THE INTERSECTION OF PHYSICAL ACTIVITY, SELF-REGULATION AND ACADEMIC ACHIEVEMENT: IMPLICATIONS FOR EDUCATIONAL SUCCESS

In recent years young children have concurrently experienced startling rises in their rates of obesity and stark reductions in their opportunities for physical activity. These trends have potentially serious implications for young children’s school performance. However, much of the current physical activity research is concerned with health-related outcomes and the prediction of physical activity. Less work has examined the influence of activity on other domains of child development, such as academic and social skills. The current dissertation is comprised of two studies examining opportunities for and levels of physical activity in two distinct developmental periods (preschool and elementary school) and elucidating associations of physical activity with children’s self-regulation and achievement. Examining two independent samples facilitated comparisons of physical activity characteristics and associations across age groups, school settings and demographic contexts. \ud The first study consisted of a within-group analysis of a primarily low-income minority subsample of 4 and 5 year-old preschoolers (N = 104) drawn from the Pitt School Readiness Study, a study of preschoolers from the metropolitan Pittsburgh area. Results from this examination suggest that, although children’s moderate to vigorous activity was not related to self-regulation or achievement, opportunities for physical activity seemed important. Specifically, more time in free play predicted worse attention, and more time in recess predicted more externalizing behavior, less self-control, and worse math achievement. In contrast, more physical education time predicted better reading and math skills. \ud The second study consisted of analyses on a large, economically and ethnically diverse sample of third and fifth graders (N = 993) and a low income subsample (n = 297). Across these samples, more physical education emerged as a positive predictor of self-control but more recess time was negatively associated with math achievement. Accelerometry measured physical activity was not predictive across outcomes. Finally, post-hoc examinations revealed that attention, self-control, and externalizing behaviors acted as possible agents of indirect associations between opportunities for physical activity and achievement. \ud Overall, findings across both studies suggest that children benefit most from physical activity that is structured and regularly scheduled within school settings. Furthermore, large quantities of unstructured activity seemed detrimental for self-regulation and achievement. \u