The Heavy Weights Weigh In

Imagine the incredible brain trust or think tank you get when combining the resources of the Centers for Disease Control and the Department of Health and Human Services. This happened recently when a research paper was published that summarized all research related to the association between school-based physical activity, including physical education, and academic performance.

In fact, the team reviewed 406 articles from nine databases against a set of indicators including cognitive skills and attitudes, academic behaviors, academic achievement, physical activity, physical education, recess, classroom-based physical activity, and extracurricular physical activity. In the end, 50 unique studies from 43 articles deemed appropriate to analyze and draw conclusions.

 Interestingly, across all 50 studies there were a total of 251 associations between physical activity and academic performance! Of all the associations examined, 50.5% were positive (supporting the benefits of physical activity on academic performance), 48% were not significant (in behavior, attitude, or academic change), and only 1.5% were negative.

In essence, 14 studies found one or more positive associations between school-based physical education and indicators of academic performance while three found no significant associations. Eight studies found one or more positive associations between recces and indicators of cognitive skills, attitudes, and academic behavior. None of the studies found negative associations with recess. Eight out of nine studies found positive associations between classroom-based physical activity and cognitive skills, attitudes, and academic behavior. The focus was on 5 - 20 minute activity breaks in academic classes (excluding PE).

All 19 studies examining relationships between participation in extracurricular physical activities (interscholastic or other sports) and academic performance found one or more positive associations between such activities and academic performance.

The implication of this report for policy is far reaching. There is substantial evidence that physical activity improve academic performance including grades and standardized test scores. It underscores that physical activity have an impact on cognitive skills and attitudes as well as academic behavior - all of which are important components of improved academic performance. Finally, increasing or maintaining time dedicated to physical education may help, and does not appear to adversely impact, academic performance.

We rest our case.
Michael Cordier