Recent programs such as No Child Left Behind have increased the focus on high stakes tests in selected subject matter areas. The goal is to make sure all young people learn the concepts, information, and skills necessary to be successful. Too often, however, the focus on test scores results in a greater time commitment to the subjects in which high stakes tests are administered, and financial resources are diverted to these programs. In some cases, this has led to cuts in physical education time and resources, and even the loss of programs.
Cutting time in physical education to increase academic performance in other areas is a notion based on bad information. A wealth of evidence suggests that time spent in physical education does not detract from performance in other subject areas and may enhance performance.
The article “Top 10 Reasons for Quality Physical Education” (PDF) (see Also of Interest, above right) discusses the evidence supporting the notion that time spent on physical education does not detract from academic learning and can actually enhance learning in other areas.
Other useful references are listed below:
Ahamed, Y., et al. (2007). School-based physical activity does not compromise children’s academic performance. Medicine and Science in Sports and Exercise, 39(2), 371-376.
Dwyer, T., Coonan, W.E., Leitch, D.R., Hetzel, B.S., & Baghurst, R.A. (1983). An investigation of the effects of daily physical activity on the health of primary school students in south Australia. Int J Epidemiol, 12(3), 308-313.
Grissom, J.B. (2005). Physical fitness and academic achievement. Journal of Exercise Physiology, 8(1).
McNaughten, D., & Gabbard, C. (1993). Physical exertion and immediate mental performance of sixth-grade children. Percept Mot Skills, 77(3 Pt 2), 1155-1159.
Sallis, J.F., McKenzie, T.L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects of health-related physical education on academic achievement: Project spark. Res Q Exerc Sport, 70(2), 127-134.
Shephard, R.J., Lavallee, H., Volle, M., LaBarre, R., & Beaucage, C. (1994). Academic skills and required physical education: The trois rivieres experience. CAHPER, Suppl. 1(1), 1-12.
Shephard, R.J., Lavallee, H., Volle, M., LaBarre, R., & Beaucage, C. (1997). Curricular physical activity and academic performance. Pediatric Exercise Science, 9, 113-126.
Sibley, B.A., Etnier, J.L., Pangrazi, R.P., & Le Masurier, G.C. (in press). Effects of acute bouts of physical activity on inhibition and cognitive performance. Journal of Sport and Exercise Psychology.
