on the utilisation of AR in special education as a teaching tool in physical education | The findings indicated that the integration of AR technology enhanced motivation and facilitated the acquisition of firearm-related skills. Consequently, the application of this technology is beneficial to children with learning difficulties |
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Pérez-Muñoz, S.; Castaño Calle, R.; Morales Campo, P.T.; Rodríguez-Cayetano, A. A Systematic Review of the Use and Effect of Virtual Reality, Augmented Reality and Mixed Reality in Physical Education. Information 2024 , 15 , 582. https://doi.org/10.3390/info15090582
Pérez-Muñoz S, Castaño Calle R, Morales Campo PT, Rodríguez-Cayetano A. A Systematic Review of the Use and Effect of Virtual Reality, Augmented Reality and Mixed Reality in Physical Education. Information . 2024; 15(9):582. https://doi.org/10.3390/info15090582
Pérez-Muñoz, Salvador, Raimundo Castaño Calle, Paula Teresa Morales Campo, and Alberto Rodríguez-Cayetano. 2024. "A Systematic Review of the Use and Effect of Virtual Reality, Augmented Reality and Mixed Reality in Physical Education" Information 15, no. 9: 582. https://doi.org/10.3390/info15090582
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The research aimed to identify the reality of psychological hesitation for fourth-year female students in the College of Physical Education and Sports Sciences, and to identify psychological hesitation and its relationship to the digital achievement of the 100-meter hurdles running event for fourth-year female students in the College of Physical Education and Sports Sciences. The nature of the problem to be researched determines the nature of the method, and the researcher used the descriptive method using the (correlational relationship) method. The objectives set by the researcher for his research and the procedures he uses will determine the nature of the chosen sample. Therefore, the selection of the sample is always linked to its representation of the original community and the possibility of generalizing its results to the group from which it was taken. The community of origin represents the students of the fourth stage of the College of Physical Education and Sports Sciences at the University of Diyala, who number (281) male and female students. Research sample: The research population was chosen intentionally, as it numbered (58) female students, and (4) female students were excluded for not attending, so that the number of the experimental sample became (48) female students and the number of members of the exploratory sample was (5) female students. Through the results, the researcher concluded that psychological hesitation appeared clearly on all female students in the research sample, but in different proportions, and there is an effect on achievement in the 100m hurdles running event for women due to the presence of the trait of psychological hesitation among the members of the research sample, and there is an inverse correlation: the greater the psychological hesitation, the lower the digital achievement. This is what appeared in the research sample.
Current issue, information.
Journal: |
Publisher: The Deanship of the College at University of Babylon |
It is peer-reviewed and open access |
Print ISSN: 1992-0695 |
Electronic ISSN: 2312-3619 |
Publishing Frequency: Quarterly |
Launched Date: 2002 |
Abbreviation: Physics Education .S. |
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Find 100 stimulating and thought-provoking topics for your physical education research paper. Explore various areas of interest, from curriculum and instruction to policy and advocacy, and get 10% off with 24START discount code.
1. Introduction. Teaching in physical education has evolved rapidly over the last 50 years, with a spectrum of teaching styles [], teaching models [], curricular models [], instruction models [], current pedagogical models [5,6], and physical educational programs [].As schools provide benefits other than academic and conceptual skills at present, we can determine new ways to meet different ...
research were physical education students in grades 10 - 12. The students exhibited physical fitness levels below that of the state and national norms, and also displayed negative attitudes about physical fitness. Evidence for the existence of the problem included data collected from a
The students wrote in the logbooks in every PE lesson that was a part of the action research (for more examples, ... Health education assessment practices used by physical education and health teachers in a collaborative action research. Physical Education and Sport Pedagogy 25(4): 1-15.
Physical Fitness as a Learning Outcome of Physical Education and Its Relation to Academic Performance. Achieving and maintaining a healthy level of aerobic fitness, as defined using criterion-referenced standards from the National Health and Nutrition Examination Survey (NHANES; Welk et al., 2011), is a desired learning outcome of physical education programming.
This study used heart rate telemetry to measure physical activity during high school PE lessons. It found that boys and high-ability students participated in more moderate- and vigorous physical activity than girls and low-ability students, and that team games promoted the highest levels of activity.
1. Introduction. Physical education plays a crucial role in the development and well-being of students, especially during their formative years in senior high school [1, 2].With the growing concern for the sedentary lifestyles and poor health habits of today's youth, there is a need for innovative physical education models that can help promote healthy lifestyles and enhance sports abilities [].
The results of the study indicate that the overall use of cooperative learning in physical education is on the rise and will reach its highest level in 2021; Second, the keywords, major core ...
The research results can be applied to the future training of physical education teachers, the development of teacher education programs, and the organization of an effective educational process ...
The research aimed to identify strengths, weaknesses, and opportunities for improvement, ultimately enhancing curriculum and bridging the gap between academia and the physical education and sports ...
2.1 Daily Physical Education Literature 14 2.2 Attitude Towards Physical Activity : Measurement and Development 18 2.2.1 Daily Physical Education and Student's Attitudes 22 2.3 Participation in Physical Activity 23 2.3.1 Measurement of Physical Activity Levels 26 2.3.2 Daily Physical Education and Levels of Physical Activity 27
Earlier research indicates that physical education (PE) in school is associated with positive outcomes (e.g., healthy lifestyle, psychological well-being, and academic performance). ... [11,24] although research featuring non-American samples is growing [25,26]. Moreover, while the effects of PE on youth health and development have been widely ...
Browse the list of research titles and abstracts of physical education theses and dissertations from 2009 to 2022. Find topics such as motor skill assessment, physical activity programming, sport branding, and more.
The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports. Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of ...
Social goals are increasingly seen as motivational factors for youth sports participation and can strongly motivate participation and engagement, not only in structured sports contexts but also in physical education (PE), given the opportunities for social interaction with peers and the presence of skills like communication, cooperation, and competition within groups. The Social Motivational ...
Find a list of current and relevant topics for your physical education dissertation, such as the impacts of PE on mental health, the role of technology, and the challenges of teaching. Get help from ResearchProspect writers to order a dissertation outline or a full dissertation service.
In the aforementioned investigations, physical education was studied as it was taught. The investigation ofthe quality of physical education is certainly important; however, study-ing physical education as it is offers some value. The present study evaluated physical educa-
A report by the National Physical Activity Plan Alliance analyzed national data sources to examine changes in PE exposure and policies over time. It found that PE attendance has not decreased significantly among U.S. high school students since 1991, but implementation of essential PE components is low.
Samples were taken from grade 9 up to grade 12 students.138 students,three school leaders and one PE teacher were selected by using stratified and simple random ... Research reliability was measured by Cronbach's alpha test; α = 0.87. Finally, the data was analysed via descriptive statistics (frequency and percent). ... Physical education ...
Questionnaires were completed by 42 physical education Heads of Department and questions covered a range of contexts for the promotion of physical activity in schools including the curriculum, the ...
Published in conjunction with SHAPE America! Focusing on the unique nature of qualitative methods within kinesiology settings, Qualitative Research and Evaluation in Physical Education and Sport Pedagogy guides graduate students and early career researchers through designing, conducting, and reporting of qualitative research studies with specific references to the challenges and possibilities ...
🏆 Best Physical Education Topic Ideas & Essay Examples. Keeping Physical Education in Schools. ... 📑 Good Research Topics about Physical Education. Anticipated Benefits From a Basic College Physical Education Activity Course; Physical Education Should Be Graded on Effort, Not Ability;
New technologies are tools that are present in daily life on a regular basis. In order to improve the didactic process, education must take into account these new technologies. In the field of physical education, the significance of these technologies is reflected in the existence of applications that can be carried out within the field, both for educational purposes and for physical fitness ...
Physical education classes were held 2 times a week for 40 minutes each lesson. The level ofdevelopment of coordination abilities was assessed on the «Shuttle run» test, and the indicators of ...
The community of origin represents the students of the fourth stage of the College of Physical Education and Sports Sciences at the University of Diyala, who number (281) male and female students. Research sample: The research population was chosen intentionally, as it numbered (58) female students, and (4) female students were excluded for not ...
Find useful information about proposing and conducting NIH extramural research involving human subjects, including policies, regulations, training and resources. Learn about considerations for human subjects research when planning and submitting a research application or contract proposal, and throughout the extramural funding cycle.