The Effect of Physical Activity and Exercise on the

Academic Achievement of Elementary School Students

By Meghan M. Bellarin

Submitted in Partial Fulfillment of the Requirements for the

Degree of Master of Education

May 2016

Graduate Programs in Education

Goucher College
 Table of Contents

List of Tables i

Abstract ii

I. Introduction 1

Overview 1

Statement of the Problem 2

Hypothesis 2

Operational Definitions 2

II. Review of the Literature 4

Importance of Physical Activity and Exercise on Brain and Body Functions 4

Benefits of Physical Activity and Exercise on Academic Success 5

Strategies to Incorporate Physical Activity into the Elementary School Day 7

Summary 10

III. Methods 11

Design 11

Participants 11

Instruments 12

Procedure 12

IV. Results 13

V. Discussion 15

Implementations 15

Threats to Validity 15

Relationships to Literature 16
 Implications for Future Research 17

Summary 18

References 19
 List of Tables

1. Dependent t-test for Gain in Benchmark Scores 13

2. Analysis of Variance 14

i
 Abstract

The purpose of this study was to examine the effects of physical activity in elementary school

students on academic achievement. This study took place over the course of five weeks and used

a pre-test and post-test design. Students in the study participated in a physical activity session

during “Morning Meeting” each day for a total of twenty minutes each day. The students were

rated each day on their participation level and attendance during the sessions. The tools used to

measure academic achievement were the math benchmarks 2 and 3. Results did not show

positive effects of the physical activity interventions on the math benchmark scores. Future

studies are recommended involving more accurate activity level measurements and requirements

in order to determine the effects of physical activity on academic achievement.

ii
 CHAPTER I

INTRODUCTION

Overview

A current trend amongst young children is a sedentary lifestyle that leads to a lack of

motivation, focus, and behavioral issues in school. Physical activity is often lacking in the

school day, and studies have shown that increasing the amount of activity can improve many

aspects of a person’s well-being. The curriculum and schedules in schools are often full of

academics, and there is little time for activity, but it is important that teachers understand the

variety of ways it can be integrated for academic success. Desai, Kurpad, Chomitz, and Thomas

(2015) state that aerobic exercise and activity positively support mental health, influence health

behaviors, and is associated with academic achievement. A child’s cognitive performance in

school has the potential to be enhanced through the integration of physical activity and exercise

into the school day, with or without adding in programs. There are several ways that educators

can get the students moving with mathematics problems, taking brain breaks, providing after

school exercise programs, and much more.

The researcher is interested in the many positive effects that physical activity and

exercise have on students and their academic success. As a physical educator, the researcher can

see first-hand accounts of students who are exercising regularly and displaying success in

different aspects of their school day, including focus and attention, scores on assessments and

benchmarks, and positive behaviors. Teachers are capable of providing students with many life

lessons as well as academic lessons, and being physically fit is one lesson where students will be

able to see success. There have been numerous studies to determine the effects of exercise on

1
children and their academic success, and with more positive results, students can become more

academically fit as well as physically fit, which will lead to more success.

Statement of the problem

The purpose of this study was to examine the effects of physical activity in elementary

school students on academic achievement.

Hypothesis

Physical activity and exercise for twenty minutes in the morning for fifth grade students

will have no impact on their math benchmark scores.

Operational Definitions

The independent variable for this study was the number of minutes each day the students

spent engaged in physical activity. The type of physical activity that the students participated in

each day varied. The types of physical activity included exercise videos from the website “Go

Noodle,” coordination and balance activities, and sets of fitness skills that the students would

perform. The fitness skills included jumping jacks, push-ups, curl ups, windmills, jogging in

place, and arm circles.

The dependent variable in this study was the student scores for the math benchmark 2 and

3. The two benchmarks were state-wide and required for all fifth grade students. A second

dependent variable in the study was each student’s participation level during the physical

activity. The students were observed by the researcher and the classroom teacher during the

physical activity time each morning and were scored on a scale of 0-3. The zero represents

students who chose not to participate in the activity, a one for those who participated minimally,

a two for those students who participated in most but not all, and a three for those who had full

2
participation. If the students were absent or not in the room at the time, they were not scored for

that particular day and “ABS” was recorded.

3
 CHAPTER II

REVIEW OF THE LITERATURE

This literature review examines the effects of physical activity and exercise on

elementary school students and their academic achievement. The first section will discuss the

importance of physical activity and exercise on the brain and body functions with more specific

scientific references. The second section examines the benefits of physical activity and exercise

on academic success specifically. The third section provides strategies to incorporate movement

and physical activity into the school day for elementary level classes.

Importance of Physical Activity and Exercise on Brain and Body Functions

There are several proven indicators that have shown physical activity benefits the human

brain, its basic functions, and abilities. One of the most critical brain functions that can predict

academic success is memory. So (2012) found that physical activity may increase memory

functions and in turn create academic success for students who engage in moderate to vigorous

physical activity multiple times a week. According to Chaddock-Heyman et al. (2015), students

who are at higher fitness levels have superior performance on tasks that challenge working

memory and standardized tests of mathematics and reading relative to less fit students.

On a scientific level, there are several effects that occur within the brain as a result of

exercise. In specific brain growth and development, Chaddock-Heyman et al. (2015) found that

differences in aerobic fitness levels in children play a role in cortical gray matter structure, which

is important for academic success. Children who have a higher level of aerobic fitness are

shown to have cognitive and brain plasticity, which can correlate with success in academic areas,

especially mathematics. Also higher levels of aerobic fitness have been associated with larger

brain volumes in two regions of the brain that are critical for memory and learning: the

4
hippocampus and dorsal striatum (Chaddock-Heyman et al., 2015). Conyers and Wilson (2015)

agree, stating that the hippocampus is essential for creating new memories and for learning.

Neurogenesis is the creation of new brain cells within areas of the brain associated with

recall, and Conyers and Wilson (2015) believe that exercise enhances this process, while also

forming connections between neurons in response to learning and sensory input, known as

experience-dependent synaptogenesis. Neurogenesis is important because it activates the higher-

order cognitive functions in the brain, which is essential for monitoring, maintaining, and

strategizing higher-level cognitive abilities that enhance academic performance. There are many

processes in the brain that occur when the body is engaged in physical activity, and the more

students are exposed to these activities, the more these functions will continue to increase. There

is also evidence that the prefrontal cortex may function at a more efficient level after engaging in

physical activity programs.

There are also several health benefits from engaging in physical activity, including

increased strength and decreased chance of injuries. Those who are more active experience a

reduction in low-density lipoproteins and an increase in high-density lipoproteins (Field, Diego,

& Sanders, 2001). Exercise also increases serotonin levels, endorphins, and melatonin, which

increase positive emotions (Conyers & Wilson, 2015). These neurochemicals help to make

individuals increase their attention and focus as well as boosting moods, which can enhance

mastery of skills. The physical and scientific effects of exercise on the brain and body go beyond

academic success and are beneficial for a person’s well-being. As the health improves, this can

begin to create an atmosphere of achievement and success.

Benefits of Physical Activity and Exercise on Academic Success

Due to the many benefits of physical activity on the brain, this in turn results in a higher

5
correlation of academic success with students as well as an increase in positive behavior. Field

et al. (2001) found that among the health benefits of physical activity, exercise has been noted to

increase performance on cognitive tasks as well as raise serotonin levels. In students who

perform higher rates of exercise, it has been shown that those same students will have higher

grade point averages. The number of hours a week a child is physically active can impact their

engagement in sports, social settings, and energy levels, causing them to take the initiative to put

in the extra efforts in academics. The amount of time spent in physical activities, specifically

twenty minutes or more daily, improves performance on perceptual and decisional tasks

(Trudeau & Shephard, 2008). Also Trudeau and Shephard noted that when students are involved

in physical activities such as music, it has the potential to increase reading skills. Physical

activity in general, not specific to physical fitness levels or sports involvement, has positive

effects on academic scores through increased focus, decision making skills, and increasing

interest levels.

Students who are more physically active in aerobic exercise show higher levels of

success in the area of math more so than other academic areas. Aerobic fitness activities have

been linked to cognitive functions, response speed, working memory and attention (Desai et al.,

2015). When students are able to concentrate and have a healthier mental state after exercising,

academic areas such as mathematics, which revolves around memory and concentration, can be

more successful. Moses (2011) found that many studies have noted high levels of physical

exertion had positive influences on mathematical performance and that increasing the amount of

physical activity time did not have a negative effect on academic performance.

Trudeau and Shephard (2008) explored the concept of physical activity having a positive

effect on classroom behavior and reduced disruptions in students. Positive classroom behavior

6
leads to more optimistic attitudes during class in general, which leads to more success with

academic lessons. A student’s behavior can also determine his or her feeling of school

connectedness and school satisfaction, which prevents students from disregarding classwork and

allows students to make more positive decisions.

The level of physical activity has shown an effect on the academic success rate when

comparing vigorous exercises, moderate exercises, and strengthening exercises to one another.

According to So (2012), vigorous activities may include soccer, basketball, aerobics, and

swimming; moderate activities include badminton, table tennis, carrying light loads and cycling

at a regular pace, and strengthening exercises can include push-ups, weight lifting, sit-up, and

weight training. Vigorous exercises will raise heart rate higher than strengthening exercise. So

demonstrated that higher levels of physical activity result in a higher correlation of academic

success than lower levels of physical activity. Vigorous activities increase brain and memory

functions and can have a positive influence on boys and girls. Strengthening exercises have not

shown a high correlation with academic achievement when compared to more vigorous activities

performed less than four times a week, especially in boys. As elementary schools push for

higher academic success through higher standards, the positive effects on academic achievement

from movement and physical activity within the school day should be considered. Higher levels

of activity have shown to give greater success with concentration, memory functions, behavior,

and decision-making skills for students, all of which can enhance a student’s academic abilities

and achievement and could then transfer over to higher levels of academic success.

Strategies to Incorporate Physical Activity into the Elementary School Day

Most elementary schools around the world have physical activity built into the school

week through physical education classes. The amount of time varies between schools, districts,

7
states, and countries, but most have a set schedule of minutes per week a student is guaranteed to

be physically active. Elementary schools also generally have time built into their schedules for

recess each day. These are two opportunities that for the most part are scheduled, but can be lost

or taken out of schedules for various reasons including testing, instrumental classes, and

interventions, so it is important for educators to develop more strategies to incorporate physical

activity into the school day.

Brain breaks are a popular strategy and are designed for students to perform in a small

space near desks or in the classroom in their own chairs (Caldwell & Ratliffe, 2014). Examples

of appropriate breaks would be performing fitness skills such as jumping jacks, jogging in place,

or pushups; using exercise videos from DVD’s or the internet; or playing games in class that

involve physical activity. Videos, short clips, and movement sessions should be quick and to the

point and are intended to give the student an opportunity to refocus and reboot their energy. A

few goals of brain break videos are to increase students’ heart rate, assist teachers with providing

physical activity within the day, and release some of the students’ energy after sitting during a

lesson. Movement breaks are essential to refocusing attention on academics and can be taken

advantage of multiple times a day (Koch, 2013).

Integration of physical activity and academic subjects is bridging or merging the content

from multiple academic areas to allow students to see the connections and relationship of

knowledge (Koch, 2013). Within the classroom setting, there are several ways to integrate

physical activity, including stories, historical characters, creating shapes, and using locomotor

movements to perform tasks. Koch gives several suggestions, including Math Bo, which is using

math equations and functions and “combat” style skills in the air to complete the equations.

Integrating the compass and directions within the classroom and using fitness skills for direction

8
on the map can also allow students in social studies to move more. Within science classes,

teachers can use physical experiments and allow students to move throughout the room, as well

as acting out content material, like physically acting out the states of water. It is important for

classroom teachers to understand basic locomotor movement skills and terminology, and for this

to occur, the physical education teacher and classroom teachers would need to collaborate.

Another integration strategy that has proven to be very useful is the use of yoga skills and

techniques. Yoga practice improves individuals’ physical fitness levels, focus and relaxation, as

well as several aspects of cognition and executive functions (Telles, Singh, Kumar, Kumar, &

Balkrishna, 2013). It is suggested that yoga should be practiced several times a week and for

multiple weeks in a row in order to gain the physical and cognitive benefits. Suggested yoga

skills include breathing techniques, loosening exercises, and physical postures. Specific yoga

skills can be performed within classroom settings, at recess, or within appropriate places at the

school, and consist of different postures such as the butterfly pose, cobra posture, raised leg

posture, and tree posture. According to Telles et al., the strategy of incorporating yoga into the

school day for elementary students is one that teachers are capable of doing without technical

training, can be varied each day to keep enthusiasm and interest, and has shown significant

benefits towards cognitive achievement and focus.

Afterschool clubs are a great approach to incorporating physical activity into a school day

without taking time from the normal daily schedule. Käll, Nilsson, and Linden (2014) found that

enjoyable, non-competitive activities resulted in many benefits for the school, students, and

teachers, including fellowship, reduced boredom, and joy. The activities held after or before

school should be positive, motivational, and enjoyable for all to participate in and held at least

9
two times a week. The programs can cater to all types of students and can include the use of

equipment, teams, individual games, or no equipment at all.

A more specific afterschool strategy is a running club to offer students assistance with

improving their running and walking abilities, as well as developing a sense of community.

Some of the options include basic running clubs, like Girls on the Run, H.E.R.O. Boys’ Running

Club, and Running and Writing clubs. Vanzandt (2011) found that after integrating a writing

and running program, there were significant benefits to the students who participated. Many of

these groups meet twice a week for about sixty to ninety minutes and work on running technique

and endurance, building up to a culminating race such as a 5K. Within the program, Vanzandt

also found that many students made more growth after implementing running buddies, which

increase accountability, goal setting, and motivation. The program coincides with a writing

program to help promote journal writing skills. The use of a running program after school has

proven to be successful for many elementary schools in gaining student achievement in

academics, social situations, and physical fitness.

Summary

Physical activity and exercise are a critical part of everyone’s life, whether the purpose be

to maintain current health, become more successful in academic areas, increase aerobic fitness

levels, or simply to be happier. It is important to understand the benefits from a scientific

viewpoint as well as an academic perspective for students in elementary school so that teachers

are able to integrate necessary activities into daily routines to benefit the students. From brain

breaks to curriculum driven running programs, there is evidence that shows that exercise in

school is critical to the success of students in academics, focus, physical health, and social

relationships.

10
 CHAPTER III

METHODS

Design

The purpose of this study was to examine the effects of physical activity in elementary

school students on academic achievement. This is a quasi-experimental study using a single

group of the same students that were not randomly selected. The study uses a pre and post

assessment based on math benchmark scores. The independent variable is the number of

minutes students spent participating in physical activity each morning during “Morning

Meeting.” The dependent variable was the students’ scores of math benchmark 2 and math

benchmark 3. Another dependent variable was the level of participation that the students

performed during the physical activity. The students were observed and scored based on a scale

of 0-3, with 0 given to the students who chose not to participate and 3 given to the students who

participated at a high level for the full time period. A comparison of the ranking of students on

their math benchmark 2 and their ranking for math benchmark 3 was made to determine if the

null hypothesis could be supported.

Participants

The students in this study were fifth graders in a medium sized elementary school. There

were ten girls and thirteen boys, and all were physically able to participate. The school was a

Title 1 school in Anne Arundel County in Maryland and had an enrollment of 475 students.

Within the class of participants, there were several student subgroups represented, including

African American, Asian, Caucasian and Hispanic. Approximately 75% of the participants

qualified and received free and reduced meals. There were no participants that had an IEP and

three participants are Limited English Proficiency. This class was selected because the observer

11
participates in a school-wide initiative called “Morning Meeting” with the homeroom class and

had the ability to integrate movement into the scheduled meetings each day. The observer had

already established a positive rapport with the classroom teacher and the students and the change

in routine did not affect student learning or behaviors. The observer was able to obtain the pre-

assessment and post-assessment benchmark scores from the data program Performance Matters.

Instruments

This study used four measures, including attendance, physical activity participation, and

math benchmark ranking scores as pre and post assessments. Attendance was taken based on the

student being present or absent (ABS) for the activity period. The physical activity was

measured on a scale of 0-3 based on the amount of time and effort the students participated. The

observer would facilitate the physical activity and record the students’ participation level at the

end of the time period. The pre-assessment was the participants’ ranking of scores with their

classmates on the math benchmark 2 that the participants took in January of 2016. The post-

assessment was the participants’ ranking of scores with their classmates on the math benchmark

3 that the participants took in March of 2016.

Procedure

Each day for a period of six weeks, amounting to twenty seven total school days, physical

activities were built into a 20-minute block from 8:55 a.m. to 9:15 a.m. The activities included

exercise videos from www.gonoodle.com, fitness based workouts, sessions of yoga or stretching,

and walking in the halls. The “GoNoodle” website included activity categories of guided

dancing, free movement, stretching, sport and exercise, kinesthetic learning, coordination, and

calming. The activities were selected because of participant interest, variation of styles of

physical activities, and variation of level of physical activity.

12
 CHAPTER IV

RESULTS

This study examines the effects of physical activity in elementary school students on

academic achievement. The dependent variable was the fifth grade math benchmark 3. Multiple

regression was the statistical technique of choice since there were multiple measures that could

impact performance on benchmark 3. The independent or co-variables included attendance, and

physical activity sessions, and average participation in the activity sessions. The fifth grade math

benchmark 2 was the baseline score. Students attended or did not attend physical activity

sessions and thus a ratio or percentage of sessions attended was constructed from the total

attended divided by the total possible sessions offered. Additionally, the researcher kept track of

how attendees participated on a scale of 0 to 3, with 3 being the highest participation and 0 being

non-participation. These variables were entered into a dependent t-test, which found that there

was a significant gain in student performance from benchmark 2 to benchmark 3 through

construction of a simple gain score by subtracting benchmark 2 from benchmark 3. The results

are shown in Table 1.

Table 1

Dependent t-test for Gain in Benchmark Scores

Test Value = 0
95% Confidence Interval of the
Difference
t df Sig. (2-tailed) Mean Difference Lower Upper
gain 5.759 21 .000 14.59091 9.3223 19.8595

13
 The null hypothesis, that no gain from one Benchmark to the other, could be rejected.

This is depicted in Table 2 and simply repeats the independent t-test finding through Analysis of

Variance, which runs as a part of the multiple regression analysis.

Table 2

Analysis of Variance

ANOVAa

Model Sum of Squares df Mean Square F Sig.

a. Dependent Variable: Benchmark 3

When the coefficients of the co-variables that were thought to impact the performance on

Benchmark 3 were examined, these co-variables all had negative coefficients in the regression

equation. Thus, multiple regression is statistically saying that these variables actually are

negatively related to performance or detracted from the performance. The attendance ratio was

not statistically significant, but the average participation showed a negative relationship. The

results and implications are discussed in the subsequent chapter.

14
 CHAPTER V

DISCUSSION

The purpose of this study was to examine the effects of physical activity in elementary

school students on academic achievement. The null hypothesis that no gain on the students’

benchmark scores could be rejected.

Implications

The implications of the results of this study show that physical activity and exercise did

not have a direct impact on the academic achievement of fifth grade students. The students were

able to choose their participation level during each physical activity session, therefore they did

not all take advantage of the movement each day. The increase in scores from the two

Benchmarks was a positive outcome, but there was no positive correlation with the benchmark

scores as a result of the activity. The researcher can conclude that although the physical activity

can be positive for the students’ physical well-being, in this study it was not a positive influence

on their academic achievement.

Threats to Validity

There are many threats to validity within the study including internal and external

validity. External validity refers to the extent to which the results of the study can be

generalized. The study group consisted of one of the three fifth grade classes and the results

cannot be generalized for all fifth grade students at the school. The students live in suburban

neighborhoods and attend a Title 1 school so the results cannot be generalized for all students of

a similar demographics. The study was also comprised of only fifth grade students, which

indicates the results cannot be comprehensive for all elementary aged students. This intervention

15
took place in the morning prior to academic lessons, which were later in the school day and may

have had a factor in the effects of the physical activity.

Internal validity refers to the extent to which a causal relationship can be made based on

the physical activity sessions and the academic achievement of the study group. The data that

was used was the scores on the fifth grade math benchmarks. The physical activity sessions

were conducted in the morning of each school day during the scheduled “Morning Meeting,” and

the students’ attendance for the physical activity sessions may have varied due to students

coming late to school, being absent, or being out of the room for various reasons. Another threat

to validity was the level of participation of the students during each of the sessions. The

student’s motivation, attitudes and external factors within their lives each day could have

affected their level of participation. The researcher also could have miss-estimated the

participation degree of the students. The notion that the students were familiar with the

benchmarks and may have performed better on benchmark 3 due to having already taken

benchmark 2 could be a threat to validity as well.

Relationships to Literature

Several other researchers have studied the effects of physical activity and exercise on

academics using many different interventions, fitness measurements, and with varying results.

Desai et al. (2015) agrees that when studying the effects of exercise and academics,

considerations should be made for the adequacy of opportunities of fitness in schools, not just

physical activity, in general. There are several health-related fitness components that make up

physical activity and aerobic fitness has shown to have a more significant relationship with

academic achievement.

16
 There is continued research that suggests that students involved in extracurricular

physical activities can have similar academic levels to those not involved in activities, which has

led to improved interactions with peers, a stronger sense of belonging, and higher satisfaction

(Trudeau & Shephard, 2008). Field et al. (2001) has found that higher levels of exercise have

also led students to better relationships with their families and a lower level of depression, which

can increase performances on cognitive tasks. Käll et al. (2014) conducted a study that took

place over a longer period of time, was directed at the entire school, and the physical activity

intervention was scheduled and obligatory, which led to a stronger study and more significant

improvements in academic achievements. With the interventions being more strategic and

important to the students and staff, there are more opportunities for success.

Although this particular study did not make significant improvements for academic

achievement, Conyers and Wilson (2015) believe that it is essential to note that there are no

negative consequences for physical activity as a part of the school day, and it should be an

integral part of the schedule. If students become more physically active and develop higher

levels of fitness, it has been shown to activate important regions in the brain essential for higher-

level cognitive control abilities.

Implications for Future Research

The results from this study have shown several implications for future research. One

implication is to have a higher degree of control on the participation level of the students and

more accurate measures of the participation levels such as heart rate. A future researcher could

also consider a two group study to compare the score increases from one class who receives the

physical activity intervention and a class who does not. The timing of the intervention in relation

to the academic lessons could also be an implication that a future researcher should consider.

17
Considering that this study was conducted for one grade level in one school, researchers could

study several grade groups or the same grade levels across different demographical schools.

Finally, a random sample of students being selected instead of a specific class may benefit future

research in order provide more accurate results.

Summary

The results of this study show there was no positive relationship between physical

activity and academic achievement for fifth grade students after interventions. Although there

were gains in student performance, the study had limitations which may have had an impact on

the results. Previous research suggests there are positive correlations between exercise and

academic success and a lengthier and controlled study may prove differing results. It is proposed

that more research is conducted on the effects of physical activity and academic achievement in

all students. There are many proven benefits of physical activity and exercise including overall

well-being, brain functions, and relationships. The research suggests that implementing exercise

into the school day will have positive effects for all students.

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