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Academic and behavioral effects of aerobic exercise on middle school students
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Alfone, Mark K.. Academic and behavioral effects of aerobic exercise on middle school students. Retrieved from https://doi.org/doi:10.7282/T3QN64QH

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TitleAcademic and behavioral effects of aerobic exercise on middle school students
NameAlfone, Mark K. (author); Barnett, Steve (chair); Mangin, Melinda (internal member); Boyle, Joseph (outside member); Rutgers University; Graduate School of Education
Date Created2013
Other Date2013-10 (degree)
SubjectEducational Leadership, Physical education and training, Middle school students--New Jersey--Neptune--Case studies, Aerobic exercises, Academic achievement--New Jersey--Neptune
Extentvii, 111 p. : ill.
DescriptionIn light of the many health and fitness advantages of taking part in physical activity, school physical education (PE) programs may not be capitalizing on the impact they can have on various student outcomes. PE programs need to look beyond the health and fitness connections that we have become familiar reading about and seeing first-hand. The view of modern PE programs should be expanded upon to incorporate possible benefits they may have on student achievement and behaviors. The purpose of this study was to examine the short-term impact of an intensive PE program, utilizing Wii aerobics, on middle school students’ achievement and classroom behavior. Within the context of Neptune Middle School, this study investigated the effects of a moderate-to-vigorous physical activity (MVPA) PE program on academic achievement of students in their classes that immediately follow PE. This study also investigated the effects of this PE program on student behaviors in the classes that immediately followed PE. Additionally, this study examined the interaction of grade, gender, ethnicity, and education classification (regular or special education) with the effects on student achievement and behavior of participating in the MVPA PE program. This study utilized a pretest-posttest experimental design with randomization to an intensive Wii PE program or the traditional PE program. Participants were 256 seventh and eighth graders at Neptune Middle School. Surveys were administered prior to participation in the study to assess the students’ attitudes about the Wii PE program. Multiple linear regression was used to analyze the results. Statistically significant positive effects were found for classroom behavior, but not academic achievement. The MVPA PE program reduced discipline related classroom removals in those classes that immediately followed PE. Findings from this study can provide the school administrators with an evidence-based strategy for modifying school curriculum and schedules that take into account the impact PE has on student success. Furthermore, urban middle schools struggling with student discipline issues that result in loss of instructional time may benefit from an intensive PE program as they look beyond the traditional methods of student support services for addressing student behaviors within the school day.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Mark K. Alfone
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3QN64QH
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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