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Examining the Impact of Physical Activity Time on Physical Fitness and Academic Achievement among 3rd Graders = = Examinando el impacto del tiempo de actividad fisica en la aptitud fisica y el logro academico entre el 3er grado.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the Impact of Physical Activity Time on Physical Fitness and Academic Achievement among 3rd Graders =/
其他題名:	Examinando el impacto del tiempo de actividad fisica en la aptitud fisica y el logro academico entre el 3er grado.
作者:	Woods, George Walter, III.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	99 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Physical education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27737731
ISBN:	9798661683601

Examining the Impact of Physical Activity Time on Physical Fitness and Academic Achievement among 3rd Graders = = Examinando el impacto del tiempo de actividad fisica en la aptitud fisica y el logro academico entre el 3er grado.
Woods, George Walter, III.

Examining the Impact of Physical Activity Time on Physical Fitness and Academic Achievement among 3rd Graders =Examinando el impacto del tiempo de actividad fisica en la aptitud fisica y el logro academico entre el 3er grado. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 99 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ed.D.)--Texas A&M University - Corpus Christi, 2020.

This item must not be sold to any third party vendors.

Complex intersections exist between physical activity, academics, and fitness which operate between research, policy, and practice. Perhaps one of the most researched intersections considers whether school-aged children perform better academically when there is time dedicated to physical activity. To date, no research has investigated the impact of the three most commonly observed weekly physical activity periods (135, 225, and 300 minutes) in Texas public schools on academic achievement and physical fitness performance measures. Applying an ecological multilevel perspective, such as that found in socio-ecological modeling (SEM), is crucial to gaining a holistic understanding of policy and practice and how they shape and affect student engagement with physical activity. The study employed an ex-post-facto, causal-comparative research design. The characteristics-present group received 135 minutes of physical activity while the two comparison groups engaged in 225 and 300 weekly minutes respectively. Subjects were recruited from three elementary schools, hereafter referred to as Schools A, B, and C, in an urban school district in South Texas. The non-probability sample consisted of 70, 49, and 63 third graders in these schools, respectively. School C, which had the highest weekly minutes of physical activity had the lowest academic achievement scores in mathematics and reading. With respect to fitness performance, although some statistically significant differences were found among the schools, no uniform pattern was noted, suggesting the randomness of the findings. Even though the results of this study are mixed and do not conform to existing literature, it is hard to argue that increased physical activity time does not influence increased academic achievement and fitness performance. The bigger picture to be taken from this is that physical activity/education programs may not have the oversight necessary to ensure how and when students actually receive physical activity. District and campus administrators might also glean from this study that their actions, attitudes, and decisions about physical activity can have a very direct impact on how their students engage in physical activity, as delineated through SEM.

ISBN: 9798661683601Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Educational leadership

Examining the Impact of Physical Activity Time on Physical Fitness and Academic Achievement among 3rd Graders = = Examinando el impacto del tiempo de actividad fisica en la aptitud fisica y el logro academico entre el 3er grado.
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245 1 0 $a Examining the Impact of Physical Activity Time on Physical Fitness and Academic Achievement among 3rd Graders = $b Examinando el impacto del tiempo de actividad fisica en la aptitud fisica y el logro academico entre el 3er grado.
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506 $a This item must not be sold to any third party vendors.
520 $a Complex intersections exist between physical activity, academics, and fitness which operate between research, policy, and practice. Perhaps one of the most researched intersections considers whether school-aged children perform better academically when there is time dedicated to physical activity. To date, no research has investigated the impact of the three most commonly observed weekly physical activity periods (135, 225, and 300 minutes) in Texas public schools on academic achievement and physical fitness performance measures. Applying an ecological multilevel perspective, such as that found in socio-ecological modeling (SEM), is crucial to gaining a holistic understanding of policy and practice and how they shape and affect student engagement with physical activity. The study employed an ex-post-facto, causal-comparative research design. The characteristics-present group received 135 minutes of physical activity while the two comparison groups engaged in 225 and 300 weekly minutes respectively. Subjects were recruited from three elementary schools, hereafter referred to as Schools A, B, and C, in an urban school district in South Texas. The non-probability sample consisted of 70, 49, and 63 third graders in these schools, respectively. School C, which had the highest weekly minutes of physical activity had the lowest academic achievement scores in mathematics and reading. With respect to fitness performance, although some statistically significant differences were found among the schools, no uniform pattern was noted, suggesting the randomness of the findings. Even though the results of this study are mixed and do not conform to existing literature, it is hard to argue that increased physical activity time does not influence increased academic achievement and fitness performance. The bigger picture to be taken from this is that physical activity/education programs may not have the oversight necessary to ensure how and when students actually receive physical activity. District and campus administrators might also glean from this study that their actions, attitudes, and decisions about physical activity can have a very direct impact on how their students engage in physical activity, as delineated through SEM.
520 $a Existen intersecciones complejas entre la actividad fisica, lo academico y el estado fisico que operan entre la investigacion, la politica y la practica. Quizas una de las intersecciones mas investigadas considera si los ninos en edad escolar se desempenan mejor academicamente cuando hay tiempo dedicado a la actividad fisica. Hasta la fecha, ninguna investigacion ha investigado el impacto de los tres periodos de actividad fisica semanales mas comunmente observados (135, 225 y 300 minutos) en las escuelas publicas de Texas sobre el rendimiento academico y las medidas de rendimiento fisico. La aplicacion de una perspectiva ecologica multinivel, como la que se encuentra en el modelado socioecologico (SEM), es crucial para obtener una comprension holistica de la politica y la practica y como moldean y afectan el compromiso del estudiante con la actividad fisica.El estudio empleo un diseno de investigacion causal comparativo ex post facto. El grupo de caracteristicas presentes recibio 135 minutos de actividad fisica, mientras que los dos grupos de comparacion realizaron 225 y 300 minutos semanales respectivamente. Los sujetos fueron reclutados de tres escuelas primarias, en adelante denominadas Escuelas A, B y C, en un distrito escolar urbano en el sur de Texas. La muestra no probabilistica consistio en 70, 49 y 63 alumnos de tercer grado en estas escuelas, respectivamente.La escuela C, que tenia los minutos semanales mas altos de actividad fisica, tenia los puntajes academicos mas bajos en matematicas y lectura. Con respecto al rendimiento fisico, aunque se encontraron algunas diferencias estadisticamente significativas entre las escuelas, no se observo un patron uniforme, lo que sugiere la aleatoriedad de los resultados.Aunque los resultados de este estudio son mixtos y no se ajustan a la literatura existente, es dificil argumentar que el aumento del tiempo de actividad fisica no influye en el aumento del rendimiento academico y el rendimiento fisico. La imagen mas grande que se debe tomar de esto es que los programas de actividad fisica / educacion pueden no tener la supervision necesaria para garantizar como y cuando los estudiantes realmente reciben actividad fisica. Los administradores del distrito y del campus tambien pueden deducir de este estudio que sus acciones, actitudes y decisiones sobre la actividad fisica pueden tener un impacto muy directo en como sus estudiantes participan en la actividad fisica, segun se describe a traves de SEM.
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