dissertation physical education

Home > USC Columbia > Education, College of > Physical Education > Physical Education Theses and Dissertations

Physical Education Theses and Dissertations

Theses/dissertations from 2022 2022.

Elucidating the Interdependence of Motor-Cognitive Development and Performance , Thomas Cade Abrams

Evaluation of the Throw-Catch Assessment , Bryan Terlizzi

Theses/Dissertations from 2021 2021

Develop or Diminish? An Exploration of Adolescent Athlete Flow Experiences , Hayes Mayfield Bennett

Three Studies Investigating Comprehensive School Physical Activity Program-Aligned Opportunities To Enhance Students’ Physical Education Learning , Jongho Moon

Relationship of General Athletic Performance Markers to Intra-Team Ranking Of Sport Performance , Steven Keith Scruggs II

Theses/Dissertations from 2020 2020

Elementary Physical Education Teacher Perceptions of Motor Skill Assessment , Jenna Fisher

Motor Competence and Quality of Life in Youth with Cancer and Visual Impairments , Emily N. Gilbert

Two Studies of Inclusive and Augmented Physical Education , Matthew Patey

Functional Motor Competence and Physical Military Readiness , Kyle Silvey

The Tripartite Model of Efficacy Beliefs for Youth With Visual Impairments , Alexandra Stribing

Theses/Dissertations from 2019 2019

United States Principals’ Involvement in Comprehensive School Physical Activity Programs: A Social-Ecological Perspective , Karie Lee Orendorff

Multidimenstional Balance in Youth with Visual Impairments , Adam Pennell

Two Studies Conceptualizing Physical Literacy for Assessment of High School Students in the United States , Chelsee Shortt

Theses/Dissertations from 2018 2018

New Insight For Activity Intensity Relativity: Metabolic Expenditure During Object Projection Skill Performance , Ryan S. Sacko

Three Studies Concerning Movement Integration In Low Socioeconomic Elementary School Classrooms , Gregory L. Stewart

The Effects of an Integrative Universally Designed Motor Skill Intervention across General, Inclusion, and Self-Contained Early Childhood Center Classrooms , Sally A. Taunton

Theses/Dissertations from 2017 2017

Two Studies of Partnership Approaches to Comprehensive School Physical Activity Programming: A Process Evaluation and a Case Study , Catherine A. Egan

Three Studies Of Service-Learning As An Approach To Movement Integration In Elementary Classrooms , Robert D. Michael, Jr.

Functional Motor Competence, Health-Related Fitness, and Injury in Youth Sport , Craig Elliott Pfeifer

Branded for Success: A Longitudinal Examination of Brand Associations as Drivers of Team Identification for a New Sport Brand , Henry Wear

Theses/Dissertations from 2016 2016

Examing Supine-To-Stand As A Measure Of Functional Motor Competence And Health Across The Lifespan , Danielle Rene Nesbitt

Theses/Dissertations from 2015 2015

Hypertension Health Behavior Change and Older Adults: the effect of an Appreciative Education Approach , Mary Katherine Benya

Preservice Physical Education Teacher’s Value Orientations across the Student Teaching Semester , Heesu Lee

The Subjective Warrant for Teaching Physical Education in South Carolina , Matthew Blake Lineberger

Integration of Impulse-Variability Theory and the Speed-Accuracy Trade-Off in Children's Multijoint Ballistic Skill Performance , Sergio Lupe Molina

Two Studies To Inform Comprehensive School Physical Activity Programming: A Systematic Review of Program Effectiveness and the Development of an Observational Measure for Classroom-Based Physical Activity Promotion , Laura B. Russ

Theses/Dissertations from 2014 2014

Impact of an Educational Gymnastics Course on the Motor Skills and Health-Related Fitness Components of Physical Education Teacher Education Students , Liana Webster

DESCRIPTION OF THE PRACTICE HISTORIES AND KNOWLEDGE STRUCTURES OF HIGH SCHOOL BASEBALL PLAYERS , Benjamin Joseph Wellborn

Theses/Dissertations from 2013 2013

A Case Study Seeking Indicators of Coherence in a PETE Program , Robert John Doan

The Effects of Attentional Focus Cues and Feedback On Motor Skill Learning In Children , Melanie Elizabeth Perreault

Theses/Dissertations from 2012 2012

Retrospective Practice Histories of Division I and Division II Female Basketball Players in the Carolinas , Anthony Steven Smith

Theses/Dissertations from 2011 2011

A Comparison of Selected Supervisory Skills of Content Specialist and Non-content Specialist University Supervisors , Kevin Paul Hunt

Developmental Trends In the Dance Performance of Children Age Six to Nine , Stephanie L. Little

Time to Sodium Absorption At Rest Between Three Different Beverages , Rachel Leanne Sharpe

Theses/Dissertations from 2010 2010

Retrospective Practice Histories of Expert and Novice Baseball Pitchers , Robert M. Cathey

An Examination of Student Situational Interest and Contextual Variable Preference in Physical Education , Rachel Lynn Harvey

Teaching Behaviors, Student Motivation and Achievement In the Learning Domains of Physical Education , Jody Leigh Langdon

Comparison of Instruments to Assess Clinical Behavior In Athletic Training Education , Joseph M. Murphy

The Coach-Athlete Dyad and the Basic Psychological Needs In American Collegiate Athletics , Raylene Ross

Theses/Dissertations from 2009 2009

The Effect of Uncompensable Heat Stress On Fatigue, Physiological, and Perceptual Measures , Charles C. Emerson

The Relationship Between Sodium Concentrations and Common Clinical Hydration Measures During Exercise , Dawn Marie Minton

Advanced Search

Notify me via email or RSS
Collections
Disciplines

Submissions

University Libraries

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

Digital Commons @ University of South Florida

USF Research
USF Libraries

Digital Commons @ USF > Theses and Dissertations

Physical Education and Exercise Science Theses and Dissertations

Theses/dissertations from 2021 2021.

Warming Up and Cooling Down: Perceptions and Behaviors Associated with Aerobic Exercise , Balea J. Schumacher

Theses/Dissertations from 2020 2020

An Examination of Changes in Muscle Thickness, Isometric Strength, and Body Water Throughout the Menstrual Cycle , Tayla E. Kuehne

Theses/Dissertations from 2019 2019

Psychological Responses to High-Intensity Interval Training Exercise: A Comparison of Ungraded Running and Graded Walking , Abby Fleming

Theses/Dissertations from 2018 2018

The Effects of Music Choice on Perceptual and Physiological Responses to Treadmill Exercise , Taylor A. Shimshock

Theses/Dissertations from 2016 2016

The Effect of Exercise Order on Body Fat Loss During Concurrent Training , Tonya Lee Davis-Miller

Anti-Fat Attitudes and Weight Bias Internalization: An Investigation of How BMI Impacts Perceptions, Opinions and Attitudes , Laurie Schrider

Theses/Dissertations from 2014 2014

The Effect of Music Cadence on Step Frequency in the Recreational Runner , Micaela A. Galosky

The Hypertrophic Effects of Practical Vascular Blood Flow Restriction Training , John Francis O'halloran

Theses/Dissertations from 2013 2013

The Effects of Exercise Modality on State Body Image , Elizabeth Anne Hubbard

Perceptual Responses to High-Intensity Interval Training in Overweight and Sedentary Individuals , Nicholas Martinez

Comparisons of acute neuromuscular fatigue and recovery after maximal effort strength training using powerlifts , Nicholas Todd Theilen

Theses/Dissertations from 2012 2012

The Impact of Continuous and Discontinuous Cycle Exercise on Affect: An Examination of the Dual-Mode Model , Sam Greeley

Systematic review of core muscle electromyographic activity during physical fitness exercises , Jason Martuscello

Theses/Dissertations from 2011 2011

The Effect of Unexpected Exercise Duration on Rating of Perceived Exertion in an Untrained, Sedentary Population , Lisa M. Giblin

The Effect of Various Carbohydrate Supplements on Postprandial Blood Glucose Response in Female Soccer Players , Nina Pannoni

Middle School Physical Education Programs: A Comparison of Moderate to Vigorous Physical Activity in Sports Game Play , Marcia Ann Patience

The Effects of Pre-Exercise Carbohydrate Supplementation on Resistance Training Performance During an Acute Resistance Training Session , Kelly Raposo

Theses/Dissertations from 2010 2010

Effects of Fat-Free and 2% Chocolate Milk on Strength and Body Composition Following Resistance Training , Ashley T. Forsyth

Relationship Between Muscular Strength Testing to Dynamic Muscular Performance in Division One American Football Players , Johnathan Fuentes

Effects of Ingesting Fat Free and Low Fat Chocolate Milk After Resistance Training on Exercise Performance , Breanna Myers

Theses/Dissertations from 2009 2009

Effects of a Commercially Available Energy Drink on Anaerobic Performance , Jason J. Downing

The Impact of Wearable Weights on the Cardiovascular and Metabolic Responses to Treadmill Walking , Kristine M. Fallon

Six Fifth Grade Students Experiences Participating in Active Gaming during Physical Eduction Classes , Lisa Witherspoon Hansen

The impact of wearable weights on perceptual responses to treadmill walking , Ashley T. Kuczynski

The Preference of Protein Powders Among Adult Males and Females: A Protein Powder Taste Study , Joshua Manter

Caloric Expenditure and Substrate Utilization in Underwater Treadmill Running Versus Land-Based Treadmill Running , Courtney Schaal

Theses/Dissertations from 2008 2008

A Survey of NCAA Division 1 Strength and Conditioning Coaches- Characteristics and Opinions , Jeremy Powers

Theses/Dissertations from 2007 2007

Perceptions of group exercise participants based on body type, appearance and attractiveness of the instructor , Jennifer Mears

Theses/Dissertations from 2006 2006

Be active! An examination of social support's role in individual vs. team competition in worksite health promotion , Lauren Kriz

Advanced Search

Email Notifications and RSS
All Collections
USF Faculty Publications
Open Access Journals
Conferences and Events
Theses and Dissertations
Textbooks Collection

Useful Links

Rights Information
SelectedWorks
Submit Research

Privacy Copyright

How it works

Useful Links

How much will your dissertation cost?

Have an expert academic write your dissertation paper!

Dissertation Services

Get unlimited topic ideas and a dissertation plan for just £45.00

Order topics and plan

Get 1 free topic in your area of study with aim and justification

Yes I want the free topic

Physical Education Dissertation Topics

Published by Grace Graffin at January 5th, 2023 , Revised On May 2, 2024

Due to the growing importance of physical education, a majority of educational institutions have introduced it as a subject that students can choose as their major for their graduation. However, what comes with it is submitting a dissertation to complete your degree.

As a student of physical education, you might be in limbo as to which topic you should choose for your dissertation that is unique and relevant. After all, your future is dependent on it. Choosing the right dissertation topic is the first step toward writing a powerful dissertation that is accepted by your professors.

When choosing a physical education dissertation topic, you need to keep in mind that the topic is current, unique and adds value to what you have learned. To help you with the process of choosing the right topic, this blog contains a list of physical education dissertation topics.

You may also want to start your dissertation by requesting a brief research proposal from our writers on any of these topics, which includes an introduction to the problem, research question, aim and objectives, literature review, and the proposed methodology of research to be conducted. Let us know if you need any help in getting started.

Check our example dissertation to get an idea of how to structure your dissertation .

You can review step by step guide on how to write your dissertation here .

Also read: Education dissertation topics , healthcare dissertation topics , and nursing dissertation topics .

Latest Physical Education Dissertation Topics

Topic 1: investigating the impacts of improving physical education in schools on the development of children’s confidence, endurance and quick integration capability..

Research Aim: The present study aims to investigate the impacts of improving physical education in schools for developing children’s confidence, endurance, and quick integration capability.

Objectives:

To analyse the importance of physical education in schools for proper growth of children.
To examine how advanced physical education in schools helps children to develop their confidence, endurance, and quick integration capacity.
To recommend what can be involved in physical education for improvement that may help develop confidence, endurance, and quick integration capacity of children.

Topic 2: Analysing different types of fine motor activities to help myriad health issues – a study on autistic children in the UK.

Research Aim: The present study aims to explain different types of fine motor activities that help address various health issues, as this study will specifically focus on autistic children in the UK.

To share comprehensive knowledge about different types of fine motor activities.
To explain the benefits of practising fine motor activities in addressing different health issues referring to the problem of autism in children in the UK.
To provide a set of recommendations for the advancement of fine motor activities to address the health problem of autistic children in the UK.

Topic 3: Examining the significance of integrating physical education in the Montessori curriculum in the UK.

Research Aim: The present study aims to explicate the significance of integrating physical education into the Montessori curriculum in the UK.

To explain the benefits of physical education in school for the growth of students.
To comprehend the importance of integrating physical education in the Montessori curriculum in the UK.
To share ideas about how physical education can be integrated and practised in the Montessori curriculum in the UK.

Topic 4: A study on the use of health rate monitors and health tracking to support the practices of advanced physical education.

Research Aim: The present study aims to explicate the usefulness of heath rate monitors and health tracking that support the practices of advanced physical education.

To describe the usefulness of health rate monitors and health tracking equipment.
To interpret the role of health monitors and health tracking to support improved practices in physical education.
To recommend strategies for how health rate monitors and health tracking can be used to get the best possible results in physical education.

Topic 5: Exploring the increasing trend of computer-based fitness programs in the UK – a study on people’s changing behaviour during lockdown.

Research Aim: The present study aims to explore the increasing trend of computer-based fitness programs in the UK and will focus on people’s changing behaviour during the lockdown.

To explain the effectiveness of computer-based fitness programs and their health benefits.
To examine how computer-based fitness programs are becoming an increasing trend and popular during the lockdown.
To suggest strategies for advanced computer-based fitness programs that can help address the changing behaviour of people during the lockdown.

Topic 2: Assessing the Impact of Physical Education on Mental Health

Research Aim: This research will aim to explore the impact of physical education on mental health. There is a lot of evidence that physical education has a positive impact on the mental health of individuals, and this research will aim to assess the impact of the same. Existing research will be analysed in order to do an in-depth study into the impact of physical education on mental health.

Topic 3: Analysing Student Behavior and Engagement in Physical Education Classes

Research Aim: Physical Education classes have been a part of the academic system for years now; however, the understanding and concept of this education are changing. More and more institutions are now emphasising these classes and promoting physical education among students. This research will explore student behaviour and engagement in physical education classes and will suggest effective ways to enhance and increase engagement.

Topic 4: Planning Physical Education Programs to Produce Effective Results

Research Aim: The main aim of this research will be to understand how physical education programs should be planned in order to produce results that are effective for students. The study will assess currently planned programs in order to evaluate how these should be changed for the better and how they can help produce effective results.

Topic 5: Role of Teachers in Enhancing Students’ Engagement in Physical Education Lessons

Research Aim : Teachers always play an important role in academics. This research will explore how important teachers are in physical education in enhancing students’ engagement towards exercise. Given the benefits of physical education, it is essential for teachers to make sure that the right strategies are devised to drive students’ engagement, and the same will be assessed and analysed in this research. The study will also provide effective strategies that teachers should implement in order to produce effective results from student engagement.

Topic 6: Should Physical Education Lessons Differ for Males and Females?

Research Aim: A lot is argued about the physical education curriculum and that lessons should differ for males and females. This research will deep dive into the different lessons that are offered, and based on the analysis, the research will conclude if lessons should differ for males and females. The study will be based on secondary data.

Topic 7: Do Physical Education Classes Promote the Importance of a Healthy Lifestyle?

Research Aim: It is believed that physical education classes promote a healthy lifestyle; however, there is no authentic evidence. This research will aim to prove whether physical education promotes a healthy lifestyle or not. In either case, the research will analyse the impact of physical education on individuals’ lifestyles and how it helps them improve their way of living.

Topic 8: Physical Education and Technology – How Well do the Two Integrate?

Research Aim: Just like other forms of education, physical education and technology integrate well together. With the help of technology, physical education is offered using various aids, for example, visual aids, online classes, examples videos available online and much more. This research will assess how well physical education is offered with the help of technology and how it helps individuals gain access to effective lessons.

Topic 9: Assessing the Effectiveness of Virtual Physical Education Classes

Research Aim: Online physical education classes have emerged popular in the past year. With the pandemic’s major reason, virtual classes have opened a new avenue for physical education classes. This research will aim to assess how effective virtual physical education classes have been and how they have helped in enhancing students’ engagement and interest in these classes.

Topic 10: Accountability in Physical Education Lessons – How do Students Respond?

Research Aim: Just like all other classes hold students responsible and accountable for their learning, physical education should also follow the same pattern. While a lot of people argue against this, this research will weigh both sides. It will discuss and assess the pros and cons of holding students accountable for their physical education and will also talk about how students respond to accountability in these classes.

How Can ResearchProspect Help?

ResearchProspect writers can send several custom topic ideas to your email address. Once you have chosen a topic that suits your needs and interests, you can order for our dissertation outline service which will include a brief introduction to the topic, research questions , literature review , methodology , expected results and conclusion . The dissertation outline will enable you to review the quality of our work before placing the order for our full dissertation writing service !

Topic 11: Devising Strategies for Different Levels of Physical Education

Research Aim: This research will discuss the various strategies that are needed for devising physical education lessons for different classes. The study will talk about how different grades require a different level of physical education and will then present useful strategies that teachers can devise according to the grade and students’ age.

Topic 12: Should Universities Include Physical Education Lessons in their Curriculum?

Research Aim: Usually, physical education is not a part of universities’ curriculum. It is found in schools’ curricula or colleges, at best. This research will argue whether physical education should be introduced in all universities or not. It will present arguments for both sides, and based on the debate, the study will conclude as to whether introducing physical education in all universities’ curriculum is feasible or not.

Topic 13: Assessing Different Physical Education Teaching Styles and their Impact on Students

Research Aim: Just like the regular subject teachers, physical education teachers also have their own style, and each teacher is different from the other. This research will talk about the set of characteristics and traits that a physical education teacher should possess in order to produce results. The study will also assess the impact of different teaching styles on students to give an in-depth idea as to which style is effective and should be adopted.

Topic 14: Exploring the Challenges in Physical Education Lessons

Research Aim: Physical education comes with its own set of challenges. Not all students are interested in taking these classes; some of them are irregular, some do not respond well, and others do not take instructions seriously. On the flip side, there are challenges related to the instructors as well. This research will discuss challenges on both sides of the coin and will suggest how these challenges can be handled effectively.

Topic 15: Understanding the association between Counseling and Physical Education Lessons

Research Aim: Physical education is often linked to mental health. A lot of people argue that physical education is essential for people seeking help for their mental health. Thus, this research will go a step ahead and will aim to understand the relationship between counselling and physical education. It will aim to conduct interviews with people who are attending counselling sessions as well as physical education lessons to improve their mental health.

Topic 16: Diet, Physical Education, and Health – How are the three interlinked?

Research Aim: A common misconception is that physical education is all about exercise and sports. This research will aim to bust this myth and show how diet and overall health (mental and physical) are linked to physical education. The study will discuss how the three go hand-in-hand and how one leads to another.

Topic 17: Does Physical Education Enhance Students’ Academic Career?

Research Aim: While physical education does improve an individual’s well-being, does it enhance a student’s academic career as well? This research will aim to understand the same. This thesis will explore how physical education can or cannot help a student achieve his/her academic goals.

Topic 18: Impact of Physical Education on Personality Development – An Analysis

Research Aim: Physical education builds character and develops an individual’s personality, as well. This research will analyse the same and understand how physical education helps in personality development and why educational institutions emphasise and include physical education in their curriculum. The study will assess students who are a part of physical education lessons versus students who are only involved in academics and will then compare the results.

Topic 19: Studying the Impact of Introducing Physical Education in Students’ Early Years

Research Aim: Physical education should be introduced early in a student’s academic life. This is argued by a lot of physical education proponents. This research will study this claim and find out how effective it is for students to be introduced to physical education early in their academic life.

Topic 20: Comparing the Benefits and Challenges of Physical Education

Research Aim: Not many people favour physical education as a subject in schools and colleges. This research will aim to compare the benefits and challenges of physical education lessons by discussing the pros and cons. It will then conclude whether physical education is beneficial for students or not.

Topic 21: The Role of Gender in Employing Physical Education

Research Aim: This research investigates the influence of gender on employment patterns, opportunities, and challenges within the field of physical education. The study focuses on understanding disparities and potential strategies for achieving greater gender equity in employment.

Topic 22: The Impact of Physical Education in Reducing Obesity in Students

Research Aim: This study examines the effectiveness of physical education programs in reducing obesity among students. The research also explores the various components of these programs, such as curriculum design, duration, intensity, and extracurricular support. It aims to identify the key factors that contribute to successful obesity reduction outcomes and to provide evidence-based recommendations for optimising physical education interventions to combat obesity effectively in school-aged children.

Topic 23: Exploring the Impact of Visual Aids in PE Teaching

Research Aim: This study investigates the impact of incorporating visual aids in physical education (PE) teaching practices. It seeks to explore how visual aids, like videos influence student engagement and the overall effectiveness of PE instruction. Additionally, the research aims to identify best practices for integrating visual aids into PE curriculum and pedagogy. It offers insights to enhance teaching methods and improve the learning experience for students in physical education settings.

Topic 24: Investigating the Impact of Virtual Physical Education Classes

Research Aim: This research investigates the impact of virtual physical education (PE) classes on student engagement and physical activity levels. It seeks to explore how virtual PE instruction affects achieving learning outcomes comparable to traditional in-person classes. The study further examines virtual PE’s potential benefits and challenges, including accessibility, technology integration, and instructor-student interactions.

Topic 25: An Analysis of the Physical and Mental Health of Students After PE

Research Aim: This study aims to conduct an analysis of the physical and mental health outcomes of students following participation in physical education (PE) classes. It explores the immediate and long-term effects of PE on physical fitness, cardiovascular health, mental well-being, and academic performance. Additionally, it explores factors influencing these outcomes, such as the intensity and duration of PE sessions and instructor effectiveness.

Topic 26: Exploring the Need for Physical Education at the College Level to Improve the Mental Health of Students

Research Aim: This research explores the importance of physical education (PE) programs at the college level in enhancing the mental health of students. It investigates the benefits of incorporating physical activity into college curricula, including its impact on stress reduction, mood regulation, and overall psychological well-being. The research also identifies barriers and facilitators to implementing PE initiatives in higher education settings and assesses student attitudes and perceptions towards such programs.

Topic 27: Investigating How Physical Activity Can Improve the Immune System in Adults

Research Aim: This study investigates the relationship between physical activity and immune system function in adults. It explores the impact of regular exercise on various aspects of immune function, including immune cell activity and susceptibility to infectious diseases. Additionally, the research examines mechanisms underlying the immunomodulatory effects of physical activity, such as changes in inflammation levels and metabolic health.

Free Dissertation Topic

Phone Number

Academic Level Select Academic Level Undergraduate Graduate PHD

Academic Subject

Area of Research

How to find physical education dissertation topics?

To find physical education dissertation topics:

Investigate recent PE trends.
Explore health or sports issues.
Consider teaching methods.
Review academic journals.
Brainstorm unique research gaps.
Opt for a topic that aligns with your passion and career aspirations.

Physical Education Research Paper Topics

In this guide on physical education research paper topics , we explore a wide range of subjects that delve into the field of physical education. Whether you’re a student studying education or a researcher in the field, this comprehensive list of topics is designed to inspire and guide you in your research endeavors. From examining the impact of physical activity on academic performance to analyzing the effectiveness of different teaching methods in physical education, these research paper topics offer a diverse range of areas to explore.

100 Physical Education Research Paper Topics

Exploring the diverse facets of physical education through research papers offers a unique opportunity to delve deeper into the field and contribute to the growing body of knowledge. To assist you in this endeavor, we have compiled a comprehensive list of physical education research paper topics. These topics span various areas of interest, from the impact of physical education on mental health to the integration of technology in physical education curricula. Each category contains 10 stimulating and thought-provoking physical education research paper topics, providing you with a wide range of options to explore and develop your research.

Academic Writing, Editing, Proofreading, And Problem Solving Services

Get 10% off with 24start discount code.

Physical Education Curriculum and Instruction

The integration of technology in physical education curricula.
The impact of standardized testing on physical education programs.
Strategies for promoting inclusivity and diversity in physical education classes.
The role of assessment and feedback in enhancing student learning in physical education.
The effectiveness of different teaching methods in physical education.
Examining the relationship between physical education and academic performance.
Addressing gender disparities in physical education participation and achievement.
Incorporating cultural competency in physical education curricula.
The influence of teacher-student relationships on student engagement in physical education.
Exploring the role of outdoor education in physical education programs.

Physical Activity and Health

Investigating the effects of physical activity on mental health and well-being.
The relationship between physical activity and obesity rates among children and adolescents.
Analyzing the impact of physical activity on cardiovascular health.
Exploring the role of physical activity in reducing the risk of chronic diseases.
Investigating the psychological benefits of regular physical activity.
The impact of physical activity interventions on sedentary behavior.
Examining the relationship between physical activity and cognitive function.
Analyzing the influence of physical activity on sleep patterns.
Exploring the role of physical activity in promoting healthy aging.
Investigating the socio-economic factors influencing physical activity participation.

Sports Psychology and Performance

Understanding the psychological factors influencing sports performance.
Examining the role of motivation in sports participation and performance.
Analyzing the impact of imagery and visualization techniques on athletic performance.
Investigating the effects of stress and anxiety on sports performance.
Exploring the psychological benefits of team sports participation.
The influence of leadership styles on team cohesion and performance.
Analyzing the role of self-confidence in sports performance.
Understanding the psychological challenges faced by athletes with disabilities.
Investigating the relationship between personality traits and sports performance.
Exploring the effects of psychological interventions on sports performance enhancement.

Exercise Physiology and Biomechanics

Investigating the physiological adaptations to different types of exercise.
Analyzing the biomechanics of specific movements in sports and exercise.
Exploring the effects of different training modalities on muscle strength and endurance.
The role of nutrition in exercise performance and recovery.
Investigating the effects of high-intensity interval training on cardiovascular fitness.
Analyzing the biomechanical factors influencing running gait and performance.
Exploring the physiological responses to altitude training.
Investigating the effects of aging on exercise capacity and performance.
Analyzing the impact of environmental factors on exercise performance.
Understanding the role of genetics in exercise physiology and performance.

Adapted Physical Education

Examining the benefits and challenges of inclusive physical education programs.
The role of assistive technology in facilitating physical education for individuals with disabilities.
Investigating the effectiveness of adapted physical education interventions.
Exploring strategies for promoting social inclusion in adapted physical education.
Analyzing the impact of inclusive physical education on self-esteem and self-efficacy.
Understanding the experiences and perceptions of individuals with disabilities in physical education.
Investigating the role of community partnerships in supporting adapted physical education.
Examining the professional development needs of physical education teachers in inclusive settings.
Analyzing the influence of policy and legislation on the provision of adapted physical education.
Exploring the role of peer support in enhancing the participation of individuals with disabilities in physical education.

Physical Education Pedagogy and Teacher Training

Investigating the impact of professional development programs on physical education teacher effectiveness.
Exploring the use of technology in enhancing physical education pedagogy.
Analyzing the role of reflection and self-assessment in physical education teacher development.
Investigating the factors influencing physical education teacher job satisfaction.
Understanding the challenges faced by physical education teachers in multicultural classrooms.
Examining the relationship between teacher-student interaction and student engagement in physical education.
Exploring effective strategies for managing behavior in physical education classes.
Analyzing the impact of mentoring and coaching on physical education teacher development.
Investigating the influence of school climate on physical education teacher motivation and performance.
Exploring the integration of social-emotional learning in physical education curricula.

Physical Education Policy and Advocacy

Analyzing the impact of policy on the provision of physical education in schools.
Investigating the role of advocacy organizations in promoting quality physical education programs.
Understanding the factors influencing physical education policy adoption and implementation.
Examining the relationship between physical education policies and student health outcomes.
Analyzing the impact of budgetary constraints on the quality of physical education programs.
Investigating the role of community partnerships in supporting physical education initiatives.
Exploring strategies for promoting physical education policy reform.
Understanding the influence of parental involvement on physical education policy and practice.
Analyzing the effects of policy changes on physical education teacher preparation programs.
Investigating the perceptions and attitudes of stakeholders towards physical education policies.

Assessment and Evaluation in Physical Education

Analyzing the effectiveness of different assessment methods in physical education.
Investigating the use of technology in assessing physical education outcomes.
Exploring the role of self-assessment and peer assessment in physical education.
Understanding the challenges and opportunities of authentic assessment in physical education.
Analyzing the impact of assessment practices on student motivation and engagement in physical education.
Investigating the alignment between physical education curriculum, instruction, and assessment.
Exploring the role of formative assessment in enhancing student learning in physical education.
Understanding the influence of standardized testing on physical education assessment practices.
Investigating the relationship between assessment practices and equity in physical education.
Analyzing the use of data-driven decision-making in improving physical education programs.

Physical Education and Technology

Investigating the use of wearable devices in monitoring physical activity and fitness levels.
Exploring the impact of virtual reality and augmented reality in physical education.
Analyzing the role of mobile applications in promoting physical activity and health.
Understanding the benefits and challenges of online physical education courses.
Investigating the use of gamification in enhancing student engagement in physical education.
Exploring the influence of exergaming on physical activity participation.
Analyzing the effectiveness of technology-mediated feedback in physical education.
Investigating the role of social media in promoting physical activity and healthy lifestyles.
Understanding the integration of technology in physical education teacher preparation programs.
Exploring the ethical considerations of using technology in physical education.

Physical Education and Social Justice

Analyzing the relationship between physical education and social inequality.
Investigating the experiences and perceptions of marginalized groups in physical education.
Exploring strategies for promoting social justice in physical education curricula.
Understanding the role of physical education in fostering cultural competence and inclusion.
Investigating the impact of gender norms on physical education experiences.
Analyzing the influence of socioeconomic status on access to quality physical education.
Exploring the intersectionality of race, gender, and physical education experiences.
Investigating the role of physical education in promoting social-emotional well-being and resilience.
Analyzing the impact of inclusive policies and practices on social justice in physical education.
Understanding the challenges and opportunities of integrating social justice in physical education pedagogy.

The comprehensive list of physical education research paper topics presented here is just the beginning of your research journey. Delve into the categories, choose a topic that resonates with your interests, and embark on a fascinating exploration of the subject matter. Remember to consider the relevance, significance, and feasibility of your chosen topic, and conduct thorough research to develop a well-informed and insightful research paper. Whether you seek to uncover the benefits of physical activity or analyze the effectiveness of different teaching methods, these topics will inspire you to expand your understanding of physical education and contribute to the advancement of knowledge in the field.

Physical Education Research Guide

Welcome to the world of physical education research! This page serves as a valuable resource for students and researchers in the field of education who are eager to explore the realm of physical education through the lens of research papers. Physical education plays a vital role in promoting health, wellness, and overall development among individuals of all ages. It encompasses a wide range of physical education research paper topics, from the impact of physical activity on academic performance to the effectiveness of various teaching approaches in physical education.

The primary objective of this page is to provide you with a comprehensive overview of physical education research paper topics. By delving into these topics, you will gain a deeper understanding of the key issues, theories, and practices within the field. The list of topics is categorized into 10 distinct categories, each offering 10 diverse and thought-provoking research paper ideas. Whether you’re interested in exploring the role of technology in physical education or investigating the social and cultural aspects of sports, you’ll find a wealth of ideas to spark your curiosity and fuel your research journey.

In addition to the extensive list of research paper topics, this page also offers expert advice on how to choose the most appropriate topic for your research project. Selecting a compelling and relevant research topic is essential to ensure the success of your study. Our expert guidance will provide you with valuable insights and practical tips to help you navigate through the multitude of options and select a topic that aligns with your interests, research goals, and academic requirements.

Furthermore, we understand that crafting a research paper can be a challenging task. To support your academic journey, we offer custom writing services that allow you to order a personalized research paper on any physical education topic of your choice. Our team of expert degree-holding writers possesses the knowledge and expertise to deliver high-quality, well-researched papers that meet your specific needs. With our commitment to in-depth research, customized solutions, and adherence to formatting styles such as APA, MLA, Chicago/Turabian, and Harvard, we strive to provide you with a seamless and professional writing experience.

So, whether you’re a student embarking on a research project or a researcher seeking new avenues of exploration, this page is designed to inspire, inform, and empower you in your quest for knowledge in the field of physical education. Let us embark on this exciting journey together as we delve into the fascinating world of physical education research paper topics.

Choosing a Physical Education Topic

When it comes to choosing a research paper topic in the field of physical education, it is crucial to select a subject that aligns with your interests, addresses a relevant issue, and allows for meaningful exploration. To help you make an informed decision, here are ten expert tips on selecting the right physical education research paper topic:

Identify your passion : Consider the aspects of physical education that you find most fascinating and meaningful. Are you interested in exploring the impact of technology on physical education, the role of physical education in promoting mental health, or the relationship between physical activity and academic performance? By selecting a topic that aligns with your passion, you will be more motivated to dive deep into the research and produce an exceptional paper.
Stay updated with current literature : Regularly review the latest research articles, books, and journals in the field of physical education. This will help you identify emerging trends, controversial topics, and gaps in existing knowledge, enabling you to choose a research topic that is current and relevant.
Consider the target population : Physical education encompasses various age groups and populations, including children, adolescents, adults, and individuals with special needs. Reflect on which population interests you the most and tailor your research topic accordingly. For example, you may explore the effectiveness of physical education programs for children with disabilities or the impact of physical activity interventions on older adults’ well-being.
Delve into emerging areas : Explore emerging areas within physical education that are gaining attention, such as inclusive education, adaptive physical education, or the integration of technology in teaching and learning. By choosing a topic in these emerging areas, you can contribute to the advancement of knowledge in the field.
Address local or global issues : Consider researching topics that address local or global issues in physical education. For instance, you may examine the impact of socio-cultural factors on physical education participation rates in a specific community or analyze the effects of globalization on physical education curriculum development.
Consult with experts : Seek guidance from professors, academic advisors, or professionals in the field of physical education. They can provide valuable insights, suggest potential research topics, and help you narrow down your focus based on their expertise and experience.
Conduct a literature review : Before finalizing your research topic, conduct a comprehensive literature review to identify existing studies, theories, and gaps in knowledge. This will help you refine your research question and ensure that your topic contributes to the existing body of literature.
Consider research feasibility : Assess the availability of data sources, research methods, and potential challenges associated with your chosen topic. Ensure that you have access to relevant data, research participants (if applicable), and the necessary resources to carry out your study successfully.
Balance novelty and significance : Strive to find a balance between selecting a novel and unique topic while ensuring its significance within the field of physical education. Aim to choose a topic that adds value to the existing knowledge and has the potential to influence practice or policy in a meaningful way.
Reflect on personal and professional goals : Consider how your chosen research topic aligns with your personal and professional goals. Will it contribute to your academic and career development? Does it align with your long-term aspirations within the field of physical education? Selecting a topic that resonates with your goals will enhance your motivation and dedication throughout the research process.

Remember, the process of choosing a research paper topic in physical education is iterative. Be open to exploring different ideas, seeking feedback from experts, and refining your topic based on the available resources and research feasibility. By selecting a topic that aligns with your passion, addresses a relevant issue, and has the potential for significant impact, you will be well-equipped to embark on a successful research journey in the field of physical education.

How to Write a Physical Education Research Paper

Writing a research paper in the field of physical education requires careful planning, thorough research, and effective organization of ideas. Here are some essential steps to guide you through the process of writing a compelling and well-structured physical education research paper:

Understand the assignment : Familiarize yourself with the requirements and guidelines provided by your instructor or educational institution. Pay attention to the research question, formatting style, word count, and any specific instructions or expectations.
Conduct thorough research : Begin by conducting extensive research on your chosen topic. Utilize various sources such as academic journals, books, reputable websites, and databases to gather relevant and reliable information. Take detailed notes and ensure that you cite your sources accurately.
Develop a strong thesis statement : Formulate a clear and concise thesis statement that captures the main objective or argument of your research paper. The thesis statement should guide your research and provide a roadmap for the rest of your paper.
Outline your paper : Create a well-organized outline to structure your research paper. Divide it into sections such as introduction, literature review, methodology, findings, analysis, and conclusion. Outline the main points and supporting evidence you will include in each section.
Write a compelling introduction : Begin your paper with an engaging introduction that grabs the reader’s attention and provides background information on the topic. Clearly state the purpose of your research, introduce the key concepts, and present your thesis statement.
Conduct a comprehensive literature review : Dedicate a section of your paper to reviewing relevant literature on the topic. Summarize and analyze existing studies, theories, and perspectives related to your research question. Identify gaps in the literature that your research aims to address.
Describe your research methodology : Explain the research design, methods, and procedures you used to collect and analyze data. Provide a clear description of the participants, materials, and instruments used. Justify the appropriateness of your chosen methods for addressing your research question.
Present your findings : Share the results of your research in a clear and organized manner. Use tables, graphs, or charts to present quantitative data and provide detailed descriptions for qualitative data. Analyze and interpret the findings in relation to your research question.
Discuss the implications and significance : Analyze the implications of your findings and their significance in the field of physical education. Discuss how your research contributes to the existing knowledge, addresses the research question, and impacts practice or policy.
Conclude your paper effectively : Summarize the main points of your research paper in the conclusion section. Restate your thesis statement and highlight the key findings and implications. Discuss the limitations of your study and suggest areas for further research.
Revise and edit : Review your research paper thoroughly for clarity, coherence, and logical flow. Check for grammatical and spelling errors, and ensure proper citation of sources using the required formatting style.
Seek feedback : Before submitting your final paper, seek feedback from peers, professors, or mentors. Incorporate their suggestions and revisions to improve the overall quality of your research paper.

By following these steps and dedicating sufficient time to each stage of the writing process, you can produce a well-researched and well-structured physical education research paper that effectively contributes to the field.

Order a Custom Research Paper

When it comes to writing a research paper in the field of physical education, it is understandable that you may encounter challenges or time constraints. In such cases, you may consider utilizing professional writing services to order a custom education research paper tailored to your specific needs. Our company offers a range of writing services to assist students like you in achieving their academic goals. Here are the key benefits of ordering a custom education research paper from our services:

Expert degree-holding writers : Our team of writers consists of highly qualified professionals with advanced degrees in the field of education. They have extensive knowledge and experience in conducting research and writing academic papers, ensuring the highest quality of work.
Custom written works : We understand the importance of originality in academic writing. Each research paper we deliver is custom-written from scratch, tailored to your specific requirements and guidelines. Our writers conduct thorough research and utilize credible sources to ensure the uniqueness and authenticity of your paper.
In-depth research : Our writers have access to a wide range of academic resources and databases, enabling them to conduct in-depth research on your chosen topic. They will gather relevant and up-to-date information to support the arguments and claims in your research paper.
Custom formatting : Our writers are well-versed in various formatting styles commonly used in academic writing, including APA, MLA, Chicago/Turabian, and Harvard. They will ensure that your research paper adheres to the required formatting guidelines.
Top quality and customized solutions : We prioritize quality and strive to deliver research papers that meet the highest standards. Our writers pay attention to every detail of your requirements and instructions, ensuring a customized solution that reflects your unique perspective and academic level.
Flexible pricing : We understand that as a student, you may have budget constraints. That’s why we offer flexible pricing options to accommodate your financial needs. Our pricing structure is transparent and competitive, ensuring that you receive excellent value for your investment.
Short deadlines : If you are facing a tight deadline, our writing services can assist you. We offer short turnaround times, allowing you to place an order with a deadline as short as 3 hours. Our efficient and dedicated team will ensure that your research paper is delivered to you promptly, without compromising on quality.
Timely delivery : We understand the importance of meeting deadlines. Our writing services prioritize timely delivery, ensuring that you receive your completed research paper within the agreed-upon timeframe.
Absolute privacy : We prioritize the privacy and confidentiality of our clients. Your personal information and the details of your order will be handled with the utmost confidentiality and will not be shared with any third parties.
Easy order tracking : Our user-friendly platform allows you to easily track the progress of your order. You can communicate directly with your assigned writer, providing clarifications or additional instructions as needed.
24/7 support : Our customer support team is available 24/7 to address any questions or concerns you may have throughout the process. We are here to provide prompt and reliable assistance whenever you need it.
Money-back guarantee : We are committed to your satisfaction. If, for any reason, you are not satisfied with the quality of the delivered research paper, we offer a money-back guarantee, ensuring that you have a risk-free experience.

Ordering a custom education research paper from our writing services can provide you with the support and expertise you need to excel in your academic endeavors. Our professional writers will work closely with you to ensure that your research paper meets your expectations and fulfills the requirements of your assignment. Take advantage of our services and experience the benefits of a well-crafted and meticulously researched education research paper.

Take Your Physical Education Research Paper to the Next Level

At iResearchNet, we are dedicated to helping students like you excel in your academic pursuits. If you are in need of a high-quality and custom physical education research paper, look no further. Our experienced team of writers is ready to assist you in creating a research paper that meets your specific requirements and exceeds your expectations.

To take advantage of our writing services, simply visit our website and place an order. Our user-friendly platform makes it easy to submit your paper details and provide any specific instructions or guidelines. You will have the opportunity to select a writer who specializes in physical education or related fields, ensuring that your research paper is in capable hands.

By choosing iResearchNet, you can benefit from our expert degree-holding writers, customized solutions, and in-depth research. We guarantee top-quality work that is formatted according to your preferred style, whether it’s APA, MLA, Chicago/Turabian, or Harvard.

Additionally, we offer flexible pricing options to suit your budget and accommodate short deadlines, including turnaround times as short as 3 hours. We prioritize timely delivery to ensure that you have sufficient time to review the paper and request any necessary revisions.

Rest assured, your privacy is our utmost concern. We maintain absolute privacy and confidentiality throughout the entire process. You can track your order easily and enjoy 24/7 support from our responsive customer service team.

To experience the benefits of our custom education research paper writing services, place your order today. Take the first step toward a well-researched, well-written, and successful research paper in the field of physical education.

Achieve academic excellence with iResearchNet. Place your order now and let us help you succeed!

ORDER HIGH QUALITY CUSTOM PAPER

Warning: The NCBI web site requires JavaScript to function. more...

An official website of the United States government

The .gov means it's official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Publications
Account settings
Browse Titles

NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.

Committee on Physical Activity and Physical Education in the School Environment; Food and Nutrition Board; Institute of Medicine; Kohl HW III, Cook HD, editors. Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington (DC): National Academies Press (US); 2013 Oct 30.

Educating the Student Body: Taking Physical Activity and Physical Education to School.

Hardcopy Version at National Academies Press

4 Physical Activity, Fitness, and Physical Education: Effects on Academic Performance

Key messages.

Evidence suggests that increasing physical activity and physical fitness may improve academic performance and that time in the school day dedicated to recess, physical education class, and physical activity in the classroom may also facilitate academic performance.
Available evidence suggests that mathematics and reading are the academic topics that are most influenced by physical activity. These topics depend on efficient and effective executive function, which has been linked to physical activity and physical fitness.
Executive function and brain health underlie academic performance. Basic cognitive functions related to attention and memory facilitate learning, and these functions are enhanced by physical activity and higher aerobic fitness.
Single sessions of and long-term participation in physical activity improve cognitive performance and brain health. Children who participate in vigorous- or moderate-intensity physical activity benefit the most.
Given the importance of time on task to learning, students should be provided with frequent physical activity breaks that are developmentally appropriate.
Although presently understudied, physically active lessons offered in the classroom may increase time on task and attention to task in the classroom setting.

Although academic performance stems from a complex interaction between intellect and contextual variables, health is a vital moderating factor in a child's ability to learn. The idea that healthy children learn better is empirically supported and well accepted ( Basch, 2010 ), and multiple studies have confirmed that health benefits are associated with physical activity, including cardiovascular and muscular fitness, bone health, psychosocial outcomes, and cognitive and brain health ( Strong et al., 2005 ; see Chapter 3 ). The relationship of physical activity and physical fitness to cognitive and brain health and to academic performance is the subject of this chapter.

Given that the brain is responsible for both mental processes and physical actions of the human body, brain health is important across the life span. In adults, brain health, representing absence of disease and optimal structure and function, is measured in terms of quality of life and effective functioning in activities of daily living. In children, brain health can be measured in terms of successful development of attention, on-task behavior, memory, and academic performance in an educational setting. This chapter reviews the findings of recent research regarding the contribution of engagement in physical activity and the attainment of a health-enhancing level of physical fitness to cognitive and brain health in children. Correlational research examining the relationship among academic performance, physical fitness, and physical activity also is described. Because research in older adults has served as a model for understanding the effects of physical activity and fitness on the developing brain during childhood, the adult research is briefly discussed. The short- and long-term cognitive benefits of both a single session of and regular participation in physical activity are summarized.

Before outlining the health benefits of physical activity and fitness, it is important to note that many factors influence academic performance. Among these are socioeconomic status ( Sirin, 2005 ), parental involvement ( Fan and Chen, 2001 ), and a host of other demographic factors. A valuable predictor of student academic performance is a parent having clear expectations for the child's academic success. Attendance is another factor confirmed as having a significant impact on academic performance ( Stanca, 2006 ; Baxter et al., 2011 ). Because children must be present to learn the desired content, attendance should be measured in considering factors related to academic performance.

PHYSICAL FITNESS AND PHYSICAL ACTIVITY: RELATION TO ACADEMIC PERFORMANCE

State-mandated academic achievement testing has had the unintended consequence of reducing opportunities for children to be physically active during the school day and beyond. In addition to a general shifting of time in school away from physical education to allow for more time on academic subjects, some children are withheld from physical education classes or recess to participate in remedial or enriched learning experiences designed to increase academic performance ( Pellegrini and Bohn, 2005 ; see Chapter 5 ). Yet little evidence supports the notion that more time allocated to subject matter will translate into better test scores. Indeed, 11 of 14 correlational studies of physical activity during the school day demonstrate a positive relationship to academic performance ( Rasberry et al., 2011 ). Overall, a rapidly growing body of work suggests that time spent engaged in physical activity is related not only to a healthier body but also to a healthier mind ( Hillman et al., 2008 ).

Children respond faster and with greater accuracy to a variety of cognitive tasks after participating in a session of physical activity ( Tomporowski, 2003 ; Budde et al., 2008 ; Hillman et al., 2009 ; Pesce et al., 2009 ; Ellemberg and St-Louis-Deschênes, 2010 ). A single bout of moderate-intensity physical activity has been found to increase neural and behavioral concomitants associated with the allocation of attention to a specific cognitive task ( Hillman et al., 2009 ; Pontifex et al., 2012 ). And when children who participated in 30 minutes of aerobic physical activity were compared with children who watched television for the same amount of time, the former children cognitively outperformed the latter ( Ellemberg and St-Louis-Desêhenes, 2010 ). Visual task switching data among 69 overweight and inactive children did not show differences between cognitive performance after treadmill walking and sitting ( Tomporowski et al., 2008b ).

When physical activity is used as a break from academic learning time, postengagement effects include better attention ( Grieco et al., 2009 ; Bartholomew and Jowers, 2011 ), increased on-task behaviors ( Mahar et al., 2006 ), and improved academic performance ( Donnelly and Lambourne, 2011 ). Comparisons between 1st-grade students housed in a classroom with stand-sit desks where the child could stand at his/her discretion and in classrooms containing traditional furniture showed that the former children were highly likely to stand, thus expending significantly more energy than those who were seated ( Benden et al., 2011 ). More important, teachers can offer physical activity breaks as part of a supplemental curriculum or simply as a way to reset student attention during a lesson ( Kibbe et al., 2011 ; see Chapter 6 ) and when provided with minimal training can efficaciously produce vigorous or moderate energy expenditure in students ( Stewart et al., 2004 ). Further, after-school physical activity programs have demonstrated the ability to improve cardiovascular endurance, and this increase in aerobic fitness has been shown to mediate improvements in academic performance ( Fredericks et al., 2006 ), as well as the allocation of neural resources underlying performance on a working memory task ( Kamijo et al., 2011 ).

Over the past three decades, several reviews and meta-analyses have described the relationship among physical fitness, physical activity, and cognition (broadly defined as all mental processes). The majority of these reviews have focused on the relationship between academic performance and physical fitness—a physiological trait commonly defined in terms of cardiorespiratory capacity (e.g., maximal oxygen consumption; see Chapter 3 ). More recently, reviews have attempted to describe the effects of an acute or single bout of physical activity, as a behavior, on academic performance. These reviews have focused on brain health in older adults ( Colcombe and Kramer, 2003 ), as well as the effects of acute physical activity on cognition in adults ( Tomporowski, 2003 ). Some have considered age as part of the analysis ( Etnier et al., 1997 , 2006 ). Reviews focusing on research conducted in children ( Sibley and Etnier, 2003 ) have examined the relationship among physical activity, participation in sports, and academic performance ( Trudeau and Shephard, 2008 , 2010 ; Singh et al., 2012 ); physical activity and mental and cognitive health ( Biddle and Asare, 2011 ); and physical activity, nutrition, and academic performance ( Burkhalter and Hillman, 2011 ). The findings of most of these reviews align with the conclusions presented in a meta-analytic review conducted by Fedewa and Ahn (2011) . The studies reviewed by Fedewa and Ahn include experimental/quasi-experimental as well as cross-sectional and correlational designs, with the experimental designs yielding the highest effect sizes. The strongest relationships were found between aerobic fitness and achievement in mathematics, followed by IQ and reading performance. The range of cognitive performance measures, participant characteristics, and types of research design all mediated the relationship among physical activity, fitness, and academic performance. With regard to physical activity interventions, which were carried out both within and beyond the school day, those involving small groups of peers (around 10 youth of a similar age) were associated with the greatest gains in academic performance.

The number of peer-reviewed publications on this topic is growing exponentially. Further evidence of the growth of this line of inquiry is its increased global presence. Positive relationships among physical activity, physical fitness, and academic performance have been found among students from the Netherlands ( Singh et al., 2012 ) and Taiwan ( Chih and Chen, 2011 ). Broadly speaking, however, many of these studies show small to moderate effects and suffer from poor research designs ( Biddle and Asare, 2011 ; Singh et al., 2012 ).

Basch (2010) conducted a comprehensive review of how children's health and health disparities influence academic performance and learning. The author's report draws on empirical evidence suggesting that education reform will be ineffective unless children's health is made a priority. Basch concludes that schools may be the only place where health inequities can be addressed and that, if children's basic health needs are not met, they will struggle to learn regardless of the effectiveness of the instructional materials used. More recently, Efrat (2011) conducted a review of physical activity, fitness, and academic performance to examine the achievement gap. He discovered that only seven studies had included socioeconomic status as a variable, despite its known relationship to education ( Sirin, 2005 ).

Physical Fitness as a Learning Outcome of Physical Education and Its Relation to Academic Performance

Achieving and maintaining a healthy level of aerobic fitness, as defined using criterion-referenced standards from the National Health and Nutrition Examination Survey (NHANES; Welk et al., 2011 ), is a desired learning outcome of physical education programming. Regular participation in physical activity also is a national learning standard for physical education, a standard intended to facilitate the establishment of habitual and meaningful engagement in physical activity ( NASPE, 2004 ). Yet although physical fitness and participation in physical activity are established as learning outcomes in all 50 states, there is little evidence to suggest that children actually achieve and maintain these standards (see Chapter 2 ).

Statewide and national datasets containing data on youth physical fitness and academic performance have increased access to student-level data on this subject ( Grissom, 2005 ; Cottrell et al., 2007 ; Carlson et al., 2008 ; Chomitz et al., 2008 ; Wittberg et al., 2010 ; Van Dusen et al., 2011 ). Early research in South Australia focused on quantifying the benefits of physical activity and physical education during the school day; the benefits noted included increased physical fitness, decreased body fat, and reduced risk for cardiovascular disease ( Dwyer et al., 1979 , 1983 ). Even today, Dwyer and colleagues are among the few scholars who regularly include in their research measures of physical activity intensity in the school environment, which is believed to be a key reason why they are able to report differentiated effects of different intensities. A longitudinal study in Trois-Rivières, Québec, Canada, tracked how the academic performance of children from grades 1 through 6 was related to student health, motor skills, and time spent in physical education. The researchers concluded that additional time dedicated to physical education did not inhibit academic performance ( Shephard et al., 1984 ; Shephard, 1986 ; Trudeau and Shephard, 2008 ).

Longitudinal follow-up investigating the long-term benefits of enhanced physical education experiences is encouraging but largely inconclusive. In a study examining the effects of daily physical education during elementary school on physical activity during adulthood, 720 men and women completed the Québec Health Survey ( Trudeau et al., 1999 ). Findings suggest that physical education was associated with physical activity in later life for females but not males ( Trudeau et al., 1999 ); most of the associations were significant but weak ( Trudeau et al., 2004 ). Adult body mass index (BMI) at age 34 was related to childhood BMI at ages 10-12 in females but not males ( Trudeau et al., 2001 ). Longitudinal studies such as those conducted in Sweden and Finland also suggest that physical education experiences may be related to adult engagement in physical activity ( Glenmark, 1994 ; Telama et al., 1997 ). From an academic performance perspective, longitudinal data on men who enlisted for military service imply that cardiovascular fitness at age 18 predicted cognitive performance in later life (Aberg et al., 2009), thereby supporting the idea of offering physical education and physical activity opportunities well into emerging adulthood through secondary and postsecondary education.

Castelli and colleagues (2007) investigated younger children (in 3rd and 5th grades) and the differential contributions of the various subcomponents of the Fitnessgram ® . Specifically, they examined the individual contributions of aerobic capacity, muscle strength, muscle flexibility, and body composition to performance in mathematics and reading on the Illinois Standardized Achievement Test among a sample of 259 children. Their findings corroborate those of the California Department of Education ( Grissom, 2005 ), indicating a general relationship between fitness and achievement test performance. When the individual components of the Fitnessgram were decomposed, the researchers determined that only aerobic capacity was related to test performance. Muscle strength and flexibility showed no relationship, while an inverse association of BMI with test performance was observed, such that higher BMI was associated with lower test performance. Although Baxter and colleagues (2011) confirmed the importance of attending school in relation to academic performance through the use of 4th-grade student recall, correlations with BMI were not significant.

State-mandated implementation of the coordinated school health model requires all schools in Texas to conduct annual fitness testing using the Fitnessgram among students in grades 3-12. In a special issue of Research Quarterly for Exercise and Sport (2010), multiple articles describe the current state of physical fitness among children in Texas; confirm the associations among school performance levels, academic achievement, and physical fitness ( Welk et al., 2010 ; Zhu et al., 2010 ); and demonstrate the ability of qualified physical education teachers to administer physical fitness tests ( Zhu et al., 2010 ). Also using data from Texas schools, Van Dusen and colleagues (2011) found that cardiovascular fitness had the strongest association with academic performance, particularly in mathematics over reading. Unlike previous research, which demonstrated a steady decline in fitness by developmental stage ( Duncan et al., 2007 ), this study found that cardiovascular fitness did decrease but not significantly ( Van Dusen et al., 2011 ). Aerobic fitness, then, may be important to academic performance, as there may be a dose-response relationship ( Van Dusen et al., 2011 ).

Using a large sample of students in grades 4-8, Chomitz and colleagues (2008) found that the likelihood of passing both mathematics and English achievement tests increased with the number of fitness tests passed during physical education class, and the odds of passing the mathematics achievement tests were inversely related to higher body weight. Similar to the findings of Castelli and colleagues (2007) , socioeconomic status and demographic factors explained little of the relationship between aerobic fitness and academic performance; however, socioeconomic status may be an explanatory variable for students of low fitness ( London and Castrechini, 2011 ).

In sum, numerous cross-sectional and correlational studies demonstrate small-to-moderate positive or null associations between physical fitness ( Grissom, 2005 ; Cottrell et al., 2007 ; Edwards et al., 2009; Eveland-Sayers et al., 2009 ; Cooper et al., 2010 ; Welk et al., 2010 ; Wittberg et al., 2010 ; Zhu et al., 2010 ; Van Dusen et al., 2011 ), particularly aerobic fitness, and academic performance ( Castelli et al, 2007 ; Chomitz et al., 2008 ; Roberts et al., 2010 ; Welk et al., 2010 ; Chih and Chen, 2011 ; London and Castrechini, 2011 ; Van Dusen et al., 2011 ). Moreover, the findings may support a dose-response association, suggesting that the more components of physical fitness (e.g., cardiovascular endurance, strength, muscle endurance) considered acceptable for the specific age and gender that are present, the greater the likelihood of successful academic performance. From a public health and policy standpoint, the conclusions these findings support are limited by few causal inferences, a lack of data confirmation, and inadequate reliability because the data were often collected by nonresearchers or through self-report methods. It may also be noted that this research includes no known longitudinal studies and few randomized controlled trials (examples are included later in this chapter in the discussion of the developing brain).

Physical Activity, Physical Education, and Academic Performance

In contrast with the correlational data presented above for physical fitness, more information is needed on the direct effects of participation in physical activity programming and physical education classes on academic performance.

In a meta-analysis, Sibley and Etnier (2003) found a positive relationship between physical activity and cognition in school-age youth (aged 4-18), suggesting that physical activity, as well as physical fitness, may be related to cognitive outcomes during development. Participation in physical activity was related to cognitive performance in eight measurement categories (perceptual skills, IQ, achievement, verbal tests, mathematics tests, memory, developmental level/academic readiness, and “other”), with results indicating a beneficial relationship of physical activity to all cognitive outcomes except memory ( Sibley and Etnier, 2003 ). Since that meta-analysis, however, several papers have reported robust relationships between aerobic fitness and different aspects of memory in children (e.g., Chaddock et al., 2010a , 2011 ; Kamijo et al., 2011 ; Monti et al., 2012 ). Regardless, the comprehensive review of Sibley and Etnier (2003) was important because it helped bring attention to an emerging literature suggesting that physical activity may benefit cognitive development even as it also demonstrated the need for further study to better understand the multifaceted relationship between physical activity and cognitive and brain health.

The regular engagement in physical activity achieved during physical education programming can also be related to academic performance, especially when the class is taught by a physical education teacher. The Sports, Play, and Active Recreation for Kids (SPARK) study examined the effects of a 2-year health-related physical education program on academic performance in children ( Sallis et al., 1999 ). In an experimental design, seven elementary schools were randomly assigned to one of three conditions: (1) a specialist condition in which certified physical education teachers delivered the SPARK curriculum, (2) a trained-teacher condition in which classroom teachers implemented the curriculum, and (3) a control condition in which classroom teachers implemented the local physical education curriculum. No significant differences by condition were found for mathematics testing; however, reading scores were significantly higher in the specialist condition relative to the control condition ( Sallis et al., 1999 ), while language scores were significantly lower in the specialist condition than in the other two conditions. The authors conclude that spending time in physical education with a specialist did not have a negative effect on academic performance. Shortcomings of this research include the amount of data loss from pre- to posttest, the use of results of 2nd-grade testing that exceeded the national average in performance as baseline data, and the use of norm-referenced rather than criterion-based testing.

In seminal research conducted by Gabbard and Barton (1979) , six different conditions of physical activity (no activity; 20, 30, 40, and 50 minutes; and posttest no activity) were completed by 106 2nd graders during physical education. Each physical activity session was followed by 5 minutes of rest and the completion of 36 math problems. The authors found a potential threshold effect whereby only the 50-minute condition improved mathematical performance, with no differences by gender.

A longitudinal study of the kindergarten class of 1998–1999, using data from the Early Childhood Longitudinal Study, investigated the association between enrollment in physical education and academic achievement ( Carlson et al., 2008 ). Higher amounts of physical education were correlated with better academic performance in mathematics among females, but this finding did not hold true for males.

Ahamed and colleagues (2007) found in a cluster randomized trial that, after 16 months of a classroom-based physical activity intervention, there was no significant difference between the treatment and control groups in performance on the standardized Cognitive Abilities Test, Third Edition (CAT-3). Others have found, however, that coordinative exercise ( Budde et al., 2008 ) or bouts of vigorous physical activity during free time ( Coe et al., 2006 ) contribute to higher levels of academic performance. Specifically, Coe and colleagues examined the association of enrollment in physical education and self-reported vigorous- or moderate-intensity physical activity outside school with performance in core academic courses and on the Terra Nova Standardized Achievement Test among more than 200 6th-grade students. Their findings indicate that academic performance was unaffected by enrollment in physical education classes, which were found to average only 19 minutes of vigorous- or moderate-intensity physical activity. When time spent engaged in vigorous- or moderate-intensity physical activity outside of school was considered, however, a significant positive relation to academic performance emerged, with more time engaged in vigorous- or moderate-intensity physical activity being related to better grades but not test scores ( Coe et al., 2006 ).

Studies of participation in sports and academic achievement have found positive associations ( Mechanic and Hansell, 1987 ; Dexter, 1999 ; Crosnoe, 2002 ; Eitle and Eitle, 2002 ; Stephens and Schaben, 2002 ; Eitle, 2005 ; Miller et al., 2005 ; Fox et al., 2010 ; Ruiz et al., 2010 ); higher grade point averages (GPAs) in season than out of season ( Silliker and Quirk, 1997 ); a negative association between cheerleading and science performance ( Hanson and Kraus, 1998 ); and weak and negative associations between the amount of time spent participating in sports and performance in English-language class among 13-, 14-, and 16-year-old students ( Daley and Ryan, 2000 ). Other studies, however, have found no association between participation in sports and academic performance ( Fisher et al., 1996 ). The findings of these studies need to be interpreted with caution as many of their designs failed to account for the level of participation by individuals in the sport (e.g., amount of playing time, type and intensity of physical activity engagement by sport). Further, it is unclear whether policies required students to have higher GPAs to be eligible for participation. Offering sports opportunities is well justified regardless of the cognitive benefits, however, given that adolescents may be less likely to engage in risky behaviors when involved in sports or other extracurricular activities ( Page et al., 1998 ; Elder et al., 2000 ; Taliaferro et al., 2010 ), that participation in sports increases physical fitness, and that affiliation with sports enhances school connectedness.

Although a consensus on the relationship of physical activity to academic achievement has not been reached, the vast majority of available evidence suggests the relationship is either positive or neutral. The meta-analytic review by Fedewa and Ahn (2011) suggests that interventions entailing aerobic physical activity have the greatest impact on academic performance; however, all types of physical activity, except those involving flexibility alone, contribute to enhanced academic performance, as do interventions that use small groups (about 10 students) rather than individuals or large groups. Regardless of the strength of the findings, the literature indicates that time spent engaged in physical activity is beneficial to children because it has not been found to detract from academic performance, and in fact can improve overall health and function ( Sallis et al., 1999 ; Hillman et al., 2008 ; Tomporowski et al., 2008a ; Trudeau and Shephard, 2008 ; Rasberry et al., 2011 ).

Single Bouts of Physical Activity

Beyond formal physical education, evidence suggests that multi-component approaches are a viable means of providing physical activity opportunities for children across the school curriculum (see also Chapter 6 ). Although health-related fitness lessons taught by certified physical education teachers result in greater student fitness gains relative to such lessons taught by other teachers ( Sallis et al., 1999 ), non-physical education teachers are capable of providing opportunities to be physically active within the classroom ( Kibbe et al., 2011 ). Single sessions or bouts of physical activity have independent merit, offering immediate benefits that can enhance the learning experience. Studies have found that single bouts of physical activity result in improved attention ( Hillman et al., 2003 , 2009 ; Pontifex et al., 2012 ), better working memory ( Pontifex et al., 2009 ), and increased academic learning time and reduced off-task behaviors ( Mahar et al., 2006 ; Bartholomew and Jowers, 2011 ). Yet single bouts of physical activity have differential effects, as very vigorous exercise has been associated with cognitive fatigue and even cognitive decline in adults ( Tomporowski, 2003 ). As seen in Figure 4-1 , high levels of effort, arousal, or activation can influence perception, decision making, response preparation, and actual response. For discussion of the underlying constructs and differential effects of single bouts of physical activity on cognitive performance, see Tomporowski (2003) .

Information processing: Diagram of a simplified version of Sanders's (1983) cognitive-energetic model of human information processing (adapted from Jones and Hardy, 1989). SOURCE: Tomporowski, 2003. Reprinted with permission.

For children, classrooms are busy places where they must distinguish relevant information from distractions that emerge from many different sources occurring simultaneously. A student must listen to the teacher, adhere to classroom procedures, focus on a specific task, hold and retain information, and make connections between novel information and previous experiences. Hillman and colleagues (2009) demonstrated that a single bout of moderate-intensity walking (60 percent of maximum heart rate) resulted in significant improvements in performance on a task requiring attentional inhibition (e.g., the ability to focus on a single task). These findings were accompanied by changes in neuroelectric measures underlying the allocation of attention (see Figure 4-2 ) and significant improvements on the reading subtest of the Wide Range Achievement Test. No such effects were observed following a similar duration of quiet rest. These findings were later replicated and extended to demonstrate benefits for both mathematics and reading performance in healthy children and those diagnosed with attention deficit hyperactivity disorder ( Pontifex et al., 2013 ). Further replications of these findings demonstrated that a single bout of moderate-intensity exercise using a treadmill improved performance on a task of attention and inhibition, but similar benefits were not derived from moderate-intensity exercise that involved exergaming ( O'Leary et al., 2011 ). It was also found that such benefits were derived following cessation of, but not during, the bout of exercise ( Drollette et al., 2012 ). The applications of such empirical findings within the school setting remain unclear.

Effects of a single session of exercise in preadolescent children. SOURCE: Hillman et al., 2009. Reprinted with permission.

A randomized controlled trial entitled Physical Activity Across the Curriculum (PAAC) used cluster randomization among 24 schools to examine the effects of physically active classroom lessons on BMI and academic achievement ( Donnelly et al., 2009 ). The academically oriented physical activities were intended to be of vigorous or moderate intensity (3–6 metabolic equivalents [METs]) and to last approximately 10 minutes and were specifically designed to supplement content in mathematics, language arts, geography, history, spelling, science, and health. The study followed 665 boys and 677 girls for 3 years as they rose from 2nd or 3rd to 4th or 5th grades. Changes in academic achievement, fitness, and blood screening were considered secondary outcomes. During a 3-year period, students who engaged in physically active lessons, on average, improved their academic achievement by 6 percent, while the control groups exhibited a 1 percent decrease. In students who experienced at least 75 minutes of PAAC lessons per week, BMI remained stable (see Figure 4-3 ).

Change in academic scores from baseline after physically active classroom lessons in elementary schools in northeast Kansas (2003–2006). NOTE: All differences between the Physical Activity Across the Curriculum (PAAC) group ( N = 117) and control (more...)

It is important to note that cognitive tasks completed before, during, and after physical activity show varying effects, but the effects were always positive compared with sedentary behavior. In a study carried out by Drollette and colleagues (2012) , 36 preadolescent children completed two cognitive tasks—a flanker task to assess attention and inhibition and a spatial nback task to assess working memory—before, during, and after seated rest and treadmill walking conditions. The children sat or walked on different days for an average of 19 minutes. The results suggest that the physical activity enhanced cognitive performance for the attention task but not for the task requiring working memory. Accordingly, although more research is needed, the authors suggest that the acute effects of exercise may be selective to certain cognitive processes (i.e., attentional inhibition) while unrelated to others (e.g., working memory). Indeed, data collected using a task-switching paradigm (i.e., a task designed to assess multitasking and requiring the scheduling of attention to multiple aspects of the environment) among 69 overweight and inactive children did not show differences in cognitive performance following acute bouts of treadmill walking or sitting ( Tomporowski et al., 2008b ). Thus, findings to date indicate a robust relationship of acute exercise to transient improvements in attention but appear inconsistent for other aspects of cognition.

Academic Learning Time and On- and Off-Task Behaviors

Excessive time on task, inattention to task, off-task behavior, and delinquency are important considerations in the learning environment given the importance of academic learning time to academic performance. These behaviors are observable and of concern to teachers as they detract from the learning environment. Systematic observation by trained observers may yield important insight regarding the effects of short physical activity breaks on these behaviors. Indeed, systematic observations of student behavior have been used as an alternative means of measuring academic performance ( Mahar et al., 2006 ; Grieco et al., 2009 ).

After the development of classroom-based physical activities, called Energizers, teachers were trained in how to implement such activities in their lessons at least twice per week ( Mahar et al., 2006 ). Measurements of baseline physical activity and on-task behaviors were collected in two 3rd-grade and two 4th-grade classes, using pedometers and direct observation. The intervention included 243 students, while 108 served as controls by not engaging in the activities. A subgroup of 62 3rd and 4th graders was observed for on-task behavior in the classroom following the physical activity. Children who participated in Energizers took more steps during the school day than those who did not; they also increased their on-task behaviors by more than 20 percent over baseline measures.

A systematic review of a similar in-class, academically oriented, physical activity plan—Take 10!—was conducted to identify the effects of its implementation after it had been in use for 10 years ( Kibbe et al., 2011 ). The findings suggest that children who experienced Take 10! in the classroom engaged in moderate to vigorous physical activity (6.16 to 6.42 METs) and had lower BMIs than those who did not. Further, children in the Take 10! classrooms had better fluid intelligence ( Reed et al., 2010 ) and higher academic achievement scores ( Donnelly et al., 2009 ).

Some have expressed concern that introducing physical activity into the classroom setting may be distracting to students. Yet in one study it was sedentary students who demonstrated a decrease in time on task, while active students returned to the same level of on-task behavior after an active learning task ( Grieco et al., 2009 ). Among the 97 3rd-grade students in this study, a small but nonsignificant increase in on-task behaviors was seen immediately following these active lessons. Additionally, these improvements were not mediated by BMI.

In sum, although presently understudied, physically active lessons may increase time on task and attention to task in the classroom setting. Given the complexity of the typical classroom, the strategy of including content-specific lessons that incorporate physical activity may be justified.

It is recommended that every child have 20 minutes of recess each day and that this time be outdoors whenever possible, in a safe activity ( NASPE, 2006 ). Consistent engagement in recess can help students refine social skills, learn social mediation skills surrounding fair play, obtain additional minutes of vigorous- or moderate-intensity physical activity that contribute toward the recommend 60 minutes or more per day, and have an opportunity to express their imagination through free play ( Pellegrini and Bohn, 2005 ; see also Chapter 6 ). When children participate in recess before lunch, additional benefits accrue, such as less food waste, increased incidence of appropriate behavior in the cafeteria during lunch, and greater student readiness to learn upon returning to the classroom after lunch ( Getlinger et al., 1996 ; Wechsler et al., 2001 ).

To examine the effects of engagement in physical activity during recess on classroom behavior, Barros and colleagues (2009) examined data from the Early Childhood Longitudinal Study on 10,000 8- to 9-year-old children. Teachers provided the number of minutes of recess as well as a ranking of classroom behavior (ranging from “misbehaves frequently” to “behaves exceptionally well”). Results indicate that children who had at least 15 minutes of recess were more likely to exhibit appropriate behavior in the classroom ( Barros et al., 2009 ). In another study, 43 4th-grade students were randomly assigned to 1 or no days of recess to examine the effects on classroom behavior ( Jarrett et al., 1998 ). The researchers concluded that on-task behavior was better among the children who had recess. A moderate effect size (= 0.51) was observed. In a series of studies examining kindergartners' attention to task following a 20-minute recess, increased time on task was observed during learning centers and story reading ( Pellegrini et al., 1995 ). Despite these positive findings centered on improved attention, it is important to note that few of these studies actually measured the intensity of the physical activity during recess.

From a slightly different perspective, survey data from 547 Virginia elementary school principals suggest that time dedicated to student participation in physical education, art, and music did not negatively influence academic performance ( Wilkins et al., 2003 ). Thus, the strategy of reducing time spent in physical education to increase academic performance may not have the desired effect. The evidence on in-school physical activity supports the provision of physical activity breaks during the school day as a way to increase fluid intelligence, time on task, and attention. However, it remains unclear what portion of these effects can be attributed to a break from academic time and what portion is a direct result of the specific demands/characteristics of the physical activity.

THE DEVELOPING bRAIN, PHYSICAL ACTIVITY, AND BRAIN HEALTH

The study of brain health has grown beyond simply measuring behavioral outcomes such as task performance and reaction time (e.g., cognitive processing speed). New technology has emerged that has allowed scientists to understand the impact of lifestyle factors on the brain from the body systems level down to the molecular level. A greater understanding of the cognitive components that subserve academic performance and may be amenable to intervention has thereby been gained. Research conducted in both laboratory and field settings has helped define this line of inquiry and identify some preliminary underlying mechanisms.

The Evidence Base on the Relationship of Physical Activity to Brain Health and Cognition in Older Adults

Despite the current focus on the relationship of physical activity to cognitive development, the evidence base is larger on the association of physical activity with brain health and cognition during aging. Much can be learned about how physical activity affects childhood cognition and scholastic achievement through this work. Despite earlier investigations into the relationship of physical activity to cognitive aging (see Etnier et al., 1997 , for a review), the field was shaped by the findings of Kramer and colleagues (1999) , who examined the effects of aerobic fitness training on older adults using a randomized controlled design. Specifically, 124 older adults aged 60 and 75 were randomly assigned to a 6-month intervention of either walking (i.e., aerobic training) or flexibility (i.e., nonaerobic) training. The walking group but not the flexibility group showed improved cognitive performance, measured as a shorter response time to the presented stimulus. Results from a series of tasks that tapped different aspects of cognitive control indicated that engagement in physical activity is a beneficial means of combating cognitive aging ( Kramer et al., 1999 ).

Cognitive control, or executive control, is involved in the selection, scheduling, and coordination of computational processes underlying perception, memory, and goal-directed action. These processes allow for the optimization of behavioral interactions within the environment through flexible modulation of the ability to control attention ( MacDonald et al., 2000 ; Botvinick et al., 2001 ). Core cognitive processes that make up cognitive control or executive control include inhibition, working memory, and cognitive flexibility ( Diamond, 2006 ), processes mediated by networks that involve the prefrontal cortex. Inhibition (or inhibitory control) refers to the ability to override a strong internal or external pull so as to act appropriately within the demands imposed by the environment ( Davidson et al., 2006 ). For example, one exerts inhibitory control when one stops speaking when the teacher begins lecturing. Working memory refers to the ability to represent information mentally, manipulate stored information, and act on the information ( Davidson et al., 2006 ). In solving a difficult mathematical problem, for example, one must often remember the remainder. Finally, cognitive flexibility refers to the ability to switch perspectives, focus attention, and adapt behavior quickly and flexibly for the purposes of goal-directed action ( Blair et al., 2005 ; Davidson et al., 2006 ; Diamond, 2006 ). For example, one must shift attention from the teacher who is teaching a lesson to one's notes to write down information for later study.

Based on their earlier findings on changes in cognitive control induced by aerobic training, Colcombe and Kramer (2003) conducted a meta-analysis to examine the relationship between aerobic training and cognition in older adults aged 55-80 using data from 18 randomized controlled exercise interventions. Their findings suggest that aerobic training is associated with general cognitive benefits that are selectively and disproportionately greater for tasks or task components requiring greater amounts of cognitive control. A second and more recent meta-analysis ( Smith et al., 2010 ) corroborates the findings of Colcombe and Kramer, indicating that aerobic exercise is related to attention, processing speed, memory, and cognitive control; however, it should be noted that smaller effect sizes were observed, likely a result of the studies included in the respective meta-analyses. In older adults, then, aerobic training selectively improves cognition.

Hillman and colleagues (2006) examined the relationship between physical activity and inhibition (one aspect of cognitive control) using a computer-based stimulus-response protocol in 241 individuals aged 15-71. Their results indicate that greater amounts of physical activity are related to decreased response speed across task conditions requiring variable amounts of inhibition, suggesting a generalized relationship between physical activity and response speed. In addition, the authors found physical activity to be related to better accuracy across conditions in older adults, while no such relationship was observed for younger adults. Of interest, this relationship was disproportionately larger for the condition requiring greater amounts of inhibition in the older adults, suggesting that physical activity has both a general and selective association with task performance ( Hillman et al., 2006 ).

With advances in neuroimaging techniques, understanding of the effects of physical activity and aerobic fitness on brain structure and function has advanced rapidly over the past decade. In particular, a series of studies ( Colcombe et al., 2003 , 2004 , 2006 ; Kramer and Erickson, 2007 ; Hillman et al., 2008 ) of older individuals has been conducted to elucidate the relation of aerobic fitness to the brain and cognition. Normal aging results in the loss of brain tissue ( Colcombe et al., 2003 ), with markedly larger loss evidenced in the frontal, temporal, and parietal regions ( Raz, 2000 ). Thus cognitive functions subserved by these brain regions (such as those involved in cognitive control and aspects of memory) are expected to decay more dramatically than other aspects of cognition.

Colcombe and colleagues (2003) investigated the relationship of aerobic fitness to gray and white matter tissue loss using magnetic resonance imaging (MRI) in 55 healthy older adults aged 55-79. They observed robust age-related decreases in tissue density in the frontal, temporal, and parietal regions using voxel-based morphometry, a technique used to assess brain volume. Reductions in the amount of tissue loss in these regions were observed as a function of fitness. Given that the brain structures most affected by aging also demonstrated the greatest fitness-related sparing, these initial findings provide a biological basis for fitness-related benefits to brain health during aging.

In a second study, Colcombe and colleagues (2006) examined the effects of aerobic fitness training on brain structure using a randomized controlled design with 59 sedentary healthy adults aged 60-79. The treatment group received a 6-month aerobic exercise (i.e., walking) intervention, while the control group received a stretching and toning intervention that did not include aerobic exercise. Results indicated that gray and white matter brain volume increased for those who received the aerobic fitness training intervention. No such results were observed for those assigned to the stretching and toning group. Specifically, those assigned to the aerobic training intervention demonstrated increased gray matter in the frontal lobes, including the dorsal anterior cingulate cortex, the supplementary motor area, the middle frontal gyrus, the dorsolateral region of the right inferior frontal gyrus, and the left superior temporal lobe. White matter volume changes also were evidenced following the aerobic fitness intervention, with increases in white matter tracts being observed within the anterior third of the corpus callosum. These brain regions are important for cognition, as they have been implicated in the cognitive control of attention and memory processes. These findings suggest that aerobic training not only spares age-related loss of brain structures but also may in fact enhance the structural health of specific brain regions.

In addition to the structural changes noted above, research has investigated the relationship between aerobic fitness and changes in brain function. That is, aerobic fitness training has also been observed to induce changes in patterns of functional activation. Functional MRI (fMRI) measures, which make it possible to image activity in the brain while an individual is performing a cognitive task, have revealed that aerobic training induces changes in patterns of functional activation. This approach involves inferring changes in neuronal activity from alteration in blood flow or metabolic activity in the brain. In a seminal paper, Colcombe and colleagues (2004) examined the relationship of aerobic fitness to brain function and cognition across two studies with older adults. In the first study, 41 older adult participants (mean age ~66) were divided into higher- and lower-fit groups based on their performance on a maximal exercise test. In the second study, 29 participants (aged 58-77) were recruited and randomly assigned to either a fitness training (i.e., walking) or control (i.e., stretching and toning) intervention. In both studies, participants were given a task requiring variable amounts of attention and inhibition. Results indicated that fitness (study 1) and fitness training (study 2) were related to greater activation in the middle frontal gyrus and superior parietal cortex; these regions of the brain are involved in attentional control and inhibitory functioning, processes entailed in the regulation of attention and action. These changes in neural activation were related to significant improvements in performance on the cognitive control task of attention and inhibition.

Taken together, the findings across studies suggest that an increase in aerobic fitness, derived from physical activity, is related to improvements in the integrity of brain structure and function and may underlie improvements in cognition across tasks requiring cognitive control. Although developmental differences exist, the general paradigm of this research can be applied to early stages of the life span, and some early attempts to do so have been made, as described below. Given the focus of this chapter on childhood cognition, it should be noted that this section has provided only a brief and arguably narrow look at the research on physical activity and cognitive aging. Considerable work has detailed the relationship of physical activity to other aspects of adult cognition using behavioral and neuroimaging tools (e.g., Boecker, 2011 ). The interested reader is referred to a number of review papers and meta-analyses describing the relationship of physical activity to various aspects of cognitive and brain health ( Etnier et al., 1997 ; Colcombe and Kramer, 2003 ; Tomporowski, 2003 ; Thomas et al., 2012 ).

Child Development, Brain Structure, and Function

Certain aspects of development have been linked with experience, indicating an intricate interplay between genetic programming and environmental influences. Gray matter, and the organization of synaptic connections in particular, appears to be at least partially dependent on experience (NRC/IOM, 2000; Taylor, 2006 ), with the brain exhibiting a remarkable ability to reorganize itself in response to input from sensory systems, other cortical systems, or insult ( Huttenlocher and Dabholkar, 1997 ). During typical development, experience shapes the pruning process through the strengthening of neural networks that support relevant thoughts and actions and the elimination of unnecessary or redundant connections. Accordingly, the brain responds to experience in an adaptive or “plastic” manner, resulting in the efficient and effective adoption of thoughts, skills, and actions relevant to one's interactions within one's environmental surroundings. Examples of neural plasticity in response to unique environmental interaction have been demonstrated in human neuroimaging studies of participation in music ( Elbert et al., 1995 ; Chan et al., 1998 ; Münte et al., 2001 ) and sports ( Hatfield and Hillman, 2001 ; Aglioti et al., 2008 ), thus supporting the educational practice of providing music education and opportunities for physical activity to children.

Effects of Regular Engagement in Physical Activity and Physical Fitness on Brain Structure

Recent advances in neuroimaging techniques have rapidly advanced understanding of the role physical activity and aerobic fitness may have in brain structure. In children a growing body of correlational research suggests differential brain structure related to aerobic fitness. Chaddock and colleagues (2010a , b ) showed a relationship among aerobic fitness, brain volume, and aspects of cognition and memory. Specifically, Chaddock and colleagues (2010a) assigned 9- to 10-year-old preadolescent children to lower- and higher-fitness groups as a function of their scores on a maximal oxygen uptake (VO 2 max) test, which is considered the gold-standard measure of aerobic fitness. They observed larger bilateral hippocampal volume in higher-fit children using MRI, as well as better performance on a task of relational memory. It is important to note that relational memory has been shown to be mediated by the hippocampus ( Cohen and Eichenbaum, 1993 ; Cohen et al., 1999 ). Further, no differences emerged for a task condition requiring item memory, which is supported by structures outside the hippocampus, suggesting selectivity among the aspects of memory that benefit from higher amounts of fitness. Lastly, hippocampal volume was positively related to performance on the relational memory task but not the item memory task, and bilateral hippocampal volume was observed to mediate the relationship between fitness and relational memory ( Chaddock et al., 2010a ). Such findings are consistent with behavioral measures of relational memory in children ( Chaddock et al., 2011 ) and neuroimaging findings in older adults ( Erickson et al., 2009 , 2011 ) and support the robust nonhuman animal literature demonstrating the effects of exercise on cell proliferation ( Van Praag et al., 1999 ) and survival ( Neeper et al., 1995 ) in the hippocampus.

In a second investigation ( Chaddock et al., 2010b ), higher- and lower-fit children (aged 9-10) underwent an MRI to determine whether structural differences might be found that relate to performance on a cognitive control task that taps attention and inhibition. The authors observed differential findings in the basal ganglia, a subcortical structure involved in the interplay of cognition and willed action. Specifically, higher-fit children exhibited greater volume in the dorsal striatum (i.e., caudate nucleus, putamen, globus pallidus) relative to lower-fit children, while no differences were observed in the ventral striatum. Such findings are not surprising given the role of the dorsal striatum in cognitive control and response resolution ( Casey et al., 2008 ; Aron et al., 2009 ), as well as the growing body of research in children and adults indicating that higher levels of fitness are associated with better control of attention, memory, and cognition ( Colcombe and Kramer, 2003 ; Hillman et al., 2008 ; Chang and Etnier, 2009 ). Chaddock and colleagues (2010b) further observed that higher-fit children exhibited increased inhibitory control and response resolution and that higher basal ganglia volume was related to better task performance. These findings indicate that the dorsal striatum is involved in these aspects of higher-order cognition and that fitness may influence cognitive control during preadolescent development. It should be noted that both studies described above were correlational in nature, leaving open the possibility that other factors related to fitness and/or the maturation of subcortical structures may account for the observed group differences.

Effects of Regular Engagement in Physical Activity and Physical Fitness on Brain Function

Other research has attempted to characterize fitness-related differences in brain function using fMRI and event-related brain potentials (ERPs), which are neuroelectric indices of functional brain activation in the electro-encephalographic time series. To date, few randomized controlled interventions have been conducted. Notably, Davis and colleagues (2011) conducted one such intervention lasting approximately 14 weeks that randomized 20 sedentary overweight preadolescent children into an after-school physical activity intervention or a nonactivity control group. The fMRI data collected during an antisaccade task, which requires inhibitory control, indicated increased bilateral activation of the prefrontal cortex and decreased bilateral activation of the posterior parietal cortex following the physical activity intervention relative to the control group. Such findings illustrate some of the neural substrates influenced by participation in physical activity. Two additional correlational studies ( Voss et al., 2011 ; Chaddock et al., 2012 ) compared higher- and lower-fit preadolescent children and found differential brain activation and superior task performance as a function of fitness. That is, Chaddock and colleagues (2012) observed increased activation in prefrontal and parietal brain regions during early task blocks and decreased activation during later task blocks in higher-fit relative to lower-fit children. Given that higher-fit children outperformed lower-fit children on the aspects of the task requiring the greatest amount of cognitive control, the authors reason that the higher-fit children were more capable of adapting neural activity to meet the demands imposed by tasks that tapped higher-order cognitive processes such as inhibition and goal maintenance. Voss and colleagues (2011) used a similar task to vary cognitive control requirements and found that higher-fit children outperformed their lower-fit counterparts and that such differences became more pronounced during task conditions requiring the upregulation of control. Further, several differences emerged across various brain regions that together make up the network associated with cognitive control. Collectively, these differences suggest that higher-fit children are more efficient in the allocation of resources in support of cognitive control operations.

Other imaging research has examined the neuroelectric system (i.e., ERPs) to investigate which cognitive processes occurring between stimulus engagement and response execution are influenced by fitness. Several studies ( Hillman et al., 2005 , 2009 ; Pontifex et al., 2011 ) have examined the P3 component of the stimulus-locked ERP and demonstrated that higher-fit children have larger-amplitude and shorter-latency ERPs relative to their lower-fit peers. Classical theory suggests that P3 relates to neuronal activity associated with revision of the mental representation of the previous event within the stimulus environment ( Donchin, 1981 ). P3 amplitude reflects the allocation of attentional resources when working memory is updated ( Donchin and Coles, 1988 ) such that P3 is sensitive to the amount of attentional resources allocated to a stimulus ( Polich, 1997 ; Polich and Heine, 2007 ). P3 latency generally is considered to represent stimulus evaluation and classification speed ( Kutas et al., 1977 ; Duncan-Johnson, 1981 ) and thus may be considered a measure of stimulus detection and evaluation time ( Magliero et al., 1984 ; Ila and Polich, 1999 ). Therefore the above findings suggest that higher-fit children allocate greater attentional resources and have faster cognitive processing speed relative to lower-fit children ( Hillman et al., 2005 , 2009 ), with additional research suggesting that higher-fit children also exhibit greater flexibility in the allocation of attentional resources, as indexed by greater modulation of P3 amplitude across tasks that vary in the amount of cognitive control required ( Pontifex et al., 2011 ). Given that higher-fit children also demonstrate better performance on cognitive control tasks, the P3 component appears to reflect the effectiveness of a subset of cognitive systems that support willed action ( Hillman et al., 2009 ; Pontifex et al., 2011 ).

Two ERP studies ( Hillman et al., 2009 ; Pontifex et al., 2011 ) have focused on aspects of cognition involved in action monitoring. That is, the error-related negativity (ERN) component was investigated in higher- and lower-fit children to determine whether differences in evaluation and regulation of cognitive control operations were influenced by fitness level. The ERN component is observed in response-locked ERP averages. It is often elicited by errors of commission during task performance and is believed to represent either the detection of errors during task performance ( Gehring et al., 1993 ; Holroyd and Coles, 2002 ) or more generally the detection of response conflict ( Botvinick et al., 2001 ; Yeung et al., 2004 ), which may be engendered by errors in response production. Several studies have reported that higher-fit children exhibit smaller ERN amplitude during rapid-response tasks (i.e., instructions emphasizing speed of responding; Hillman et al., 2009 ) and more flexibility in the allocation of these resources during tasks entailing variable cognitive control demands, as evidenced by changes in ERN amplitude for higher-fit children and no modulation of ERN in lower-fit children ( Pontifex et al., 2011 ). Collectively, this pattern of results suggests that children with lower levels of fitness allocate fewer attentional resources during stimulus engagement (P3 amplitude) and exhibit slower cognitive processing speed (P3 latency) but increased activation of neural resources involved in the monitoring of their actions (ERN amplitude). Alternatively, higher-fit children allocate greater resources to environmental stimuli and demonstrate less reliance on action monitoring (increasing resource allocation only to meet the demands of the task). Under more demanding task conditions, the strategy of lower-fit children appears to fail since they perform more poorly under conditions requiring the upregulation of cognitive control.

Finally, only one randomized controlled trial published to date has used ERPs to assess neurocognitive function in children. Kamijo and colleagues (2011) studied performance on a working memory task before and after a 9-month physical activity intervention compared with a wait-list control group. They observed better performance following the physical activity intervention during task conditions that required the upregulation of working memory relative to the task condition requiring lesser amounts of working memory. Further, increased activation of the contingent negative variation (CNV), an ERP component reflecting cognitive and motor preparation, was observed at posttest over frontal scalp sites in the physical activity intervention group. No differences in performance or brain activation were noted for the wait-list control group. These findings suggest an increase in cognitive preparation processes in support of a more effective working memory network resulting from prolonged participation in physical activity. For children in a school setting, regular participation in physical activity as part of an after-school program is particularly beneficial for tasks that require the use of working memory.

Adiposity and Risk for Metabolic Syndrome as It Relates to Cognitive Health

A related and emerging literature that has recently been popularized investigates the relationship of adiposity to cognitive and brain health and academic performance. Several reports ( Datar et al., 2004 ; Datar and Sturm, 2006 ; Judge and Jahns, 2007 ; Gable et al., 2012 ) on this relationship are based on large-scale datasets derived from the Early Child Longitudinal Study. Further, nonhuman animal research has been used to elucidate the relationships between health indices and cognitive and brain health (see Figure 4-4 for an overview of these relationships). Collectively, these studies observed poorer future academic performance among children who entered school overweight or moved from a healthy weight to overweight during the course of development. Corroborating evidence for a negative relationship between adiposity and academic performance may be found in smaller but more tightly controlled studies. As noted above, Castelli and colleagues (2007) observed poorer performance on the mathematics and reading portions of the Illinois Standardized Achievement Test in 3rd- and 5th-grade students as a function of higher BMI, and Donnelly and colleagues (2009) used a cluster randomized trial to demonstrate that physical activity in the classroom decreased BMI and improved academic achievement among pre-adolescent children.

Relationships between health indices and cognitive and brain health. NOTE: AD = Alzheimer's disease; PD = Parkinson's disease. SOURCE: Cotman et al., 2007. Reprinted with permission.

Recently published reports describe the relationship between adiposity and cognitive and brain health to advance understanding of the basic cognitive processes and neural substrates that may underlie the adiposity-achievement relationship. Bolstered by findings in adult populations (e.g., Debette et al., 2010 ; Raji et al., 2010 ; Carnell et al., 2011 ), researchers have begun to publish data on preadolescent populations indicating differences in brain function and cognitive performance related to adiposity (however, see Gunstad et al., 2008 , for an instance in which adiposity was unrelated to cognitive outcomes). Specifically, Kamijo and colleagues (2012a) examined the relationship of weight status to cognitive control and academic achievement in 126 children aged 7-9. The children completed a battery of cognitive control tasks, and their body composition was assessed using dual X-ray absorptiometry (DXA). The authors found that higher BMI and greater amounts of fat mass (particularly in the midsection) were related to poorer performance on cognitive control tasks involving inhibition, as well as lower academic achievement. In follow-up studies, Kamijo and colleagues (2012b) investigated whether neural markers of the relationship between adiposity and cognition may be found through examination of ERP data. These studies compared healthy-weight and obese children and found a differential distribution of the P3 potential (i.e., less frontally distributed) and larger N2 amplitude, as well as smaller ERN magnitude, in obese children during task conditions that required greater amounts of inhibitory control ( Kamijo et al., 2012c ). Taken together, the above results suggest that obesity is associated with less effective neural processes during stimulus capture and response execution. As a result, obese children perform tasks more slowly ( Kamijo et al., 2012a ) and are less accurate ( Kamijo et al., 2012b , c ) in response to tasks requiring variable amounts of cognitive control. Although these data are correlational, they provide a basis for further study using other neuroimaging tools (e.g., MRI, fMRI), as well as a rationale for the design and implementation of randomized controlled studies that would allow for causal interpretation of the relationship of adiposity to cognitive and brain health. The next decade should provide a great deal of information on this relationship.

LIMITATIONS

Despite the promising findings described in this chapter, it should be noted that the study of the relationship of childhood physical activity, aerobic fitness, and adiposity to cognitive and brain health and academic performance is in its early stages. Accordingly, most studies have used designs that afford correlation rather than causation. To date, in fact, only two randomized controlled trials ( Davis et al., 2011 ; Kamijo et al., 2011 ) on this relationship have been published. However, several others are currently ongoing, and it was necessary to provide evidence through correlational studies before investing the effort, time, and funding required for more demanding causal studies. Given that the evidence base in this area has grown exponentially in the past 10 years through correlational studies and that causal evidence has accumulated through adult and nonhuman animal studies, the next step will be to increase the amount of causal evidence available on school-age children.

Accomplishing this will require further consideration of demographic factors that may moderate the physical activity–cognition relationship. For instance, socioeconomic status has a unique relationship with physical activity ( Estabrooks et al., 2003 ) and cognitive control ( Mezzacappa, 2004 ). Although many studies have attempted to control for socioeconomic status (see Hillman et al., 2009 ; Kamijo et al., 2011 , 2012a , b , c ; Pontifex et al., 2011 ), further inquiry into its relationship with physical activity, adiposity, and cognition is warranted to determine whether it may serve as a potential mediator or moderator for the observed relationships. A second demographic factor that warrants further consideration is gender. Most authors have failed to describe gender differences when reporting on the physical activity–cognition literature. However, studies of adiposity and cognition have suggested that such a relationship may exist (see Datar and Sturm, 2006 ). Additionally, further consideration of age is warranted. Most studies have examined a relatively narrow age range, consisting of a few years. Such an approach often is necessary because of maturation and the need to develop comprehensive assessment tools that suit the various stages of development. However, this approach has yielded little understanding of how the physical activity–cognition relationship may change throughout the course of maturation.

Finally, although a number of studies have described the relationship of physical activity, fitness, and adiposity to standardized measures of academic performance, few attempts have been made to observe the relationship within the context of the educational environment. Standardized tests, although necessary to gauge knowledge, may not be the most sensitive measures for (the process of) learning. Future research will need to do a better job of translating promising laboratory findings to the real world to determine the value of this relationship in ecologically valid settings.

From an authentic and practical to a mechanistic perspective, physically active and aerobically fit children consistently outperform their inactive and unfit peers academically on both a short- and a long-term basis. Time spent engaged in physical activity is related not only to a healthier body but also to enriched cognitive development and lifelong brain health. Collectively, the findings across the body of literature in this area suggest that increases in aerobic fitness, derived from physical activity, are related to improvements in the integrity of brain structure and function that underlie academic performance. The strongest relationships have been found between aerobic fitness and performance in mathematics, reading, and English. For children in a school setting, regular participation in physical activity is particularly beneficial with respect to tasks that require working memory and problem solving. These findings are corroborated by the results of both authentic correlational studies and experimental randomized controlled trials. Overall, the benefits of additional time dedicated to physical education and other physical activity opportunities before, during, and after school outweigh the benefits of exclusive utilization of school time for academic learning, as physical activity opportunities offered across the curriculum do not inhibit academic performance.

Both habitual and single bouts of physical activity contribute to enhanced academic performance. Findings indicate a robust relationship of acute exercise to increased attention, with evidence emerging for a relationship between participation in physical activity and disciplinary behaviors, time on task, and academic performance. Specifically, higher-fit children allocate greater resources to a given task and demonstrate less reliance on environmental cues or teacher prompting.

Åberg MA, Pedersen NL, Torén K, Svartengren M, Bäckstrand B, Johnsson T, Cooper-Kuhn CM, Åberg ND, Nilsson M, Kuhn HG. Cardiovascular fitness is associated with cognition in young adulthood. Proceedings of the National Academy of Sciences of the United States of America. 2009; 106 (49):20906–20911. [ PMC free article : PMC2785721 ] [ PubMed : 19948959 ]
Aglioti SM, Cesari P, Romani M, Urgesi C. Action anticipation and motor resonance in elite basketball players. Nature Neuroscience. 2008; 11 (9):1109–1116. [ PubMed : 19160510 ]
Ahamed Y, Macdonald H, Reed K, Naylor PJ, Liu-Ambrose T, McKay H. School-based physical activity does not compromise children's academic performance. Medicine and Science in Sports and Exercise. 2007; 39 (2):371–376. [ PubMed : 17277603 ]
Aron A, Poldrack R, Wise S. Cognition: Basal ganglia role. Encyclopedia of Neuroscience. 2009; 2 :1069–1077.
Barros RM, Silver EJ, Stein REK. School recess and group classroom behavior. Pediatrics. 2009; 123 (2):431–436. [ PubMed : 19171606 ]
Bartholomew JB, Jowers EM. Physically active academic lessons in elementary children. Preventive Medicine. 2011; 52 (Suppl 1):S51–S54. [ PMC free article : PMC3116963 ] [ PubMed : 21281672 ]
Basch C. Healthier children are better learners: A missing link in school reforms to close the achievement gap. 2010. [October 11, 2011]. http://www .equitycampaign .org/i/a/document /12557_EquityMattersVol6_Web03082010 .pdf . [ PubMed : 21923870 ]
Baxter SD, Royer JA, Hardin JW, Guinn CH, Devlin CM. The relationship of school absenteeism with body mass index, academic achievement, and socioeconomic status among fourth grade children. Journal of School Health. 2011; 81 (7):417–423. [ PMC free article : PMC3972016 ] [ PubMed : 21668882 ]
Benden ME, Blake JJ, Wendel ML, Huber JC Jr. The impact of stand-biased desks in classrooms on calorie expenditure in children. American Journal of Public Health. 2011; 101 (8):1433–1436. [ PMC free article : PMC3134494 ] [ PubMed : 21421945 ]
Biddle SJ, Asare M. Physical activity and mental health in children and adolescents: A review of reviews. British Journal of Sports Medicine. 2011; 45 (11):886–895. [ PubMed : 21807669 ]
Blair C, Zelazo PD, Greenberg MT. The measurement of executive function in early childhood. Developmental Neuropsychology. 2005; 28 (2):561–571. [ PubMed : 16144427 ]
Boecker H. On the emerging role of neuroimaging in determining functional and structural brain integrity induced by physical exercise: Impact for predictive, preventive, and personalized medicine. EPMA Journal. 2011; 2 (3):277–285. [ PMC free article : PMC3405390 ] [ PubMed : 23199163 ]
Botvinick MM, Braver TS, Barch DM, Carter CS, Cohen JD. Conflict monitoring and cognitive control. Psychological Review. 2001; 108 (3):624. [ PubMed : 11488380 ]
Budde H, Voelcker-Rehage C, S-Pietrabyk Kendziorra, Ribeiro P, Tidow G. Acute coordinative exercise improves attentional performance in adolescents. Neuroscience Letters. 2008; 441 (2):219–223. [ PubMed : 18602754 ]
Burkhalter TM, Hillman CH. A narrative review of physical activity, nutrition, and obesity to cognition and scholastic performance across the human lifespan. Advances in Nutrition. 2011; 2 (2):201S–206S. [ PMC free article : PMC3065760 ] [ PubMed : 22332052 ]
Carlson SA, Fulton JE, Lee SM, Maynard LM, Brown DR, Kohl HW III, Dietz WH. Physical education and academic achievement in elementary school: Data from the Early Childhood Longitudinal Study. American Journal of Public Health. 2008; 98 (4):721–727. [ PMC free article : PMC2377002 ] [ PubMed : 18309127 ]
Carnell S, Gibson C, Benson L, Ochner C, Geliebter A. Neuroimaging and obesity: Current knowledge and future directions. Obesity Reviews. 2011; 13 (1):43–56. [ PMC free article : PMC3241905 ] [ PubMed : 21902800 ]
Casey B, Jones RM, Hare TA. The adolescent brain. Annals of the New York Academy of Sciences. 2008; 1124 (1):111–126. [ PMC free article : PMC2475802 ] [ PubMed : 18400927 ]
Castelli DM, Hillman CH, Buck SM, Erwin HE. Physical fitness and academic achievement in third- and fifth-grade students. Journal of Sport and Exercise Psychology. 2007; 29 (2):239–252. [ PubMed : 17568069 ]
Chaddock L, Erickson KI, Prakash RS, Kim JS, Voss MW, VanPatter M, Pontifex MB, Raine LB, Konkel A, Hillman CH. A neuroimaging investigation of the association between aerobic fitness, hippocampal volume, and memory performance in preadolescent children. Brain Research. 2010a; 1358 :172–183. [ PMC free article : PMC3953557 ] [ PubMed : 20735996 ]
Chaddock L, Erickson KI, Prakash RS, VanPatter M, Voss MW, Pontifex MB, Raine LB, Hillman CH, Kramer AF. Basal ganglia volume is associated with aerobic fitness in preadolescent children. Developmental Neuroscience. 2010b; 32 (3):249–256. [ PMC free article : PMC3696376 ] [ PubMed : 20693803 ]
Chaddock L, Hillman CH, Buck SM, Cohen NJ. Aerobic fitness and executive control of relational memory in preadolescent children. Medicine and Science in Sports and Exercise. 2011; 43 (2):344. [ PubMed : 20508533 ]
Chaddock L, Erickson KI, Prakash RS, Voss MW, VanPatter M, Pontifex MB, Hillman CH, Kramer AF. A functional MRI investigation of the association between childhood aerobic fitness and neurocognitive control. Biological Psychology. 2012; 89 (1):260–268. [ PubMed : 22061423 ]
Chan AS, Ho YC, Cheung MC. Music training improves verbal memory. Nature. 1998; 396 (6707):128. [ PubMed : 9823892 ]
Chang YK, Etnier JL. Effects of an acute bout of localized resistance exercise on cognitive performance in middle-aged adults: A randomized controlled trial study. Psychology of Sport and Exercise. 2009; 10 (1):19–24.
Chih CH, Chen JF. The relationship between physical education performance, fitness tests, and academic achievement in elementary school. International Journal of Sport and Society. 2011; 2 (1):65–73.
Chomitz VR, Slining MM, McGowan RJ, Mitchell SE, Dawson GF, Hacker KA. Is there a relationship between physical fitness and academic achievement? Positive results from public school children in the northeastern United States. Journal of School Health. 2008; 79 (1):30–37. [ PubMed : 19149783 ]
Coe DP, Pivarnik JM, Womack CJ, Reeves MJ, Malina RM. Effect of physical education and activity levels on academic achievement in children. Medicine and Science in Sports and Exercise. 2006; 38 (8):1515–1519. [ PubMed : 16888468 ]
Cohen NJ, Eichenbaum H. Memory, amnesia, and the hippocampal system. Cambridge, MA: MIT Press; 1993.
Cohen NJ, Ryan J, Hunt C, Romine L, Wszalek T, Nash C. Hippocampal system and declarative (relational) memory: Summarizing the data from functional neuroimaging studies. Hippocampus. 1999; 9 (1):83–98. [ PubMed : 10088903 ]
Colcombe SJ, Kramer AF. Fitness effects on the cognitive function of older adults a meta-analytic study. Psychological Science. 2003; 14 (2):125–130. [ PubMed : 12661673 ]
Colcombe SJ, Erickson KI, Raz N, Webb AG, Cohen NJ, McAuley E, Kramer AF. Aerobic fitness reduces brain tissue loss in aging humans. Journals of Gerontology Series A: Biological Sciences and Medical Sciences. 2003; 58 (2):M176–M180. [ PubMed : 12586857 ]
Colcombe SJ, Kramer AF, Erickson KI, Scalf P, McAuley E, Cohen NJ, Webb A, Jerome GJ, Marquez DX, Elavsky S. Cardiovascular fitness, cortical plasticity, and aging. Proceedings of the National Academy of Sciences of the United States of America. 2004; 101 (9):3316–3321. [ PMC free article : PMC373255 ] [ PubMed : 14978288 ]
Colcombe SJ, Erickson KI, Scalf PE, Kim JS, Prakash R, McAuley E, Elavsky S, Marquez DX, Hu L, Kramer AF. Aerobic exercise training increases brain volume in aging humans. Journals of Gerontology Series A: Biological Sciences and Medical Sciences. 2006; 61 (11):1166–1170. [ PubMed : 17167157 ]
Cooper K, Everett D, Kloster J, Meredith MD, Rathbone M, Read K. Preface: Texas statewide assessment of youth fitness. Research Quarterly for Exercise and Sport. 2010; 81 (3):ii. [ PubMed : 21049831 ]
Cotman CW, Berchtold NC, Christie LA. Exercise builds brain health: Key roles of growth factor cascades and inflammation. Trends in Neurosciences. 2007; 30 (9):464–472. [ PubMed : 17765329 ]
Cottrell LA, Northrup K, Wittberg R. The extended relationship between child cardiovascular risks and academic performance measures. Obesity (Silver Spring). 2007; 15 (12):3170–3177. [ PubMed : 18198328 ]
Crosnoe R. Academic and health-related trajectories in high school: The intersection of gender and athletics. Journal of Health and Social Behavior. 2002; 43 :317–335. [ PubMed : 12467256 ]
Daley AJ, Ryan J. Academic performance and participation in physical activity by secondary school adolescents. Perceptual and Motor Skills. 2000; 91 (2):531–534. [ PubMed : 11065314 ]
Datar A, Sturm R. Physical education in elementary school and body mass index: Evidence from the Early Childhood Longitudinal Study. Journal Information. 2004; 94 (9):1501–1509. [ PMC free article : PMC1448481 ] [ PubMed : 15333302 ]
Datar A, Sturm R. Childhood overweight and elementary school outcomes. International Journal of Obesity. 2006; 30 (9):1449–1460. [ PubMed : 16534518 ]
Datar A, Sturm R, Magnabosco JL. Childhood overweight and academic performance: National study of kindergartners and first-graders. Obesity Research. 2004; 12 (1):58–68. [ PubMed : 14742843 ]
Davidson MC, Amso D, Anderson LC, Diamond A. Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia. 2006; 44 (11):2037. [ PMC free article : PMC1513793 ] [ PubMed : 16580701 ]
Davis CL, Tomporowski PD, McDowell JE, Austin BP, Miller PH, Yanasak NE, Allison JD, Naglieri JA. Exercise improves executive function and achievement and alters brain activation in overweight children: A randomized, controlled trial. Health Psychology. 2011; 30 (1):91–98. [ PMC free article : PMC3057917 ] [ PubMed : 21299297 ]
Dawson P, Guare R. Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: Guilford Press; 2004. pp. 2–8.
Debette S, Beiser A, Hoffmann U, DeCarli C, O'Donnell CJ, Massaro JM, Au R, Himali JJ, Wolf PA, Fox CS, Seshadri S. Visceral fat is associated with lower brain volume in healthy middle-aged adults. Annals of Neurology. 2010; 68 :136–144. [ PMC free article : PMC2933649 ] [ PubMed : 20695006 ]
Dexter TT. Relationships between sport knowledge, sport performance and academic ability: Empirical evidence from GCSE physical education. Journal of Sports Sciences. 1999; 17 (4):283–295. [ PubMed : 10373038 ]
Diamond A. The early development of executive functions. In: Bialystok E, Craik FIM, editors. In Lifespan cognition: Mechanisms of change. New York: Oxford University Press; 2006. pp. 70–95.
Donchin E. Surprise! … surprise. Psychophysiology. 1981; 18 (5):493–513. [ PubMed : 7280146 ]
Donchin E, Coles MGH. Is the P300 component a manifestation of context updating. Behavioral and Brain Sciences. 1988; 11 (03):357–374.
Donnelly JE, Lambourne K. Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine. 2011; 52 (Suppl 1):S36–S42. [ PubMed : 21281666 ]
Donnelly JE, Greene JL, Gibson CA, Smith BK, Washburn RA, Sullivan DK, DuBose K, Mayo MS, Schmelzle KH, Ryan JJ. Physical Activity Across the Curriculum (PAAC): A randomized controlled trial to promote physical activity and diminish overweight and obesity in elementary school children. Preventive Medicine. 2009; 49 (4):336–341. [ PMC free article : PMC2766439 ] [ PubMed : 19665037 ]
Drollette ES, Shishido T, Pontifex MB, Hillman CH. Maintenance of cognitive control during and after walking in preadolescent children. Medicine and Science in Sports and Exercise. 2012; 44 (10):2017–2024. [ PubMed : 22525770 ]
Duncan SC, Duncan TE, Strycker LA, Chaumeton NR. A cohort-sequential latent growth model of physical activity from ages 12 to 17 years. Annals of Behavioral Medicine. 2007; 33 (1):80–89. [ PMC free article : PMC2729662 ] [ PubMed : 17291173 ]
Duncan-Johnson CC. P3 latency: A new metric of information processing. Psychophysiology. 1981; 18 :207–215. [ PubMed : 7291436 ]
Dwyer T, Coonan W, Worsley A, Leitch D. An assessment of the effects of two physical activity programmes on coronary heart disease risk factors in primary school children. Community Health Studies. 1979; 3 (3):196–202.
Dwyer T, Coonan WE, Leitch DR, Hetzel BS, Baghurst R. An investigation of the effects of daily physical activity on the health of primary school students in south Australia. International Journal of Epidemiology. 1983; 12 (3):308–313. [ PubMed : 6629620 ]
Edwards JU, Mauch L, Winkleman MR. Relationship of nutrition and physical activity behaviors and fitness measures to academic performance for sixth graders in a Midwest city school district. Journal of School Health. 2011; 81 :65–73. [ PubMed : 21223273 ]
Efrat M. The relationship between low-income and minority children's physical activity and academic-related outcomes: A review of the literature. Health Education and Behavior. 2011; 38 (5):441–451. [ PubMed : 21285376 ]
Eitle TM. Do gender and race matter? Explaining the relationship between sports participation and achievement. Sociological Spectrum. 2005; 25 (2):177–195.
Eitle TM, Eitle DJ. Sociology of Education. 2002. Race, cultural capital, and the educational effects of participation in sports; pp. 123–146.
Elbert T, Pantev C, Wienbruch C, Rockstroh B, Taub E. Increased cortical representation of the fingers of the left hand in string players. Science. 1995; 270 (5234):305–307. [ PubMed : 7569982 ]
Elder C, Leaver-Dunn D, Wang MQ, Nagy S, Green L. Organized group activity as a protective factor against adolescent substance use. American Journal of Health Behavior. 2000; 24 (2):108–113.
Ellemberg D, St-Louis-Deschênes M. The effect of acute physical exercise on cognitive function during development. Psychology of Sport and Exercise. 2010; 11 (2):122–126.
Erickson KI, Prakash RS, Voss MW, Chaddock L, Hu L, Morris KS, White SM, Wójcicki TR, McAuley E, Kramer AF. Aerobic fitness is associated with hippocampal volume in elderly humans. Hippocampus. 2009; 19 (10):1030–1039. [ PMC free article : PMC3072565 ] [ PubMed : 19123237 ]
Erickson KI, Voss MW, Prakash RS, Basak C, Szabo A, Chaddock L, Kim JS, Heo S, Alves H, White SM. Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences of the United States of America. 2011; 108 (7):3017–3022. [ PMC free article : PMC3041121 ] [ PubMed : 21282661 ]
Ericsson KA, Charness N. Expert performance: Its structure and acquisition. American Psychologist. 1994; 49 (8):725.
Estabrooks AP, Lee RE, Gyurcsik NC. Resources for physical activity participation: Does availability and accessibility differ by neighborhood socioeconomic status. Annals of Behavioral Medicine. 2003; 25 (2):100–104. [ PubMed : 12704011 ]
Etnier JL, Salazar W, Landers DM, Petruzzello SJ, Han M, Nowell P. The influence of physical fitness and exercise upon cognitive functioning: A meta-analysis. Journal of Sport and Exercise Psychology. 1997; 19 (3):249–277.
Etnier JL, Nowell PM, Landers DM, Sibley BA. A meta-regression to examine the relationship between aerobic fitness and cognitive performance. Brain Research Reviews. 2006; 52 (1):119–130. [ PubMed : 16490256 ]
Eveland-Sayers BM, Farley RS, Fuller DK, Morgan DW, Caputo JL. Physical fitness and academic achievement in elementary school children. Journal of Physical Activity and Health. 2009; 6 (1):99. [ PubMed : 19211963 ]
Fan X, Chen M. Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review. 2001; 13 (1):1–22.
Fedewa AL, Ahn S. The effects of physical activity and physical fitness on children's achievement and cognitive outcomes: A meta-analysis. Research Quarterly for Exercise and Sport. 2011; 82 (3):521–535. [ PubMed : 21957711 ]
Fisher M, Juszczak L, Friedman SB. Sports participation in an urban high school: Academic and psychologic correlates. Journal of Adolescent Health. 1996; 18 (5):329–334. [ PubMed : 9156545 ]
Fox CK, Barr-Anderson D, D-Neumark Sztainer, Wall M. Physical activity and sports team participation: Associations with academic outcomes in middle school and high school students. Journal of School Health. 2010; 80 (1):31–37. [ PubMed : 20051088 ]
Fredericks CR, Kokot SJ, Krog S. Using a developmental movement programme to enhance academic skills in grade 1 learners. South African Journal for Research in Sport, Physical Education and Recreation. 2006; 28 (1):29–42.
Gabbard C, Barton J. Effects of physical activity on mathematical computation among young children. Journal of Psychology. 1979; 103 :287–288.
Gable S, Krull JL, Chang Y. Boys' and girls' weight status and math performance from kindergarten entry through fifth grade: A mediated analysis. Child Development. 2012; 83 (5):1822–1839. [ PubMed : 22694240 ]
Gehring WJ, Goss B, Coles MG, Meyer DE, Donchin E. A neural system for error detection and compensation. Psychological Science. 1993; 4 (6):385–390.
Getlinger MJ, Laughlin V, Bell E, Akre C, Arjmandi BH. Food waste is reduced when elementary-school children have recess before lunch. Journal of the American Dietetic Association. 1996; 96 (9):906. [ PubMed : 8784336 ]
Glenmark B. Skeletal muscle fiber types, physical performance, physical activity and attitude to physical activity in women and men: A follow-up from age 16-27. Acta Physiologica Scandinavica Supplementum. 1994; 623 :1–47. [ PubMed : 7942046 ]
Grieco LA, Jowers EM, Bartholomew JB. Physically active academic lessons and time on task: The moderating effect of body mass index. Medicine and Science in Sports and Exercise. 2009; 41 (10):1921–1926. [ PubMed : 19727020 ]
Grissom JB. Physical fitness and academic achievement. Journal of Exercise Physiology Online. 2005; 8 (1):11–25.
Gunstad J, Spitznagel MB, Paul RH, Cohen RA, Kohn M, Luyster FS, Clark R, Williams LM, Gordon E. Body mass index and neuropsychological function in healthy children and adolescents. Appetite. 2008; 5 (2):246–51. [ PubMed : 17761359 ]
Hanson SL, Kraus RS. Women, sports, and science: Do female athletes have an advantage. Sociology of Education. 1998; 71 :93–110.
Hatfield BD, Hillman CH. The psychophysiology of sport: A mechanistic understanding of the psychology of superior performance. In: Singer RN, Hausenblas HA, Janelle C, editors. In The handbook of research on sport psychology. 2nd. New York: John Wiley; 2001. pp. 362–386.
Hillman CH, Snook EM, Jerome GJ. Acute cardiovascular exercise and executive control function. International Journal of Psychophysiology. 2003; 48 (3):307–314. [ PubMed : 12798990 ]
Hillman CH, Castelli DM, Buck SM. Aerobic fitness and neurocognitive function in healthy preadolescent children. Medicine and Science in Sports and Exercise. 2005; 37 (11):1967. [ PubMed : 16286868 ]
Hillman CH, Motl RW, Pontifex MB, Posthuma D, Stubbe JH, Boomsma DI, De Geus EJC. Physical activity and cognitive function in a cross-section of younger and older community-dwelling individuals. Health Psychology. 2006; 25 (6):678. [ PubMed : 17100496 ]
Hillman CH, Erickson KI, Kramer AF. Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience. 2008; 9 (1):58–65. [ PubMed : 18094706 ]
Hillman CH, Pontifex MB, Raine LB, Castelli DM, Hall EE, Kramer AF. The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience. 2009; 159 (3):1044. [ PMC free article : PMC2667807 ] [ PubMed : 19356688 ]
Holroyd CB, Coles MG. The neural basis of human error processing: Reinforcement learning, dopamine, and the error-related negativity. Psychological Review. 2002; 109 (4):679. [ PubMed : 12374324 ]
Huttenlocher PR, Dabholkar AS. Regional differences in synaptogenesis in human cerebral cortex. Journal of Comparative Neurology. 1997; 387 (2):167–178. [ PubMed : 9336221 ]
Ila AB, Polich J. P300 and response time from a manual Stroop task. Clinical Neurophysiology. 1999; 110 (2):367–373. [ PubMed : 10210626 ]
Jarrett OS, Maxwell DM, Dickerson C, Hoge P, Davies G, Yetley A. Impact of recess on classroom behavior: Group effects and individual differences. Journal of Educational Research. 1998; 92 (2):121–126.
Jones JG, Hardy L. Stress and cognitive functioning in sport. Journal of Sports Sciences. 1989; 7 (1):41–63. [ PubMed : 2659817 ]
Judge S, Jahns L. Association of overweight with academic performance and social and behavioral problems: An update from the Early Childhood Longitudinal Study. Journal of School Health. 2007; 77 :672–678. [ PubMed : 18076412 ]
Kamijo K, Pontifex MB, O'Leary KC, Scudder MR, Wu CT, Castelli DM, Hillman CH. The effects of an afterschool physical activity program on working memory in preadolescent children. Developmental Science. 2011; 14 (5):1046–1058. [ PMC free article : PMC3177170 ] [ PubMed : 21884320 ]
Kamijo K, Khan NA, Pontifex MB, Scudder MR, Drollette ES, Raine LB, Evans EM, Castelli DM, Hillman CH. The relation of adiposity to cognitive control and scholastic achievement in preadolescent children. Obesity. 2012a; 20 (12):2406–2411. [ PMC free article : PMC3414677 ] [ PubMed : 22546743 ]
Kamijo K, Pontifex MB, Khan NA, Raine LB, Scudder MR, Drollette ES, Evans EM, Castelli DM, Hillman CH. The association of childhood obesity to neuroelectric indices of inhibition. Psychophysiology. 2012b; 49 (10):1361–1371. [ PubMed : 22913478 ]
Kamijo K, Pontifex MB, Khan NA, Raine LB, Scudder MR, Drollette ES, Evans EM, Castelli DM, Hillman CH. Cerebral Cortex. 2012c. [October 4, 2013]. The negative association of childhood obesity to the cognitive control of action monitoring. Epub ahead of print, November 11. cercor .oxfordjournals .org/content/early/2012/11/09/cercor .bhs349.long . [ PMC free article : PMC3920765 ] [ PubMed : 23146965 ]
Kibbe DL, Hackett J, Hurley M, McFarland A, Schubert KG, Schultz A, Harris S. Ten years of TAKE 10! ® : Integrating physical activity with academic concepts in elementary school classrooms. Preventive Medicine. 2011; 52 (Suppl):S43–S50. [ PubMed : 21281670 ]
Kramer AF, Erickson KI. Capitalizing on cortical plasticity: Influence of physical activity on cognition and brain function. Trends in Cognitive Sciences. 2007; 11 (8):342–348. [ PubMed : 17629545 ]
Kramer AF, Hahn S, Cohen NJ, Banich MT, McAuley E, Harrison CR, Chason J, Vakil E, Bardell L, Boileau RA. Ageing, fitness and neurocognitive function. Nature. 1999; 400 (6743):418–419. [ PubMed : 10440369 ]
Kutas M, McCarthy G, Donchin E. Augmenting mental chronometry: The P300 as a measure of stimulus evaluation time. Science. 1977; 197 (4305):792–795. [ PubMed : 887923 ]
London RA, Castrechini S. A longitudinal examination of the link between youth physical fitness and academic achievement. Journal of School Health. 2011; 81 (7):400–408. [ PubMed : 21668880 ]
MacDonald AW, Cohen JD, Stenger VA, Carter CS. Dissociating the role of the dorsolateral prefrontal and anterior cingulate cortex in cognitive control. Science. 2000; 288 (5472):1835–1838. [ PubMed : 10846167 ]
Magliero A, Bashore TR, Coles MG, Donchin E. On the dependence of P300 latency on stimulus evaluation processes. Psychophysiology. 1984; 21 (2):171–186. [ PubMed : 6728983 ]
Mahar MT, Murphy SK, Rowe DA, Golden J, Shields AT, Raedeke TD. Effects of a classroom-based program on physical activity and on-task behavior. Medicine and Science in Sports and Exercise. 2006; 38 (12):2086. [ PubMed : 17146314 ]
Mechanic D, Hansell S. Adolescent competence, psychological well-being, and self-assessed physical health. Journal of Health and Social Behavior. 1987; 28 (4):364–374. [ PubMed : 3429806 ]
Mezzacappa E. Alerting, orienting, and executive attention: Developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children. Child Development. 2004; 75 (5):1373–1386. [ PubMed : 15369520 ]
Miller KE, Melnick MJ, Barnes GM, Farrell MP, Sabo D. Untangling the links among the athletic involvement, gender, race, and adolescent academic outcomes. Sociology of Sport. 2005; 22 (2):178–193. [ PMC free article : PMC1343519 ] [ PubMed : 16467902 ]
Monti JM, Hillman CH, Cohen NJ. Aerobic fitness enhances relational memory in preadolescent children: The FITKids randomized control trial. Hippocampus. 2012; 22 (9):1876–1882. [ PMC free article : PMC3404196 ] [ PubMed : 22522428 ]
Münte TF, Kohlmetz C, Nager W, Altenmüller E. Superior auditory spatial tuning in conductors. Nature. 2001; 409 (6820):580. [ PubMed : 11214309 ]
NASPE (National Association for Sport and Physical Education). Moving into the future: National Physical Education Content Standards. 2nd. Reston, VA: NASPE; 2004.
NASPE. Recess for elementary school students. 2006. [December 1, 2012]. http://www .aahperd.org /naspe/standards/upload /recess-for-elementary-school-students-2006.pdf .
Neeper SA, Gomez-Pinilla F, Choi J, Cotman C. Exercise and brain neuro-trophins. Nature. 1995; 373 (6510):109. [ PubMed : 7816089 ]
NRC (National Research Council)/IOM (Institute of Medicine). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press; 2000. [ PubMed : 25077268 ]
O'Leary KC, Pontifex MB, Scudder MR, Brown ML, Hillman CH. The effects of single bouts of aerobic exercise, exergaming, and videogame play on cognitive control. Clinical Neurophysiology. 2011; 122 (8):1518–1525. [ PubMed : 21353635 ]
Page RM, Hammermeister J, Scanlan A, Gilbert L. Is school sports participation a protective factor against adolescent health risk behaviors. Journal of Health Education. 1998; 29 (3):186–192.
Pellegrini AD, Bohn CM. The role of recess in children's cognitive performance and school adjustment. Educational Researcher. 2005; 34 (1):13–19.
Pellegrini AD, Huberty PD, Jones I. The effects of recess timing on children's playground and classroom behaviors. American Educational Research Journal. 1995; 32 (4):845–864.
Pesce C, Crova C, Cereatti L, Casella R, Bellucci M. Physical activity and mental performance in preadolescents: Effects of acute exercise on free-recall memory. Mental Health and Physical Activity. 2009; 2 (1):16–22.
Polich J. EEG and ERP assessment of normal aging. Electroencephalography and Clinical Neurophysiology/Evoked Potentials Section. 1997; 104 (3):244–256. [ PubMed : 9186239 ]
Polich J, Heine MR. P300 topography and modality effects from a single-stimulus paradigm. Psychophysiology. 2007; 33 (6):747–752. [ PubMed : 8961797 ]
Pontifex MB, Raine LB, Johnson CR, Chaddock L, Voss MW, Cohen NJ, Kramer AF, Hillman CH. Cardiorespiratory fitness and the flexible modulation of cognitive control in preadolescent children. Journal of Cognitive Neuroscience. 2011; 23 (6):1332–1345. [ PubMed : 20521857 ]
Pontifex MB, Scudder MR, Drollette ES, Hillman CH. Fit and vigilant: The relationship between sedentary behavior and failures in sustained attention during preadolescence. Neuropsychology. 2012; 26 (4):407–413. [ PMC free article : PMC3390762 ] [ PubMed : 22746307 ]
Pontifex MB, Saliba BJ, Raine LB, Picchietti DL, Hillman CH. Exercise improves behavioral, neurophysiologic, and scholastic performance in children with ADHD. Journal of Pediatrics. 2013; 162 :543–551. [ PMC free article : PMC3556380 ] [ PubMed : 23084704 ]
Raji CA, Ho AJ, Parikshak NN, Becker JT, Lopez OL, Kuller LH, Hua X, Leow AD, Toga AW, Thompson PM. Brain structure and obesity. Human Brain Mapping. 2010; 31 (3):353–364. [ PMC free article : PMC2826530 ] [ PubMed : 19662657 ]
Rasberry CN, Lee SM, Robin L, Laris BA, Russell LA, Coyle KK, Nihiser AJ. The association between school-based physical activity, including physical education, and academic performance: A systematic review of the literature. Preventive Medicine. 2011; 52 (Suppl 1):S10–S20. [ PubMed : 21291905 ]
Raz N. Aging of the brain and its impact on cognitive performance: Integration of structural and functional findings. In: Craik FM, Salthouse TA, editors. In The handbook of aging and cognition. Vol. 2. Mahweh, NJ: Lawrence Erlbaum Associates; 2000. pp. 1–90.
Reed JA, Einstein G, Hahn E, Hooker SP, Gross VP, Kravitz J. Examining the impact of integrating physical activity on fluid intelligence and academic performance in an elementary school setting: A preliminary investigation. Journal of Physical Activity and Health. 2010; 7 (3):343–351. [ PubMed : 20551490 ]
Ruiz JR, Ortega FB, Castillo R, Martin-Matillas M, Kwak L, Vicente-Rodriguez G, Noriega J, Tercedor P, Sjostrom M, Moreno LA. Journal of Pediatrics. 2010; 157 (6):917–922. [ PubMed : 20673915 ]
Sallis JF, McKenzie TL, Kolody B, Lewis M, Marshall S, Rosengard P. Effects of health-related physical education on academic achievement: Project SPARK. Research Quarterly for Exercise and Sport. 1999; 70 (2):127–134. [ PubMed : 10380244 ]
Sanders A. Towards a model of stress and human performance. Acta Psychologica. 1983; 53 (1):61–97. [ PubMed : 6869047 ]
Shephard RJ. Habitual physical activity and academic performance. Nutrition Reviews. 1986; 54 (4):S32–S36. [ PubMed : 8700451 ]
Shephard RJ, Volle M, Lavallee H, LaBarre R, Jequier J, Rajic M. In Children and Sport. Berlin, Germany: Springer-Verlag; 1984. Required physical activity and academic grades: A controlled study; pp. 58–63.
Sibley BA, Etnier JL. The relationship between physical activity and cognition in children: A meta-analysis. Pediatric Exercise Science. 2003; 15 :243–256.
Silliker SA, Quirk JT. The effect of extracurricular activity participation on the academic performance of male and female high school students. School Counselor. 1997; 44 (4):288–293.
Singh A, Uijtdewilligen L, Twisk JWR, van Mechelen W, Chinapaw MJM. Physical activity and performance at school: A systematic review of the literature including a methodological quality assessment. Archives of Pediatrics and Adolescent Medicine. 2012; 166 (1):49–55. [ PubMed : 22213750 ]
Sirin SR. Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research. 2005; 75 (3):417–453.
Smith PJ, Blumenthal JA, Hoffman BM, Cooper H, Strauman TA, Welsh-Bohmer K, Browndyke JN, Sherwood A. Aerobic exercise and neuro-cognitive performance: A meta-analytic review of randomized controlled trials. Psychosomatic Medicine. 2010; 72 (3):239–252. [ PMC free article : PMC2897704 ] [ PubMed : 20223924 ]
Stanca L. The effects of attendance on academic performance: Panel data evidence for introductory microeconomics. Journal of Economic Education. 2006; 37 (3):251–266.
Stephens LJ, Schaben LA. The effect of interscholastic sports participation on academic achievement of middle level school activities. National Association of Secondary School Principals Bulletin. 2002; 86 :34–42.
Stewart JA, Dennison DA, Kohl HW III, Doyle JA. Exercise level and energy expenditure in the TAKE 10! ® in-class physical activity program. Journal of School Health. 2004; 74 (10):397–400. [ PubMed : 15724566 ]
Strong WB, Malina RM, Blimkie CJ, Daniels SR, Dishman RK, Gutin B, Hergenroeder AC, Must A, Nixon PA, Pivarnik JM, Rowland T, Trost S, Trudeau F. Evidence based physical activity for school-age youth. Journal of Pediatrics. 2005; 146 (6):732–737. [ PubMed : 15973308 ]
Taliaferro LA, Rienzo BA, Donovan KA. Relationships between youth sport participation and selected health risk behaviors from 1999 to 2007. Journal of School Health. 2010; 80 (8):399–410. [ PubMed : 20618623 ]
Taylor MJ. Neural bases of cognitive development. In: Bialystok E, Craik FIM, editors. In Lifespan cognition: Mechanisms of change. Oxford, UK: Oxford University Press; 2006. pp. 15–26.
Telama R, Yang X, Laakso L, Viikari J. Physical activity in childhood and adolescence as predictor of physical activity in young adulthood. American Journal of Preventive Medicine. 1997; 13 (4):317–323. [ PubMed : 9236971 ]
Thomas AG, Dennis A, Bandettini PA, Johansen-Berg H. The effects of aerobic activity on brain structure. Frontiers in Psychology. 2012; 3 :1–9. [ PMC free article : PMC3311131 ] [ PubMed : 22470361 ]
Tomporowski PD. Effects of acute bouts of exercise on cognition. Acta Psychologica. 2003; 112 (3):297–324. [ PubMed : 12595152 ]
Tomporowski PD, Davis CL, Miller PH, Naglieri JA. Exercise and children's intelligence, cognition, and academic achievement. Educational Psychology Review. 2008a; 20 (2):111–131. [ PMC free article : PMC2748863 ] [ PubMed : 19777141 ]
Tomporowski PD, Davis CL, Lambourne K, Gregoskis M, Tkacz J. Task switching in overweight children: Effects of acute exercise and age. Journal of Sport and Exercise Psychology. 2008b; 30 (5):497–511. [ PMC free article : PMC2705951 ] [ PubMed : 18971509 ]
Trudeau F, Shephard RJ. Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity. 2008; 5 [ PMC free article : PMC2329661 ] [ PubMed : 18298849 ]
Trudeau F, Shephard RJ. Relationships of physical activity to brain health and the academic performance of school children. American Journal of Lifestyle Medicine. 2010; 4 :138–150.
Trudeau F, Laurencelle L, Tremblay J, Rajic M, Shephard R. Daily primary school physical education: Effects on physical activity during adult life. Medicine and Science in Sports and Exercise. 1999; 31 (1):111. [ PubMed : 9927018 ]
Trudeau F, Shephard RJ, Arsenault F, Laurencelle L. Changes in adiposity and body mass index from late childhood to adult life in the Trois-Rivières study. American Journal of Human Biology. 2001; 13 (3):349–355. [ PubMed : 11460900 ]
Trudeau F, Laurencelle L, Shephard RJ. Tracking of physical activity from childhood to adulthood. Medicine and Science in Sports and Exercise. 2004; 36 (11):1937. [ PubMed : 15514510 ]
Van Dusen DP, Kelder SH, Kohl HW III, Ranjit N, Perry CL. Associations of physical fitness and academic performance among schoolchildren. Journal of School Health. 2011; 81 (12):733–740. [ PubMed : 22070504 ]
Van Praag H, Kempermann G, Gage FH. Running increases cell proliferation and neurogenesis in the adult mouse dentate gyrus. Nature Neuroscience. 1999; 2 (3):266–270. [ PubMed : 10195220 ]
Voss MW, Chaddock L, Kim JS, VanPatter M, Pontifex MB, Raine LB, Cohen NJ, Hillman CH, Kramer AF. Aerobic fitness is associated with greater efficiency of the network underlying cognitive control in preadolescent children. Neuroscience. 2011; 199 :166–176. [ PMC free article : PMC3237764 ] [ PubMed : 22027235 ]
Wechsler H, Brener ND, Kuester S, Miller C. Food service and food and beverage available at school: Results from the School Health Policies and Programs Study. Journal of School Health. 2001; 71 (7):313–324. [ PubMed : 11586874 ]
Welk GJ, Jackson AW, Morrow J, James R, Haskell WH, Meredith MD, Cooper KH. The association of health-related fitness with indicators of academic performance in Texas schools. Research Quarterly for Exercise and Sport. 2010; 81 (Suppl 2):16S–23S. [ PubMed : 21049834 ]
Welk GJ, Going SB, Morrow JR, Meredith MD. Development of new criterion-referenced fitness standards in the Fitnessgram ® program. American Journal of Preventive Medicine. 2011; 41 (2):6. [ PubMed : 21961614 ]
Wilkins J, Graham G, Parker S, Westfall S, Fraser R, Tembo M. Time in the arts and physical education and school achievement. Journal of Curriculum Studies. 2003; 35 (6):721–734.
Wittberg R, Cottrell LA, Davis CL, Northrup KL. Aerobic fitness thresholds associated with fifth grade academic achievement. American Journal of Health Education. 2010; 41 (5):284–291.
Yeung N, Botvinick MM, Cohen JD. The neural basis of error detection: Conflict monitoring and the error-related negativity. Psychological Review. 2004; 111 (4):931. [ PubMed : 15482068 ]
Zhu W, Welk GJ, Meredith MD, Boiarskaia EA. A survey of physical education programs and policies in Texas schools. Research Quarterly for Exercise and Sport. 2010; 81 (Suppl 2):42S–52S. [ PubMed : 21049837 ]
Cite this Page Committee on Physical Activity and Physical Education in the School Environment; Food and Nutrition Board; Institute of Medicine; Kohl HW III, Cook HD, editors. Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington (DC): National Academies Press (US); 2013 Oct 30. 4, Physical Activity, Fitness, and Physical Education: Effects on Academic Performance.
PDF version of this title (4.4M)

In this Page

Related information.

PMC PubMed Central citations
PubMed Links to PubMed

Recent Activity

Physical Activity, Fitness, and Physical Education: Effects on Academic Performa... Physical Activity, Fitness, and Physical Education: Effects on Academic Performance - Educating the Student Body

Your browsing activity is empty.

Activity recording is turned off.

Turn recording back on

Connect with NLM

National Library of Medicine 8600 Rockville Pike Bethesda, MD 20894

Web Policies FOIA HHS Vulnerability Disclosure

Help Accessibility Careers

Home > College of Physical Activity and Sport Sciences > Departments > Physical Education Teacher Education > Physical Education Teacher Education Graduate Theses and Dissertations

Physical Education Teacher Education Graduate Theses and Dissertations

Theses/dissertations from 2024 2024.

An Inquiry into the Accessibility of Campus Recreation for College Students with Disabilities , Kayla B. Abrahamson

Theses/Dissertations from 2022 2022

Developing Teaching Adaptability in Pre-service Teachers using Practice-Based Teacher Education , Kyuil Cho

An Action Research Evaluation of an Online Inclusive Sport Peer Coach Training , Margaret Roberts Condon

Theses/Dissertations from 2021 2021

Barriers of Volunteerism for Coaches of Collegiate Division I Swimming Programs , Richard Allen West

Theses/Dissertations from 2019 2019

A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards , Jamie K. Gilbert

Movement in the Classroom: Contingent Factors Underlying Teacher Change , Annie E. Machamer

Theses/Dissertations from 2018 2018

Predicting Student Success in Online Physical Education , Tyler Goad

Theses/Dissertations from 2017 2017

The Impact of Different Game Types and Sports on College Students' Physical Activity and Motivation in Basic Instruction Program Settings , Yang Song

Theses/Dissertations from 2015 2015

Impact Evaluation of I am Moving, I am Learning Using the RE-AIM Framework , Ishonte Allar

Clustering By Academic Major at Historically Black Colleges and Universities (HBCUs) , Aaron Goodson

Theses/Dissertations from 2014 2014

Middle School Students' Perceptions of and Responses to the Inclusion of Culturally Relevant Units in the Physical Education Curriculum , Luciana Carvalhal Braga

Identification of School Physical Activity Leader Competencies Using Concept Mapping , Kiel M. Illg

Theses/Dissertations from 2012 2012

The Effects of the Environmental Design Instruction on the Students' Gymnastics Skill Refinement , Han Chen

Effects of Video Feedback on Students' Performance of a Back Handspring , Kristi A. Kiefer

Modified Delphi Investigation of Lesson Planning Concepts for Physical Education Teacher Education , Jack W. Sager

A Mixed Methods Analysis of a Single-Course Strategy to Integrate Technology into PETE , James D. Wyant

Theses/Dissertations from 2011 2011

Test Re-Test Reliability of Three Versions of the 3-Cone Test , Jason G. Langley

Improving Student Coaches' Learning through Teaching Reflective Techniques , Wesley R. Meeteer II

Theses/Dissertations from 2010 2010

Changes in throwing pattern and perceptual judgment as the function of task variations for young children , Yoojin Choi

PE followed me home from school today: Effects of the Activity Challenge on youth summer physical activity , Kacey DiGiacinto

History, philosophy, and sociology of sport recommendations for physical education teacher education , Amanda A. Metcalf

Recommendations for biomechanics in the physical education teacher education curriculum , Susan M. Ross

Theses/Dissertations from 2009 2009

The effects of Active Living Every Day Online on physical activity , Amy M. Sidwell

Theses/Dissertations from 2006 2006

Intense training in sport: Monitoring the effects on immune function and mood state , Michelle Bartlett

Analysis of different class sizes on decision making processes and teaching behaviors of highly experienced teachers (HETs) and less experienced teachers (LETs) , Ha Young Kim

The effects of interactive video (DDR) on heart rate, perceived exertion, step count, self -efficacy, and enjoyment in elementary school children , Barbara J. Olmsted

Theses/Dissertations from 2005 2005

Psychological readiness: Is this assessment valuable to athletic trainers in understanding athletes' adherence and compliance , Damien Clement

Survey of athletic training clinical education: Perceptions from the field , Alan Nasypany Jr.

Correlation between critical thinking skills and decision making skills in athletic training and the examination of critical thinking differences across the curriculum , Wanda S. Swiger

Theses/Dissertations from 2004 2004

Modified delphi investigation of exercise science in physical education teacher education , Sean M. Bulger

Effects of listening to music in a precompetition routine on mood and performance , John R. Geer

Effects of a curricular model on skill development, knowledge, and game performance , Tony Pritchard

Theses/Dissertations from 2002 2002

Imagery use in fencing , Jason Michael Boron

Psychometric evaluation of the Sport Disengagement Questionnaire , Heather Renee Deaner

Perceptions of banned drugs in athletics in relation to sport participation, gender, and socioeconomic status , Torri P. Hill

Theses/Dissertations from 2001 2001

Patient satisfaction among injured high school and college athletes and its association with rehabilitation adherence and compliance , Joni L. Cramer Roh

Collections
Disciplines
WVU Libraries
WVU Research Office
WVU Research Commons
Open Access @ WVU
Digital Publishing Institute

Advanced Search

Notify me via email or RSS

Author Corner

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

EWU Digital Commons

Home > College, Department, or Program > CALE > PEHR > Theses

Physical Education, Health and Recreation Masters Thesis Collection

The Department of Physical Education, Health and Recreation (PEHR) was renamed the Department of Wellness and Movement Sciences (WAMS) in fall 2019. See Wellness and Movement Sciences Theses for materials created from fall 2019 to the present.

Theses/Dissertations from 2019 2019

Turnover of outdoor adventure education field staff , Justin M. Hall

Theses/Dissertations from 2018 2018

Relationships between throwing velocity and selected kinematics in youth baseball players , Nick Hedgecock

Comparing acute bouts of exercise on total mood disturbance and affect in females with substance use disorder , Victoria Ashley Torok

Theses/Dissertations from 2017 2017

THE ACUTE EFFECT VIBRATING FOAM ROLLERS HAVE ON THE LOWER EXTREMITIES’ ABILITY TO PRODUCE POWER , Jared L. Klingenberg

Theses/Dissertations from 2016 2016

Comparing energy expenditures between a circuit weight training protocol and a steady state aerobic activity , Breann M. Booher

Investigating the relationship between personality traits and athletic performance among elite hockey players , Brittney H. Conway

Effects of a 10-week mental skills training intervention infused into a pre-existing English composition course , Courtney A. Flynn

Online learning and the effects on functional health: a pilot study , Jessica Mangis

Determining the relationship between waist circumference, BIA, and ultrasound , Austin Nelson

THE RELATIONSHIP BETWEEN SERVANT LEADER COACH BEHAVIORS AND ACHIEVEMENT GOALS IN COLLEGIATE TENNIS PLAYERS: THE MEDIATINGEFFECT OF MOTIVATIONAL CLIMATE , Leah Broker-Newell Parton

Upper extremity strength and power field tests as predictors of pole vault performance in female collegiate athletes , Carmen Schluter

Identifying risk factors for metabolic syndrome in Division I FCS football players , Julie Woolf

Theses/Dissertations from 2015 2015

Acute effects of dynamic stretching on flexibility and agonist-antagonist muscle activity , Lance T. Beisley

Effects of a nutritional intervention on dietary intake in female collegiate athletes , Megan Chavez

Effects of upper body HIIT training on recreationally trained wheelchair athletes , Tayler Elizondo

Different warm up protocols on immediate golf drive performance in recreational golfers , Emily Travis

Theses/Dissertations from 2014 2014

Effect of Vibration Foam Rolling and Non-Vibration Foam Rolling in the Lower Extremities on Jump Height , Undray Bailey

Comparing the acute effects of elastic resistance bands on kinetics and kinematics during the bench press exercise , Blake Baxter

The Relationship between Dorsiflexion Range of Motion and Knee Kinematics in a Land-and-Jump Task , Nate Brookreson

Effectiveness of Spinal Unloading Positions in Recovering From Spinal Shrinkage Incurred While Running , Jennifer Kumanchik

Comparing Calorie Expenditure and Rating of Perceived Exertion between the Curve and a Motorized Treadmill , Nicholas Robertson

COMPARISON OF SHOD VS NONSHOD ON BALANCE AND POSTURAL SWAY IN OLDER ADULTS , Annika Vyakhk

Theses/Dissertations from 2013 2013

A study on the role of sports in international peace and development using the Delphi method , Ahmed Abdirizak

Mechanical ankle instability: relationship with active joint position sense , Kristin K. Barnett

Comparison of energy expenditure in Your Shape [trademark] Fitness Evolved 2012 calorie counter and indirect calorimetry , Robert D. Cimball

Determining the relationship between C-reactive protein, visceral fat, and the metabolic syndrome risk factors , Evan Hilberg

Credibility of female sportscasters: college students' perceptions of women in the field , Leslie L. Jones

The Trail Map©: a goal organizational tool for first generation college students , Caitlyn A. Jordan

Examining administrative attitudes regarding the determinants for the expansion and eliminations of intercollegiate athletic programs , Matthew A. Martin

Recreation specialization and the effects on leave no trace attitudes among the climbers of Mount St. Helens , Luke W. Parsons

Extracurricular adventure programming in higher education: student motivations at a university climbing wall , Lance A. Plank

Comparing aerobic adaptations with a running based high intensity interval training (HIIT) and a continuous endurance training (CET) protocol in relatively healthy adults , Efrain James Sanchez

Assessing servant leadership in athletic training clinical education , Cheree N. Sauer

The association between the Framingham CVD risk profile, SCAT, VAT, and physical activity in older adults , Kristine B. Siler

Theses/Dissertations from 2012 2012

An investigation of the relationship between symmetry index in isometric strength and vertical ground reaction forces in drop-landings , Lemuel A. Brown

Effect of game activities on manual dexterity in older adults , Jael J. Hagerott

Mental toughness, servant leadership, and the collegiate distance runner , Christopher S. Hammer

Comparison of RPE between ATM and SWW at 50%, 60%, and 70% HRR , Natalie J. Hughs

Recreational specialization: motives and constraints to engage in fishing in Spokane County , Roy W. Scott

Effects of acute fatigue on bilateral symmetry of muscle activation onset during a landing task , Jessica Stimmel

Theses/Dissertations from 2011 2011

Graduation rates of academic non-qualifier, junior college transfers within NCAA division I men's basketball , Michael W. Score

Theses/Dissertations from 1997 1997

An historical review of the experiences of Eastern Washington University African-American male athletes from the 1960's to the 1970's , T. J. Ewing

Advanced Search

Notify me via email or RSS
Colleges, Departments, and Programs
Disciplines

Author Corner

EWU Libraries
Contact EWU Libraries

509.359.7888 | Email

Privacy Copyright

Physical Education Dissertation Topics

Physical Education (PE) can provide many areas to investigate whether this is related to teaching styles, communication methods, the application of theory or how to encourage students to remain physically active. This guide will provide you with some of the latest trends that are occurring in PE literature as well as noting some key practice related focuses. Whether you are studying as an undergraduate, PGCE or postgraduate student, here are some key research topics for you to consider:

Teaching Practice

Lesson planning.

Do male PE staff focus more on skill development to support student physical development?
How does teaching style influence engagement and achievement in students?
What challenges arise in low-level PE lessons?
How can PE teachers help to reduce obesity in teenage students?
How can PE teachers increase knowledge and understanding of the importance of leading a healthy and active lifestyle?
How do cultural differences impact active participation in PE lessons?
Is there a place for exer-gaming in the UK PE curriculum?
The impact of visual aids in communicating in PE teaching practice.
What is the role of student voice in the PE classroom?

Lesson planning is a key element of all teaching; however, PE teachers need to consider additional factors such as risk assessments, weather conditions or injuries which can influence students’ participation in their lessons. Therefore, ensuring additional elements are in lesson planning – such as the role of non-doers as officials or coaches – and ensuring to have a plan B should lesson plans not be able to be implanted. Here are some potential topics you might like to consider:

How do online resources support improvements in creative lesson planning in secondary PE lessons?
How does the use of ‘Joe Wicks’ style lessons support improvements in primary school students engagement in PE lessons?
How do trainee teachers in England use and evaluate lesson plans?
Do PE teachers see the value in reflective practice to improve future lesson planning?
How do PE teachers enhance motivations in lessons?
Do game-based activities increase engagement and enjoyment in secondary school students?
Is there still a place in the UK PE curriculum for traditional teaching methods?

Motivation is one of the most hotly debated and investigated areas in teaching, especially in PE where students engagement can differ greatly. While many studies have focused on girls’ motivation and engagement factors, there remains further motivations and the role of school provisions such as after school clubs and providing additional sources of motivation. Here are some potential topics for you to consider:

The impact of competitiveness in PE lessons on student’s motivation.
Factors influencing male KS4 motivation in core PE lessons.
Understanding the association between engagement, motivation and achievement in PE lessons.
Understanding the association between theoretical and practical engagement in PE lessons.
Key differences in male and female PE lesson motivation.
Are student motivation levels impacted by teaching style?
How does student choice impact motivation?
Does the inclusion of external teachers (local sport club coaches) support improvements to in and out-of-school sports participation?
How can PE teachers enhance students engagement in sport and exercise?

Similar to motivation, engagement is a key focus for PE teachers as without engagement, we are unable to meet the goals of the PE curriculum. By focusing on engagement, it is possible to understand how we can communicate with students and ensure that they are fully participating in lessons. Additionally, engagement can relate to the teachers’ engagement in practice and other areas. Below are some considerations for research regarding student engagement in PE lessons:

Effective differentiation in supporting student engagement in PE lessons.
The role of assessment for learning in supporting PE teachers’ engagement practice.
How can teachers adapt their practice to deliver fully inclusive lessons to enhance engagement?
Teacher and student perceptions of engagement in PE lessons.
How teacher personality and approach influence engagement in PE lessons.
PE Teachers’ engagement in theoretical-based practices to develop and deliver PE lessons.
How do PE teachers prepare for theoretical vs. practical lessons: Engagement with resources, planning time and additional factors.
How do creative lessons influence engagement in PE lessons?
Individual, Instructional and Department determinants of student engagement in PE lessons.
Students behaviours and engagement in PE lessons.
How to engage the unengaged in PE lessons?

Login / Register
Home
Medicine, Biological and Life Sciences
Sport and Exercise Sciences

The nature and practice of primary physical education: A study of the perceptions of subject leaders

Publication Date

Collections.

The following license files are associated with this item:

Creative Commons

entitlement

http://creativecommons.org/licenses/by-nc-nd/4.0/

Export search results

The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.

+44 7897 053596
[email protected]

Get an experienced writer start working

Review our examples before placing an order, learn how to draft academic papers, physical education dissertation topics.

Forensic Science Dissertation Topics

Music Dissertation Topics

Dissertation Topics

Physical education (PE) is an educational discipline that focuses on physical activities, mental growth and the overall well-being of the students. Western schools offer physical education from an early age to make students' minds and bodies fit. Students may need understandable and informative physical education dissertation topics for their assignments.

Review Our Quality Education Dissertation Examples

Our writers have prepared a list of the latest research topics in physical education for students.

If you would like to choose any topic from the given list, simply drop us a WhatsApp or an Email .

3-Step Dissertation Process!

Get 3+ Topics

Dissertation Proposal

Get Final Dissertation

Latest pe research topics 2024, how does it work .

Fill the Form

Writer Starts Working

3+ Topics Emailed!

Top trending dissertation topics in physical education.

Testimonials

Very satisfied students

This is our reason for working. We want to make all students happy, every day. Review us on Sitejabber

Prime Physical Education Thesis Topics

Importance of finding a physical education dissertation topic that matches your research interests.

Choose a dissertation topic in physical education that aligns with your interests and expertise. This will make your academic journey more rewarding and impactful. Find topics for research in physical education that captivate your curiosity to enhance the quality of your work and keep your enthusiasm high throughout the research process.

Review Our Full List of Latest Dissertation Topics

For more research topics on physical education , please keep visiting our website as we keep updating our existing list of topics.

Get an Immediate Response

Discuss your requirements with our writers

WhatsApp Us Email Us Chat with Us

Get 3+ Free Physical Education Dissertation Topics within 24 hours?

Your Number

Academic Level Select Academic Level Undergraduate Masters PhD

Area of Research

Discover More:

admin farhan

Fashion Research Topics | 35+ Free Topics in 2024

100+ Correlational Research Topics

180+ ABM Research Topics For Students | 2024

Comments are closed.

--> -->

, GA 30458
912-478-4636

, GA 31419
912-344-2576

, GA 31313
912-877-1906

--> / / / / / / /

Georgia Southern University

Jul 02, 2024

2024-2025 Academic Catalog

2024-2025 Academic Catalog
|

Degree Requirements: 124 Credit Hours

Additional admission requirements must be met to enter the Health and Physical Education B.S.Ed. Certification Track (See B.S.Ed. Teacher Education Admission Requirements). Students seeking teacher certification are first admitted to the Professional Studies Health and Physical Education B.S.Ed. Non-Certification Track. Upon meeting B.S.Ed. teacher education admission requirements at the completion of Field of Study, students will be admitted to the certification track. Successful completion of all program requirements and all Georgia Professional Standards Commission certification requirements will prepare an individual to gain teacher certification in Georgia.

See Core IMPACTS for required courses in Core IMPACTS and Additional Course Requirements.

General Requirements (Core IMPACTS): 42 Credit Hours

Additional requirements: 4 credit hours, field of study requirements: 18 credit hours, pre-professional block.

EDUC 2090 - PPB Practicum (0-1 Credit Hours)
EDUC 2110 - Investigating Critical and Contemporary Issues in Education (3 Credit Hours)
EDUC 2120 - Exploring Socio-Cultural Perspectives on Diversity in Educational Contexts (3 Credit Hours)
EDUC 2130 - Exploring Learning and Teaching (3 Credit Hours)

Other Courses for the Major

KINS 2431 - Foundations of Health and Physical Education (3 Credit Hours)
KINS 2531 - Human Anatomy and Physiology I (3 Credit Hours)
KINS XXXX (KINS elective: 1000 or 2000 level course) 3 credit hours

Professional Education: 16-26 Credit Hours

For specific Professional Education hours, please refer to the chosen certification or non-certification track.

Major Requirements: 34-44 Credit Hours

For specific Major Requirement hours, please refer to the chosen certification or non-certification track.

Total Credit Hours: 124

Program concentrations.

Please select one of the concentrations below

Certification Track

This track leads to Initial Teacher Certification in Georgia.

Program Admission Criteria

See B.S.Ed. Teacher Education Admission Requirements

Must be admitted into the Teacher Education Program and qualify for a Georgia Preservice Certificate.

Other Program Requirements

Must meet all requirements for retention in the Teacher Education Program and qualify for a Georgia Preservice Certificate
Must earn a minimum grade of “C” in all courses in Field of Study, the teaching field, and professional education; and maintain an overall cumulative GPA of 2.50 or higher
Must earn a grade of “B” or higher in KINS 4432
Must successfully complete all field experiences
Must take courses in proper sequence
Must meet requirements for admission to Student Teaching (See catalog section, Admission to Student Teaching)
Must successfully complete assessments identified at each program transition point

Professional Education: 26 Credit Hours

ESED 4798 - Student Teaching in P-12 Education (9 Credit Hours)
HLTH 3432 - HPE Curriculum Development (3 Credit Hours)
ITEC 5233 - Foundations of Technology-Enabled Learning (3 Credit Hours)
KINS 4440 - Instructional Design in Health and Physical Education for Elementary Students (4 Credit Hours)
KINS 4441 - Instructional Design in Health and Physical Education for Middle and High School Students (4 Credit Hours)
KINS 4637 - Senior Seminar in Health and Physical Education (3 Credit Hours)

Major Requirements: 34 Credit Hours

Health science and kinesiology core: 22 credit hours.

HLTH 3135 - Topics in Coordinated School Health (3 Credit Hours)
HLTH 3332 - Coordinated School Health Programs (3 Credit Hours)
HLTH 3431 - Methods and Materials for School Health Education (3 Credit Hours)
KINS 2511 - Human Anatomy and Physiology I Laboratory (1 Credit Hour)
KINS 3131 - Biophysical Foundations of Human Movement (3 Credit Hours)
KINS 3430 - Principles of Coaching (3 Credit Hours)
KINS 3435 - Motor Learning and Development (3 Credit Hours)
KINS 4432 - Adapted Physical Education (3 Credit Hours)

Movement Content and Performance Core: 12 Credit Hours

KINS 3432 - Elementary Physical Education I (3 Credit Hours)
KINS 3433 - Elementary Physical Education II (3 Credit Hours)
KINS 3436 - Performance and Technique in Physical Activity I (3 Credit Hours)
KINS 3437 - Performance and Technique in Physical Activity II (3 Credit Hours)

Non-Certification Track

This track does NOT lead to teacher certification

Must meet all University Admission Requirements.
This program does NOT lead to teacher certification. Upon meeting teacher education program admission requirements, those seeking teacher certification will move into the Health and Physical Education B.S.Ed. (Certification Track) program.
Must choose guided electives at the 3000-4000 level.
Must identify a career path with their academic advisor

To graduate with Health and Physical Education B.S.Ed. Professional Studies (Non-Certification), a student must:

successfully complete the program of study as outlined in the catalog;
be in good standing with a GPA of 2.0 or higher.

Professional Education: 16 Credit Hours

Major requirements: 44 credit hours.

Guided Electives: In consultation with the advisor, student will select KINS or HLTH (3000-4000 level) courses, minors and/or concentrations appropriate for the major.

Undergraduate Academic Advisement at Georgia Southern is provided to all degree-seeking undergraduate students by professional advisors. Academic Advisors are located on all three Georgia Southern University campuses. Students are required to meet with their assigned Academic Advisor at least once a semester. For more information visit the Academic Advisement catalog page.

A female healthcare professional taking a reading using a stethoscope

If the NZ government wants to improve student outcomes, it needs to invest more in school-based healthcare

Senior Lecturer (Nursing), School of Clinical Sciences, Auckland University of Technology

Professor in the School of Education of Edith Cowan University (ECU), Perth, WA, Edith Cowan University

Disclosure statement

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

Auckland University of Technology provides funding as a member of The Conversation NZ.

Edith Cowan University and Auckland University of Technology provide funding as members of The Conversation AU.

View all partners

New Zealand’s school achievement is currently front and centre with the government’s plans to invest NZ$67 million into structured literacy . But what has been largely missing from the discussion on education is the impact health can have on learning and academic achievement.

In New Zealand and elsewhere, increasing numbers of children are entering schools with specific health needs . And school staff, trained primarily in education, are frequently being tasked with meeting these needs alongside the demands of their daily teaching roles.

Teachers have reported student health and wellbeing is an ongoing concern.

But they also said they are under-resourced, under-trained and stretched by the wide array of demands on them. These range from managing challenging student behaviours, to identifying and supporting students with physical and mental health needs.

Increasingly, teachers are having to navigate the challenges of neurodiversity and educational disparities (which are, ironically, sometimes the result of unmet health needs).

Resolving the tension between teachers as pure educators and teachers who support the health and wellbeing of children is going to require investment well beyond literacy – particularly if the government is serious about improving overall educational outcomes.

New Zealand’s teachers are not alone in feeling overwhelmed.

A recent study from the United States, for example, noted increasing calls for improved mental health literacy among school staff. These teachers reported being challenged by time constraints, communication barriers and insufficient professional development. They also expressed their need to be better prepared to recognise mental health issues and provide classroom support.

Likewise, an Irish study found initiatives aimed at promoting student health and wellbeing were hampered by teachers’ lack of appropriate education and work-related time constraints.

Health and wellbeing as a subject

New Zealand’s initial teacher education programmes limit considerations of health and wellbeing to the health and physical education learning area, where there may be opportunities for communicating messages about healthy eating, drug awareness and aspects of physical hygiene, for example.

A recent report on the readiness of teachers limited its references on “health” to the health and physical education curriculum.

And the standards for the teaching profession fail to mention student health, although the code does state teachers are to “establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner”.

Teachers feel conflicted

Despite limited training in the area, teachers face increasing demands to address and support the health needs of students. This is largely due to an increased understanding of the correlation between health and education. It is clear supporting students health and wellbeing helps them to meet their academic goals.

And yet, in a recent New Zealand study , not all teacher participants agreed that promoting and supporting student health and wellbeing was part of their role.

Some believed concerns with students’ health and wellbeing detracted from their key teaching focus. These findings align with an Australian study which asked whether teachers were health workers .

Providing teachers with skills to better support their students’ health needs can be an effective way to improve policy outcomes .

Schools have already been used by successive governments to implement and support health and wellbeing goals. Under Labour, the sale of “ junk food ” in school tuck shops and canteens was sharply curtailed with the aim of improving the health of students. And more recently, the government banned cell phone use in schools , in part to reduce online bullying and mental health issues.

Health and education working together

Much more can be done without solely relying on teachers.

Collaboration between the health and education sectors can enhance student learning and health outcomes.

Globally, nurses have a long history of delivering health services in schools and are considered a valuable resource for teachers, students and their families.

Currently New Zealand’s school based health services ( SBHS ) provide clinical healthcare services to around 115,000 students in 300 secondary schools. But this is often in a limited capacity and is targeted to vulnerable communities. It is also only aimed at older students.

While there are some nurses working in primary schools across the country, this service has diminished over time, is fragmented and lacks national leadership and direction.

A greater investment in school health services can address barriers to student learning and bring together otherwise separate sectors. It is also an opportunity to review the role health professionals can play in assisting teachers to identify, understand, and support the health needs of students.

While investing $67 million to improve literacy in schools is an important and significant policy step, so is investing in developing a national school health service that serves early childhood through to secondary school.

This service will support both teachers and students by helping to identify, manage and alleviate health-related barriers to learning. And in doing so, will have the double benefit of supporting education outcomes.

New Zealand
Mental health
health and wellbeing

Lecturer in Indigenous Health (Identified)

Clinical Trial Manager

PhD Scholarship

Senior Lecturer, HRM or People Analytics

Centre Director, Transformative Media Technologies

News & More is your official source for what's happening at the IHP.

Features & Spotlights
Awards & Accolades
In The Media
Campus Culture
Communication Sciences & Disorders
Diversity & Inclusion
Education & Careers

The Role of Clinical Experiences in Physical Therapy Education

professor surrounded by students in a gym

Becoming a physical therapist through a Doctor of Physical Therapy (DPT) degree encompasses more than just rigorous academic study; it is augmented by the depth and breadth of clinical education physical therapy students receive. Clinical experiences are indispensable to the DPT curriculum, bridging the gap between theoretical knowledge and practical skills. These experiences can not only prepare you for the realities of patient care but also instill the confidence and competence required to excel . This article explores clinical experiences in physical therapy education and how they shape future capabilities of practitioners.

The Role of Clinical Education in Physical Therapy

Through clinical education, physical therapy students can apply classroom and laboratory learning in real-world healthcare settings. This hands-on approach to learning is critical for developing clinical reasoning, patient interaction skills, and a holistic understanding of the healthcare system. Key components of clinical education include:

Diverse Clinical Rotations : Students participate in several clinical rotations across various settings, such as hospitals, outpatient clinics, rehabilitation centers, and specialty practices. This diversity ensures exposure to a wide range of patient populations, conditions, and treatment modalities.
Mentorship from Experienced Clinicians : During rotations, students work closely with licensed physical therapists, benefiting from their expertise, guidance, and feedback. This mentorship is invaluable for learning best practices and navigating complex patient cases.
Integration of Theory and Practice : Clinical experiences enable students to apply theoretical knowledge to practical scenarios, enhancing their understanding and retention of key concepts.

The Benefits of Extensive Clinical Experiences

The extent of clinical experiences in a DPT program can significantly impact a student's readiness to enter the workforce. Benefits of comprehensive clinical education include:

Enhanced Clinical Skills : Hands-on practice in diagnosing, creating treatment plans, and implementing therapeutic interventions that sharpen clinical skills.
Professional Development : Exposure to the realities of physical therapy practice helps students develop professionalism, communication skills, and ethical decision-making.
Career Exploration : Rotations in various specialties allow students to explore different areas of physical therapy, helping to inform their career choices.
Network Building : Clinical rotations offer opportunities to connect with professionals in the field, laying the foundation for future employment opportunities.

The MGH Institute of Health Professions, a leader in physical therapy education and a graduate school affiliate of Mass General Brigham, exemplifies excellence in integrating clinical experiences into the DPT curriculum. The Institute's PT program is distinguished by:

Partnerships with Leading Healthcare Facilities : Leveraging its affiliation with one of the nation's premier healthcare systems, the Institute offers students access to a wide range of clinical sites within and outside Mass General Brigham known for excellence in patient care and innovative practices.
Dedicated Clinical Education Team: A dedicated team works closely with students and clinical sites to ensure placements are meaningful and aligned with students' educational goals.
Focus on Interprofessional Education : Students benefit from interprofessional learning opportunities , working alongside peers in nursing , occupational therapy , and speech-language pathology , which mirrors the collaborative nature of clinical practice.
Innovative Year-Long Paid Internship: Most students complete a paid year-long internship in their final year that often leads to permanent position. IHP is one of the few programs in the country that offers this form of internship.

Clinical education is a vital component of the Doctor of Physical Therapy curriculum, playing a crucial role in preparing students for successful careers in physical therapy. Through extensive and diverse clinical experiences, students gain the skills, confidence, and professionalism needed to provide high-quality patient care. Institutions like the MGH Institute of Health Professions lead the way in offering robust clinical education programs that not only meet but exceed the standards for physical therapy training, necessary as the field of physical therapy evolves.

Take the next step

Clinical Affiliations

2024-2025 Academic Bulletin

Applied Sport Psychology and Counseling, B.S.

Overview of Applied Sport Psychology and Counseling

Sport psychology and counseling is the use of psychological techniques to improve the performance, mental health, emotional health, and general well-being of performers so they can thrive. Performers and their educators stand to benefit from mental performance literacy ultimately because of its connection to mental health.

Students in the B.S. in Applied Sport Psychology and Counseling complete courses from psychology, social work, and physical education which provide critical foundational knowledge. Students build on this foundation in major courses in sport psychology and counseling.

While the B.S. in Applied Sport Psychology and Counseling is designed to facilitate matriculation into the Mental Performance Coaching concentration of the M.S. in Coaching Education, graduates might also be interested in pursuing Athletic Coaching concentration of the M.S. in Coaching, the Ed.S. in Counselor Education, or other related graduate programs. Program advisors will guide students to the graduate programs that best meet their professional goals. Students must apply for and meet criteria for any graduate level program they plan to complete.

Accelerated Bachelor/Masters and Senior Privilege

Students in the B.S. in Sport Psychology and Counseling who meet specific academic criteria are able to complete the Master of Science (M.S.) in Coaching Education with a concentration in Mental Performance Coaching in as few as 18 additional credit hours. This master's degree prepares students with a knowledge base for enhancing optimal performance, personal growth and wellbeing through the development of mental and emotional skills, attitudes, perspectives and strategies. Coursework in the M.S. in Coaching Education with a concentration in Mental Performance Coaching prepares students to sit for the Association of Applied Sport Psychology’s Certified Mental Performance Consultant (CMPC) certification exam.

Learning Outcomes

Differentiate affordances and limitations of counseling and consulting paths in applied sports psychology
Appraise theoretical foundations of psychological processes influencing human performance
Evaluate the effectiveness of scientifically informed applied sport psychology interventions for enhancing performance and wellness in a variety of domains
Appraise theoretical and scientifically informed principles of the psychology of physical activity
Explain factors related to the trajectories of human development and their effects on performance
Explain biomechanical foundations and motor control processes underlying learning movement skills and athletic performance
Theories of psychopathology and etiology of mental disorders, recognize theories and assessments of psychopathology, and counseling strategies for ameliorating psychopathology
Apply effective interviewing and communication techniques such questioning, paraphrasing, and reflecting, to establish rapport, trust, and safe and open communication with clients
Describe a personal consultation model for working with student athletes, including effective consultation qualities, consultation processes, and a discussion of professional roles and boundaries and the purpose and function of documents.
Interpret basic types of research methods and design (e.g., qualitative, quantitative), issues related to tests and measurement (e.g., reliability, validity), descriptive techniques, inferential statistics, and parametric procedures and ethical application of research methods and analyses
Identify the biological, cognitive, affective, social, and individual factors that influence behavior
Evaluate conceptual frameworks for sociopolitical and cultural factors that impact human behavior, dimensions of personal identity, and individual differences (e.g., race, ethnicity, sexual orientation) that influence the professional helping relationship, and intervention strategies for addressing needs of individuals from unique racial/ethnic backgrounds, religious affiliations, gender identity, etc., and culturally-competent approaches to counseling and consultation

Entrance Requirements

University of South Carolina admission requirements and processes for freshmen, transfer students, and former students seeking readmission are managed by the Office of Undergraduate Admissions. Admission criteria for transfer students are listed on the Office of Undergraduate Admissions website. Current USC students may change their major to Applied Sport Psychology and Counseling provided they are in good standing have at least a 2.25 USC GPA.

Degree Requirements (120 hours)

Program of study.

Program Summary
Requirements	Credit Hours
1. Carolina Core	31-45
2. College Requirements	0
3. Program Requirement	25-39
4. Major Requirements	50

Founding Documents Requirement

All undergraduate students must take a 3-credit course or its equivalent with a passing grade in the subject areas of History, Political Science, or African American Studies that covers the founding documents including the United State Constitution, the Declaration of Independence, the Emancipation Proclamation and one or more documents that are foundational to the African American Freedom struggle, and a minimum of five essays from the Federalist papers. This course may count as a requirement in any part of the program of study including the Carolina Core, the major, minor or cognate, or as a general elective. Courses that meet this requirement are listed here .

1. Carolina Core Requirements (31-45 hours)

CMW - Effective, Engage and Persuasive Communication: Written (6 hours)

must be passed with a grade of C or higher

any two CC-CMW courses

ARP - Analytical Reasoning and Problem Solving (6-8 hours)

any two CC-ARP courses

SCI - Scientific Literacy (7 hours)

any two CC-SCI courses (one must include a lab)

GFL - Global Citizenship and Multicultural Understanding: Foreign Language (0-6 hours)

To meet the GFL requirement, students in the BA in Special Education complete the Carolina Core approved courses in Foreign Language (GFL) or by achieving a score of 2 or better on a USC foreign language placement test.

CC-GFL courses

GHS – Global Citizenship and Multicultural Understanding: Historical Thinking (3 hours)

any CC-GHS course

GSS – Global Citizenship and Multicultural Understanding: Social Sciences (3 hours)

AIU – Aesthetic and Interpretive Understanding (3 hours)

any CC-AIU course

CMS – Effective, Engaged, and Persuasive Communication: Spoken Component 1 (0-3 hours)

any overlay or stand-alone CC-CMS course

INF – Information Literacy 1 (0-3 hours)

any overlay or stand-alone CC-INF course

VSR – Values, Ethics, and Social Responsibility 1 (0-3 hours)

any overlay or stand-alone CC-VSR course

Carolina Core Stand Alone or Overlay Eligible Requirements — Overlay-approved courses offer students the option of meeting two Carolina Core components in a single course. A maximum of two overlays is allowed. The total Carolina Core credit hours must add up to a minimum of 31 hours. Some programs may have a higher number of minimum Carolina Core hours due to specified requirements.

2. College Requirements (0 hours)

No college-required courses for this program.

3. Program Requirements (25-39 hours)

Supporting courses (25 hours).

Course List
Course	Title	Credits
	Introductory Sociology	3
	Psychological Statistics	3
	Research Methods in Psychology	4
Select one course in exceptionalities from:		3
	Understanding the Foundations of Disability
	Introduction to Exceptional Children
Select one social work course from below or another as approved by advisor.		3
	Social Welfare Policies and Programs
	Social Work With Children, Youth, and Families
	Gender, Race and Social Justice
	Diversity and Social Justice in Contemporary Society
	Theories for Understanding Individuals, Families, and Groups
Select 3 psychology courses from below or others as approved by advisor.		9
	Human Sexual Behavior
	Psychology of Marriage
	Psychology and the African-American Experience
	Industrial Psychology
	Applied Psychology
	Survey of Learning and Memory
	Cognitive Psychology
	Behavioral and Mental Disorders
	Survey of Developmental Psychology
	Survey of Social Psychology
	Survey of Personality
	Sensation and Perception
	Introduction to Neuroscience
	Health Psychology
	Survey of Clinical Psychology
	Psychology of Drug Use and Effects
	Cognitive Neuroscience
	Child Behavioral and Mental Disorders
	Psychology of Child Development
	Prevention of Psychological Problems in Children and Youth at Risk
	Psychological Tests and Measurement
	Selected Topics in Psychology
Total Credit Hours		25

Minor (0-18 hours) optional

A student may choose to complete a minor consisting of 18 credit hours of prescribed courses. The minor is intended to develop a coherent basic preparation in a second area of study. Courses applied toward general education requirements cannot be counted toward the minor. No course may satisfy both major and minor requirements. All minor courses must be passed with a grade of C or better.

Electives (0-14 hours)

The number of elective hours required depends upon the number of hours used to fulfill other degree requirements. Minimum degree requirements must equal 120 hours.

4. Major Requirements (50 hours)

A minimum grade of C is required in all major courses.

Physical Education and Coaching (20 hours)

Course List
Course	Title	Credits
	Introduction to the Description and Analysis of Human Movement	2
	Functional Musculoskeletal Anatomy	3
	Foundations of Coaching	3
	Motor Learning in Physical Education	3
	Physical Education for Inclusion	3
	Observational Analysis of Sports Techniques and Tactics	3
	Human Child/Adolescent Growth	3
Total Credit Hours		20

Sport Psychology and Counseling (30 hours)

Course List
Course	Title	Credits
	Counseling Through a Multicultural Lens: Understanding Self and Others	3
	Interpersonal Communication Skills	3
	Introduction to the Counseling Profession	3
	Wellness and Mental Health	3
	Psychology of Physical Activity	3
	Sport Psychology	3
	Effective Applied Sport and Performance Psychology	3
	Diversity and Cultural Perspectives in Sport & Performance	3
	Coaching Ethics, Law and Compliance	3
	Counseling Student Athletes	3
Total Credit Hours		30

PEDU 647 and PEDU 660 are required in the undergraduate major. Students who apply for and meet the requirements for the Accelerated Bachelor’s/Masters Plan will receive credit toward both the BS in Sport Psychology and Counseling and the MS in Coaching Education for these two courses plus up to two additional courses. Students must seek permission and receive all required approvals before taking courses intended to count in both the bachelor and master's program. Students must also apply for and be admitted to any graduate program they plan to complete.

A major map is a layout of required courses in a given program of study, including critical courses and suggested course sequences to ensure a clear path to graduation.

Major maps are only a suggested or recommended sequence of courses required in a program of study. Please contact your academic advisor for assistance in the application of specific coursework to a program of study and course selection and planning for upcoming semesters.

IMAGES

Physical Education Thesis
Physical Education Dissertation Topics
(PDF) Investigation of Physical Education and Sports School Students
Physical education opinion essay in 2021
Beth Goodwin’s Dissertation Abstract, BA (Hons) Sport and Physical
Master's Dissertation in Sport and Physical Activity: Developing

VIDEO

Quantitative Dissertation Methodology Section: Video 11 Discussion
Quantitative Dissertation Methodology Section: Video 10 Results
DPSRU Student Guidelines for uploading Thesis/Dissertation
Football Analysis
Development of physical education in Greece
RESEARCH OBJECTIVES, RESEARCH QUESTIONS & HYPOTHESES

COMMENTS

Physical Education Theses and Dissertations
Theses/Dissertations from 2020 PDF. Elementary Physical Education Teacher Perceptions of Motor Skill Assessment, Jenna Fisher. PDF. Motor Competence and Quality of Life in Youth with Cancer and Visual Impairments, Emily N. Gilbert. PDF. Two Studies of Inclusive and Augmented Physical Education, Matthew Patey. PDF
Physical Education and Exercise Science Theses and Dissertations
Theses/Dissertations from 2016. PDF. The Effect of Exercise Order on Body Fat Loss During Concurrent Training, Tonya Lee Davis-Miller. PDF. Anti-Fat Attitudes and Weight Bias Internalization: An Investigation of How BMI Impacts Perceptions, Opinions and Attitudes, Laurie Schrider.
Physical Education Dissertation Topics
More Physical Education Dissertation Topics. Topic 1: Modern Physical Education versus the Traditional Physical Education - A Comparison. Topic 2: Assessing the Impact of Physical Education on Mental Health. Topic 3: Analysing Student Behavior and Engagement in Physical Education Classes. Topic 4: Planning Physical Education Programs to ...
Physical Education Research Paper Topics
In this guide on physical education research paper topics, we explore a wide range of subjects that delve into the field of physical education. Whether you're ... Develop a strong thesis statement: Formulate a clear and concise thesis statement that captures the main objective or argument of your research paper. The thesis statement should ...
PDF Physical education teacher education students' perceptions of physical
physical education and how physical education is experienced before students enter a PETE program can affect their understanding of physical education and if their perceptions change by the completion of the program. Perceptions are defined as attitudes and behaviors formed from experiences (Cardinal et al., 2013).
Physical Activity, Fitness, and Physical Education: Effects on Academic
Physical Fitness as a Learning Outcome of Physical Education and Its Relation to Academic Performance. Achieving and maintaining a healthy level of aerobic fitness, as defined using criterion-referenced standards from the National Health and Nutrition Examination Survey (NHANES; Welk et al., 2011), is a desired learning outcome of physical education programming.
Physical Education and Sport in Schools: A Review of ...
Abstract and Figures. This paper explores the scientific evidence that has been gathered on the contributions and benefits of physical education and sport (PES) in schools for both children and ...
Physical Education Teacher Education Graduate Theses and Dissertations
History, philosophy, and sociology of sport recommendations for physical education teacher education, Amanda A. Metcalf. PDF. Recommendations for biomechanics in the physical education teacher education curriculum, Susan M. Ross. Theses/Dissertations from 2009 PDF. The effects of Active Living Every Day Online on physical activity, Amy M. Sidwell
(PDF) Doctoral Dissertation: DEVELOPING PHYSICAL EDUCATION TEACHERS
Currently, there is still a lack of equal opportunities for children with disabilities to participate or successfully study in physical education classes and sport or other physical activity clubs ...
PHYSICAL LITERACY: A JOURNEY OF UNDERSTANDING AND DEVELOPMENT A Thesis
literacy and physical education, and the impact of a physical literacy intervention in physical education on students' physical literacy. Because of the teaching context in the province, both specialists and generalists were sought to participate in this dissertation research. Three studies were designed to explore gaps in the literature ...
PDF Integrative Technology-Enhanced Physical Education: An Exploratory
INTEGRATIVE TECHNOLOGY -ENHANCED PHYSICAL EDUCATION: AN EXPLORATORY STUDY WITH ELEMENTARY SCHOOL STUDENTS . Stephanie S. Barbee . Dissertation Prepared for the Degree of ... This dissertation would not have been possible without the partnership of Miles Bennett, Athletic Commissioner and Darren Gasper, Superintendent of Education, and the
Physical Education, Health and Recreation Masters Thesis Collection
The Department of Physical Education, Health and Recreation (PEHR) was renamed the Department of Wellness and Movement Sciences (WAMS) in fall 2019. See Wellness and Movement Sciences Theses for materials created from fall 2019 to the present. Follow. Theses/Dissertations from 2019 PDF. Turnover ...
Physical Education Dissertation Topics for FREE
Physical Education Dissertation Topics - over 40 free, excellent Master & Bachelor dissertation topics will help you get started with your proposal or dissertation. ... Physical Education (PE) can provide many areas to investigate whether this is related to teaching styles, communication methods, the application of theory or how to encourage ...
The Impact of a Daily Physical Education Program on Students' Attitudes
a non-daily physical education (NPE) program. It was hypothesized that the students involved in a daily physical education program would reap the benefits of regular physical activity to a greater degree than the non-daily physical education students and therefore develop a more positive attitude towards physical activity. Furthermore, by
PDF The use of student motivational factors to influence student engagement
A Dissertation in Practice Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Education Graduate School of Education ... their physical education engagement through a modified BREQ-III survey, as well as interviews with the student researcher. Additionally, the wellness department at Stanley Public High School
Content Knowledge Acquisition in Physical Education: Evidence from
PDF | On Dec 11, 2018, Emi Tsuda and others published Content Knowledge Acquisition in Physical Education: Evidence from Knowing and Performing by Majors and Non-Majors | Find, read and cite all ...
(PDF) The Role of Physical Education at School
Physical education is the foundation of a comprehensive school physical. activity program. It provides cognitive content and instruction designed to develop motor skills, knowledge, and. behaviors ...
The nature and practice of primary physical education: A study ...
Abstract. Much of the existing research on primary physical education (PE) has focused on the supposed importance and potential of the subject at this age range, rather than on its actual nature and practice. It is repeatedly claimed within the literature that the development of movement skills during early learning experiences is significant ...
"The Impact of Physical Education on Students' Performance Outcomes in
Cox, Ryan Thomas, "THE IMPACT OF PHYSICAL EDUCATION ON STUDENTS' PERFORMANCE OUTCOMES IN MATHEMATICS" (2022). Theses and Dissertations. 375. Research studies have suggested that students who participate in daily physical activity and who are more physically fit may have improved academic achievement scores.
Physical Education Dissertation Topics
Physical education (PE) is an educational discipline that focuses on physical activities, mental growth and the overall well-being of the students. Western schools offer physical education from an early age to make students' minds and bodies fit. Students may need understandable and informative physical education dissertation topics for their assignments.
Topics For Physical Education Dissertations
This document lists potential topics for physical education dissertations. Some of the topics included are: comparing middle school physical education courses; the effects of suggested legacy for an hour a day of PE; traditional exercise vs. dance classes in public schools; and analyzing the influence of fat-free vs. 2% milk on body strength and resistance training. The document also provides ...
PDF STUDENTS' PERCEPTIONS OF PHYSICAL EDUCATION TEACHERS' CARING Dean
student' perceptions of physical education teachers' caring would provide a richer description of the thoughts and feelings of students in regard to this concept to provide useful findings for physical education teachers, parents, school administrators, teacher educators, and others with research interests in this topic. Purpose of the Study
St. John's Scholar
Explore the research conducted by St. John's University faculty and students on various topics, including academic performance, math, science, journalism, and more.
Rehabilitation Science (Ph.D.)
Physical & Therapeutic Modalities (REHS 656) 3 cr. Bioinstrumentation (REHS 658) 3 cr. Seminar in Orthopedics & Sports Medicine* (REHS 660) 3 cr. Supervised Research (REHS 670) 3 cr. Directed Research (REHS 671) 3 cr. Education Courses. Theories of Teaching & Learning* (GFDE 510) 3 cr. Teaching Practicum* (REHS 615) 3 cr.
Program: Health and Physical Education, B.S.Ed.
This program does NOT lead to teacher certification. Upon meeting teacher education program admission requirements, those seeking teacher certification will move into the Health and Physical Education B.S.Ed. (Certification Track) program. Other Program Requirements. Must choose guided electives at the 3000-4000 level.
Special Education
GSPE 789 Dissertation Proposal 1 GSPE 703 Pro Seminar: Special Education in a Global International Context 3. Fall Year 4 (4 credits) GSPE 789 Dissertation Proposal 1 GSPE 706 Scholarship & Teaching at the University 3. Spring Year 4 (1-3 credits) GSPE 790 Dissertation 1-3. Summer Year 4 (1-3 credits) GSPE 790 Dissertation 1-3. Assessment/Learning
If the NZ government wants to improve student outcomes, it needs to
Health and wellbeing as a subject. New Zealand's initial teacher education programmes limit considerations of health and wellbeing to the health and physical education learning area, where there ...
The Role of Clinical Experiences in Physical Therapy Education
Becoming a physical therapist through a Doctor of Physical Therapy (DPT) degree encompasses more than just rigorous academic study; it is augmented by the depth and breadth of clinical education physical therapy students receive. Clinical experiences are indispensable to the DPT curriculum, bridging the gap between theoretical knowledge and practical skills.
Applied Sport Psychology and Counseling, B.S
1 . PEDU 647 and PEDU 660 are required in the undergraduate major. Students who apply for and meet the requirements for the Accelerated Bachelor's/Masters Plan will receive credit toward both the BS in Sport Psychology and Counseling and the MS in Coaching Education for these two courses plus up to two additional courses.
Elektrostal
In 1938, it was granted town status. [citation needed]Administrative and municipal status. Within the framework of administrative divisions, it is incorporated as Elektrostal City Under Oblast Jurisdiction—an administrative unit with the status equal to that of the districts. As a municipal division, Elektrostal City Under Oblast Jurisdiction is incorporated as Elektrostal Urban Okrug.

Physical Education Theses and Dissertations

Theses/Dissertations from 2021 2021

Theses/Dissertations from 2020 2020

Theses/Dissertations from 2019 2019

Theses/Dissertations from 2018 2018

Theses/Dissertations from 2017 2017

Theses/Dissertations from 2016 2016

Theses/Dissertations from 2015 2015

Theses/Dissertations from 2014 2014

Theses/Dissertations from 2013 2013

Theses/Dissertations from 2012 2012

Theses/Dissertations from 2011 2011

Theses/Dissertations from 2010 2010

Theses/Dissertations from 2009 2009

Submissions

Physical Education and Exercise Science Theses and Dissertations

Theses/Dissertations from 2020 2020

Theses/Dissertations from 2019 2019

Theses/Dissertations from 2018 2018

Theses/Dissertations from 2016 2016

Theses/Dissertations from 2014 2014

Theses/Dissertations from 2013 2013

Theses/Dissertations from 2012 2012

Theses/Dissertations from 2011 2011

Theses/Dissertations from 2010 2010

Theses/Dissertations from 2009 2009

Theses/Dissertations from 2008 2008

Theses/Dissertations from 2007 2007

Theses/Dissertations from 2006 2006

Useful Links

Useful Links

Physical Education Dissertation Topics

Latest Physical Education Dissertation Topics

Topic 2: Analysing different types of fine motor activities to help myriad health issues – a study on autistic children in the UK.

Topic 3: Examining the significance of integrating physical education in the Montessori curriculum in the UK.

Topic 4: A study on the use of health rate monitors and health tracking to support the practices of advanced physical education.

Topic 5: Exploring the increasing trend of computer-based fitness programs in the UK – a study on people’s changing behaviour during lockdown.

More Physical Education Dissertation Topics

Topic 2: Assessing the Impact of Physical Education on Mental Health

Topic 3: Analysing Student Behavior and Engagement in Physical Education Classes

Topic 4: Planning Physical Education Programs to Produce Effective Results

Topic 5: Role of Teachers in Enhancing Students’ Engagement in Physical Education Lessons

Topic 6: Should Physical Education Lessons Differ for Males and Females?

Topic 7: Do Physical Education Classes Promote the Importance of a Healthy Lifestyle?

Topic 8: Physical Education and Technology – How Well do the Two Integrate?

Topic 9: Assessing the Effectiveness of Virtual Physical Education Classes

Topic 10: Accountability in Physical Education Lessons – How do Students Respond?

How Can ResearchProspect Help?

Topic 11: Devising Strategies for Different Levels of Physical Education

Topic 12: Should Universities Include Physical Education Lessons in their Curriculum?

Topic 13: Assessing Different Physical Education Teaching Styles and their Impact on Students

Topic 14: Exploring the Challenges in Physical Education Lessons

Topic 15: Understanding the association between Counseling and Physical Education Lessons

Topic 16: Diet, Physical Education, and Health – How are the three interlinked?

Topic 17: Does Physical Education Enhance Students’ Academic Career?

Topic 18: Impact of Physical Education on Personality Development – An Analysis

Topic 19: Studying the Impact of Introducing Physical Education in Students’ Early Years

Topic 20: Comparing the Benefits and Challenges of Physical Education

Topic 21: The Role of Gender in Employing Physical Education

Topic 22: The Impact of Physical Education in Reducing Obesity in Students

Topic 23: Exploring the Impact of Visual Aids in PE Teaching

Topic 24: Investigating the Impact of Virtual Physical Education Classes

Topic 25: An Analysis of the Physical and Mental Health of Students After PE

Topic 26: Exploring the Need for Physical Education at the College Level to Improve the Mental Health of Students

Topic 27: Investigating How Physical Activity Can Improve the Immune System in Adults

Free Dissertation Topic

How to find physical education dissertation topics?

You May Also Like

Physical Education Research Paper Topics

100 Physical Education Research Paper Topics

Academic Writing, Editing, Proofreading, And Problem Solving Services

Physical Education Research Guide

Choosing a Physical Education Topic

How to Write a Physical Education Research Paper

Order a Custom Research Paper

Take Your Physical Education Research Paper to the Next Level

ORDER HIGH QUALITY CUSTOM PAPER

Educating the Student Body: Taking Physical Activity and Physical Education to School.

4 Physical Activity, Fitness, and Physical Education: Effects on Academic Performance

Physical Fitness as a Learning Outcome of Physical Education and Its Relation to Academic Performance