Running Head: SIGNATURE ASSIGNMENT

Academic Performance and Physical Activity

Leah Maynez and Clarissa Jaucian
Arizona State University
April 21, 2016
Dr. Lineberry

Signature Assignment

Introduction
Schools across the nation have turned their attention towards high-stakes testing and
student achievement, with the result being that many schools have overlooked the health benefits
of physical activity. Elementary and middle schools have decreased the amount of physical
education that students receive on a weekly basis. According to The Centers for Disease Control
and Prevention (2010), children should be getting at least 60 minutes of physical activity each
day. This means active and healthy children should be receiving upwards of 300 minutes of
physical activity a week. Not only is this important for the childs health, but also has a
significant impact on their academic achievement as well. This relationship between physical
activity and academic performance is why physical activity should be increased throughout the
school day. Making physical activity a larger component in a students school day would include
an increased presence in the classroom as well as a larger school wide curriculum
implementation. To make this change at Stevenson Elementary, this will start with helping
teachers become experts in their classroom. Their advocacy will spread beyond the classroom, to
include the school as a whole and eventually the community. The following links are for the EPortfolios that include this Signature Assignment: http://leahmaynez.weebly.com/ and
http://clarissajaucianppe.weebly.com/.
Literature Review
In a study that included 214 sixth grade students, the relationship between physical
activity and academic performance was assessed (Coe, Pivarknik, Womack, Reeves & Malina,
2006). Students were randomly assigned a physical education class during the first or second
semesters of the school year. Their physical activity levels were also monitored while at home.
The physical activity levels were then compared to the students academic achievement in the

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four-main core classes. Students who performed more vigorous physical activities were noted to
have significantly higher grades (Coe et al, 2006). But students who were only performing
moderate physical activities were not linked with higher academic achievement and there was
not a difference in standardized test scores for students who took physical education during the
year. Although, student success was not linked with the attendance of physical education classes
nor moderate levels of physical activity outside of school, there was indeed a relationship
between vigorous physical activity and higher grades.
Looking beyond physical education classes, a literature review of current research
pertaining to the relationship between physical education, school physical activity, schools
sports and academic performance, Trudeau and Shephard (2008) determined that physical
activity could be increased in the classroom to improve academic performance in students.
Whereas the reverse, taking away from physical activity time (physical education classes, school
sports, etc.) to increase classroom content instruction, proved to have a negative impact on
grades and overall student health. Through the use of databases such as PSYCHINFO and
MEDLINE, Trudeau and Shephard (2008) compiled research of quasi-experimental studies,
cross-sectional studies, results of grades and classroom behaviors. Neurological studies play a
large role in finding the relationship between physical activity and academic performance.
Through this extensive search, Trudeau and Shephard (2008) were able to conclude that teachers
are able to incorporate more physical activity into the classroom to help students to become more
academically successful, even when it meant taking time away from content specific instruction.
Larson, Samdal, and Tjomsland (2012) conducted a study . . . to explore and identify
key implementation successes and barriers [of physical activity in the classroom] as perceived by
principals, project leaders, teachers and students (p. 52). Eight schools participated in this study.

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Specifically, two primary schools (grades 1-7), four secondary schools (grades 8-10) and two
combined schools (grades 1-10) (Larsen et al, 2012, p. 54). While all schools were able to
implement twenty to forty-five minutes of physical activity in their classroom, none were able to
implement to full recommended sixty minutes of physical activity in their classroom (Larsen et
al, 2012, p. 52). Data was collected by interviewing school and project leaders, principals,
teachers, and students. Results showed four main factors affected the implementation of physical
activity in the classroom: formalisation and anchoring, allocation of time and resources,
availability of facilities in the school, and teachers skills and competence (Larsen et al, 2012, p.
55). Overall, this study found positive staff outlook and understanding of the benefits of
implementing physical activity. Time set for physical activity and incorporating physical activity
in the curriculum positively affected the implementation of physical activity in the classroom.
While factors such as lack of time, lack of confidence and competency amongst teachers, and
environmental and/or structural limitations negatively affected the implementation of physical
activity in the classroom (Larson et al, 2012, p. 60).
The next study also focused on teachers perceptions of incorporating physical activity
breaks . . . to determine specific features of preferred activity breaks (McMullen et al, 2014, p.
511). Twelve elementary and high school teachers from the same school district participated in a
study conducted by McMullen, Kulinna, & Cothran. In the study, teachers were encouraged to
incorporate at least one physical activity break up to as many as they wanted in their classroom
per week, in which data was then collected through interviews and reflective journals written by
teachers (McMullen et al, 2014, p. 511). The study found threats to classroom control
(classroom management, space, and getting back on task), connection to academic content,
ease of implementing physical activity breaks, and overall enjoyment all influenced teachers

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perceptions of incorporating physical activity breaks in their classroom (McMullen et al, 2014, p.
516 - 521).
In regards to teacher concerns about classroom management while incorporating physical
activity breaks, this next study looks at the benefits towards student behavior through increased
physical activity. By compiling studies that focused on the effects of physical activity to certain
health and behavioral outcomes on youth between the ages of 6 and 18, a panel of experts was
able to make recommendations for the amount of physical activity time necessary to see positive
health and behavioral outcomes (Strong, Malina, Blimkie, Daniels, Dishman, Gutin,
Hergenroeder, Must, Nixon, Pivarnik, Rowland, Trost, Trudeau, 2005). Many studies show
sporadic or less-than-moderate activity levels in students; which amount to few beneficial
outcomes for health, behavior, or academics. For this reason, the experts determined that
vigorous physical activity, or increased moderate activity, is necessary to make gains for the
students health and behavior. They recommend 60-minutes a day, in which the student is
participating in moderate to vigorous physical activities. The benefits of this level of activity are
shown to include: small gains in academic performance, a positive influence on concentration
and memory, classroom behavior, as well as intellectual performance (Strong et al, 2005).
Fedewa & Ahn (2011) researched 60 studies dealing with the relationship between
physical activity and childrens cognitive outcomes (p. 523). The study found physical activity
has a significantly positive impact on childrens cognitive outcomes and academic achievement
(Fedewa & Ahn, 2011, p. 530). With the greatest impact in students mathematics achievement,
followed by a positive, significant effect on IQ and reading achievement (Fedewa & Ahn, 2011,
p. 531). Overall, this research found physical activity to be beneficial for students with a stronger

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effect on cognitive and achievement outcomes when physical activity was implemented at
least three times in a week.
Synthesis of Information
Making time for physical activities in the classroom has benefits that extend beyond
physical health. When teachers incorporated physical activities into their content instruction,
student achievement increased and teachers were able to minimize behavior issues which would
normally affect student learning. However, not every physical activity will produce these same
results. Only students who were performing higher intensity physical activities showed positive
results. These findings shouldnt scare teachers away from getting their students more active, in
fact, it should push teachers to incorporate more physical activities in their students day.
Issues that affect whether a teacher implements physical activities in their classroom are
mainly focused upon managing student behavior. Teachers stated that they were worried about
getting students back under control when it was time for the instructional activities and that they
didnt feel confident enough with incorporating physical activities. And lastly, teachers had a
hard time implementing activities within their classrooms due to spatial issues. Despite these
misgivings and doubts, teachers understood the benefits of getting their students more active and
the benefits of adding physical activities to their daily schedule.
In conclusion, the research articulated that the link between physical activities and
students academic achievement is a positive relationship. Not only were students showing
improvement in their academic performance, but had increasingly positive behavior, attention,
memory, and cognitive abilities. This is why it is important that teachers are aware of the benefits
of physical activity and should become advocates for increased physical activity in their

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classroom and in their students lives. Thus, advocating for the importance of living a healthy
lifestyle.
Practical Implications
Physical activity is sadly lacking in the school day. With all of the benefits that come
from having active and healthy students, schools should not be reducing the Physical Education
and recess times allocated in the day. The focus of this Signature Assignment is to bring
awareness to the connection between physical activity and academic performance at Stevenson
Elementary.
A program called Lets Move! will be implemented at Stevenson Elementary in the 6th
grade classrooms. Within this program, teachers will be educated on how to successfully
implement physical activity in their classroom. By educating teachers and other staff, the goal is
for all teachers at Stevenson Elementary to implement physical activity breaks in their
classrooms. To further support students meeting the recommended 60 minutes of physical
activity a day, Lets Move! will also incorporate parent and community education.
Current Committees
At this time, Stevenson Elementary does not have a wellness committee for the school
and staff. To help strengthen any efforts toward increasing physical activity, it will be important
to create a committee that will spearhead schoolwide implementation. Volunteers will need to be
gathered to become part of the wellness committee. Committee members will be responsible for
finding resources and events to get teachers active and moving. The committee will meet once a
month to discuss the resources and events found, as well as keep an open line of communication
throughout the school day or via email. A school wide health movement starts with the teachers.

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Which means that every staff member at Stevenson should find a wellness program that works
for them.
Staff Involvement
In order to support teachers in implementing physical activity breaks in their classrooms,
which will include students with disabilities, there will be monthly workshops (see workshop
flier in Appendix C). A portion of this workshop will address the benefits of physical activity to
educate teachers and other staff about the connection between physical activity and academic
performance. These workshops will include discussions about ways to incorporate physical
activity breaks in the classroom. Teachers will also have the opportunity to discuss any questions
or concerns they have about incorporating physical activity breaks into their classrooms.
At the workshops, teachers will be given two handouts. The first handout includes five
tips about getting started and how to successfully implement physical activity in the classroom
(see Appendix A). The second handout includes websites that will give activity break ideas for
any subject, as well as ideas for modifying lessons to meet the needs of students with disabilities
(see Appendix B). Some websites even include videos that teachers can use and show during
their activity breaks. These handouts will support teachers in implementing physical activity in
the classroom at any grade level and any subject thus supporting the goal for all teachers at
Stevenson Elementary to implement physical activity breaks in their classrooms. After the first
workshop, teachers will receive more online resources and tips in successfully implementing
physical activity in the classroom via email.
Once teachers at Stevenson have begun to implement physical activities into their
classrooms, Lets Move! will become promoted on a daily basis. The principal, with
suggestions from teachers, will select a time during the day to issue a Lets Move! challenge.

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All teachers and students will be challenged to get up and move for 10 minutes. The goal is for
the school to be challenged on a daily basis until the end of the school year. This challenge will
serve as a reminder for everyone to get up and move, especially for teachers who may be
struggling to add physical activity into their daily schedules. This special event promotes a
healthy and active school environment.
Parent and Community Education
To educate parents, there will be quarterly events for students and their families to attend.
Family Nights will highlight the benefits of physical activity and how to support their children in
living more active and healthy lives. Parents will be able to participate in physical activity breaks
that their students are doing in their classrooms. They will also have a chance to discuss with
school staff additional resources that they can use at home to help support their child in
becoming more active.
In addition to quarterly events, there will be a parent newsletter sent home every month.
It will keep parents updated on the physical activity breaks that their students teacher is
implementing in the classroom, highlight educational tips on getting their student active at home,
and any events that are coming up that month at school and the community. It is also a chance to
encourage parents to become more active alongside their student. All people can benefit from a
more active lifestyle. And parents can lead by example. By participating in physical activities
with their student, parents are becoming the healthy role model that is needed at home.
Conclusion
Schools across the country are looking for ways to help their students be successful.
Unfortunately, many schools have decided that more content instruction and less time for
students to be active is the solution. However, studies are starting to look at the connection

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between physically active students and academic success, or academic performance. Helping
students to be more successful lies within increased physical activity. Students who are regularly
engaged in vigorous physical activity have higher cognitive functioning; which translates to
more academic success, better classroom behavior, improved memory and concentration.
For this reason, the proposal of implementing a physical activity program at Stevenson
Elementary was formed. Helping students to become more active and achieve the recommended
60-minutes a day is a far bigger job than can be tackled at school. It must become a home and
community effort.
The proposal of Lets Move! starts with teacher education. Implementing a program of
daily physical activity will require teachers to use outside resources and become mini-experts in
their classroom. This can be daunting for new and experienced teachers alike. This is why the
first step is to provide teachers with the training and resources to help them become advocates
for physical activity with their kids. After the first year of the programs implementation there
will be 100% participation of the teachers at Stevenson Elementary.
For teachers to truly help their students succeed in school, they will need familial support.
Students families will be invited to school for different Lets Move! events throughout the
school year. This will be a chance for parents to see what their student is doing in school and
why its necessary to get their children moving. Information about school and citywide events for
physical activity will help encourage parents and guardians to find ways to become active along
with their student. After three years of the programs implementation, the community will be
taking charge of making its own events to support the schools healthy and active initiative.
The immediate goal for Lets Move! is for it to becomes a school-wide initiative. Every
teacher investing in physical activity during every day of instruction. Along with support and

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involvement from parents and the community after three years. Ideally, after five years it should
become a program implemented in every school that is looking to have successful and healthy
students.

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References

Centers for Disease Control and Prevention. (2010). How much physical activity do children
need? Retrieved from http://www.cdc.gov/physicalactivity/basics/children/
Coe, D. P., Pivarnik, J. M., Womack, C. J., Reeves, M. J., & Malina, R. M. (2006). Effect of
Physical Education and Activity Levels on Academic Achievement in Children. Medicine
& Science in Sports & Exercise, 38(8), 1515-1519.
Fedewa, A.L., & Ahn, S. (2011). The Effects of Physical Activity and Physical Fitness
on Children's Achievement and Cognitive Outcomes. Research Quarterly for Exercise
and Sport, 82(3), 521-535. DOI: 10.1080/02701367.2011.10599785
Larsen, T., Samdal O., & Tjomsland H. (2012). Physical activity in schools. Health Education,
113(1), 52-63. http://dx.doi.org/10.1108/09654281311293637
McMullen, J., Kulinna P., & Cothran, D. (2014). Physical Activity Opportunities During the
School Day: Classroom Teachers Perceptions of Using Activity Breaks in the Classroom.
Journal of Teaching in Physical Education, 33(4), 511-527. DOI: 10.1123/jtpe.2014-0062
Strong, W. B., Malina, R. M., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gutin, B.,
Hergenroeder, A.C., Must, A., Nixon, P.A., Pivarnik, J.M., Rowland, T., Trost, S.,
Trudeau, F. (2005). Evidence Based Physical Activity for School-age Youth. The Journal

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of Pediatrics, 146(6), 732-737. http://www.jpeds.com/article/S0022-3476(05)001009/fulltext#sec3.13

Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school
sports and academic performance. Int J Behav Nutr Phys Act International Journal of
Behavioral Nutrition and Physical Activity, 5(1), 10. Retrieved from
https://ijbnpa.biomedcentral.com/articles/10.1186/1479-5868-5-10.

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Appendix A

Lets Move!

Lets Move!
Physical Activity in the Classroom Online Resources:

http://forprevention.org/p2/what-we-do/be-active-legacy/energizers/
http://www.shapeamerica.org/prodev/lmas.cfm
www.pecentral.org
www.pe4life.org
http://teacherexpress.scholastic.com

Appendix B

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Appendix C

LETS MOVE!

Who: Stevenson Elementary Teachers!!

What: Physical Activity Workshop
When: April 23, 2016 @ 3:30 pm
Where: Media Center
Why: To collaborate about incorporating Physical
Activity in the classroom.
Join us for information, free snacks and FUN!!

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Signature Assignment

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1

Criteria with
Professional
Standards
Referenced

Outline
Outline
Turned
In(Already
submitted for
points)

Introduction
Introduction to
the topic and
overview (In
your purpose
statement also
introduce all
subtopics)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8
Literature
Review
Adequacy of
Knowledge
(includes 5
peer reviewed
original
research
articles
references)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K

5
Exemplary
(97 100%)

10 Points
Logical, detailed
outline with at least
5 original peer
reviewed
references written
in APA format is
submitted.
5 x 2=10 points
10 Points
Introduction is fully
developed, well
organized,
introduces all
topics, created a
plan for the paper
and invites the
reader to read
further.
5 x 2=10 points

4
Highly Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

Brief outline with at

least 5 original peer
reviewed
references written
in APA format is
submitted.

Brief outline with

some references
but not 5 original
peer reviewed
references written
in APA format are
submitted.

Brief outline with

one or no
references
submitted.

Introduction is fully
developed with all
topics introduced.

Introduction is
addressed well,
somewhat
organized and
created a plan for
the paper

Introduction is
addressed
adequately.

1. Literature review
addresses major
issues in the area.
2. Thorough use of
a range of
references to
support key issues.
3. Includes
descriptions of
important studies to
provide context for
the reader.
4. Includes 5 or
more references.

1. Literature review
may address major
issues, but issues
may not be
supported with
expert knowledge.
2. Good use of
references, but
additional
references may
have strengthened
the paper.
3. Includes 4
references.

1. Literature review
does not address
the major issues in
the area; the level
of support for the
issues is not
adequate.
2. Includes 3
references.

15 Points
1. Literature review
highlights major
issues in the area.
2. Through use of a
range of references
to support key
issues.
3. Description of
important studies
establishes context
for the reader.
4. Includes more
than 5 informative
references.
5 x 3=15 points

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4;CC9S8
Synthesis of
Information
Synthesis of
Information
(what did the
articles
collectively
say about the
topic? Which
authors had
similar and
different
findings?)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8

Practical
Implications
Practical
Implications
(Discuss how
the findings
can or will
later be
applied to
your teaching
setting)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;

15 Points
1. Studies covering
the same topic
synthesize related
research.
2. Described similar
or differing and
detailed themes
throughout the
articles
3. Demonstrate
thoroughly how
your research and
the data collected
supports your
stance on why your
healthy and active
school plan is not
only important for
hope and
engagement at your
school and in your
community, but ties
to academic
success in your
classroom as well.
5 x 3=15 points

Studies covering
the same topic are
summarized and
integrated
level work.

Information is
presented study-bystudy rather than
summarized by
topic.
2. Described similar
or differing themes
throughout the
articles which were
not detailed
3. Somewhat
emonstrated how
your research and
the data collected
supports your
stance on why your
healthy and active
school plan is not
only important for
hope and
engagement at your
school and in your
community, but ties
to academic
success in your
classroom as well.

The literature
review is a mixed
set of ideas without
a particular focus.

1. Pratical
implications are
discussed but not
related to a
particular teaching
setting or topic or
certain details are
missing.

1. Pratical
implications are
discussed but not at
a particularly level
or in a particular
setting and many
details of your event
are missing.
2. Contained at
least 4-5
components of a
comprehensive
school program;
however, some of
the needed detail is

1. Practical
implications are not
thoroughly
discussed and only
a few details of the
event are present

30 Points
1. Practical
implications of your
event details
including your
teaching level and
in a particular
setting are
discussed
thoroughly. A
minimum of 6 topics
are applied.
2. Contains
thorough discussion
on how each of the
6

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3

CC7K1;
EC7K1;CC9K
4;CC9S8

program/component
s that are in place
are organized,
conducted, and
overseen or a
detailed plan about
how each
component can be
added.
3. All
programs/compone
nts implemented
include discussion
on modifications for
those with
disabilities.
4. Contained a
detailed description
of a special event
that promotes a
healthy and active
school environment
5. Contained
discussion on a
specific health
behavior highlighted
by the special event
6. Specific target
grade level was
identified and was
appropriate for
students of that age
7. Contained
discussion on how
to involve the entire
school in the event
5 x 6=30 points

Conclusion
Conclusion
ITASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;

10 Points
Major issues
support and
establish
conclusions.
5 x 2=10 points

missing.
3. Contains
thorough discussion
on how most of the
program/component
that are in place are
organized,
conducted, and
overseen or a
detailed plan about
how the
components can be
added.
4. Most
programs/compone
nts implemented
include discussion
on modifications for
those with
disabilities.
5. Contained a
somewhat detailed
description of a
special event that
promotes a healthy
and active school
environment
6. Contained some
discussion on a
specific health
behavior highlighted
by the event
7. Specific target
grade level was
somewhat identified
and was
appropriate for
students of that age
8. Contained some
discussion on how
to involve the entire
school in the event
The major issues
are summarized
under conclusions.

The conclusions are

not complete.

Provides opinions,
but not a summary
of findings.

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4

CC7K1;
EC7K1;CC9K
4;CC9S8
Writing and
Referencing
Style
First Draft of
all sections
submitted with
changes
made
integrating
instructor
comments
from the
outline
Integration of
instructor
comments
from first draft
Writing and
referencing
style

10 Points

Detailed draft of all

sections of the
paper with
appropriate content,
headers, writing
style, and
references in APA
6.0 style.

Detailed draft of
ALL sections with
some errors in
content covered,
headings, writing
style and/or
refernces in APA 6.0
style.

Detailed draft of
MOST sections with
some errors in
content covered,
headings, writing
style and/or
refernces in APA 6.0
style.

Missing sections or
paper has regular
errors across
content covered,
headings, writing
style and/or
refernces in APA
6.0 style.

All comments from

instructor integrated
into final version. All
were highlighted in
yellow
1. Cover page
included, proper
spelling and
grammar, all
references in APA
6.0 style. Paper
was appropriate
length (at least 5
pages)
2. The file
document name
contains
Lastname.firstname
.assignment#.cours
e#
3. This rubric was
added to the last
page of the
document
submitted
4. All sentences are
clear and well
developed
5. Proposals and
events are
appropriate length
with standard
margins, font, and

Most comments
from instructor
integrated into final
version. All were
highlighted in yellow
1. Cover page
included, few
grammatical errors
and misspellings, all
references in APA
6.0 style.
2. Paper was
appropriate length
(at least 5 pages)

Some comments
from instructor
integrated into final
version. Most were
highlighted in yellow
1. Cover page
included, some
grammatical errors
and misspellings,
some errors in
referencing style
APA 6.0.
2. Paper was too
short for the topic
(3-4 pages)
3. The file name
somewhat contains
the
Lastname.firstname
.assignment#.cours
e#
4. This rubric was
added but not at the
end of the
document
submitted
5. Most sentences
are clear and well
developed
6. Proposals and
events are mostly
appropriate length
with standard

Very few comments

from instructor
integrated into final
version. Most were
highlighted in yellow
1. Cover page not
included, many
grammatical errors
and misspellings,
some errors in
referencing style
APA 6.0.
2. Paper was too
short for the topic
(1-2 pages)

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size of text

margins, font, and

size of text