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Curricular Physical Activity
Curricular Physical Activity
Curricular Physical Activity
Studies of adults now provide convincing evidence that regular physical activity enhances many aspects of physical and mental health (for detailed reviews
see 7, 53). For instance, regular, moderate physical activity is associated with a
substantial decrease in all-cause mortality, with a lesser risk of ischemic heart
disease, obesity, hyperlipidemia, hypertension, and possibly cerebral vascular disease, together with a reduced reactivity to the "stressors" of daily life.
If a person waits until adult life before adopting an active lifestyle, some
health benefits can still be obtained from exercising (44). However, there is also
R.J. Shephard is with the School of Physical and Health Education and the Department of Preventive Medicine and Biostatistics at the University of Toronto, 320 Huron St.,
Toronto, ON Canada M5S 1Al. Dr. Shephard is also with the Health Studies Programme at
Brock University, St. Catharines, ON Canada.
114 - Shephard
Cross-Sectional Studies
Early cross-sectional studies related various measures of academic success to the
child's involvement in school physical education or athletic programs (11, 12, 14,
26, 38), or attendance at special sports schools (47). Positive associations were
commonly demonstrated (4,25,36,39,51,52,57). A few reports have also demonstrated correlations between current physical fitness (29, 36) or physical skill
levels (33) and academic performance.
Longitudinal Studies
Longitudinal studies examining the influence of enhanced physical activity upon
academic performance have taken place in Vanves, France (13,40), in Australia
(19), and in Quebec (55). The strengths and weaknesses of each of these investigations will now be considered.
Vanves, France. The widely discussed Vanves study was conducted in
1950, in a suburb of Paris (22,31,40). To my knowledge, the findings have never
received formal publication in an English-languagejournal. Students at a selected
experimental school had their normal timetable modified as summarized in Table
1 throughout the final year of their primary education. The school week was lengthened from 32 to 41.5 hours, and two siestas were introduced each weekday (from
1:00 to 1:30 p.m., and 4:30 to 5: 00 p.m.). Academic instruction was curtailed by
26% and was limited to the mornings. The afternoons were occupied by a wide
range of required physical activities: gymnastics, swimming, training, sports, and
outdoor activities. In addition, students attending the experimental school were
given regular vitamin supplements.
The progress of the experimental group was compared with that of
nonrandomized control students attending other schools in the Paris area. The proportion failing the "certificate of study7'(1 of 14 experimental students) was said
to be comparable with the performance of controls, despite the 26% attenuation of
the hours of academic instruction. Comment was made that students attending the
experimental school appeared more calm and attentive, with fewer of the disciplinary problems encountered in the control classes (13). Moreover, the average
number of days of absence for sickness was fewer for the experimental than for
control classes.
116 - Shephard
Subject
Standard cumculum
General subjects
Special topics
Recreation
Athletic activities
Siesta
Total
Modified cumculum
20.0
7.5
2.5
2.0
0.0
32.0
Group
Arithmetic
Initial
Change
Fitness
Skills
Control
+
+
+
Reading
Initial
Change
+
+
+
+
Classroom behavior
Initial
Change
41.8 f 1.3 6.9 f 1.1
46.8 k 1.5 9.3 f 0.9
37.3 1.2 1.79 0.7
Note. Values are M f SD. Data is based upon Dwyer et al. (19).
Age (year)
Lunchtime activity
Boys
Girls
Important limitations of this study included a relatively short period of observation (14 weeks), and lack of information on teacher attitudestoward the change
in curriculum. A 2-year follow-up suggested that the intervention schools had by
this stage developed an advantage in both arithmetic and reading scores, with a
continuing advantage in teacher ratings of classroom behavior (18).
Afurther cross-sectional study involved 9,000 Australian students from 109
schools that each had an enrollment in excess of 200 students (17). From this
original sample, tests of physical fitness, leisure activity, and academic performance were conducted on 2,400 students (400 boys and 400 girls ages 9,12, and
15 years; see Table 3). In the boys, the lunchtime practice of physical activity was
significantly associated with a high academic score in the oldest age category only,
and a high weekly level of physical activity was significantly associated with a
high academic score in the remaining two age groups; much of the latter effect was
associated with the "involuntary" physical activity of travel to and from school. In
girls, there was again a trend to an association between habitual physical activity
and academic performance, but in their case differences were not statistically significant. The cross-sectional findings in general support the conclusions from the
longitudinal investigation, although peer adulation and a resulting enhancement of
self-esteem could well have contributed to the favorable effect of lunchtime physical activity as seen in the 15-year-oldboys.
1 18 - Shephard
Trois Rivihres, Quebec. The Trois Rivikres study (55, 56, 60) involved
546 primary school students from an urban and a rural school. The experimental
students undertook one additional hour per day of physical education; this was
taught by a specialist physical educator and was required of all designated school
classes in Grades 1 through 6 (ages 6-12 years). Control students, who were drawn
from the immediately preceding and immediately succeeding classes at the same
schools, received only the standard physical education program for Quebec primary students (a single period of 40 min, taught by a nonspecialist). The controls
were thus exposed to a comparable domestic and overall academic environment,
but received some 13-14% more academic instruction than the experimental group.
Each student's academic performance for any given year was computed as
the unweighted average of classroom marks for the parental language of French
(four assessments, covering the ability to listen, talk, read and write), mathematics, English (upper grades only), natural science, and overall conduct (the mean of
five annual assessments).
During the first year of observation, the students in the control classes had,
on average, somewhat better grades than the experimental students, but in Grades
2 through 6 the experimental students outperformed the controls, significantly so
in Grades 2,3,5, and 6 (Figure 1).MANOVA showed a highly significant gender/
Control Group
........+........
Experimental Group
School Grade
Figure 1 -Comparison of overall academic performance (1 = high,6 = low) between
experimental and control students. "Significant difference favoring the experimental
classes (p < .001 by ANOVA). Graph based on the data of Shephard et al. (56).
program interaction, with the girls gaining a larger academic advantage than the
boys from participation in the enhanced physical education program.
The impact of the experimental program upon student attainment in individual subject areas was analyzed in terms of categoric comparisons between entire classes of experimental and control students. The marks for French language
instruction favored experimental classes in 13 comparisons, and control classes in
6 instances, with no differences in 26 other comp&sons. In mathematics, experimental classes obtained higher marks in 4 comparisons, equal marks in 8 comparisons, and no poorer marks. In English language, experimental classes had higher
marks in 2 comparisons, similar results for 1 comparison, and poorer marks in 1
comparison. Natural science instruction showed -an advantage to experimental
classes in 4 comparisons, equal performance in 3 comparisons, and poorer performance in 1 comparison. Behavior was unchanged by the experimental intervention, except in Grade 6, where 1 of the 2 comparisons favored the experimental
class.
A provincewide multiple-choice examination was held in Grade 6. This examination had some apparent advantage of objectivity relative to the marks assigned by the classroom teacher, but the scores obtained by students were unfortunately susceptible to "cramming" by repeated administration of test analogues.
Moreover, the opportunities for such cramming were inevitably dependent upon
the number of hours the children spent in the classroom. Perhaps for this reason,
the provincial scores showed no significant intergroup difference for French language, a significant advantage to the experimental group in mathematics (scores
of 23.8 f 7.9 vs. 18.5 f 6.1, p < .001), but lower ratings for English (22.2 f 6.1 vs.
27.4 f 6.8, p < .001) and "overall intelligence" (40.8 f 10.3 vs. 62.6 14.0, p <
.001) in the students who received addedphysical education.
Conclusions
One may conclude that longitudinal studies generally support the suggestion from
cross-sectionaldata that academic performance is maintained or even enhanced by
an increase in a student's level of habitual physical activity, despite a reduction in
curricular or free time for the study of academic material.
120 - Shephard
Empirical Data
The Trois Rivikres experiment compared intelligence scores and psychomotor development between experimental and control students; Goodenough and WISC
tests and a battery of psychomotor tests were performed annually on each participant. The Goodenough test (1, 24) requires students to "draw a man," and the
student's level of intellectual development is judged on 73 items, such as the accurate representation of body parts, clothing detail, perspective, and proportion. Scores
on this test (which are moderately correlated with both full-scale IQs and academic achievement (1) showed no differences between experimental and control
students in the Trois Rivikres study (55).
On the well-known WISC test (61), students who had been assigned to the
experimental program tended to show an advantage over controls ( p < .lo) in three
items on the verbal scale (comprehension, arithmetic and similarities; Table 4).
Differences amounted to about 4% for verbal skills, and 3% for nonverbal items,
although the only statistically significant advantage was for picture completion
(1.4 units difference in score, p < .05).
In the early stages of the Trois Rivikres program, experimental students also
outperformed control students on a number of tests of psychomotor function such as
the perception of body size, perception of the vertical, and finger recognition (60).
However, this seemed a speeding of normal development rather than a permanent
enhancement of psychomotor ability, since control students made good their disadvantage of psychomotor function as they progressed through primary school.
Item
Control students
Global score
Verbal scale
Information
Comprehension
Arithmetic
Similarities
Vocabulary
Subtotal
Nonverbal scale
Picture completion
Picture arrangement
Block design
Assembly
Coding
Subtotal
Note. Probabilities established by three-way MANOVA also testing for effects of gender,
environment (urban vs. nual), and interactions between these factors.
Correlation coefficient
.307 @ < .001)
.334 (p < .001)
.347 (p < .W1)
.250 (p < .01)
.275 (p < .01)
Some limited support for the Piaget hypothesis was obtained, in that scores
on the finger recognition test of Nadine Galifret-Granjon were significantly correlated with the scores obtained on a number of the WISC scales (2; Table 5).
Conclusion
Limited empirical evidence suggests that in students who receive additional physical education, gains of academic performance reported by the classroom teachers
122 - Shephard
are substantiated by small gains of score on certain of the WISC scales. However,
any effect upon the WISC score is small (3-4%), and could reflect the extraneous
influences discussed below, without invoking any intrinsic influence of physical
activity upon cognitive development. It is difficult to accept any major effect of
psychomotor training of the type proposed by Piaget (45,46), since experimental
students have shown an advantage of psychomotor performance only in the lower
school grades, whereas the academic advantage persisted throughout primary school.
Teacher Attitudes
Tn both the French and the Australian longitudinal studies, the teachers commented
upon the improved behavior of students enrolled in the experimental program (13,
17). In the Trois Rivikres experiment, also, experimental students showed their main
advantage of academic performance in the grades assigned by homeroom teachers
(55). Such assessments have many advantages, but are vulnerable to the attitudes of
the teachers concerned. In the Trois RiviGres study, some 80% of teachers favored the
experimental program, and the remaining 20% had a neutral attitude. The reported
achievements of the experimental students may thus have been enhanced by some
type of a "halo" effect, with teachers assigning higher grades to students who were
enrolled in what they regarded as a better program. However, the likelihood of such
an artifact was minimized in the Canadian study, because, in any given year, the
homeroom teachers assigned marks only for experimental or control students. Furthermore, at Trois Rivikres, as in France and Australia, the teachers expressed a belief
that the experimental program had enhanced student behavior, although this was not
reflected in the assigned mark for deportment. Further, the classroom teachers were
unaware that the experimental intervention had a larger positive impact upon the academic performance of the girls than on that of the boys.
It is difficult to determine whether the quality of academic instruction was
enhanced in the years when students were enrolled in the experimental program.
At Trois Rivikres, and apparently also in France and in Australia, the academic
faculty had a daily one-hour break from teaching while the students were undertaking their physical activity, and this break may have allowed the teachers to
return to their classrooms fresher and better prepared.
Student Attitudes
Involvement in the physical activity program may have induced an immediate
arousal and relief of boredom among experimental students, with the result that
they paid more attention to instruction during the latter part of the school day.
Participation in intracurricular or extracurricularsport may also have provided more
mental challenge than the common passive alternative of watching television (62),
although it remains arguable that at least equal mental benefit might have been
gained from some other challenge, such as playing chess or a musical instrument.
In a more long-term sense, the increase in motor skills resulting from the
increased physical activity instruction may have enhanced self-esteem (51, 52),
leading to better classroom behavior and a greater desire to learn (6, 8), a viewpoint supported by the teacher comments on classroom behavior (13,17,55). The
additionalexercise may also have induced favorable changes in body build, greater
muscularity in the boys and less obesity in both sexes, thus enhancing self-esteem
(59). However, in the three longitudinal studies, all students in any given class
were exposed to the same program, thus limiting the magnitude of such effects.
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Acknowledgment
The research support of CanadianTire Acceptance Limited is gratefully acknowledged.