The Physical Activity Participation–Academic Performance Relationship Revisited: Perceived and Actual Performance and the Effect of Banding (Academic Tracking)

in Pediatric Exercise Science
View More View Less
Restricted access

Purchase article

USD  $24.95

Student 1 year online subscription

USD  $69.00

1 year online subscription

USD  $92.00

Student 2 year online subscription

USD  $131.00

2 year online subscription

USD  $175.00

This study examined the relationship between academic performance and physical activity participation using objective measures of scholastic achievement, and the effect of banding (academic tracking). The sample comprised 1,447 students (aged 13–17 years) in secondary grades 2, 4, and 6 (736 boys; 711 girls). Academic records were collected from the schools, and a participation questionnaire was administered to the students. School banding was found to be a significant predictor of participation time, and students from higher-banded schools had generally greater participation time than lower-band students. Conversely, perceived academic performance and potential tended to be higher for students with more participation time in physical activity, particularly so for the males. However, for actual academic grades this positive association was not found when banding was taken into consideration. No relationship was found for the middle- and high-band students, while a slight negative relationship was observed for the low-band students.

The author is with the Physical Education and Sports Science Unit, The University of Hong Kong.

All Time Past Year Past 30 Days
Abstract Views 968 826 70
Full Text Views 14 10 1
PDF Downloads 17 13 1