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- W2000821211 abstract "PURPOSE: This study examined the effects of increased physical activity on academic performance among 933 3rd and 4th graders (Mean age = 9.27 years; 51% boys; 62.2% Hispanic 5.5% Black, 32.4% White/Other) from eight elementary schools in Texas who completed achievement tests in English. Participating schools had a student body that was 43.9% to 99.7% economically disadvantaged. METHODS: A matched comparison quasi-experimental study was conducted with 4 intervention schools and 4 control schools. Teachers at intervention schools were trained to increase students' participation in moderate to vigorous physical activity to approximately 60 minutes per school day utilizing classroom activities, recess, and PE. Student achievement was assessed at baseline (Sept 2005), interim (May 2006) and follow-up (Dec 2006) using Stanford 10 achievement tests - abbreviated reading comprehension and math problem-solving. Linear mixed models using SAS PROC MIXED were fit to examine associations between treatment effect and Stanford 10 scores, controlling for gender and ethnicity. RESULTS: While there was not a treatment effect on Stanford 10 scores for either reading comprehension or math problem solving (F (1,12) = .67, p = .43; F (1,12) = .07, p = .80), both groups did show a significant increase in their math and reading scores over time (F (1,12) = 20.68, p = .0001; F (1,12) = 23.11, p = .0001). CONCLUSION: School time spent engaging in physical activity does not significantly affect student achievement among 3rd and 4th graders. Supported by the Centers for Disease Control and Prevention, 2004-2007 (U48 DP000057-03)" @default.
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- W2000821211 date "2008-05-01" @default.
- W2000821211 modified "2023-09-26" @default.
- W2000821211 title "Fitness And Academic Achievement Among 3rd And 4th Grade Students In Texas" @default.
- W2000821211 doi "https://doi.org/10.1249/01.mss.0000321867.49584.bb" @default.
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