東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Relationships Between Specific Healt...

Wilson, Tona De Aune.

FindBook

Google Book

Amazon

博客來

Relationships Between Specific Health-Related Fitness Components and Standardized Academic Achievement Tests.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Relationships Between Specific Health-Related Fitness Components and Standardized Academic Achievement Tests./
作者:	Wilson, Tona De Aune.
面頁冊數:	131 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
標題:	Physical education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3682415
ISBN:	9781321558425

Relationships Between Specific Health-Related Fitness Components and Standardized Academic Achievement Tests.
Wilson, Tona De Aune.

Relationships Between Specific Health-Related Fitness Components and Standardized Academic Achievement Tests. - 131 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ph.D.)--Walden University, 2015.

In an attempt to meet monetary-driven mandates to improve student achievement test scores, administrators are replacing physical education activities with subject matter classes in many American schools. This practice negates the positive contributions of physical activity to academic performance and student fitness. Guided by self-efficacy theory, this study assessed the impact of optimal versus minimal physical fitness state on student academic achievement. The study sample included 5,416 9th grade students from the same school district who completed a minimum of 5 of the 6 components of the FITNESSGRAM tests, and who also completed the math and English language arts (ELA) portions of the California Standards Test. The independent variables were optimal and minimal physical fitness based upon completing 6 or 5 FITNESSGRAM components, respectively. Analyses included independent samples t tests, ANOVA, and Dunnet's C test to detect differences in mean academic scores with gender and ethnicity as covariates. Optimally fit students had significantly higher (p < 0.05) scores in math and ELA tests relative to minimally fit students. Female academic test scores tended to be higher than male scores in both academic tests. School officials, when contemplating curricular programs devoid of a physical education component, might judiciously reassess the positive effects of physical fitness upon academic achievement and the associated biopsychosocial benefits for their students. Physically fit and academically enriched students may provide a foundation for positive social change directed at engendering a healthier, motivated, and productive citizenry.

ISBN: 9781321558425Subjects--Topical Terms:

635343
Physical education.

Relationships Between Specific Health-Related Fitness Components and Standardized Academic Achievement Tests.
LDR:02567nmm a2200277 4500 001 2115655
005 20170323101055.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781321558425
035 $a (MiAaPQ)AAI3682415
035 $a AAI3682415
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wilson, Tona De Aune. $3 3277322
245 1 0 $a Relationships Between Specific Health-Related Fitness Components and Standardized Academic Achievement Tests.
300 $a 131 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Kimberley Cox.
502 $a Thesis (Ph.D.)--Walden University, 2015.
520 $a In an attempt to meet monetary-driven mandates to improve student achievement test scores, administrators are replacing physical education activities with subject matter classes in many American schools. This practice negates the positive contributions of physical activity to academic performance and student fitness. Guided by self-efficacy theory, this study assessed the impact of optimal versus minimal physical fitness state on student academic achievement. The study sample included 5,416 9th grade students from the same school district who completed a minimum of 5 of the 6 components of the FITNESSGRAM tests, and who also completed the math and English language arts (ELA) portions of the California Standards Test. The independent variables were optimal and minimal physical fitness based upon completing 6 or 5 FITNESSGRAM components, respectively. Analyses included independent samples t tests, ANOVA, and Dunnet's C test to detect differences in mean academic scores with gender and ethnicity as covariates. Optimally fit students had significantly higher (p < 0.05) scores in math and ELA tests relative to minimally fit students. Female academic test scores tended to be higher than male scores in both academic tests. School officials, when contemplating curricular programs devoid of a physical education component, might judiciously reassess the positive effects of physical fitness upon academic achievement and the associated biopsychosocial benefits for their students. Physically fit and academically enriched students may provide a foundation for positive social change directed at engendering a healthier, motivated, and productive citizenry.
590 $a School code: 0543.
650 4 $a Physical education. $3 635343
650 4 $a Psychobiology. $3 555678
690 $a 0523
690 $a 0349
710 2 $a Walden University. $b Psychology. $3 1020184
773 0 $t Dissertation Abstracts International $g 76-07A(E).
790 $a 0543
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3682415