Literaturnachweis - Detailanzeige
Autor/inn/en | Shore, Erin; Cheung, Patricia C.; Hyde, Eric; Gazmararian, Julie A. |
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Titel | Physical Activity Opportunities and Academic Outcomes of Fourth Grade Elementary School Students in Georgia |
Quelle | In: Journal of School Health, 90 (2020) 1, S.25-31 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Shore, Erin) ORCID (Cheung, Patricia C.) ORCID (Hyde, Eric) ORCID (Gazmararian, Julie A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4391 |
DOI | 10.1111/josh.12846 |
Schlagwörter | Physical Activity Level; Obesity; Health Behavior; Academic Achievement; Body Composition; Body Height; Body Weight; Racial Differences; Ethnicity; Gender Differences; School Size; Geographic Regions; Socioeconomic Status; Mathematics Achievement; Reading Achievement; Time; Georgia; Georgia Criterion Referenced Tests Adipositas; Health behaviour; Gesundheitsverhalten; Schulleistung; Körpergröße; Körpergewicht; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Zeit |
Abstract | Background: Physical activity at schools is an important component in combatting childhood obesity. Studies have shown that physical activity at school is positively associated with academic outcomes. The purpose of this study is to examine associations between opportunity of physical activity time at school and academic outcomes. Methods: This statewide, cross-sectional study utilized 2 data sources from the Georgia Department of Education and Georgia Shape in 860 schools. Multivariable linear regression analysis assessed the impact of the amount of physical activity time at school and standardized test scores, controlling for aerobic capacity, BMI, race, gender, school size, geographic category, and SES. Results: Time of physical activity opportunity at school was not significantly associated with Mathematics or Reading CRCT scores (p = 0.94, p = 0.31, respectively). SES had the greatest impact on test scores, where higher SES schools had higher standardized test scores (p[less than] 0.01 for all tests scores). Conclusion: Time of physical activity opportunities at school was not significantly associated with standardized test scores. SES appears to be the most important factor in academic outcomes. Time spent in PA at school does not negatively affect academic outcomes and should be utilized to prevent/reduce childhood overweight and obesity. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |