Physical Education and Academic Achievement in Elementary School: Data From the Early Childhood Longitudinal Study

Carlson, Susan A.; Fulton, Janet E.; Lee, Sarah M.; Maynard, L. Michele; Brown, David R.; Kohl III, Harold W.; Dietz, William H.
April 2008
American Journal of Public Health;Apr2008, Vol. 98 Issue 4, p721
Academic Journal
Objectives. We examined the association between time spent in physical education and academic achievement in a longitudinal study of students in kindergarten through fifth grade. Methods. We used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999, which employed a multistage probability design to select a nationally representative sample of students in kindergarten (analytic sample = 5316). Time spent in physical education (minutes per week) was collected from classroom teachers, and academic achievement (mathematics and reading) was scored on an item response theory scale. Results. A small but significant benefit for academic achievement in mathematics and reading was observed for girls enrolled in higher amounts (70-300 minutes per week) of physical education (referent: 0-35 minutes per week). Higher amounts of physical education were not positively or negatively associated with academic achievement among boys. Conclusions. Among girls, higher amounts of physical education may be associated with an academic benefit. Physical education did not appear to negatively affect academic achievement in elementary school students. Concerns about adverse effects on achievement may not be legitimate reasons to limit physical education programs. (Am J Public Health. 2008;98:721-727. doi:10.2105/AJPH.2007.117176)


Related Articles

  • Clarifying the Relationship Between Academic Success and Overt Classroom Behavior. Swift, Marshall S.; Spivack, George // Exceptional Children;Oct1969, Vol. 36 Issue 2, p99 

    Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of children designated as achievers and underachievers at the fifth grade level. Achievement criteria were...

  • Age and Achievement. Bracey, Gerald W. // Phi Delta Kappan;May89, Vol. 70 Issue 9, p732 

    Reports on the findings of a study about the relationship between age and student achievement. Early childhood education; Debate concerning the age at which children become eligible for school; Reading, comprehension and arithmetic tests given to students; Classroom problems of youngest students.

  • Involving Spanish-Speaking Families in Early Education Programs. Lundgren, Diane; Morrison, Johnetta Wade // YC: Young Children;May2003, Vol. 58 Issue 3, p88 

    The article explains the importance of involving Spanish-speaking families in early education programs. Families involved in school activities tend to develop more positive attitudes about school and teachers and become more active in and supportive of school activities. Family involvement has...

  • Professional Preparation of the Elementary School Physical Education Teacher. Hanson, Margie R. // Quest (00336297);Jun1972, Vol. 18, p98 

    The article discusses the elementary school physical education teacher and their professional preparation. By focusing on the elementary level, the physical education profession has an opportunity to create a new image in education and enhance its contribution to the development of the...

  • What Makes a Test Score? The Respective Contributions of Pupils, Schools, and Peers in Achievement in English Primary Education. Kramarz, Francis; Machin, Steve; Ouazad, Amine // INSEAD Working Papers Collection;2008, Issue 58, preceding p1 

    This study develops an analytical framework for evaluating the respective contributions of pupils, peers, and school quality in affecting educational achievement. We implement this framework using rich data from England that matches pupils to their primary schools. The dataset records all...

  • Do Children in Montessori Schools Perform Better in the Achievement Test? A Taiwanese Perspective. Peng, Hsin-Hui; Md-Yunus, Sham'ah // International Journal of Early Childhood;Aug2014, Vol. 46 Issue 2, p299 

    The study examines whether elementary school students in Taiwan who had received Montessori education achieved significantly higher scores on tests of language arts, math, and social studies than students who attended non-Montessori elementary programs. One hundred ninety six children in first,...

  • "… And One To Grow On". Waetjen, Walter B.; Ridgway, Robert // Educational Leadership;Feb1960, Vol. 17 Issue 5, p313 

    The article presents information about two procedures currently being tried in some east Kansas elementary schools to assist children in making optimum achievement without interfering with their social adjustment. Both procedures involve an extra year of school, one at kindergarten level and the...

  • Assessing the Instructional Level for Mathematics: A Comparison of Methods. Burns, Matthew K.; VanDerHeyden, Amanda M.; Jiban, Cynthia L. // School Psychology Review;2006, Vol. 35 Issue 3, p401 

    This study compared the mathematics performance of 434 second-, third-, fourth-, and fifth-grade students to previously reported fluency and accuracy criteria using three categories of performance (frustration, instructional, and mastery). Psychometric properties of the fluency and accuracy...

  • THE PREDICTIVE VALUE OF INTEREST TEST ITEMS FOR ACHIEVEMENT IN VARIOUS SCHOOL SUBJECTS. Dunlap, Jack W. // Journal of Applied Psychology;Jun35, Vol. 19 Issue 3, p53 

    The article discusses a study which conducted an interest test among seventh grade pupils composed of items from various academic subject matter. The interest test included items from arithmetic, grammar, literature and geography. Students were asked to indicate whether they like, indifferent,...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics