Relationship between Academic Achievement and Healthy School Transformations in Urban Elementary Schools in the United States

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Autor/inn/en	Centeio, Erin E.; Somers, Cheryl L.; Moore, E. Whitney G.; Kulik, Noel; Garn, Alex; Martin, Jeffrey; McCaughtry, Nate
Titel	Relationship between Academic Achievement and Healthy School Transformations in Urban Elementary Schools in the United States
Quelle	In: Physical Education and Sport Pedagogy, 23 (2018) 4, S.402-417 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Centeio, Erin E.) ORCID (Somers, Cheryl L.) ORCID (Moore, E. Whitney G.) ORCID (Kulik, Noel) ORCID (Garn, Alex) ORCID (Martin, Jeffrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2018.1441395
Schlagwörter	Physical Activity Level; Correlation; Holistic Approach; Health Promotion; Urban Schools; Elementary School Students; Grade 4; Intervention; Nutrition Instruction; Program Effectiveness; Low Income Groups; Principals; Administrator Role; Class Activities; Classroom Environment; Recess Breaks; Physical Education; Clubs; Student Leadership; Questionnaires; Student Characteristics; Body Weight; Body Height; Body Composition; Reading Achievement; Mathematics Achievement; Reading Tests; Reading Fluency; Emergent Literacy; Eating Habits; Measures (Individuals); Statistical Analysis; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Korrelation; Holistischer Ansatz; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 04; 4. Schuljahr; Schuljahr 04; Nutrition education; Ernährungserziehung; Principal; Schulleiter; Klassenklima; Unterrichtsklima; Aktive Pause; Körpererziehung; Sportunterricht; Club; Klub; Studentenwerk; Fragebogen; Körpergewicht; Körpergröße; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesetest; Frühleseunterricht; Ernährungsgewohnheit; Essgewohnheit; Messdaten; Statistische Analyse
Abstract	Purpose: Given the recent push to increase children's physical activity levels through whole-of-school approaches, the relationship between physical activity and academic achievement has received much attention. Therefore, this study sought to understand the relationship between academic achievement and healthy school transformations in urban elementary school children (4th grade; ~10 years old). Method: A total of 378 urban elementary students participated in an 8-month healthy school transformation that included both physical activity and nutrition programming. The Building Healthy Communities (BHC) program is a nutrition and physical activity program that has six main components: (1) principal engagement, (2) classroom physical activity and nutrition education, (3) active recess, (4) physical education, (5) healthy kids club, and (6) student leadership team. A path analysis was conducted to determine the relationship between the BHC healthy school transformation and student academic achievement. Results: The final model in the path analysis had a good model fit (x[superscript 2][subscript 20] = 28.43, p = 0.10; CFI = 0.991; TLI = 0.965; RMSEA = 0.03, 90% CI [-0.00-0.06]; SRMR = 0.03). In the final model, program fidelity was a significant predictor of students' reading comprehension rates of improvement, while students' aerobic fitness level and time two physical activity levels were all significant contributors to rates of improvement in math. Conclusions: Given recent suggestions to increase physical activity throughout the school day, understanding the relationship that comprehensive programming has on the academic achievement of children is needed. This study demonstrated a clear link between academic achievement and healthy school transformations and sets the stage for more research in this area, as well as implications for pedagogy around health and wellness in the school setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01