dc.contributor.author | Donnelly, Joseph E. | |
dc.contributor.author | Hillman, Charles H. | |
dc.contributor.author | Greene, Jerry L. | |
dc.contributor.author | Hansen, David M. | |
dc.contributor.author | Gibson, Cheryl A. | |
dc.contributor.author | Sullivan, Debra K. | |
dc.contributor.author | Poggio, John | |
dc.contributor.author | Mayo, Matthew S. | |
dc.contributor.author | Lambourne, Kate | |
dc.contributor.author | Szabo-Reed, Amanda N. | |
dc.contributor.author | Herrmann, Stephen D. | |
dc.contributor.author | Honas, Jeffery J. | |
dc.contributor.author | Scudder, Mark R. | |
dc.contributor.author | Betts, Jessica L. | |
dc.contributor.author | Henley, Katherine | |
dc.contributor.author | Hunt, Suzanne L. | |
dc.contributor.author | Washburn, Richard A. | |
dc.date.accessioned | 2021-10-05T20:21:39Z | |
dc.date.available | 2021-10-05T20:21:39Z | |
dc.date.issued | 2017-02-11 | |
dc.identifier.citation | Physical activity and academic achievement across the curriculum: Results from a 3-year cluster-randomized trial
Joseph E. Donnelly, Charles H. Hillman, Jerry L. Greene, David M. Hansen, Cheryl A. Gibson, Debra K. Sullivan, John Poggio, Matthew S. Mayo, Kate Lambourne, Amanda N. Szabo-Reed, Stephen D. Herrmann, Jeffery J. Honas, Mark R. Scudder, Jessica L. Betts, Katherine Henley, Suzanne L. Hunt, Richard A. Washburn
Prev Med. 2017 Jun; 99: 140–145. Published online 2017 Feb 11. doi: 10.1016/j.ypmed.2017.02.006 | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/31900 | |
dc.description | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | en_US |
dc.description.abstract | We compared changes in academic achievement across 3 years between children in elementary schools receiving the Academic Achievement and Physical Activity Across the Curriculum intervention (A + PAAC), in which classroom teachers were trained to deliver academic lessons using moderate-to-vigorous physical activity (MVPA) compared to a non-intervention control. Elementary schools in eastern Kansas (n = 17) were cluster randomized to A + PAAC (N = 9, target ≥ 100 min/week) or control (N = 8). Academic achievement (math, reading, spelling) was assessed using the Wechsler Individual Achievement Test-Third Edition (WIAT-III) in a sample of children (A + PAAC = 316, Control = 268) in grades 2 and 3 at baseline (Fall 2011) and repeated each spring across 3 years. On average 55 min/week of A + PACC lessons were delivered each week across the intervention. Baseline WIAT-III scores (math, reading, spelling) were significantly higher in students in A + PAAC compared with control schools and improved in both groups across 3 years. However, linear mixed modeling, accounting for baseline between group differences in WIAT-III scores, ethnicity, family income, and cardiovascular fitness, found no significant impact of A + PAAC on any of the academic achievement outcomes as determined by non-significant group by time interactions. A + PAAC neither diminished or improved academic achievement across 3-years in elementary school children compared with controls. Our target of 100 min/week of active lessons was not achieved; however, students attending A + PAAC schools received an additional 55 min/week of MVPA which may be associated with both physical and mental health benefits, without a reduction in time devoted to academic instruction. | en_US |
dc.publisher | Elsevier | en_US |
dc.rights | © 2017 Published by Elsevier Inc. | en_US |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | en_US |
dc.subject | Physical activity | en_US |
dc.subject | Children | en_US |
dc.subject | Academic achievement | en_US |
dc.subject | Cluster-randomized trial | en_US |
dc.subject | Cognitive function | en_US |
dc.subject | Cardiovascular fitness | en_US |
dc.title | Physical activity and academic achievement across the curriculum: Results from a 3-year cluster-randomized trial | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Greene, Jerry L. | |
kusw.kuauthor | Hansen, David M. | |
kusw.kuauthor | Poggio, John | |
kusw.kudepartment | Department of Health, Sport, and Exercise Science | en_US |
kusw.kudepartment | Department of Psychology and Research in Education | en_US |
dc.identifier.doi | 10.1016/j.ypmed.2017.02.006 | en_US |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.identifier.pmid | PMC6148354 | en_US |
dc.rights.accessrights | openAccess | en_US |