Dick Carpenter, Cheryl Kelly, T. Behrens, Julaine E. Field, Carmen Luna, Elizabeth Tucker
{"title":"Examining the Relationship between Physical Activity and Student Achievement and Behavior: Results from a Three-Year Intervention","authors":"Dick Carpenter, Cheryl Kelly, T. Behrens, Julaine E. Field, Carmen Luna, Elizabeth Tucker","doi":"10.12691/JPAR-3-2-8","DOIUrl":null,"url":null,"abstract":"This study examines the relationship between physical activity (PA) levels and academic achievement and student behavior in schools that completed a three-year initiative to increase and improve PA for students. Using difference-in-difference and discontinuity analyses, we find schools that participated in a PA intervention saw greater academic achievement during the three years of PA programming as compared to non-participating schools. The significant effects of the intervention were realized during the first year of programming; subsequent years saw stable achievement but not significant growth. There did not, however, appear to be differences in maladaptive student behavior between schools based on participation in the PA intervention.","PeriodicalId":92549,"journal":{"name":"Journal of physical activity research","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2018-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of physical activity research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.12691/JPAR-3-2-8","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
Abstract
This study examines the relationship between physical activity (PA) levels and academic achievement and student behavior in schools that completed a three-year initiative to increase and improve PA for students. Using difference-in-difference and discontinuity analyses, we find schools that participated in a PA intervention saw greater academic achievement during the three years of PA programming as compared to non-participating schools. The significant effects of the intervention were realized during the first year of programming; subsequent years saw stable achievement but not significant growth. There did not, however, appear to be differences in maladaptive student behavior between schools based on participation in the PA intervention.