فعالیت فیزیکی و پیشرفت تحصیلی در برنامه درسی: نتایج یک مطالعه 3 ساله خوشه ای تصادفی شده

We compared changes in academic achievement across 3 years between children in elementary schools receiving the Academic Achievement and Physical Activity Across the Curriculum intervention (A + PAAC), in which classroom teachers were trained to deliver academic lessons using moderate-to-vigorous physical activity (MVPA) compared to a non-intervention control. Elementary schools in eastern Kansas (n = 17) were cluster randomized to A + PAAC (N = 9, target ≥ 100 min/week) or control (N = 8). Academic achievement (math, reading, spelling) was assessed using the Wechsler Individual Achievement Test-Third Edition (WIAT-III) in a sample of children (A + PAAC = 316, Control = 268) in grades 2 and 3 at baseline (Fall 2011) and repeated each spring across 3 years. On average 55 min/week of A + PACC lessons were delivered each week across the intervention. Baseline WIAT-III scores (math, reading, spelling) were significantly higher in students in A + PAAC compared with control schools and improved in both groups across 3 years. However, linear mixed modeling, accounting for baseline between group differences in WIAT-III scores, ethnicity, family income, and cardiovascular fitness, found no significant impact of A + PAAC on any of the academic achievement outcomes as determined by non-significant group by time interactions. A + PAAC neither diminished or improved academic achievement across 3-years in elementary school children compared with controls. Our target of 100 min/week of active lessons was not achieved; however, students attending A + PAAC schools received an additional 55 min/week of MVPA which may be associated with both physical and mental health benefits, without a reduction in time devoted to academic instruction.