Ben D Kern1, Kim C Graber2, Sa Shen3, Charles H Hillman4, Gabriella McLoughlin5. 1. School of Kinesiology, University of Louisiana at Lafayette, 138-A Bourgeois Hall, 225 Cajundome Blvd., Lafayette, LA 70506. 2. Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, 127 Louise Freer Hall, 906 S. Goodwin Ave., Urbana, IL 61801. 3. Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, 110 Huff Hall, 1206 S. Fourth, Champaign, IL 61820. 4. Department of Kinesiology, Northeastern University, 125 Nightingale Hall, 360 Huntington Ave., Boston, MA 02115. 5. Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, 131 Louise Freer Hall, 906 S. Goodwin Ave., Urbana, IL 61801.
Abstract
BACKGROUND: Socioeconomic status (SES) is the most accurate predictor of academic performance in US schools. Third-grade reading is highly predictive of high school graduation. Chronic physical activity (PA) is shown to improve cognition and academic performance. We hypothesized that school-based PA opportunities (recess and physical education) would moderate the negative association between SES and third-grade reading. METHODS: Schools serving third-grade students were surveyed (N = 1279) for minutes/week of PA opportunities. Allotted weekly PA time and achievement data from participating schools (N = 784) were recorded and analyzed. To test the moderator hypothesis, moderated multiple regression analysis was conducted. RESULTS: The interaction of PA opportunities and SES explained a significant increase in variance in third-grade reading (b = .053, p < .001), thus moderating the relationship between SES and third-grade reading. Further analysis showed that schools offering greater than 225 minutes/week of PA opportunities experienced a greater (+5%) moderating effect. CONCLUSION: School-based PA opportunities positively moderate the relationship between SES and third-grade reading, and lowest SES schools experience greater moderating effects. Future research should consider PA opportunities as a moderator of the SES-academic achievement relationship, and school policy makers should consider the influence that PA opportunities have on student achievement at varying SES levels.
BACKGROUND: Socioeconomic status (SES) is the most accurate predictor of academic performance in US schools. Third-grade reading is highly predictive of high school graduation. Chronic physical activity (PA) is shown to improve cognition and academic performance. We hypothesized that school-based PA opportunities (recess and physical education) would moderate the negative association between SES and third-grade reading. METHODS: Schools serving third-grade students were surveyed (N = 1279) for minutes/week of PA opportunities. Allotted weekly PA time and achievement data from participating schools (N = 784) were recorded and analyzed. To test the moderator hypothesis, moderated multiple regression analysis was conducted. RESULTS: The interaction of PA opportunities and SES explained a significant increase in variance in third-grade reading (b = .053, p < .001), thus moderating the relationship between SES and third-grade reading. Further analysis showed that schools offering greater than 225 minutes/week of PA opportunities experienced a greater (+5%) moderating effect. CONCLUSION: School-based PA opportunities positively moderate the relationship between SES and third-grade reading, and lowest SES schools experience greater moderating effects. Future research should consider PA opportunities as a moderator of the SES-academic achievement relationship, and school policy makers should consider the influence that PA opportunities have on student achievement at varying SES levels.