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Related Experiment Video

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Physical Activity Measurement in Children Accepting Table Tennis Training
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Daily School Physical Activity Improves Academic Performance.

Jesper Fritz1, Marcus E Cöster1, Björn E Rosengren1

  • 1Clinical and Molecular Osteoporosis Research Unit, Department of Orthopedics and Clinical Sciences, Lund University, 20502 Malmö, Sweden.

Sports (Basel, Switzerland)
|June 10, 2020
PubMed
Summary
This summary is machine-generated.

Increasing physical activity (PA) in schools significantly boosted academic performance for boys. Daily PA improved eligibility for higher education and final grades, highlighting its benefits for male students.

Keywords:
academic performancechildrenphysical activityphysical education

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Area of Science:

  • Pediatrics
  • Educational Psychology
  • Public Health

Background:

  • Physical activity (PA) is linked to improved cognitive functions and academic outcomes in children.
  • Understanding the impact of structured PA interventions in schools is crucial for educational policy.
  • Previous research suggests potential benefits of PA, but large-scale, long-term intervention data is limited.

Purpose of the Study:

  • To investigate the effect of increased daily physical activity on academic performance in school children.
  • To compare the academic outcomes of students in an intervention group with a large national control group.
  • To assess the impact of a school-based PA intervention on eligibility for higher education and final grades.

Main Methods:

  • A prospective controlled intervention study involving 338 children aged 6-8 years, increasing PA from 60 to 200 minutes per week.
  • The intervention group (index school) was compared against a control group of 689,881 Swedish students graduating in the same years.
  • Academic performance was measured by eligibility rate for upper secondary school and final grade scores, analyzed before and during the intervention.

Main Results:

  • In the intervention group, boys showed a 7.3 percentage point increase in eligibility rate and a 13.3 point increase in mean grade scores.
  • In contrast, the control group of boys experienced a 0.8 percentage point decrease in eligibility rate and a 2.7 point increase in grade scores.
  • No significant changes in eligibility rates or grade scores were observed for girls in the intervention group.

Conclusions:

  • Daily school-based physical activity interventions can significantly enhance academic performance and higher education eligibility, particularly for boys.
  • The findings suggest that integrating daily PA into compulsory education is a viable strategy to improve educational outcomes for male students.
  • Further research may explore gender-specific responses to PA interventions and optimal implementation strategies.