Aaron Dungca Needham Teacher
by Douglas Berger Douglas Berger Psychiatrist Tokyo, M.D., Ph.D., isTHE ASSOCIATION BETWEEN PHYSICAL EDUCATION, RECESS,
AFTER SCHOOL SPORTS IN ACADEMIC
PERFORMANCE
By Aaron
Dungca Needham Teacher
Education
has a huge undertaking in nurturing our youth, with 56 million individuals
seeking quality education daily (CDC 2010). For years the educational
system has debated whether the length of school hours, classes, and academic
time relates to academic achievement; however, many studies find that student
learning depends on how the available time is utilized, not necessarily the
amount of time allocated (Taras, H. 2005). During the debate regarding
academic performance, standardized testing became a popular threshold for
academic success along with college acceptance; and advanced classes were
created starting as early as elementary school to increase student learning
outcome. While trying to create the “superhuman,” we as a society have
potentially assisted in the creation of anxiety disorders, depression, obesity,
and other cognitive disabilities such as ADHD as well as limited social
interactions and increased risk-taking behaviors due to academic pressures
(Taras, H. 2005). As a result, classes such as physical education and
academic breaks such as recess have been cut from schools to increase time in
common core subjects such as English, math, and science; and extracurricular
activities like after school programs and athletics have been deemed insignificant
to academic success (CDC 2010). The purpose of this analysis is
to determine a positive correlation between increased student academic
performance and school-based physical activity, such as physical education,
recess and after school extracurricular programs, through recent studies.
Physical
education in schools, as defined by the National Association for Sport and
Physical Education (NASPE), provides students with instruction on physical
activity, health-related fitness and physical competence to enable them to
participate in lifelong movement and responsible personal and social behaviors
(CDC 2010). The interventions used in some studies to increase academic
performance were; increasing the amount of time in physical education with a
qualified professional; performing various aerobic activities to elevate heart
rate and participating in coordinative games that stimulate reaction time and
locomotor skills during physical education (CDC 2010). Also, studies
performed by CDC (2010) reported positive connections, in school aged students
from 5-18 years old, between increased time in physical education and academic
performance. These positive impacts included increased standardized test
scores in math, reading, and writing, higher attention span in academic classes
and appropriate behavior during teacher instruction.
Similarly, in another study by Trudeau and Shephard (2008),
students who were taught by a professional physical education instructor with
increased time in P.E., exhibited smaller declines in academic performance
despite loss of time in regular education classes. This study required
students to spend an additional 1.25 hours per day participating in endurance
fitness exercise (aerobic moderate-to vigorous exercise). The students
results from this study indicated
improved math and reading grades as well as higher ratings in classroom
behavior (Trudeau, F., & Shephard, R. J 2008). Trudeau and Shepard’s
evidence regarding behavior suggests that there are benefits from physical education
as the rates of inappropriate talking among emotionally, or behaviorally
disturbed students, who participated in the study, decreased. (Trudeau, F. et
al. 2008). Therefore, these examinations concluded that exercise
interventions have significant reduction effects in disruptive behaviors from
students with emotional disorders.
Likewise, recent data from the Youth Risk Behavior Survey
revealed that no involvement in physical activity was associated with a
perception of low academic performance (Trudeau, F., & Shephard, R. J 2008).
Other studies have also found that physical education teachers, who provided
positive, general feedback routinely and appropriately, promoted higher levels
of participation (Koka, A., & Hein, V. 2003). Koka and Hein found
that the reason students were invested more in the program was due to the non
threatening and welcoming environment. By the instructor creating this
warm and safe atmosphere, students felt less judged for their abilities or
inabilities in performing the activity based skills (Koka, A., & Hein, V.
2003). In addition, students, who had little to no experience in
athletics, greatly benefited not only from the nonjudgmental setting, but also
through physical achievement in their competency to succeed at performing the
physical skills, which in turn lead to an improvement in their self-esteem and
communication skills (Koka, A., & Hein, V. 2003). As a result,
Koka and Hein.’s study concluded that Physical Education in schools not
only has physical health benefits, but also has a positive impact on mental
health for students of all ages and levels of abilities.
Studies have
found that cognitive, social, emotional, and physical functions emerged not
only from Physical Education, but on the effects of recess in school aged
children as well. It is important to note, according to
Ramstetter, Murray and Garner (2010), these effects were dependent on the
representation of supervising staff, equipment available, safety measures
taken, and well-maintained playground area. One study aimed to
investigate the effects of providing game materials, such as flying discs,
assorted playground balls, and jump ropes, for children during recess. Seven
schools were used for this study; four schools received the intervention of
playground equipment and the other three schools received no equipment
(Verstraete, S. J., Cardon, G. M., De Clercq, D. L., & De Bourdeaudhuij, I.
M. 2006). In addition, students were given pedometers to measure their
physical activity, and each student was required to turn in their pedometers
for recording over a span of three months. Researchers found that
providing game equipment did increase each child’s level of participation in
physical activity from 41%-45%, while the control groups dropped from 41%-34%
(Verstraete, S. J. 2006). Therefore, it
is evident that increasing the active time of each participant with appropriate
equipment had a significant impact on students physical well being and meet the
need for 45-60 minutes of moderate to vigorous physical daily activity
(Verstraete, S. J. 2006). Furthermore, Verstraete (2006) research
also indicated that recess was greatly affected by the supervising staff.
The staff members who encouraged or implemented game based curriculum during
recess had students actively participating in moderate to vigorous activity
throughout the duration of recess. As a
result of the data collected from the studies, the findings suggested that both
boys and girls at a school aged population benefited physically, cognitively,
emotionally, and academically when opportunities like these occurred more often
and routinely (Verstraete, S. J. 2006).
Therefore, rather than decreasing recess in school aged children to
reallocate more time for academic opportunities, a time should be dedicating to
halt academic pressures and provide an atmosphere similar to recess to students
as it has been proven to be essential in students social development,
satisfaction and alertness. (Ramstetter, C. L., Murray, R., & Garner,
A. S. 2010).
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415-419.
Aaron
Dungca, a Needham Teacher,
immigrated to the United States when he was a child, where he developed lots of
skills and participated in lots of activities in school. Aaron
Dungca has also coached for organizations that featured NFL players,
such as Julian Edelman. He sponsored a two day youth football fundamentals camp
that brought in 20-30 coaches from the state of Massachusetts and lead young
people to learn new skills and meet Julian Edelman at the end of the camp
experience.
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Dungca Needham Teacher:
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