Dick Carpenter, Cheryl Kelly, T. Behrens, Julaine E. Field, Carmen Luna, Elizabeth Tucker
{"title":"研究体育活动与学生成绩和行为之间的关系:一项为期三年的干预结果","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":"{\"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}","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}
Examining the Relationship between Physical Activity and Student Achievement and Behavior: Results from a Three-Year Intervention
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.