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Holly R. Huddleston, Vaughn Barry, and Jennifer L. Caputo

Background:

The purpose was to characterize energy expenditure (EE) during academic subjects and activities during an elementary school day.

Methods:

Children in 2nd to 4th grades (N = 33) wore the SenseWear Armband (SWA) for 5 school days to measure EE. Teachers’ logs were compared with SWA data to extract information about EE throughout the day. Energy expenditure was also compared among grades.

Results:

After controlling for body mass, grade level was not a significant predictor of average daily caloric expenditure, F (2, 17.58) = .29, P = .75, ω2 = .05. When comparing activities throughout the day, relative rates of EE differed significantly, Wilks’ F (7, 23) = 52.2, P = .00, ηp 2 = .94, with PE and recess having higher EE. When academic subjects were compared (math, science, language arts), relative rate of EE was also significantly different, Wilks’ F (2, 30) = 4.31, P = .02, ηp 2 = .22. For the full sample, relative rate EE was higher in science than in language arts.

Conclusions:

The school day provides opportunity for EE for children. These data support the potential benefit of active instruction in language arts as a method to increase school day EE.

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Edward Hebert

associated with changes in academic life (e.g., closure of academic programs, reduction in faculty, increased teaching loads and faculty service expectations) that have been linked to a reduction in faculty morale ( Kerlin & Dunlap, 1993 ; Ryan, Healy, & Sullivan, 2012 ). Therefore, it is important that

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Aquasia A. Shaw, Merry Moiseichik, Heather Blunt-Vinti, and Sarah Stokowski

-athletes do not benefit equally from their interactions with faculty ( Comeaux & Harrison, 2007 ). Research documented how African American male athletes felt they had to prove they were worthy of attending college, strived to invalidate existing stereotypes of their academic inability ( Martin, Harrison

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Michael Dressing, Jillian Wise, Jennifer Katzenstein, and P. Patrick Mularoni

any prior anxiety or mood disorders on a day-to-day basis. Our study evaluated the validity of a measure created to assess academic-related anxiety in high-school athletes following concussion. We hypothesized a longer time frame for the return to school and sports after concussion in those with

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Rodrigo Antunes Lima, Karin A. Pfeiffer, Niels Christian Møller, Lars Bo Andersen, and Anna Bugge

Numerous studies have investigated the relationship between physical activity (PA) and academic performance in children and adolescents, and results are summarized in several reviews. 1 – 3 Despite the considerable number of published studies, a recent systematic review did not find clear evidence

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Melinda A. Solmon

According to Hutton ( 2006 ) more than 75% of college students on most campuses admit to engaging in some form of academic dishonesty. It is especially concerning that 50% of students indicate they do not believe that cheating is wrong. The problem is widespread across all levels of education and

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Fleur E.C.A. van Rens, Rebecca A. Ashley, and Andrea R. Steele

), student-athletes will likely develop both academic and athletic identities that align with their roles in these domains. However, research on student-athletes’ identities has almost exclusively focused on their athletic identity ( Yukhymenko–Lescroart, 2014 ). Athletic identity reflects the degree to

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Weiyun Chen, Cynthia Bowers, and Pamela Hodges Kulinna

A novel instructional approach that concurrently engages grade school students in academic learning and physical activity (PA) as a way to facilitate both student cognitive performance and simultaneously meet recommended daily PA minutes is currently the focus of much research and investigation

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Sergio Estrada-Tenorio, José A. Julián, Alberto Aibar, José Martín-Albo, and Javier Zaragoza

The health benefits of physical activity (PA) for adolescents have been previously well established. 1 There is an emerging body of research that suggests that PA and healthy habits may also provide benefits in terms of cognitive performance and academic achievement. 2 , 3 Published research

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Lauren B. Raine, John R. Biggan, Carol L. Baym, Brian J. Saliba, Neal J. Cohen, and Charles H. Hillman

A growing literature has emerged suggesting a positive relationship between physical fitness and various measures of academic achievement in adolescents ( 7 , 14 , 16 – 18 , 43 ). For example, in Massachusetts, researchers measured academic achievement in fourth- to eighth-grade students using a