A case study exploring the effects of physical activity on academic performance to promote informed discussions about curriculum design and priorities for physical activity within schools and colleges.
The project focused on the comparative impacts of physical activity at the start of the learners' day on the results of psychometric tests that assessed data interpretation, abstract reasoning, and spacial awareness, as substitute markers for academic performance, compared to a control group with no such activity scheduled. A concurrent study looked into longer-term impacts by measuring physical activities through pedometers on degree module results and attendances.
Interviews with staff and learners showed generally positive reactions to inclusion of physical activity within the day. Physical activity at the start of the day was linked to a significant increase in overall performance test results, but habitual physical activity was found to have a very weak correlation with academic achievement, and attendance had a much stronger correlation overall with greater academic achievement.
LSIS Research Development Fellowship