The study examined the relationship between physical activity and grade point average (GPA) among undergraduate college students. A survey was distributed to collect data on demographics, physical activity levels, athletic history, academic history, and GPA. The data was analyzed and no correlation was found between hours or days of exercise per week and GPA. While most participants had high GPAs around 3.0, the sample may have been limited due to its distribution among elite academic groups on campus whose members tend to maintain high GPAs.
Assessment of the Existing School Health Promotion Program in a Selected Educ...AnuragSingh1049
The health promotion school program was designed to promote the wellbeing of school students. This concept was introduced during the 1980s by the World Health Organization (WHO). In Sri Lanka; it was initiated and implemented in 2008 targeting all government schools. The aim of the study was to assess the existing school health promotion program. The cross-sectional study was implemented in May 2018 with all secondary schools in a selected education zone in Sri Lanka which represent three types of schools, 1AB, 1C and type 2. The study participants were students and teachers. The newly developed tool (Health Promoting School Assessment Tool) was used to assess the existing school health promotion program under six main criteria. The nominal group technique was followed to fill the assessment tool designed in the study where a team of teachers and a team of students separately took part in the assessment. The findings of the study show that the existing health promotion school program is partially unsuccessful in the selected educational zone. The existing situation of the school health promotion program, according to the main six criteria of the Health Promotion School Assessment Tool, was not at a satisfactory level of the implementation (38.2%). Only three schools (N=23) scored more than 50% while other schools (n=20, N=23) were scored less than 50%. According to the assessment, for each group of an individual school, there was a difference between teachers’ assessment and students’ assessment of the overall health promotion program. It is important to conduct continuous monitoring and have an evaluation plan for the school health promotion program to acquire effective changes in school settings.
Abstract— Medical Council of India has laid down the norms and guidelines for integrated teaching to enhance the students approach for learning in a comprehensive manner. A comparative interventional study was carried out on II MBBS students of SMS medical College, Jaipur to compare the effect of traditional teaching and integrated teaching method. After taking pre-test students were divided into two groups, one group underwent traditional teaching and other group is given integrated teaching on Bronchial Asthma. Post-test was taken after finishing the topic. Mean change in score improved in both the group were compared by unpaiered “t’ Test. Perception of students and faculty about new method was also found out. It was found in this study that mean change of score of students from pre-test to post-test in the study group was significantly higher (p<0.001) than in control group (3.43±1.88 v/s 0.65±1.81). More than 90 % students liked and retained the subject better with the new teaching methodology only 9.3% felt it more time consuming. Majority of faculty had liked this method.
This critical review was the result of reviewing 300+ articles and selecting the most rigorous studies to conduct review of Infant Massage for the Preliminary requirements into Doctoral Candidacy. This results in 33 articles, representing 13 countries, in a variety of settings.
Assessment of the Existing School Health Promotion Program in a Selected Educ...AnuragSingh1049
The health promotion school program was designed to promote the wellbeing of school students. This concept was introduced during the 1980s by the World Health Organization (WHO). In Sri Lanka; it was initiated and implemented in 2008 targeting all government schools. The aim of the study was to assess the existing school health promotion program. The cross-sectional study was implemented in May 2018 with all secondary schools in a selected education zone in Sri Lanka which represent three types of schools, 1AB, 1C and type 2. The study participants were students and teachers. The newly developed tool (Health Promoting School Assessment Tool) was used to assess the existing school health promotion program under six main criteria. The nominal group technique was followed to fill the assessment tool designed in the study where a team of teachers and a team of students separately took part in the assessment. The findings of the study show that the existing health promotion school program is partially unsuccessful in the selected educational zone. The existing situation of the school health promotion program, according to the main six criteria of the Health Promotion School Assessment Tool, was not at a satisfactory level of the implementation (38.2%). Only three schools (N=23) scored more than 50% while other schools (n=20, N=23) were scored less than 50%. According to the assessment, for each group of an individual school, there was a difference between teachers’ assessment and students’ assessment of the overall health promotion program. It is important to conduct continuous monitoring and have an evaluation plan for the school health promotion program to acquire effective changes in school settings.
Abstract— Medical Council of India has laid down the norms and guidelines for integrated teaching to enhance the students approach for learning in a comprehensive manner. A comparative interventional study was carried out on II MBBS students of SMS medical College, Jaipur to compare the effect of traditional teaching and integrated teaching method. After taking pre-test students were divided into two groups, one group underwent traditional teaching and other group is given integrated teaching on Bronchial Asthma. Post-test was taken after finishing the topic. Mean change in score improved in both the group were compared by unpaiered “t’ Test. Perception of students and faculty about new method was also found out. It was found in this study that mean change of score of students from pre-test to post-test in the study group was significantly higher (p<0.001) than in control group (3.43±1.88 v/s 0.65±1.81). More than 90 % students liked and retained the subject better with the new teaching methodology only 9.3% felt it more time consuming. Majority of faculty had liked this method.
This critical review was the result of reviewing 300+ articles and selecting the most rigorous studies to conduct review of Infant Massage for the Preliminary requirements into Doctoral Candidacy. This results in 33 articles, representing 13 countries, in a variety of settings.
Mapas conceptuales sobre Modelos Económicos Keyla Alvarez
Los modelos económicos suponen que el comportamiento de los individuos es "racional" en el sentido de que se toman aquellas decisiones que son más efectivas para ayudar al individuo a alcanzar sus propios objetivos, cualesquiera que estos sean. El comportamiento racional de los individuos exige que estos actúen coherentemente con un conjunto sistemático de preferencias. La racionalidad garantiza al sujeto económico un criterio estable, a partir del cual decide su actuación ante cada situación.
Importance of Physical Activities in Relation to Academic MalikPinckney86
Importance of Physical Activities in Relation to Academic Achievement
Southeastern Oklahoma State University
1
Importance of Physical Activities in Relation to Academic Achievement
Introduction
Schools have served many purposes throughout history. They serve to teach children to
become successful adults. Over time the idea of what it takes to make a student a successful adult has
changed. Schools have been forced to measure students with tests instead of the whole child. Students
are evaluated year after year on their academic achievement through standardized tests. Teachers are
now judged on how well their pupils do on tests whether it be on a nationally standardized test or
benchmark testing in the classroom. Since testing will not go away, teachers must find ways that
improve the way students retain information. Physical activity supports developmental, emotional, and
cognitive growth.
Physical activity helps students develop fine and gross motor skills. Typical recess activities such
as monkey bars, pumping legs on a swing, throwing balls all help develop motor skills that are needed in
the classroom. Hand eye coordination that is developed from these physical activities helps students
track when reading, take notes, and holding a pencil. When recess is cut, these activities either suffer or
the teacher must find time in their already hectic schedule to work these activities into the curriculum
(Franxman & Gilbert, 2018).
Many playground activities lead to social and emotional development. Students are put into
situations that are not guided by a teacher and are tested to make their own decisions. Peer
relationships are developed through physical activity (Murray & Ramstetter, 2018). This “free” time
helps develop a student’s ability to communicate, negotiate, and problem solve, all of which are needed
to contribute to society (Murray & Ramstetter, 2018).
School days are long. Students are expected to sit for long periods of time focusing on specific
content. When students are given breaks to move, different motions fire up neurons in their brains.
Students are more attentive to their lessons after a chance to engage in physical activity (Murray &
2
Ramstetter, 2018). The physical activity helps keep the brain active by giving one area a chance to rest
and recharge, while another area of the brain develops other skills.
Physical activity is important to the development of the whole child. Schools have drifted away
from making physical activity or play a priority in favor of structured academic time. This paper will look
at the role physical activity plays in academic achievement. It will show if physical activity is improving
test scores, curbing behavioral issues, and encouraging student learning by using physical activity in
unstructured activity, using set programs, and as motivation for cognitive improvement.
Literature Review
This ...
The Relationship Between Physical Activity and Cognition in Children: A Meta-...videosplay360
The purpose of this study was to quantitatively combine and examine the re- sults of studies pertaining to physical activity and cognition in children. Stud- ies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method.
The efficacy of using HW in PEKory Hill.docxmehek4
The efficacy of using HW in PE
Kory Hill
Introduction
Of the many barriers to quality physical education, limited time and resources are some of the most formidable (Barroso, McCullum‐Gomez, Hoelscher, Kelder, & Murray, 2005; Morgan & Hansen, 2008). In an effort to overcome such barriers, some experts have suggest the use of a tool that has traditionally been used by classroom teachers (Gill & Schlossman, 2004a) but seldomly by physical educators (Mitchell, Stanne, & Barton, 2000; van Sluijs, McMinn, & Griffin, 2007) – homework (Novak & Lynott III, 2015; St. Ours & Scrabis-Fletcher, 2013a). Some of the criticisms of homework use for classroom subjects are that it promotes rote practice and busy work (Kohn, 2006). However, those same factors may be a seen as assets in a physical education context. When learning a motor skills, rote practice (# of practice trials/hours of practice) is arguably the most important variable for improvment (Schmidt, Lee, Winstein, Wulf, & Zelaznik, 2018). Additionally, when encouraging children to accumulate at least an hour of daily physical activity, what some call busy work, may be useful. After all, anything that keeps a child physically active is likely helping to meet national or state standards regarding physical activity (Hill, 2009; Novak & Lynott III, 2015).
The purpose of this study will be to investigate the efficacy of motor skill homework in elementary physical education classes. This inquiry is significant because there is very little in the current literature on the topic. Most of the current body of literature focuses on active homework (Duncan et al., 2011; Fairclough et al., 2013) or the attitudes and opinions of stakeholders (Barney & Strand, 2008; Kinchin & O’Sullivan, 2003; Smith & Madden, 2014). Furthermore, children are not as physically active as they should be to maintain optimal health (Roman-Viñas et al., 2016; Tremblay et al., 2016) and research shows that such inactivity can result from being physically illiterate (Whitehead, 2010). Inquiries such as this are valuable because they contribute to the body of knowledge regarding best practices in the utilization of homework in physical education contexts. When children engage in programs that improve physical literacy, they are more likely to lead physically active lives (Behringer, Heede, Matthews, & Mester, 2011; Clark & Metcalfe, 2002; Harris, 2014) and thus healthier lives (Reiner, Niermann, Jekauc, & Woll, 2013).
Delimitations
This study will be delimited to 5th grade students at a public elementary school. The classes must be left in-tact and the participants will be volunteers so the sample is on of convenience. Measures of skill achievement will be made via a skills test of a novel skill – juggling a footbag. Homework compliance will be reported from self record forms signed by parents/guardians. Students failing to submit the required approval forms or choosing to drop out will not be included.
Limitations
...
Influencing factors upon the reliability of physical proficiency testIOSR Journals
Abstract: The investigator has been selected (i) warm-up, (ii) motivation, and (iii) time of the day for physical
performance as influencing factors of the reliability of physical proficiency test of (i) 30 feet shuttle-run, (ii)
standing broad-jump, (iii) sit-ups for one minute. Eighty students of Bachelor Degree who are opted Physical
Education, Health education and Sports subjects from different colleges affiliated to Manipur University were
selected for this investigation. The Selection of the subjects was done purely on the basis of the specific purpose
of the study and had certain level of physical proficiency so that all the subjects could perform all the variable
test items of the study. After systematically analysed the data of the study it was found that the selected
influencing measurement factors has been affected the reliability of the selected physical proficiency test.
Keywords: Proficiency, reliability, warm-up, motivation, 30 feet shuttle-run, standing broad-jump, and sit-ups
for one minute.
Implication of Outdoor Environment on Children’s Physical Activity Performanc...paperpublications3
Abstract: Children’s physical activity performance levels vary by provisions and quality of outdoor areas despite this; many pre-schools do little to create the kind of outdoor environment and experiences that are important for young children. The study therefore aimed to finding out the implication of outdoor environment on children’s physical activity level. The study was based on Descriptive survey design. It involved; 44 primary school head teachers, 44 pre-school lead teachers and 309 final pre-school class pupils (88% 88% and 19% of the study population respectively), selected using cluster, purposive and simple random sampling design respectively. Data was collected using questionnaires, interview schedule and Observation checklist. The major findings included that there was a relatively weak relationship between the availability, adequacy, effectiveness and site of various components of outdoor environment in ECDE centres and the ability of preschool children’s ability to Performing various loco-motor activities and Rhythmic Movement Activities. The results from observation and interview schedules indicated that a rich outdoor environment had a positive influence on preschool children‘s development of various skills. The study recommends that the government and other stakeholders need to invest in the provision of outdoors so as to enhance children’s physical activity levels.
The effectiveness of co curricular activities on academic achievements of sec...
EDU208SurveyResearch
1. Running head: PHYSICAL ACTIVITY 1
Correlational Study of Physical Activity and Academic Success
Sydney Meyers, Kyle Sulzman, and Zane Willard
The University of Tampa
3. PHYSICAL ACTIVITY 3
Research Question
What is the correlation between grade point average and physical activity among college
students?
Introduction
Many different studies were created to find a correlation between physical activity
and academics of students. Certain studies were performed on students of different ages and
from different locations. Based on other studies, most researchers have found some correlation
between physical activity and academic achievement of students, depending on the background
of the students being researched.
One research study was done on students in third through eighth grade from a Mississippi
school district (Blom, L. C., Alvarez, J., Zhang, L., & Kolbo, J., 2011). The purpose of this
specific research was to find any correlation between the students’ physical activity and test
scores (Blom et al, 2011). To collect data for the research, the students participated in fitness
tests within their gym classes (Blom et al, 2011). The teachers tested their students’ physical
fitness by having them participate in activities such as running, sit-ups, and curl-ups (Blom et al ,
2011). This data was entered into a Fitnessgram software to later be compared to the students test
scores from the Mississippi Curriculum Test, a state test taken by students each year (Blom et al,
2011). The students with better physical fitness had higher test scores than those who were not a
physically fit (Blom et al, 2011). The results of this research showed that there was a direct
positive correlation, with a p value less than 0.0001, between the students’ physical fitness and
academic achievement (Blom et al, 2011).
4. PHYSICAL ACTIVITY 4
A different research study was conducted at a university to test the same research
question, but with another method. Researchers at the University of Texas created an
experimental study to find a connection between the students’ grade point average and their
average amount physical activity (Mull, H., & Tietjen-Smith, T., 2014). A survey consisting of
questions about “academic performance, basic demographics, exercise routines, family life,
importance of education…and social/emotional well-being” was given to a control and
experimental group to collect data (Mull et al, 2014). T-tests were then used to compare the data
to show that the students who participated in regular physical activity had an overall higher grade
point average (Mull et al, 2014). The results of this study are similar to those of the previously
mentioned research study.
Survey research was performed in the Midwest to compare students’ physical activity and
nutrition to their academic success (Edwards, J. U., Mauch, L., & Winkelman, M. R. , 2011).
Eight-hundred sixth grade students completed the Youth Risk Behavior Surveillance Survey,
which asks about physical activities and nutrition (Edwards et al, 2011). Students were then
asked to participate in fitness tests within their gym classes, while the teachers collected data for
the research (Edwards et al, 2011). Measures of Academic Progress tests were taken by students
on a regular basis, and the scores from these tests were used to compare to the students’ physical
activity and fitness data (Edwards et al, 2011). The results of this research confirmed that
students with higher test scores were associated with more physical activity and were healthier
(Edwards et al, 2011).
An experimental study was conducted Sweden to also find the relationship between
physical activity and academic excellence. Five-hundred and forty-five students from elementary
5. PHYSICAL ACTIVITY 5
schools in Sweden were chosen to participate in this research (Bunketorp Käll, L., Malmgren, H.,
Olsson, E., Lindén, T., & Nilsson, M., 2015). A portion of this group of students were enrolled in
a school which had a new physical activity program for students; while the rest of the students
were chosen from a school that did not have this program (Bunketorp, 2015). A test called
KIDSCREEN was used to test the students’ physical fitness (Bunketorp et al, 2015). Each
students’ test scores for certain subjects were used to compare to the results of the fitness tests
(Bunketorp et al, 2015). The results of the comparison showed that overall, the students in the
physical activity program scored higher on their subject tests than those who were not enrolled in
the program (Bunketorp et al, 2015). This proves that there is a positive relationship between
students’ physical activity and academic success within this research study (Bunketorp et al,
2015).
A similar study occurred in Barcelona, which involved finding the correlation between
physical activity and academic performance among students from secondary schools (Morales,
J., Gomis, M., Pelicer-Chenol, M., GarcÍa-MasÓ, X., GÓmez, A., & GonzÁlez, L. , 2011). A
group of 284 students from three different secondary schools were chosen to participate in this
study (Morales et al, 2011). These students were give a survey called “The International Physical
Activity Questionnaire,” which included questions pertaining to the students amount of physical
activity and whether that activity was vigorous or moderate (Morales et al, 2011). The data
collected from this survey was then compared to the students’ average grades from all classes
(Morales et al, 2011). After the data collected was compared, a linear relationship between the
two sets of data was formed having a p value of less than .001 and a r value of .31 (Morales et al,
6. PHYSICAL ACTIVITY 6
2011). Overall, the students who participated in good amounts of moderate and vigorous
physical activity weekly had higher academic scores (Morales et al, 2011).
Each research study used different methods to test a similar research question in many
areas with different age groups of students. Although each study had its own unique qualities,
these studies brought about similar results to the research question. The methods of these
research studies were used as a basis of this research study, to find a correlation among
undergraduate college students’ physical fitness and grade point average.
Methods
In order to find if exercise has a correlation on academic performance a quantitative
survey had to be created to get the maximum amount of responses. The survey was created on
Google Forms; this was to make data analysis more efficient. After the survey was created, it
was distributed to students at the University of Tampa. After the survey was completed we
examined the spreadsheet and eliminated entries that were inviable, such as the entry was not in
college or they gave hours of working out when they said they do not workout. In order to make
the survey analysis simpler the gender option was limited to male, female, and other.
The sample of the study consisted of 53 females, 19 males, and 1 other (Appendix A).
This made a total of 73 responses to our survey. The sample was limited to only college students
in order to keep the sample around the same age range and to ensure the students have a GPA.
The sample also consisted of mostly high intellect students due to the high number of AP
students that answered the survey. All of the surveys were from The University of Tampa to
keep the sample in a central location.
7. PHYSICAL ACTIVITY 7
The survey used consisted of 9 questions. The survey gave multiple options for ethnicity
as to not exclude anyone. The survey also asked if the participant played high school sports to
see if their high school performance was affected by physical activity 80.8% said they played
high school sports (Appendix B). To see how sports affect students at the college level, a
question about collegiate sports was asked which 23% said yes (Appendix C).
Results
We discovered no correlation between exercise and academic performance, the p value
was .16269494 for Days of exercise and GPA. The P value for hours of exercise with days in
correlation to GPA. There is no academic performance benefits from exercise. The result we
found could potentially be due to most of our participants having high GPAs’ around 3.0. If the
study was more broad and generalized then there could of potentially have been a better
correlation.
Discussion
In the procedure of the survey when choosing the questions for the survey, we analyzed
demographic information such as race and age, and questions about the history of their athletic
and academic performance. We asked this information in hopes of being aware that we were
analyzing a diverse group of individuals who had taken the survey, however it did give us
indication that we had reached a diverse group of individuals, but that was all we did with the
information. The demographic, athletic history, and academic history data could have been used
to find a correlation with the grade point average and physical activity data that was also
collected to see if there was a positive or negative relationship between the data. For example, if
8. PHYSICAL ACTIVITY 8
we had analyzed the relationship between whether or not someone was a collegiate athlete and
their grade point average, those athletes have required amounts of physical activity per day
through practices and how that impacts the athletes’ academic performance. There was
significant data that was collected that was not applied nor analyzed to the study to see what
other kind of relationships could be built through the data collected.
In the survey, under the question, “How many hours per day do you exercise?”, we
capped the options at 4 or more hours per day. We chose to do this because it is not healthy to
put your body through that many hours of exercise multiple days of the week, it is believed to be
much more effective to exercise multiple days a week for maybe an hour or two a day.
However, some people choose to put their bodies through that kind of intensity and we shouldn’t
have limited our data by only having options 0 through 4+ hours per day. After discussing the
issue and following the conclusion of the survey results, we realized that athletes sometimes put
themselves through 5 or 6 hours a day of intense cardio, weight, and skill training in order to
elevate their skill level. In the event, we had left the question with a free response option instead
of a drop down option, there may have been a better correlation within the data.
We believe the sample of people we had access to and actually had the survey distributed
to had an impact on the data we collected. We distributed the survey to large groups of
individuals we knew and were our peers including fraternities, sororities, elite academic and
leadership groups on campus. The survey was distributed to these large groups of college
students in common environments as a convenience factor, and it may have skewed the data we
collected. In Greek life, academic, and leadership organizations there are typically grade point
average requirements students are required to meet in order to remain a participant in the
9. PHYSICAL ACTIVITY 9
organization. Therefore, the students that we surveyed maintain high grade point averages
regardless of whether they exercise at all during the week, although exercise may be a good
mental release for the students that doesn’t necessarily mean they take advantage of it.
10. PHYSICAL ACTIVITY 10
References
Blom, L. C., Alvarez, J., Zhang, L., & Kolbo, J. (2011). Associations between health-related
physical fitness, academic achievement and selected academic behaviors of elementary
and middle school students in the state of mississippi. ICHPER -- SD Journal of
Research in Health, Physical Education, Recreation, Sport & Dance, 6(1), 13-19.
Bunketorp Käll, L., Malmgren, H., Olsson, E., Lindén, T., & Nilsson, M. (2015). Effects of a
curricular physical activity intervention on children's school performance, wellness, and
brain development. Journal of School Health, 85(10), 704-713. doi:10.1111/josh.12303
Edwards, J. U., Mauch, L., & Winkelman, M. R. (2011). Relationship of nutrition and physical
activity behaviors and fitness measures to academic performance for sixth graders in a
midwest city school district. Journal of School Health, 81(2), 65-73.
doi:10.1111/j.1746-1561.2010.00562.x
Morales, J., Gomis, M., Pelicer-Chenol, M., GarcÍa-MasÓ, X., GÓmez, A., & GonzÁlez, L.
(2011). Relation between physical activity and academic performance in 3rd- year
secondary education students. Perceptual & Motor Skills, 113(2), 539-546.
doi:10.2466/06.11.13.PMS.113.5.539-546
Mull, H., & Tietjen-Smith, T. (2014). Physical activity and academic success: Links on a
university campus. FOCUS on Colleges, Universities & Schools, 8(1), 1-8.
13. PHYSICAL ACTIVITY 13
Appendix D
Physical Activity & GPA Survey
* Required
1. Gender *
2. Mark only one oval.
○ Male
○ Female
○ Other
3. Race/Ethnicity *
4. Mark only one oval.
○ White
○ Black
○ Hispanic
○ Asian
○ Pacific Islander
○ Middle Eastern
○ Multi Racial
5. Age (in years, Ex. 18) *
6. How many days per week do you exercise? *
7. Mark only one oval.
○ 0 days
○ 1 days
○ 2 days
○ 3 days
14. PHYSICAL ACTIVITY 14
○ 4 days
○ 5 days
○ 6 days
○ 7 days
8. How many hours per day do you exercise? *
9. Mark only one oval.
○ 0 hrs
○ 1 hrs
○ 2 hrs
○ 3 hrs
○ 4+ hrs
10. Did you participate in high school athletics? *
11. Mark only one oval.
○ Yes
○ No
12. Are you a collegiate athlete? *
13. Mark only one oval.
○ Yes
○ No
14. What is your current GPA, if you do not have a current GPA please use high
school GPA (unweighted)? Ex. 3.75 (nothing higher than 4.0)*
15. Did you take a significant amount of Honors/AP classes in high school? *
16. Mark only one oval.
○ Yes
○ No