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Associations between Physical Fitnes...

Weemer, Megan.

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Associations between Physical Fitness and Academic Achievement in a Sample of Illinois High School Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Associations between Physical Fitness and Academic Achievement in a Sample of Illinois High School Students./
作者:	Weemer, Megan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	120 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
Contained By:	Dissertation Abstracts International80-03A(E).
標題:	Physical education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10827704
ISBN:	9780438636644

Associations between Physical Fitness and Academic Achievement in a Sample of Illinois High School Students.
Weemer, Megan.

Associations between Physical Fitness and Academic Achievement in a Sample of Illinois High School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 120 p.

Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.

Thesis (D.Hlth.Sc.)--Indiana State University, 2018.

The purpose of this cross-sectional quantitative study was to determine the extent of the relationship between physical fitness and academic achievement in a sample of ninth through twelfth grade students (N = 371) in a select rural Illinois high school. This relationship was also examined by specific subgroups; including age, student grade level, gender, ethnicity, socio-economic status, and total number of school absences. Fitness levels were determined by utilizing student's results on the FITNESSGRAM physical fitness tests, which measures aerobic capacity, muscular strength and endurance, and flexibility. Academic achievement levels were assessed by using student's cumulative Grade Point Averages (GPA). Socio-demographic moderating variables were assessed through accessing school records.

ISBN: 9780438636644Subjects--Topical Terms:

635343
Physical education.

Associations between Physical Fitness and Academic Achievement in a Sample of Illinois High School Students.
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520 $a The purpose of this cross-sectional quantitative study was to determine the extent of the relationship between physical fitness and academic achievement in a sample of ninth through twelfth grade students (N = 371) in a select rural Illinois high school. This relationship was also examined by specific subgroups; including age, student grade level, gender, ethnicity, socio-economic status, and total number of school absences. Fitness levels were determined by utilizing student's results on the FITNESSGRAM physical fitness tests, which measures aerobic capacity, muscular strength and endurance, and flexibility. Academic achievement levels were assessed by using student's cumulative Grade Point Averages (GPA). Socio-demographic moderating variables were assessed through accessing school records.
520 $a The data from the FITNESSGRAM, GPA's, and additional moderating variables were archival from the 2016--2017 school year. Students enrolled in the select high school historically perform slightly below state averages on standardized tests and the school is not making Adequate Yearly Progress (AYP). (Illinois State Board of Education [ISBE], 2017a). Pearson's Product Moment Correlation found a positive association between total fitness and academic achievement, although not statistically significant. In addition, a negative association was found between academic achievement and the PACER, the 90- Degree Push-up, and the Back Saver Sit and Reach, with none being statistically significant. A positive association was found between the Curl-Up and academic achievement, although not statistically significant. A one-way Analysis of Variance found no statistically significant difference in the GPAs of students in each physical fitness level. When a regression model was used to predict GPA based on the combined effects of all independent variables, (total fitness, individual components of fitness, gender, ethnicity, grade level, socioeconomic status, and number of absences) the model was significant (p < .001). The combined variables accounted for 25% of the variance in GPA, with number of absences, gender, socio-economic status, the curl-up, and ethnicity significantly contributing to the model.
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