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School-based physical activity does not compromise children's academic performance.

Yasmin Ahamed1, Heather Macdonald, Katherine Reed

  • 1Department of Orthopaedics, Faculty of Medicine, University of British Columbia, Canada.

Medicine and Science in Sports and Exercise
|February 6, 2007
PubMed
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The Action Schools! BC (AS! BC) program successfully increased physical activity in elementary students. This school-based intervention maintained academic performance in both boys and girls.

Area of Science:

  • Pediatric Health
  • Educational Psychology
  • Public Health Interventions

Background:

  • School-based physical activity interventions are crucial for child development.
  • Maintaining academic performance alongside health initiatives is a key challenge in schools.

Purpose of the Study:

  • To assess the effectiveness of the Action Schools! BC (AS! BC) program on elementary students' academic performance.
  • To determine if AS! BC impacts boys' and girls' academic outcomes differently.

Main Methods:

  • A 16-month cluster randomized controlled trial involving 8 elementary schools (6 intervention, 2 usual practice).
  • Academic performance measured using the Canadian Achievement Test (CAT-3) in grades 4 and 5.
  • Physical activity levels assessed via teacher logs and the Physical Activity Questionnaire for Children (PAQ-C).

Related Experiment Videos

Main Results:

  • Intervention schools showed a significant increase in teacher-delivered physical activity (47 min/week).
  • Despite higher baseline scores in the usual practice group, no significant differences in academic performance were found between groups at follow-up.
  • No significant differences in academic performance were observed between boys and girls.

Conclusions:

  • The Action Schools! BC (AS! BC) model is a feasible and effective intervention for increasing student physical activity.
  • The intervention successfully maintained academic performance levels in participating elementary students.