The Journal of Pediatrics
Volume 157, Issue 5 , Pages 867-868, November 2010

Physical activity and academics

Department of Exercise Science, University of South Carolina, Columbia, South Carolina

published online 01 September 2010.

Article Outline

 

To the Editor:

There is a myth in the physical activity and physical education fields that there is a wealth of evidence supporting the positive association of academic achievement with physical activity, fitness, and physical education in children. In the May issue of The Journal, Sallis1 argues for the “compelling results” of Roberts' study in the same issue,2 as well as an additional “large body of literature.” If there has been an overwhelming body of evidence since the mid-1990s, why do policymakers continue to cut physical education and physical activity from schools? Perhaps this field of research needs to stop assuming and reexamine the evidence that exists supporting the mind/body connection in learning.

On the basis of Roberts' findings, Sallis states that, “improving fitness may help all subgroups of youth learn better.” It is invalid to infer that improvements in fitness will improve academics from cross-sectional, nonexperimental studies. Multiple latent variables unaccounted for by single SES measures, such as parental involvement, overall health status, or school quality, may be influencing both fitness and academic achievement. Schools with quality physical education programs may also have quality classroom education.

Few experimental studies have found significant effects of physical activity interventions on academics or cognition in children, with a lack of well-conducted randomized control trials in particular.3 An intervention study in children by Davis et al,4 showed improvements in cognition with increased fitness; additional studies are currently being conducted. However, this does not constitute the large body of literature supporting Sallis' argument.

The academic connection may be the key to increasing physical activity in schools, and there is evidence in adults that the link is real.5 But if we are to convince policymakers that there are definitive and meaningful gains of increased physical activity in schools, we will need to build a stronger case.

Back to Article Outline

References 

  1. Sallis JF. We do not have to sacrifice children's health to achieve academic goals. J Pediatr. 2009;156:696–697
  2. Roberts CK, Freed B, McCarthy WJ. Low aerobic fitness and obesity are associated with lower standardized test scores in children. J Pediatr. 2009;156:711–718
  3. Trudeau F, Shephard RJ. Physical education, school physical activity, school sports and academic performance. Int J Behav Nutr Phys Act. 2008;5:5–10
  4. Davis CL, Tomporowski PD, Boyle CA, Waller JL, Miller PH, Naglieri JA, et al. Effects of aerobic exercise on overweight children's cognitive functioning: A randomized controlled trial. Res Q Exerc Sport. 2007;78:510–519
  5. Smith PJ, Blumenthal JA, Hoffman BM, Cooper H, Strauman TA, Welsh-Bohmer K, et al. Aerobic exercise and neurocognitive performance: a meta-analytic review of randomized controlled trials. Psychosom Med. 2010;72:239–252

PII: S0022-3476(10)00597-4

doi:10.1016/j.jpeds.2010.07.019

Refers to article:

  • We Do Not Have to Sacrifice Children's Health to Achieve Academic Goals , 22 March 2010

    James F. Sallis
    The Journal of Pediatrics May 2010 (Vol. 156, Issue 5, Pages 696-697)

The Journal of Pediatrics
Volume 157, Issue 5 , Pages 867-868, November 2010

Article Tools