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Physical activity and academic achievement across the curriculum: Results from a 3-year cluster-randomized trial
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We compared changes in academic achievement across 3 years between children in elementary schools receiving the Academic Achievement and Physical Activity Across the Curriculum intervention (A+PAAC), in which classroom teachers were trained to deliver academic lessons using moderate-to-vigorous physical activity (MVPA) compared to a non-intervention control. Elementary schools in eastern Kansas (n=17) were cluster randomized to A+PAAC (N=9, target ≥ 100 min/wk.) or control (N=8). Academic achievement (math, reading, spelling) was assessed using the Wechsler Individual Achievement Test-Third Edition (WIAT-III) in a sample of children (A+PAAC = 316, Control = 268) in grades 2 and 3 at baseline (Fall 2011) and repeated each spring across 3 years. On average 55 min/wk. of A+PACC lessons were delivered each week across the intervention. Baseline WIAT-III scores (math, reading, spelling) were significantly higher in students in A+PAAC compared with control schools and improved in both groups across 3 years. However, linear mixed modeling, accounting for baseline between group differences in WIAT-III scores, ethnicity, family income, and cardiovascular fitness, found no significant impact of A+PAAC on any of the academic achievement outcomes as determined by non-significant group by time interactions. A+PAAC neither diminished or improved academic achievement across 3-years in elementary school children compared with controls. Our target of 100 min./wk. of active lessons was not achieved; however, students attending A+PAAC schools received an additional 55 min./wk. of MVPA which may be associated with both physical and mental health benefits, without a reduction in time devoted to academic instruction.
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“Likewise, a study conducted by Donnelly et al. [43] compared academic performance across a group receiving a moderate to vigorous PA intervention and a group that followed the regular curriculum and found no significant (p > 0.5) intervention effects on mathematics, reading, and spelling performance.”
From The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review (2023) · cites this paper as [43]
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“Most studies investigating the effects of school-based PA interventions on academic performance are implemented among primary school children [7, 8, 10, 11].”
From Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial – the School in Motion study (2021) · cites this paper as [10]
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“Of the eight studies that analysed the effects on academic performance, four used grades in academic subjects [40,48,49,50]; meanwhile, three studies utilised standardised test results [43,49,55], one took measurements of the student’s mastery of the basic facts test [47], and one analysed mathematics and reading performance with the speed test arithmetic and the 1 min test [45].”
From The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review (2023) · cites this paper as [43]
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“However, improvements were reported for both groups across all three academic performance indicators.”
From The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review (2023) · cites this paper as [43]
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“In ScIM, both interventions included additional PE, which LCoMotion, The Active Smarter Kids and Academic Achievement and Physical Activity Across the Curriculum study did not.”
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“In the LCoMotion [12], Academic Achievement and Physical Activity Across the Curriculum [10], and The Active Smarter Kids [11] studies, the teachers delivered an average of 40, 55, and 80%, respectively, of the weekly target dose across the intervention period.”
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“Although our results align with some studies, other studies do not support our findings [10–12].”
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Metadata
- Authors
- Donnelly, J. E., Hillman, C. H., Greene, J. L., Hansen, D. M., Gibson, C. A., Sullivan, D. K., Poggio, J., Mayo, M. S., Lambourne, K., Szabo-Reed, A. N., Herrmann, S. D., Honas, J. J., Scudder, M. R., Betts, J. L., Henley, K., Hunt, S. L., & Washburn, R. A.
- Affiliations
- University of Kansas Medical Center (US)
- Northeastern University (US)
- University of Kansas (US)
- University of Illinois Urbana-Champaign (US)
- Corresponding author
- Donnelly, Joseph E.
- ORCID
- Venue
- Preventive Medicine
- Publisher
- Elsevier BV
- Published
- 2017-06
- Volume
- 99
- Pages
- 140-145
- ISSN
- 0091-7435 (ISSN-L)
- PMC
- PMC6148354
- OpenAlex
- W2587605749
- Semantic Scholar
- 892d3027e82c31df12c5495f0207375cb43b43a4
- Cited by
- 135
- References
- 35
- Citations by year
- 2026: 9 · 2025: 12 · 2024: 15 · 2023: 20 · 2022: 8 · 2021: 19 · 2020: 22 · 2019: 17 · 2018: 11 · 2017: 2
- FWCI
- 10.52
- Type
- journal article
- Language
- en
- Open access
- green
- europepmc.org
- Locations
- Preventive Medicine (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- KU ScholarWorks (The University of Kansas) (submittedVersion, cc-by-nc-nd)
- Funders
- National Institutes of Health (R01-DK85317, F32-DK103493)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Physical Activity and Health
- Social Sciences › Education › Physical Education and Pedagogy
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Keywords
- physical activity, academic performance, elementary school students, moderate-to-vigorous physical activity, mathematics achievement, reading achievement, spelling, cardiorespiratory fitness, teacher professional development
- MeSH terms
- Academic Success, Child, Curriculum, Female, Humans, Kansas, Male, Schools, Students, Exercise
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