Physical-Activity
Physical-Activity
Yasmin Ahamed, Heather MacDonald, Krista Reed, Peter J. Naylor, David E. R. Warburton, James J. M. Dwyer,
James F. Sallis, Robert K. Dishman, Richard J. Shephard, Michael Volle, Nathalie Boule, Sheryl A. Carlson, Heat.
Abstract
Background
Physical activity is known to benefit students' health, but its impact on academic performance is also
being explored. Previous research has suggested that physical activities might improve cognitive
functions.. This study investigates the relationship between physical activity, fitness, and academic
performance to better understand how exercise could contribute to better academic outcomes.
Methods
The researchers reviewed multiple studies that explored the connection between physical activity,
fitness, and academic performance. These studies focused on structured physical education classes,
activity breaks, and fitness assessments. Data was collected on students' academic performance before
and after engaging in physical activity, including grades, test scores, and classroom behavior. The
researchers also compared students' fitness levels—measured through tests like running, strength, and
endurance—with their academic outcomes. Teachers and school administrators were surveyed to gain
insights into how physical activity influenced students' focus, classroom behavior, and academic
success.
Results
The results indicated that physical activity has a significant positive impact on academic performance.
Students who participated in physical education or took regular activity breaks were better able to focus
and stay engaged in lessons. Physical activity helped improve their concentration and ability to retain
information, leading to higher test scores and improved grades. The research also found that students
with higher fitness levels performed better academically, likely due to the benefits of physical activity
on brain function, such as increased blood flow and improved cognitive abilities. Furthermore,
physically active students showed better classroom behavior, with fewer instances of distractions or
disruptions. They also tended to have better attendance rates, which contributed to more consistent
learning and better academic results.
Conclusion