Analisis Jurnal 2

Analize of the Journal

Title                            :          

Physical Education and Academic Achievement in Elementary School: Data From the Early Childhood Longitudinal Study

Authors                       :

Susan A. Carlson, MPH, Janet E. Fulton, PhD, Sarah M. Lee, PhD, L. Michele Maynard, PhD, David R. Brown, PhD, Harold W. Kohl, III, PhD, and William H. Dietz, MD, PhD

The background of the problem        :

Physical education classes provide an opportunity for students to be physically active during the school day. School-based physical education has many benefits, including increasing physical activity and improving physical fitness and muscular endurance. Increasing physical activity through physical education is also a proposed public health strategy to reduce childhood obesity. Although there has been no evidence to date to show that maintaining or increasing time in physical education class negatively affects academic achievement in other subjects, there is concern that physical education classes could take time away from those subjects.

More information is needed to address this concern and support public health objectives to maintain or expand physical education programs.  

Problems         :

Physically active youth may be less likely than physically inactive youth to experience chronic disease risk factors and to become obese, and they may be more likely to remain active throughout adolescence and possibly into adulthood. Physical activity also has beneficial influences on behavior and cognitive functioning that may result in improving students’ academic achievement. Direct indicators of academic achievement include grade-point averages, scores on standardized tests, and grades in specific courses; measures of concentration, memory, and classroom behavior provide indirect estimates.

Several cross-sectional studies examined the association between physical activity and direct measures of academic achievement. In addition, several intervention studies were conducted to examine the effect of introducing more physical activity and physical education programs during the school day on indirect estimates of behaviors related to academic achievement (e.g., concentration, memory, disruptive behavior) or on direct measures (e.g., standardized tests, academic record, teacher reports). These studies had mixed results. Investigators observed either no association or a modest-to-moderate positive association between physical activity and academic achievement.

Objectives      :

We examined the association between time spent in physical education and academic achievement in a longitudinal study of students in kindergarten through fifth grade.

Methods         :

We used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999, which employed a multistage probability design to select a nationally representative sample of students in kindergarten (analytic sample = 5316). Time spent in physical education (minutes per week) was collected from classroom teachers, and academic achievement (mathematics and reading) was scored on an item response theory scale.

Results of research                :

A small but significant benefit for academic achievement in mathematics and reading was observed for girls enrolled in higher amounts (70–300 minutes per week) of physical education (referent: 0–35 minutes per week). Higher amounts of physical education were not positively or negatively associated with academic achievement among boys.

Source             :This analized from the source