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The Effects of Physical Activity, Fitness on Academic Achievement The following research summaries were presented at the AAHPERD Convention in Chicago in April 2005.

Complex Motor Task Relationships with Fitness and Physical Activity in Children
Darla M. Castelli and Heather Erwin
University of Illinois at Urbana-Champaign

Cognitive Processes, Fitness, and Motor Competency in Children
Jennifer L. Etnier
University of North Carolina, Greensboro

Four large scale longitudinal studies have increased time in PE at the expense of classroom time.

Vanves, France
Trois Rivieres, Canada (Shephard et al., 1994)
Project SPARK, USA (Sallis et al., 1999)
South Australia (Dwyer et al., 1983)

Three studies found improvements in academic performance. The fourth (Dwyer et al.) found no difference.

Implications:

Exercise / PA / PE is associated with improved cognitive performance
When studies have manipulated the availability of PE, cognitive performance has either improved or stayed the same (but studies have methodological limitations) Erwin & Castelli
Motor skill competency (high cognitive demands) was associated with both aerobic fitness and physical activity Implication is that by increasing physical activity so that aerobic fitness is increased, this may result in better motor skill competency which may be indicative of cognitive abilities (Fitts & Posner, 1979)

Buck ú Found that age, IQ, and aerobic fitness were associated with better performance on all three conditions. Hillman High fit children had

Improved response speed

Improved accuracy

Compelling evidence suggests that both physical activity and physical fitness are associated with better cognitive performance in pre-adolescent children.

True across variety of cognitive tasks

True for different samples of children

True for various components of fitness

True across range of SES and academic achievement levels. Initial evidence that differences in underlying neurological functions may contribute to these differences

Conclusion

Existing evidence suggests that physical activity (provided through PE) and aerobic fitness are associated with cognitive benefits This is information that needs to be disseminated to school policy makers Future research needed.

Aerobic Fitness and Interference Control in Preadolescent Children Sarah M. Buck, M. S.
University of Illinois-
Urbana- Champaign

Physical Activity and Cognition

A California state-wide study found that student achievement scores were significantly related to scores on a field test of physical fitness in ninth grade students (California Department of Education, 2002).
A large scale intervention study (SPARK) found that those students who spent more time in cardiovascular activities scored higher on achievement tests (Sallis et al., 1999).
A meta-analysis examining true experimental designs found increased physical activity was related to better cognitive performance along eight categories (Sibley & Etnier, 2003).

Fitness and Cognition in Adults

Barnes et al. (2003) determined aerobic fitness is related to maintenance of global cognitive function in older adults.
Kramer et al. (1999) determined that 6-months of aerobic exercise training improved performance on tests of executive control function; an effect not found for those trained in stretching and flexibility. Conclusion
Increased levels of aerobic fitness may be beneficial to cognitive processes during development.

It remains unclear as to which underlying mechanisms may mediate the beneficial effects of fitness on cognitive performance.

Fitness and Neurocognitive Function in Preadolescent Children

Charles H. Hillman, Ph.D.
Department of Kinesiology
University of Illinois at Urbana-Champaign

Physical Activity and Cognition Aerobic fitness is beneficial to both global and selective aspects of cognitive function in adult populations (Colcombe & Kramer, 2003; Etnier et al., 1997). Studies of the neuroelectric system have corroborated these findings in adults and have provided evidence for PA-related changes in brain function, which may underlie the observed increases in cognitive performance (Hillman et al., 2002, 2003, 2004, in press). In their meta-analysis, Sibley and Etnier (2003) found a significant positive relationship between physical activity and cognition in children.

Conclusions
These findings extend previous research on fitness and cognition in older adults to preadolescent populations.

Aerobic fitness appears to enhance cognitive processing related to the allocation of attentional and working memory resources in preadolescent children.
These underlying improvements in neuroelectric function may relate to more efficient behavioral performance.
Faster (and more accurate) performance for high, compared to low, fit children.
Aerobic fitness effects on cognitive processing speed are not specific to development (or aging).
Faster P3 latency was observed for high, compared to low, fit participants regardless of age.
These initial findings have the potential to increase cognitive health in children and have educational ramifications in relation to mandated reduction of physical education during the school day.