education has been substantially reduced—and
in some cases completely eliminated—in
response to budget concerns and pressures to
improve academic test scores. Yet the available
evidence shows that children who are physically
active and fit tend to perform better in the
classroom, and that daily physical education
does not adversely affect academic performance.
Schools can provide outstanding learning
environments while improving children’s health
through physical education.
The Impact of Schools on
Physical Activity
Today, obesity is one of the most pressing health
concerns for our children. More than one-third of
children and teens, approximately 25 million kids, are
overweight or obese—and physical inactivity is a leading
contributor to the epidemic. The Surgeon General
recommends children should engage in 60 minutes
of moderate activity most days of the week, yet
estimates show that only 3.8 percent of elementary
schools provide daily physical education (PE).1
Physical Education, Physical Activity and Academic Performance
fa l l 2 0 0 7 r e s e a r c h b r i e f
Active Education
Schools serve as an excellent venue to provide
students with the opportunity for daily physical activity,
to teach the importance of regular physical activity for
health, and to build skills that support active lifestyles.
Unfortunately, most children get little to no regular
physical activity while in school.
Budgetary constraints and increasing pressure
to improve standardized test scores have caused
school officials to question the value of PE and other
physical activity programs. This has led to a substantial
reduction in the time available for PE, and in some
cases, school-based physical activity programs have
been completely eliminated.2 Yet advocates for schoolbased
physical activity programs argue that allocating
time for daily PE does not adversely impact academic
performance and that regular exercise may improve
students’ concentration and cognitive functioning.3-6
a c t i v e l i v i n g r e s e a r c h A national program of the Robert Wood Johnson Foundation
elementary schools middle schools high schools
Percentage of schools providing daily PE in 20061
8%
6%
4%
2%
0%
3.8%
7.9%
2.1%
Only 36 percent of high school students
meet the current recommended levels of
physical activity.7
a c t i v e l i v i n g r e s e a r c h A national program of the Robert Wood Johnson Foundation
The Findings
This summary of peer-reviewed research on the relationship
between physical activity and academic performance among
children and adolescents yields the following insights:
Sacrificing physical education for classroom time
does not improve academic performance.
Many school systems have downsized or eliminated PE under
the assumption that more classroom instructional time will
improve academic performance and increase standardized test
scores. The available evidence contradicts this view.8-14
To date, five controlled experimental studies—in the United
States, Canada and Australia—have evaluated the effects on
academic performance of allocating additional instructional time
for PE. All five studies clearly demonstrate that physical activity
does not need to be sacrificed for academic excellence.
A study conducted in 2006 with 214 sixth-grade students
in Michigan found that students enrolled in PE had similar
grades and standardized test scores as students who were
not enrolled in PE, despite receiving 55 minutes less of daily
classroom instruction time for academic subjects.14
In 1999, researchers analyzed data from 759 fourth- and
fifth-graders in California and found that students’ scores on
standardized achievement tests were not adversely affected
by an intensive PE program that doubled or tripled PE time.
On several test scores, students with enhanced PE performed
better than students in control groups.12
In 2007, 287 fourth- and fifth-grade students from British
Columbia were evaluated to determine if introducing daily
classroom physical activity sessions affected their academic
performance.13 Students in the intervention group participated
in daily 10-minute classroom activity sessions in addition to
their regularly scheduled 80-minute PE class. Despite increasing
in-school physical activity time by approximately 50 minutes per
week, students receiving the extra physical activity time had
similar standardized test scores for mathematics, reading and
language arts as did students in the control group.
Kids who are more physically active tend to perform
better academically.
Fourteen published studies analyzing data from approximately
58,000 students between 1967 and 2006 have investigated
the link between overall participation in physical activity and
academic performance. Eleven of those studies found that
regular participation in physical activity is associated with
improved academic performance.
Eight health surveys involving population-representative
samples of children and adolescents from the United States,15-17
United Kingdom,18-20 Hong Kong21 and Australia22 observed
statistically significant positive correlations between physical
activity participation and academic performance. However,
none of these studies assessed academic performance with
standardized educational tests.
For example, a national study conducted in 2006 analyzed data
collected from 11,957 adolescents across the U.S. to examine
the relationship between physical activity and academic
performance. Adolescents who reported either participating
in school activities, such as PE and team sports, or playing
sports with their parents, were 20 percent more likely than their
sedentary peers to earn an “A” in math or English.17
Three other smaller studies conducted between 1970
and 2006 involving students from one or two schools also
reported a positive correlation between physical activity and
academic performance.14, 23, 24 Two studies found no evidence
of a relationship between physical activity and academic
performance25, 26 and one study conducted in Canada in the year
2000 reported a trivial negative association between physical
activity and standardized test scores.27
Students whose time in PE or school-based
physical activity was increased maintained
or improved their grades and scores on
standardized achievement tests, even though
they received less classroom instructional
time than students in control groups.
Evidence supporting the association between physical activity
and enhanced academic performance is strengthened by
related research that found higher levels of physical fitness to
be linked with improved academic performance among children
and teens. For example two large national studies in Australia22
and Korea,28 along with two smaller studies conducted in the
U.S.,29, 30 found physical fitness scores to be significantly and
positively related to academic performance. These studies
included students from elementary through high school.
Activity breaks can improve cognitive performance
and classroom behavior.
According to five studies involving elementary students, regular
physical activity breaks during the school day may enhance
academic performance. Introducing physical activity has been
shown to improve cognitive performance and promote on-task
classroom behavior.31-36 It is important to note that the cognitive
and behavioral responses to physical activity breaks during the
school day have not been systematically investigated among
middle or high school students.
Investigators in Georgia studied the effects of an activity
break on classroom behavior in a sample of 43 fourth-grade
students in 1998. Students exhibited significantly more on-task
classroom behavior and significantly less fidgeting on days with
a scheduled activity break than on non-activity days.35
A 12-week research project conducted in eastern North Carolina
in 2006 evaluated the effects of providing elementary students
with a daily 10-minute activity break. Among 243 students in
kindergarten through fourth grade, a daily activity break
Conclusions
P h y s i c a l e d u c at i o n , p h y s i c a l a c t i v i t y a n d a c a d e m i c p e r f o r m a n c e Research Brief
breaks with no
physical activity
Elementary students’ on-task classroom behavior improves
with physical activity breaks35
20%
15%
10%
5%
0%
-5%
-3%
8%
20%
physical activity
breaks, students
overall
physical activity
breaks, off-task
students
Kids who are physically active and fit are likely
to have stronger academic performance.
Short activity breaks during the school day
can improve students’ concentration skills and
classroom behavior.
Five studies consistently show that more time in
physical education and other school-based physical
activity programs does not adversely affect academic
performance.
In some cases, more time in physical education leads to
improved grades and standardized test scores.
Physically active and fit children tend to have better
academic achievement.
There are several possible mechanisms by which physical
education and regular physical activity could improve
academic achievement, including enhanced concentration
skills and classroom behavior.
Additional research is needed to determine the impact
of physical activity on academic performance among
those who are at highest risk for obesity in the United
States, including African-American, Latino, Native
American, Asian American and Pacific Islander children,
as well as children living in lower-income communities.
increased on-task behavior significantly, by an average of 8
percent. Among the least on-task students, the activity breaks
improved on-task behavior by 20 percent.36
In a study conducted in 1999 with 177 New Jersey
elementary students, researchers compared concentration
test scores after students completed either a classroom
lesson or a 15-minute physical activity session. Fourth-grade
students exhibited significantly better concentration scores
after completing the physical activity. Among second- and
third-grade students, the physical activity intervention was
neither beneficial nor detrimental to test performance.33
P h y s i c a l e d u c a t i o n , p h y s i c a l a c t i v i t y a n d a c a d e m i c p e r f o r m a n c e Research Brief 1. Lee S, Burgeson C, Fulton J, Spain C. Physical
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3. Shephard RJ. Curricular physical activity and
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4. Pellegrini AD, Smith PK. Physical activity play: The
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Child Development 1998;69:577-598.
5. Tomporowski PD. Cognitive and behavioral
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8. Shephard RJ, Volle M, Lavallee H, LaBarre R,
Jequier JC, Rajic M. Required physical activity and
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9. Shephard RJ. Habitual physical activity and
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Baghurst RA. Investigation of the effects of daily
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Epidemiology 1983;12:308-313.
12. Sallis JF, McKenzie TL, Kolody B, Lewis M, Marshall
S, Rosengard P. Effects of health-related physical
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17. Nelson MC, Gordon-Larson P. Physical activity and
sedentary behavior patterns are associated with
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18. McIntosh PC. Mental ability and success in school
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References
Active Living Research, a national
program of the Robert Wood Johnson
Foundation, stimulates and supports
research to identify environmental factors
and policies that influence physical
activity for children and families to inform
effective childhood obesity prevention
strategies, particularly in low-income
and racial/ethnic communities at highest
risk. Active Living Research wants solid
research to be part of the public debate
about active living.
This report was prepared by Stewart
G. Trost, PhD, Associate Professor,
Department of Nutrition and Exercise
Sciences at Oregon State University, with
support from the Active Living Research
staff, Burness Communications and
Pyramid Communications.
For updates and a web-based version,
visit www.activelivingresearch.org.
Active Living Research
San Diego State University
3900 Fifth Avenue, Suite 310
San Diego, CA 92103
www.activelivingresearch.org
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