Lack of Physical Activity in Academic Performance

Shavon Glover

Urban Assembly Academy for Future Leaders (UAAFL)

PROBLEM: Lack of Physical Activity Negatively Impacts Student’s Academic Performance.

INTRODUCTION:

Are you too tired to study, read, write and play? Studies have shown that a distinct relationship exists for students between total wellness and academic achievement. Schools, health agencies, parents, and communities share a common goal of supporting the link between healthy eating, physical activity, and improved academic achievement of children and adolescents. Evidence has shown that the health (social, emotional, physical and mental) of students is linked to their academic achievement, so by working together, we can ensure that young people are healthy and ready to learn. There are certain factors in a school environment can positively influence the health of students and improve academic achievement. Improving access to healthy foods and physical activities is linked to healthier students who are also better learners.

TASK:

You will work in groups of three (3) to help former First Lady, Michelle Obama spread the word and create a wellness plan for your middle school peers on the importance of physical activity and academic achievement in schools. Your group will collaboratively conduct research if the lack of physical activity in schools results in academic deficiency. You will prepare a two important artifacts to deliver your findings:

1. Create an information sheet that will provide the findings of your research.

2. Create a brochure that promotes the importance of physical activity and academic achievement. In your brochure be sure to include the following:

A. Images of exercises

B. Inspirational quotes

C. Authors information (your group member names)

D. Data chart (results of your school survey in chart form)

PROCESS:

Using the Public Policy Analyst (PPA) tool your group will use the public policy analyst tool to help guide your research in your project. The elements of the public policy analyst are listed below in detail.

● Identify the nature of a social problem:

○ Your group will use Worksheet #1: Define the Problem to identify why the lack of physical activity may impact academic achievement.

● Gather evidence to support your problem. Your group will use Worksheet #2: Gather Evidence to gather evidence that will support your research.

○ You will create and conduct a school-wide online survey with your peers using the following questions:

■ 1. What is your current height?

■ 2. What is your current weight?

■ 3. What types of physical activity do you participate in?

■ 4. How often do you perform these physical activities?

■ 5. What is your grade point average (GPA) in their core courses (English, Math, Social Studies and Science)?

● Determine the causes and factors contributing to the problem

○ Use Worksheet #3: Identify Causes to help your group identify the causes of the lack of physical activity in schools.

○ Use Worksheet #3 to help your group identify the causes of academic deficiency in schools as it relates to physical activity.

● Evaluate the existing policy

○ Use Worksheet #4: Evaluating Policy to evaluate the current policy on physical activity and academic performance.

● Develop public policy alternatives

○ Use Worksheet #5: Public Policy Alternatives to create additional public policy alternatives based on the evaluation you will have conducted on current policies on physical activity.

● Determine the best public policy solution to the problem

○ Use Worksheet #6: Best Policy Solution to identify the best public policy solution to your problem and explain why you have chosen this particular solution and how this solution can be implemented.

RESOURCES:

Use the links below to gather your information needed for your project.

· https://www.cdc.gov/healthyyouth/health_and_academics/pdf/health-academic-achievement.pdf

· https://sparkpe.org/blog/how-physical-activity-affects-academic-performance/

· https://www.ncbi.nlm.nih.gov/books/NBK201501/

· http://www.nytimes.com/2013/05/25/opinion/exercise-and-academic-performance.html

· https://www.sciencedirect.com/science/article/pii/S2095254612000737

· https://www.shapeamerica.org/advocacy/upload/Guide-for-Physical-Education-Policy-9-23-14.pdf

· https://health.gov/paguidelines/guidelines/

· https://www.cdc.gov/healthyschools/physicalactivity/physical-education.htm

· https://www.ncbi.nlm.nih.gov/pubmed/23159260

· http://www.ncppa.org/public-policy

· https://www.ncbi.nlm.nih.gov/books/NBK333465/

· https://www.huffingtonpost.com/joe-s-moore/exercising-public-policy-_b_5959846.html

· https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4626000/

· https://www.cdc.gov/obesity/downloads/pa_2011_web.pdf

· https://activelivingresearch.org/sites/default/files/ALR_Brief_ActiveEducation_Jan2015.pdf

· Sample Brochure Template

EVALUATION:

CATEGORY	4	3	2	1
Organization	Content is well organized using headings.	Uses headings or bulleted lists to organize, but overall organization of topics appears flawed.	Content is logically organized for the most part.	There was no clear or logical organizational structure.
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Sources	Source information collected for all graphics, facts and quotes. All documented in desired format.	Source information collected for all graphics, facts and quotes. Most documented in desired format.	Source information collected for graphics, facts and quotes, but not documented in desired format.	Very little or no source information was collected.
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Presentation	Well-rehearsed with smooth delivery that holds audience attention.	Rehearsed with fairly smooth delivery that holds audience attention most of the time.	Delivery not smooth, but able to maintain interest of the audience most of the time.	Delivery not smooth and audience attention often lost.

CONCLUSION:

For this project, we will define “Academic Achievement”, as:

1. Academic performance (class grades, standardized tests, and graduation rates).

2. Education behavior (attendance, dropout rates, and behavioral problems at schools).

3. Evidence linking healthy eating and physical activity with academic achievement.

4. Students’ cognitive skills and attitudes (concentration, memory, and mood).

Over the course of this project, you have learned about the lack of physical inactivity and its impact on academic achievement. You have also learned how to create an exercise plan that will encourage others to become active as they focus on their academic development. Challenge yourself to continue learning from this project by creating your own exercise goals for you and your family by establishing a routine which will help you to achieve these goals and chart you and your family’s progress. You can extend this project by developing an exercise group at school and/or in your neighborhood.

National Standards for K-12 Physical Education

The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. To pursue a lifetime of healthful physical activity, a physically literate individual:

• Has learned the skills necessary to participate in a variety of physical activities.

• Knows the implications and the benefits of involvement in various types of physical activities.

• Participates regularly in physical activity.

• Is physically fit.

• Values physical activity and its contributions to a healthful lifestyle.

Standard 1.

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2.

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3.

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4.

The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5.

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Physical Activity Guidelines for Children and Adolescents

Regular physical activity in children and adolescents has big benefits. It not only makes them healthier and fit now, but it lowers their risk of chronic diseases and improves their chances of becoming healthy adults. The Guidelines recommend that children and adolescents ages 6 to 17 do 60 minutes (1 hour) or more of physical activity each day. That includes:

● Aerobic Activity: Most of the 60 or more minutes a day should be either moderate- or vigorous-intensity aerobic physical activity (such as running, dancing, or biking), and include vigorous-intensity physical activity at least 3 days a week

● Muscle-Strengthening: As part of the 60 or more minutes of daily physical activity, include muscle-strengthening physical activity (such as climbing trees, using playground equipment, or lifting weights) on at least 3 days of the week

● Bone-Strengthening: As part of the 60 or more minutes of daily physical activity, include bone-strengthening physical activity (such as running or jumping rope) on at least 3 days of the week.

It’s important to encourage young people to try a variety of physical activities. Help them find activities that they enjoy and that are right for their age.

English Language Arts:

Reading Standards for Informational Text 6–12

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. a. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.

Writing Standards 6–12:

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Social Studies:

Gathering, Using, and Interpreting Evidence

Make inferences and draw general conclusions from evidence.

Chronological Reasoning and Causation

Identify and analyze the relationship between multiple causes and effects.

Geographic Reasoning

Identify and analyze how environments affect human activities and how human activities affect physical environments in the United States.

Civic Participation

Participate in activities that focus on a classroom, school, community, state, or national issue or problem.

Computer Technology

Key idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.