Page 76 - Sember, Vedrana, and Shawnda A. Morrison. 2018. The Mind-Body Connection. Koper: University of Primorska Press.
P. 76
Body-Mind Connection
daily physical education for prepubescent children frequently en-
counter the argument that such initiatives will harm academic pro-
gress (Shephard, 1997).
It was found that physical education affects some factors which
are predictors to raising academic performance in children. Some of
these factors are higher self-esteem, body image, concentration and
better behavior in the classroom. Caterino and Polak (1999) were
interested in the effects of physical activity on concentration. They
made a comparison between passive and directed physical educa-
tion activities. They used the Woodcock-Johnson Test of Concentra-
tion. Children from 4th grade were significantly more concentrated
in school after engaging in physical activity (Caterino & Polak, 1999).
Evans, Evans, Schmid, and Pennypacker (1985) reported a lower rate
of inappropriate behavior of children, who were a part of physically
active programs (football and jogging). Using a meta-analysis, they
came to the conclusion that the most physically active interventions
led to significantly reduced disruptive behavior (Allison, Faith, &
Franklin, 1985). Raising academic achievement can be as a result of
the better classroom climate, or better attitudes of teachers towards
students. For example, in an Australian quasi-experimental study,
and in a separate Trois-Rivieres study, academic achievement was
a result of a better classroom environment. Improved self-esteem
and body image (Nelson & Gordon-Larsen, 2006) are often associ-
ated with high levels of physical education. Investigators have found
links between school physical education and psychosocial factors
such as satisfaction, integration of students in the classroom and
self-esteem. These psychological factors should also prevent dro-
pout from school and help raise learning abilities (Libbey, 2004).
Additional physical activity in school curricula does not adversely
affect children’s academic achievement in the elementary school;
on the contrary, there is a positive trend between increased physical
activity and academic performance. There are some excellent stud-
ies which have investigated this connection, and some are sum-
marized herein. To begin, in the suburb of San Diego, California,
researchers looked at the effects of a 2-year Physical Education
Program (SPARK) in Elementary Schools. In the Spark study, there
74
daily physical education for prepubescent children frequently en-
counter the argument that such initiatives will harm academic pro-
gress (Shephard, 1997).
It was found that physical education affects some factors which
are predictors to raising academic performance in children. Some of
these factors are higher self-esteem, body image, concentration and
better behavior in the classroom. Caterino and Polak (1999) were
interested in the effects of physical activity on concentration. They
made a comparison between passive and directed physical educa-
tion activities. They used the Woodcock-Johnson Test of Concentra-
tion. Children from 4th grade were significantly more concentrated
in school after engaging in physical activity (Caterino & Polak, 1999).
Evans, Evans, Schmid, and Pennypacker (1985) reported a lower rate
of inappropriate behavior of children, who were a part of physically
active programs (football and jogging). Using a meta-analysis, they
came to the conclusion that the most physically active interventions
led to significantly reduced disruptive behavior (Allison, Faith, &
Franklin, 1985). Raising academic achievement can be as a result of
the better classroom climate, or better attitudes of teachers towards
students. For example, in an Australian quasi-experimental study,
and in a separate Trois-Rivieres study, academic achievement was
a result of a better classroom environment. Improved self-esteem
and body image (Nelson & Gordon-Larsen, 2006) are often associ-
ated with high levels of physical education. Investigators have found
links between school physical education and psychosocial factors
such as satisfaction, integration of students in the classroom and
self-esteem. These psychological factors should also prevent dro-
pout from school and help raise learning abilities (Libbey, 2004).
Additional physical activity in school curricula does not adversely
affect children’s academic achievement in the elementary school;
on the contrary, there is a positive trend between increased physical
activity and academic performance. There are some excellent stud-
ies which have investigated this connection, and some are sum-
marized herein. To begin, in the suburb of San Diego, California,
researchers looked at the effects of a 2-year Physical Education
Program (SPARK) in Elementary Schools. In the Spark study, there
74
