Classroom physical activity and Stanford 10 scores among 3rd & 4th grade students in Texas with adaptive skills problems

Regular physical activity is associated with good mental health and higher academic achievement. This study examined 898 3rd and 4th grade students in Texas. Teachers completed a Behavioral Assessment System for Children second edition survey for each child in Nov/Dec 2005. Based on the scores, children were identified as normal, at-risk, or clinically significant for the adaptive skills composite which was comprised of the following subscales: adaptability, social skills, leadership, study skills and functional communication. Each child completed the abbreviated Stanford 10 reading comprehension and math problem solving achievement tests in Sept/Oct 2005, April/May 2006, and Nov/Dec 2006. Students identified as at-risk/clinically significant (ARCS) on the adaptive skills composite scored significantly lower on reading comprehension (34.4) and math problem solving (29.9) at baseline compared to normal students (53.2, 47.8). Of the ARCS students, 99 participated in a classroom physical activity intervention and 94 attended control schools. At follow-up in April/May 2006 and Nov/Dec 2006, hierarchical linear regression models showed that among students ARCS for adaptive skills, the classroom physical activity intervention was a significant contributor to improved scores in reading comprehension (B=5.004, t=1.766, p=0.079; B=6.427, t=1.775, p=0.078) and math problem solving (B=7.935, t=2.467, p=0.015; B=8.960, t=2.642, p=0.009) even after adjusting for gender, ethnicity, primary language spoken at home, age, and baseline achievement test scores. A classroom physical activity intervention may boost achievement for children most at risk for poor academic performance that may result in further detriments in mental and physical health.