Page 77 - Sember, Vedrana, and Shawnda A. Morrison. 2018. The Mind-Body Connection. Koper: University of Primorska Press.
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Body-Mind Connection
were seven elementary schools which participated. Pupils who took
part in the SPARK program (n = 759, 5th and grade-6rs), were di-
vided into three different groups which were assigned to one of
three conditions. In the first condition, kids were taught by a phys-
ical educator (80 min/week of PE), in the second condition, by a
classroom teacher (65 min/week), and in the third condition, by
an untrained classroom teacher (control group, 38 min/week). The
group taught by the physical educator achieved greater cardiovas-
cular and muscle endurance, slight declines in academic perform-
ance, but no negative effects on academic achievement. The de-
cline in academic performance and achievement was smaller in the
other two groups (Sallis et al., 1997). Similarly, in British Columbia,
experts made an intervention called Action Schools! BC (AS! BC)
with the desire to raise student physical activity levels, to determine
the gender differences in academic performance and to maintain
academic performance despite a corresponding decrease in overall
academic time, which was partially replaced with physical activity.
Finally, another Canadian study lasted 16 months and included 10
Canadian elementary schools. Two of the schools did not carry out
the research properly, so they were excluded. In the end, the inter-
75
were seven elementary schools which participated. Pupils who took
part in the SPARK program (n = 759, 5th and grade-6rs), were di-
vided into three different groups which were assigned to one of
three conditions. In the first condition, kids were taught by a phys-
ical educator (80 min/week of PE), in the second condition, by a
classroom teacher (65 min/week), and in the third condition, by
an untrained classroom teacher (control group, 38 min/week). The
group taught by the physical educator achieved greater cardiovas-
cular and muscle endurance, slight declines in academic perform-
ance, but no negative effects on academic achievement. The de-
cline in academic performance and achievement was smaller in the
other two groups (Sallis et al., 1997). Similarly, in British Columbia,
experts made an intervention called Action Schools! BC (AS! BC)
with the desire to raise student physical activity levels, to determine
the gender differences in academic performance and to maintain
academic performance despite a corresponding decrease in overall
academic time, which was partially replaced with physical activity.
Finally, another Canadian study lasted 16 months and included 10
Canadian elementary schools. Two of the schools did not carry out
the research properly, so they were excluded. In the end, the inter-
75
