Summary of studies that generally depict positive relationships between physical activity and academic performance (listed in order by author)

Study (type)/ Reference	Sample Participants	Physical Activity (PhysA) Measure	Academic Performance (AP) Measure	Key Results
California (CA) Statewide Study of Physically Fit Kids (CS)/ California Department of Education (2002) (a)	954,000 CA students: 353,000 5^th graders, 322,000 7^th graders, 279,000 9^th graders	State mandated Fitnessgram includes 6 fitness areas- cardiovascular endurance, body comp (% body fat), abd strength/end, trunk strength/flex, upper bdy strength/end, and overall flex	Part of CA Standardized Testing and Reporting Program: including the Stanford Achievement Test 9^th Edition (SAT-9); (both reading and math scores)	-Sig C~ between higher reading/math scores and higher levels of fitness -greater C~ in math than in reading -F show higher AP than M particularly at higher Fitness Levels
Relation of Academic Performance to Physical Activity and Fitness in Children (CS)/Dwyer et al. (2001)	Nationally representative sample of 7,961 Australian schoolchildren, 7-15 yo	Q interview of students; height & body mass; various indoor and outdoor tests measuring: muscular force, pwr, & endurance; cardioresp endurance; flexibility; BMI; lung function; PWC @ HR 170	Scholastic ability rated on 5-point scale by school representative, usually principle	-Sig C~ bet questionnaire, 1.6-km run, setups, pushups, 50-m sprint, & long jump and AP -No sig C~ w/ PWC @ HR 170 and AP
School Health, Academic Performance and Exercise (SHAPE) study; An investigation of the effects of daily physical activity on the health of primary school children (LT)/ Dwyer et al. (1983) (b)	Phase I (1978): 519 Primary South Australian schoolchildren, 10 yo Phase II (1980): 216 Primary South Australian schoolchildren, 10 yo, w/ 2 years experience in PhysA program	Phase I: observations of endurance fitness, 4 skin folds, blood pressure, and blood lipids b/f and after 14-wk randomized PhysA Trial Phase II: same observations as Phase I. (However, on 10 yo children who have participated in 2 years of the PhysA program)	Phase I and II: arithmetic and reading tests	Phase I: -PhysA group had sig gains in PWC and sig decreases in skin folds -No sig differences in plasma cholesterol, triglycerides and HDL -Despite 45-60min/day decrease in academic instruction, no sig differences in AP; there was a trend for higher math scores and larger gain in behavior scores of the PhysA group Phase II: -sig decrease in skin folds, greater PWC, lower blood pressure (w/ statistical sig in M diastolic pressure) -AP noted to remain the same
Sport Participation and Perceived Academic Performance of School Children and Youth (CS)/ Linder (1999)	4,690 students in Hong Kong, 9-18 yo	Q of PhysA participation, completed by student	Q of academic performance, completed by student	-C~ bet PhysA and AP were significant but low -those who perceive themselves to be the better achievers in AP are as a group the more frequent PhysA participants, with stronger motives for PhysA involvement (particularly for F)
The Physical Activity Participation-Academic Performance Relationship Revisited: Perceived and Actual Performance and the Effect of Banding (CS)/ Linder (2002) (c)	1,447 students in various bands of Hong Kong schools, 13-17 yo (736 M, 711F)	Q of PhysA participation completed by student	Academic School Records	-Perceived AP and potential tended to be higher for students with more PhysA (particularly for M) -Higher banded schools had significant C~ w/ more PhysA time. -No C~ found bet actual AP and PhysA
The Relationship Between Physical Activity, Self-Esteem, and Academic Achievement in 12-Year-Old Children (CS)/Tremblay et al. (2000)	6,923 6^th grade Canadian students	Elementary School Climate Study Q including academic and social climate of classrooms and school, family background, PhysA participation, self-esteem	Reading, math, science, and writing standardized test scores	-PhysA had negative C~ w/ BMI -PhysA had positive C~ w/ self-esteem -relationship between PhysA and AP is weak -PhysA may be indirectly related to AP by improving phys health and self-esteem
The Trois Rivieres experience by Unknown Author (LT)/ Cited by Trudeau et al. (1998), Shephard (1997), and Shephard and Lavallee (1993)	546 urban and rural Canadian students, 6-12 yo, split into control and PhysA/experimental groups by class	Aerobic test including VO2 peak and PWC 170 measured each year w/in 2-wks of each child’s birthday	Classroom average of French, English, math, science, and overall conduct (mean of the five annual assessments)	-PhysA groups showed sig advantage of VO2 peak (8-11yo; M less than F; urban less than rural) -M in PhysA groups showed training response to PWC 170 -During 1^st grade-control grp had higher AP. Following 5 grades- PhysA had higher AP. Sig in grades 2, 3, 5, and 6. (F > M)
Vanves, France study conducted in 1950 by Unknown Author (LT)/ Cited by Shephard (1997) (d)	Entire primary school (PhysA /experimental grp), Other primary schools in Paris area (control grp)	Not Available	Certificate of Study Test	-Despite 26% decrease in academic instruction, AP performance of both grps were comparable -PhysA tended to be more calm and attentive, w/ less disciplinary problems and less sick/absence days
a Study completed by California Department of Education (CDE) (2002). Information gathered through website and personal email with representative, not through professional journal. The CDE is working with academicians so results can be written and published in a peer-reviewed journal. b Actual Phase I study was unavailable. Therefore, all information for Phases I and II was attained from this single source. c Hong Kong schools are banded into several groups consisting of high-band and low band ratings (band-1 and band-5 respectively). Higher banded schools tend to have better academic students who participate more in PhysA than lower banded schools. d Actual Vanves, France study could not be found in English. Therefore, all information is from journal article by Shephard (1997) who cites the French studies.
PhysA Measure = Test(s) used for Physical Activity measurement; AP Measure = Test(s) used for Academic Performance measurements; (CS) = Cross-sectional Study; (LT) = Longitudinal Study; yo = years old; C~ = Correlation; F = Female; M = Male; Q = questionnaire; PWC = Physical Work Capacity; HR = Heart Rate; BMI = Body-mass index; Sig = Significant
Table Developed by Leslee Scheuer, Tech Impact Grant Coordinator, University of Central Florida, 2003-2004