The Physical Activity Environment and Academic Achievement in Massachusetts Schoolchildren

Autor/inn/en	Amin, Sarah A.; Wright, Catherine M.; Boulos, Rebecca; Chomitz, Virginia R.; Chui, Kenneth; Economos, Christina D.; Sacheck, Jennifer M.
Titel	The Physical Activity Environment and Academic Achievement in Massachusetts Schoolchildren
Quelle	In: Journal of School Health, 87 (2017) 12, S.932-940 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amin, Sarah A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12569
Schlagwörter	Standardized Tests; Mathematics Tests; Language Arts; Educational Environment; Physical Activity Level; Academic Achievement; Low Income; Institutional Characteristics; Elementary School Students; Regression (Statistics); Comparative Analysis; Correlation; Classification; Public Schools; Scores; English; Statistical Analysis; Massachusetts + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Sprachkultur; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Niedriglohn; Regression; Regressionsanalyse; Korrelation; Classification system; Klassifikation; Klassifikationssystem; Public school; Öffentliche Schule; English language; Englisch; Statistische Analyse; Master-Studiengang
Abstract	Background: A supportive school-based physical activity environment (PAE) is integral to children's physical activity behaviors, but less understood is its association with academic achievement. We aimed to assess the association between PAE and academic performance and whether a stronger relationship exists in lower-income schools (LIS) compared to middle-income schools (MIS). Methods: Schoolchildren (grades 3rd to 5th) were recruited from 17 Massachusetts public schools. Schools were classified based on geographic characteristics and free/reduced-price lunch (FRPL) eligibility (LIS = 7, Median FRPL = 86%; MIS = 10, Median FRPL = 20%). PAE was measured using a 10-item survey. Mixed-effects logistic regression models were used to examine associations between PAE and scoring Advanced/Proficient on standardized Math and English Language Arts (ELA) tests. Results: Demographic characteristics differed between LIS (N = 278, 5% non-Hispanic white) and MIS (N = 297, 73% non-Hispanic white). In LIS, PAE was associated with Math (odds ratio = 5.40, 95% CI = 2.52-11.54 p < 0.001), but not ELA test scores (p > 0.05). There was no relationship between PAE and MIS test scores (p > 0.05). Schooltime moderate-to-vigorous physical activity was not associated with test scores (p > 0.05). Conclusions: A beneficial relationship exists between a high-PAE and test scores among LIS children, suggesting that the PAE may be associated with a more supportive environment and may be more fundamentally important for lower-income students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01