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The Importance of Physical Activity and Physical

Educatio

n i n th e

Predictio

n o f

Academi

c

Achievemen

t Tar a A

Stevens

Ye n To Sara h J

Stevenson

Mar c R

Lochbau

m Texa s Tec h

Universit

y The purpose of the present investigation was to determine the independent contribu- tions of physical activity not associated with structured physical education and school based physical education participation to academic achievement in children. Prior aca- demic achievement and socioeconomic status were also examined

Elementary

school par- ticipants were selected from the Early

Childhood

Longitudinal

Study-Kindergarten

data- base.

Structural

equation models were constructed for both mathematics (boys, n

3,226;

girls, n

3,256)

and reading achievement (boys, n

3,167;

girls, n

3,226).

Physical

activity was significantly and positively related to both mathematics and reading achieve- ment in boys and girls.

Physical

education participation was not significantly related to achievement.

Socioeconomic

status accounted for approximately 26%
of the physical activ- ity.

Future

longitudinal research is discussed that incorporates more comprehensive physi- cal activity and achievement variables.

Address

Correspondence

To: Mar c

Lochbaum

Ph.D.

Departmen

t o f

Health

Exercis

e an d Spor t

Sciences

Texa s Tec h

University

M S 3011

Lubbock

T X

79409-3011

E-mail

marc.lochbaum@ttu.ed u 36
8

Physical Activity and Achievement... /369

Youn g childre n ar e leadin g increasingl y sedentar y lives wit h physica l activit y frequently displace d b y televisio n viewing

Interne

t surfing an d vide o gamin g (Myers

Strikmiller

Webber

Berenson

1996)
Muc h concer n ha s surface d fo r thi s lifestyl e chang e a s childhoo d obesit y ha s rise n greatl y i n th e las t 1 0 year s (Worl d Healt h

Organization

2000)
Withi n th e schoo l context incorporatin g physica l activit y o r fitnes s trainin g i s a likel y mean s t o improv e th e physica l healt h statu s o f childre n (Haskell 1994
a s wel l a s cognitiv e performanc e (Sible y

Etnier

2003
an d attentio n an d concentratio n (Hillman

Castelli

Buck 2005

Shephard

1996
Taras 2005)

Unfortunately

America

n publi c schoo l administrator s hav e bee n decreasin g th e tim e allowe d fo r physica l educatio n i n orde r t o devot e mor e tim e t o th e direc t instructio n o f core subjec t area s (Coe

Pivamik

Womack

Reeves

Malina

2006

Shephard

1997)
I n addi tion physica l educatio n classe s ar e no t alway s centere d o n physica l activit y thaquotesdbs_dbs14.pdfusesText_20