Collaborative+Research+Journal

=**Collaborative Research Journal**= Don't forget to cite your sources and list any keywords.

Keywords: exercise; academic achievement; academic performance; physical fitness; aerobic activity; physical movement

Anonymous. (2010) Physical activity and academic achievement. //Journal of Physical Education, Recreation, and Dance,// 81(7), 5,6//.//

Chomitz, V., Slining, M., McGowan, R., Mithchell, S., Dawson G., and Hacker, K. (2008). Is there a relationship between physical fitness and academic achievment? Positive results from public school children in the northeastern united states. Journal of School Health, 79(1), 30-37.

Faigenbaum, A., Farrell, A., Radler, T., Zbojovsky, D., Chu, D., Ratamess, N., et al. (2009). "Plyo Play": A Novel Program of Short Bouts of Moderate and High Intensity Exercise Improves Physical Fitness in Elementary School Children. //Physical Educator //, //66 //(1), 37-44. Retrieved from ERIC database. ABSTRACT: The purpose of this study was to examine the effects of a school-based plyometric training program (i.e., Plyo Play) on children's fitness performance. Forty children (8 to 11 yrs) participated in the program and 34 age-matched children served as controls. Performance of the long jump, sit and reach flexibility, abdominal curl, push-up, shuttle run, and half mile run was assessed at baseline and post-training. Children who participated in the program made significantly greater improvements than controls in the long jump (7.9 [plus or minus] 17.3 cm vs. -0.3 [plus or minus] 8.4 cm) push-up (4.1 [plus or minus] 6.1 vs. 1.1 [plus or minus] 5.2), and half mile run (-52.1 [plus or minus] 68.7 sec. vs -10.5 [plus or minus] 50.8 sec.). These data indicate that plyometric training can enhance selected measures of lower body power, upper body strength, and aerobic fitness in children. (Contains 3 tables.)

Fordyce, D. & Wehner, J. (1993) Physical activity enhances spatial learning performance with an associated alteration in hippocampal protein kinase C activity in C57BL/6 and DBA/2 mice. //Brain Research,// 619(1), 111-119.

Field, Tiffany, Diego, Miguel, Sanders, Christopher E., Adolescence. EXERCISE IS POSITIVELY RELATED TO ADOLESCENTS' RELATIONSHIPS AND ACADEMICS. 00018449, Spring2001, Vol. 36, Issue 141 ABSTRACT Eighty-nine high school seniors were administered a questionnaire that gathered information on their **//exercise//** habits (ranging from rarely to daily), relationships with parents and peers, depressive tendencies, sports involvement, drug use, and **//academic//** performance. Students with a high level of **//exercise//** had better relationships with their parents (including greater intimacy and more frequent touching), were less depressed, spent more time involved in sports, used drugs less frequently, and had higher grade point averages than did students with a low level of **//exercise//**.

Grissom, J.B. (2005). Physical fitness (fitnessgram) and improved reading and math scores. //Journal of Exercise Physiology Online//, //8//(1), Retrieved from []

Jensen, E. (2000). Moving with the Brain in Mind. //Educational Leadership//, //58//(3), 34-37. Retrieved from ERIC database.

Martin, L., & Chalmers, G. (2007). The relationship between academic achievment and physical fitness. Physical Educator, 2007(4), 214-221.

Pellegrin, A.D., & Smith, P.K. (1993). School recess: the implications for education and development. Review of Education Research. 63(1), 51-67. Retrieved from JSTOR. Stable URL: []

Pellegrin, A.D., & Smith, P.K. (1998). [|Physical Activity Play: The Nature and Function of a Neglected Aspect of Play]. Child Development. 69(3), 577-598. Retrieved from JSTOR. Stable URL: http://www.jstor.org/stable/1132187

Ratey, J. (2008). Spark: the revolutionary new science of exercise and the brain. New York: Little, Brown and Company.

Reynolds, David and Roderick I Nicholson. Follow up of an exercise-based treatment of children with Reading Difficulties. Wiley Interscience. Octoper 27, 2006. This study reports the results of a long-term follow-up of an exercise-based approach to dyslexia-related disorders (Reynolds, Nicolson, & Hambly, Dyslexia, 2003; 9(1): 48–71). In the initial study, children at risk of dyslexia were identified in 3 years of a junior school. One half then undertook a 6 month, home-based exercise programme. Evaluation after 6 months indicated that the exercise group improved significantly more than the controls on a range of cognitive and motor skills.

Sallis, J., & et, al. (1999). Effects of health related physical education on academic achievement: spark. //Research Quarterly for Exercise and Sport//, //70//(2), 127-134.

Sibley, B.A. & Etnier, J.L. (2003). The relationship between physical activity and cognition in children: a meta-analysis. Pediatric Exercise Science, 15(3).

Simpkins, S., Vest, A., & Becnel, J.. (2010). Participating in Sport and Music Activities in Adolescence: The Role of Activity Participation and Motivational Beliefs During Elementary School. //Journal of Youth and Adolescence, 39// (11), 1368-1386. Retrieved October 26, 2010, from ABI/INFORM Global. (Document ID: 2151666241). ABSTRACT: This investigation examined the precursors of adolescents' participation in sport and music activities in the United States by testing a developmental model across 7 years. Data were drawn from youth questionnaires in the Childhood and Beyond Study (92% European American; N = 594). Findings suggest that patterns of participation across a 3-year period in elementary school predict adolescents' participation through their motivational beliefs. Specifically, children who participated in an activity, children who participated consistently across multiple years, and children who were highly active had higher adolescent motivational beliefs 4 years later than their peers. These motivational beliefs, in turn, positively predicted adolescents' participation 1 year later. Cross-domain analyses suggest that children typically maintain their orientation toward sports and music (e.g., high music-low sport orientation, not oriented toward either domain) as they age. These findings highlight the consistency in children's leisure pursuits and interests from childhood through adolescence

Skibo, J. (2008). Academic achievment differences between aerobically active versus inactive advanced degree students. AMAA Journal, 21(2), 5-13.


 * Stevens, T., To, Y., Stevenson, S., & Lochbaum, M.. (2008). The Importance of Physical Activity and Physical Education in the Prediction of Academic Achievement. Journal of Sport Behavior, 31 (4), 368-388. Retrieved October 27, 2010, from Research Library. (Document ID: 1593456901). ||

Tomporowski, P., Davis, C., Miller, P., & Naglieri, J. (2008). Exercise and children's intelligence, cognition, and academic achievment. Education Psychology Review, 20(2), 111-131.

Tomporowski, P. & Ellis, N. (1986). Effects of exercise on cognitive processes: a review. Psychological bulletin, 99, 338-346.

Trudeau, F. & Shephard, R. (2008) Physical education, school physical activity, school sports, and academic performance. //International Journal of Behavioral Nutrition and Physical Activity// 5(10).

Vail, K. (2006, April). Is physical education raising grades? Education Digest 71(8), 13-19.

Wittberg, R. Northrup, K., & Cottrell, L. (2009). Children's physical fitness and academic performance. American Journal of Health Education, 40, 30-36.