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APHA Scientific Session and Event Listing

Nancy G. Murray, DrPH¹, Julie C. Garza, MPH¹, Deanna Hoelscher, PhD RD LD CNS², Steve Kelder, PhD³, Pamela M. Diamond, PhD¹, Jerri Ward, MA, RD, LD¹, and Roy B. Allen, MA⁴. (1) Center for Health Promotion and Prevention Research, University of Texas Health Science Center-Houston, 7000 Fannin, 26th floor, Houston, TX 77030, 713-500-9983, Julie.C.Garza@uth.tmc.edu, (2) Michael & Susan Dell Center for Advancement of Healthy Living, University of Texas School of Public Health at Houston, 1200 Hermann Pressler, Houston, TX 77030, (3) The University of Texas School of Public Health, 7000 Fannin, UCT-2658, Houston, TX 77225, (4) Biological Sciences/Health Promotion, University of Texas School of Public Health at Houston, 1200 Hermann Pressler, Houston, TX 77030

Few published studies have examined the effects of increased physical activity (PA) on academic achievement and indicators. The overall objective of the PASS & CATCH study is to assess the role that increased PA may play in academic performance and associated indicators among elementary school children. Eight schools from 4 districts were pair-matched on size, turnover, percent economically disadvantaged, and race/ethnicity and randomly allocated to intervention or comparison conditions. The intervention will provide 60 minutes of physical activity/day through enhanced physical education using Coordinated Approach To Child Health (CATCH) PE program, recess, and classroom physical activities adapted from Take 10 and CATCH. Academic performance will be assessed by Stanford 10. Measures include grades; attendance; body mass index (BMI); physical fitness; self-reported activities and diet; teacher and student ratings of mental health, social and study skills; perceptions of academic and physical competence; and academic and PA self-efficacy. The baseline sample consists of 1,139 students in 3rd and 4th grades; 51.8% boys, 67.7% Hispanic, 4.6% African American, and 25% White. Preliminary data suggest that 93.6% of the students plan to finish high school and 91.8% plan to go to college. Mean scores from the Harter scale for Scholastic Competence were 2.97 + .63 (range 1-4), with a mean score of 2.92 + .66 (range 1-4) for Athletic Competence. Results from the baseline analysis can be used to examine relationships between physical activity and academic indicators in a multiethnic sample of elementary school children.

Learning Objectives:

• Discuss the approach used to increase physical activity in elementary schools.
• Describe baseline academic and physical activity indicators.
• List measures appropriate for the investigation of factors related to academic performance of 3rd and 4th graders.

Keywords: School Health, Physical Activity

Presenting author's disclosure statement:

Not Answered