摘要：Objectives. We examined the association between time spent in physical education and academic achievement in a longitudinal study of students in kindergarten through fifth grade. Methods. We used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999, which employed a multistage probability design to select a nationally representative sample of students in kindergarten (analytic sample = 5316). Time spent in physical education (minutes per week) was collected from classroom teachers, and academic achievement (mathematics and reading) was scored on an item response theory scale. Results. A small but significant benefit for academic achievement in mathematics and reading was observed for girls enrolled in higher amounts (70–300 minutes per week) of physical education (referent: 0–35 minutes per week). Higher amounts of physical education were not positively or negatively associated with academic achievement among boys. Conclusions. Among girls, higher amounts of physical education may be associated with an academic benefit. Physical education did not appear to negatively affect academic achievement in elementary school students. Concerns about adverse effects on achievement may not be legitimate reasons to limit physical education programs. Physically active youth may be less likely than physically inactive youth to experience chronic disease risk factors 1 and to become obese, 2 and they may be more likely to remain active throughout adolescence 3 and possibly into adulthood. 4 Physical activity also has beneficial influences on behavior and cognitive functioning that may result in improving students’ academic achievement. 5 – 7 Direct indicators of academic achievement include grade-point averages, scores on standardized tests, and grades in specific courses; measures of concentration, memory, and classroom behavior provide indirect estimates. 1 Several cross-sectional studies examined the association between physical activity and direct measures of academic achievement. 8 – 13 In addition, several intervention studies were conducted to examine the effect of introducing more physical activity and physical education programs during the school day on indirect estimates of behaviors related to academic achievement (e.g., concentration, memory, disruptive behavior) or on direct measures (e.g., standardized tests, academic record, teacher reports). 6 , 7 , 14 – 23 These studies had mixed results. Investigators observed either no association 6 , 8 , 13 , 14 , 16 , 18 , 23 or a modest-to-moderate positive association 6 , 7 , 9 – 12 , 15 , 17 , 19 – 22 between physical activity and academic achievement. Physical education classes provide an opportunity for students to be physically active during the school day. 1 School-based physical education has many benefits, including increasing physical activity and improving physical fitness and muscular endurance. 24 – 28 Increasing physical activity through physical education is also a proposed public health strategy to reduce childhood obesity. 29 Although there has been no evidence to date to show that maintaining or increasing time in physical education class negatively affects academic achievement in other subjects, there is concern that physical education classes could take time away from those subjects. 1 , 28 , 30 More information is needed to address this concern and support public health objectives to maintain or expand physical education programs. 31 We examined the influence of physical education in US elementary schools on direct measures of academic achievement in mathematics and reading from kindergarten through fifth grade. Our study was unique in at least 3 ways: first, the measurement of academic achievement was a standardized test administered at 5 time points. Second, we examined the association between physical education and academic achievement with a prospective cohort design. Finally, we examined participation in physical education as it existed in a representative sample of US students entering kindergarten in fall 1998 who were followed through spring 2004.
