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Educating the Student Body
More specifically:
•
In the area of the brain, cognition, and academic achievement, future
research is needed on
— the effects of physical activity and increases in aerobic fitness on
basic measures of brain health, cognition, and learning;
— the dose-response relationship between physical activity and
academic performance;
— the daily school schedule and how best to integrate physical edu-
cation classes as well as recess and classroom physical activity
breaks, given that little is known about the effects of time of day
and the timing of delivery of physical activity bouts in relation
to the demands of cognitive tasks;
— the effects of different physical activity types, such as aero-
bic, motor skills oriented, or perceptual-motor, on academic
performance;
— the relative effects of different settings within the school in
increasing physical activity; and
— the multifaceted nature of the relationship between physical
activity and cognitive and brain health, including the degree to
which these effects can be attributed to a break from academic
time and what portion is a direct result of engagement in physi-
cal activity.
•
In the area of physical health and development, future research is
needed on
— the limitations of previous research, to address and facilitate
a deeper level of understanding of the relationship between
motor competence and physical activity—more specifically,
longitudinal data to permit a full understanding of the relation-
ship between motor skills and participation in physical activity
across the life span, as well as experimental studies in which skill
levels can be manipulated (positively or negatively) to determine
how participation in physical activity changes;
— motor skills and participation in physical activity; and
— the effects of intermittent versus sustained physical activity on
disease risk factors.
•
In the area of monitoring, future research is needed on
— physical activity and physical fitness in youth and their effects
on academic performance;
— effective strategies for developing and employing systems to
track the quality and frequency of physical education and physi-
cal activity opportunities across the curriculum;
Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
Recommendations
379
—
effective implementation of systems with which to monitor
school-related laws, policies, and practices that may enable or
impede physical activity and physical education;
— baseline estimates of the physical activity behaviors of children
and adolescents at school across all age groups and grade levels;
racial/ethnic, socioeconomic, and geographic groups; and all
segments of the school day (including transport to and from
school, physical education, recess, classroom time, and before-
and after-school activities); and
— standardized, national-level data on the offering of and par-
ticipation in physical education, as well as student performance
of and engagement in vigorous- or moderate-intensity physical
activity during physical education.
•
In the area of policy and programming, future research is needed
to examine systematically the personal, curricular, and policy barri-
ers to successful physical education in schools.
•
In the area of equity, future research is needed on
— a reexamination of opportunities for physical activity in school-
based intramural and extramural sports and active transport
to school to address disparities based on race/ethnicity, socio-
economic status, school location and resources, and students’
disabilities or cultural/religious barriers;
— the effectiveness of physical education, recess, classroom physi-
cal activity, and strategies for reducing sedentary time in increas-
ing physical activity across subgroups based on race/ethnicity
and immigrant and socioeconomic status, including the differ-
ential effects of these approaches among those subgroups;
— the benefits of tailoring school-based physical education and
physical activity interventions to the wide social and physical
variations among schools; and
— disparities in the built environment among schools and whether
they contribute to disparities in physical activity across racial/
ethnic and socioeconomic subgroups.
Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
381
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