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dc.contributor.authorHowie, Erin
dc.contributor.authorPate, R.
dc.date.accessioned2017-01-30T15:27:09Z
dc.date.available2017-01-30T15:27:09Z
dc.date.created2014-11-19T01:13:22Z
dc.date.issued2012
dc.identifier.citationHowie, E. and Pate, R. 2012. Physical activity and academic achievement in children: A historial perspective. Journal of Sport and Health Science. 1: pp. 160-169.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/46419
dc.description.abstract

As the focus on academic achievement has increased, physical activity (PA) opportunities in schools have decreased in the United States. In an attempt to discover how the decline in PA may affect academic achievement, researchers have been studying the effects of PA on cognition and academic achievement in children for more than 50 years. This review takes a historical perspective on the science of PA and academic achievement prior to and during the past 5 years. A total of 125 published articles were included and reviewed. Fifty-three of these articles were published in the past 5 years. In recent years, the overall quality of the studies has increased, but the results continue to be inconsistent. Many use cross-sectional designs and the methods vary substantially. The majority of conclusions show a positive effect of PA on constructs related to academic achievement. Future studies should use strong study designs to examine the types and doses of PA needed to produce improvements in academic achievement.

dc.publisherShanghai Tiyu Xueyuan
dc.subjectFitness
dc.subjectAcademic achievement
dc.subjectPhysical activity
dc.subjectChildren
dc.subjectCognition
dc.titlePhysical activity and academic achievement in children: A historial perspective
dc.typeJournal Article
dcterms.source.volume1
dcterms.source.startPage160
dcterms.source.endPage169
dcterms.source.issn2095 2546
dcterms.source.titleJournal of Sport and Health Science
curtin.accessStatusFulltext not available


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