Kaleigh Soule

Module 8 Assignment: Literature Review

EDU-600

























Introduction/Overview:
It is well known that there are multiple benefits from physical activity and exercise.
Health and emotional improvements are some of the better-known assets, however recent
research is telling us that there are significant academic advantages from physical activity. In a
time now where obesity, especially childhood obesity, has become an epidemic; physical activity
needs to be an essential focus. Instead, the main focus is on student achievement and meeting
arbitrary and somewhat impossible standards for students and schools to achieve. With all the
pressure on student achievement scores and budget cuts, physical education has been one of the
first areas to be reduced.
Schools are the best place to educate the students and adolescents about being active and
healthy. Physical education is crucial in teaching the children how they can be physically active
for their lifetime. More and more research is being conducted relating physical activity levels to
academic achievement. This research could be beneficial in keeping the position of physical
educators.
Most of the research I reviewed focused on standardized test scores and Fitnessgram
scores. Most of the state standardized tests are similar in the content they cover but they are not
consistent state to state. However, the Fitnessgram testing is the same everywhere, the only
discrepancy would be the test administrator, which is the case in all testing situations. The test
scores received on the Fitnessgram relate to a Healthy Fitness Zone. The Healthy Fitness Zone is
a range of scores and those scores are considered to be average fitness levels for a healthy person
that age. However, with Fitnessgram and state testing, they are a one-time test and if the student
is ill or not performing well it distorts their score. As well as some students are naturally more
athletic and have better fitness than their peers.

Review of Articles:
1. Does physical activity affect students academics and academic behaviors?
There have been strong correlations connecting fitness scores and academic achievement.
From the Abadie & Brown (2010) research, they discovered that a higher fitness score lead to
higher academic scores, especially for girls in the higher socioeconomic status level. Also,
increased fitness scores resulted in higher academic scores in boys of a lower socioeconomic
status. Overall, they found that physical activity improves general cognitive functioning and
decision-making process, which then relates to better overall quality of life.
Blom et al. (2011) studied the relationships between academic behaviors,
sociodemographics and physical activity levels. They found a positive correlation between
fitness and standardized test scores. They also found a negative correlation between fitness levels
and absenteeism. Therefore, the fitter the students, the more they attended school and the better
they scored on tests.
There are six Healthy Fitness Zones and the amount of zones a student scored healthy
in, relates to good or improved grades (Blom et al. 2011). As well as, a lower amount of Healthy
Fitness Zones scored in, relates to increased absences (Blom et al. 2011). Blom et al. (2011)
determined that more analysis needed to be conducted on academic correlations to
socioeconomic status and ethnicity. However, all the factors they studied (gender, race,
socioeconomic status and number of Healthy Fitness Zones achieved) had a significant influence
on academic achievements.
VanDusen et al. (2011) concluded, from their research of Texas students, that girls had a
greater fitness-academic achievement rate than boys, especially in reading.
2. Does the type of physical activity have an affect on student learning?
Although moving around is better than sitting, there are specific types of physical activity
that have been found to be more beneficial than others when it comes to improving academic
scores.
A study, in the Abadie and Brown (2010) article, performed by Davis et al. 2007, found
that the type of physical activity should lead to a heart rate greater than 150 beats per minute for
40 minutes a day. The group that performed at the recommended level had improved test scores,
whereas the group who exercised for 20 minutes had no significant changes in scores, the same
as the control group. The downfall to this experiment is that the academic tests were not related
to traditional academic programs. Abadie and Brown suggest that teachers focus on caloric
expenditure via aerobic exercise, through simple games for 40 minutes.
Blom et al. (2011) assessed that the amount of moderate to vigorous physical activity
(MVPA) influences academics.
VanDusen et al. (2011) researched Fitnessgram scores and TAKS (Texas Assessment of
Knowledge and Skills) scores of Texas students. The components of the Fitnessgram scores are
as follows: PACER or Mile Run (measures aerobic capacity); curl-up, trunk lift, push-up and
back saver sit and reach (muscular strength, endurance and flexibility); and Body Mass Index
(body composition). VanDusen et al. determined that, after adjustments for socioeconomic
status, all components of the fitness test, except for Body Mass Index, were positively associated
with academic achievement. VanDusen et al. (2011) ranked the fitness components of
Fitnessgram starting with most to least influential: PACER/Mile Run, curl-ups, push-ups, sit and
reach, and trunk lift. Body Mass Index was not included because it is not a fitness test, rather a
measure of body mass.
Cardiovascular fitness was found to have the strongest direct associations with academic
achievement VanDusen et al. 2011. It was also determined that higher cardiovascular fitness
levels is related to better attention span, working memory, reaction time and overall processing
speed.
Wittberg et al. (2010) researched 5
th
graders in West Virginia and they found the most
important fitness factor was aerobic capacity. Part of the research focused on whether academic
achievement was dose-response or threshold related. Due to inconsistencies with the data, they
determined that both, dose-response and threshold, are conceivable. However, they did find
differences between boys and girls.
Findings from the Wittberg et al. (2010) research proved that PACER and Mile Run
correlations with academic scores are different for genders. After determining that aerobic
capacity was more important (Wittberg et al. 2010), they focused their research on the PACER
and Mile Run scores. PACER and Mile Run are measures of aerobic capacity with relates to
VO2Max. VO2Max is the best measure for aerobic fitness. Wittberg et al. (2010) found that
VO2Max related to PACER produced greater for girls and VO2Max related to Mile Run
produced greater for boys. However, Wittberg et al. said that those results could have something
to do with the social aspect of girls running a mile and talking at the same time, which would
slow their running. They also determined that the motivation to perform better in the PACER
was less than the motivation to run the Mile Run. Wittberg et al. 2010, states, Higher grades are
associated with vigorous activity. Wittberg et al. recommend high-dose activity consisting of 40
minutes a day for five days a week and that it will improve cognitive function.
3. Does physical activity benefit the academics of students with special needs?
Previous research has shown that physical activity has decreased out of seat behaviors
and promoted expected behaviors. The physiological changes brought on by physical activity
have also been considered for increased academic engagement. The changes include an increase
in monoamines (norepinephrine, dopamine, serotonin etc.), which affects arousal and attention.
Also, engaging both hemispheres of the brain has proven to stimulate engagement and learning.
Nicholson et al. (2011) studied four students with high functioning Autism and non-
disruptive tendencies. The reasoning for the research was to determine the impact of antecedent
physical activity on academic engagement time Nicholson et al. (2011). The students went
through a trial with data collected at three periods over the course of the research. The baseline
period, lasting 2 weeks with no interventions, which was when researchers collected data based
on the everyday behaviors of these students. The treatment period, which lasted up to 8 weeks,
when the students partook in 12 minutes of jogging and 5 minutes of cool down before the class
time that was observed. The follow up period took place 4 weeks after the treatment period to
collect data the same way as performed during the baseline period.
Of the four students observed, three showed improved academic engagement during the
treatment period and the fourth was too variable to determine. They found that the amount of
time jogging directly correlates to the amount of academic engagement.
I feel more research would need to be conducted on this topic for special educators to
support this idea. However, each student has their own needs and teachers may find it more
beneficial for some students opposed to others. Giving students with special needs a means for
exercise while they are young will only help them in the future. As adolescents, it is harder to be
physically active because it becomes more competitive and more social skills are needed
(Nicholson et al. 2011).
Conclusion:
It has been studied that physical activity causes physiological and psychological changes
(Abadie & Brown, 2010). It stimulates neural development, which leads to greater attention and
working memory. These changes also result in lower anxiety and higher self-esteem, which leads
to improved academic scores (Abadie & Brown, 2010).
A lot of this research was purely looking at test scores of Fitnessgram and state
standardized tests. I understand that it is one of the easier ways to attain this information but I
feel that if more of the research were conducted like the Nicholson article there would be
sounder results. That would also help the notion for more physical activity everyday, which may
lead to daily Physical Education in schools.
Teaching and emphasizing exercise and physical activity at a young age is crucial. If
students learn from the beginning that it is important and make a habit of being active, then
hopefully they will continue that throughout their lifetime. Physical activity behavior patterns are
developed early in life (Abadie & Brown 2010), therefore making it essential to implement
physical education and fitness when people are young.
When enrolled in Physical Education, elementary school students scored higher on
achievements tests (Blom et al. 2011). There are many cognitive benefits from physical activity
for elementary and middle school students (Blom et al. 2011). VanDusen et al. (2011) found that
the correlation between physical activity/physical education and academics is strongest for
middle and high school students.
Ultimately, research proves that students, no matter their age, benefit from physical
activity. All of the research I read supports each others findings and conclusions in one-way or
another. I had no doubt that this research would be in favor of one another and my own opinions.
References

Abadie, B. R., & Brown, S. P. (2010). Physical activity promotes academic
achievement and a healthy lifestyle when incorporated into early childhood education.
Forum On Public Policy Online, 2010(5).


Blom, L. C., Alvarez, J., Zhang, L., & Kolbo, J. (2011). Associations between health-related
physical fitness, academic achievement and selected academic behaviors of elementary
and middle school students in the state of Mississippi. ICHPER-SD Journal Of Research,
6(1), 13-19.

Nicholson, H., Kehle, T. J., Bray, M. A., & Van Heest, J. (2011). The effects of antecedent
physical activity on the academic engagement of children with autism spectrum disorder.
Psychology In The Schools, 48(2), 198-213.


Van Dusen, D. P., Kelder, S. H., Kohl, H., Ranjit, N., & Perry, C. L. (2011). Associations of
physical fitness and academic performance among schoolchildren. Journal Of School
Health, 81(12), 733-740.


Wittberg, R., Cottrell, L. A., Davis, C. L., & Northrup, K. L. (2010). Aerobic
fitness thresholds associated with fifth grade academic achievement. American Journal
Of Health Education, 41(5), 284-291.