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The Effect of Strengthened Physical Education on Academic Achievements in High School Students: A Quasi-Experiment in China

Author

Listed:
  • Yunting Zhang

    (Child Health Advocacy Institute, Shanghai Children’s Medical Center, Shanghai Jiao Tong University School of Medicine, Shanghai 200127, China
    Both authors contributed equally to the manuscript.)

  • Xiaochen Ma

    (China Center for Health Development Studies, Peking University, Beijing 100191, China
    Both authors contributed equally to the manuscript.)

  • Jin Zhao

    (Child Health Advocacy Institute, Shanghai Children’s Medical Center, Shanghai Jiao Tong University School of Medicine, Shanghai 200127, China)

  • Hong Shen

    (The Affiliated High School of University of Shanghai for Science and Technology, Shanghai 200093, China)

  • Fan Jiang

    (Department of Developmental and Behavioral Pediatrics, Shanghai Children’s Medical Center, Shanghai Jiao Tong University School of Medicine, Shanghai 200127, China
    Ministry of Education-Shanghai Key Laboratory of Children’s Environmental Health, Shanghai 200092, China)

Abstract

Objectives: Evidence of school-based physical activity (PA) on academic performance in children and adolescents was inconsistent, especially in high school students who face a high academic burden. In this study, we tested the efficacy of a strengthened physical education (PE) program on academic outcomes in Shanghai. Methods: A quasi-experimental design was conducted to investigate the effect of strengthened PE on academic scores by calculating the grade-cohort difference before and after the intervention. PE curriculum switched from traditional short duration (40 minutes) general fitness training to long duration (90 minutes) specialized sports (e.g., football, aerobics). A total of 460 high school students (236 pre-intervention and 224 post-intervention) were enrolled in grade 10 and followed for two and three semesters. The academic outcome was assessed by district-standardized test scores. A difference-in-difference approach was employed. Results: After two semesters, the standardized Chinese language scores and English language scores for the post intervention group were increased by 0.61 SD (95% confidence interval (CI): 0.44, 0.78, p < 0.001) and 0.28 SD (95% CI: 0.09, 0.47, p = 0.01). However, the standardized math scores for the post intervention group were decreased in girls. After three semesters, standardized Chinese language scores for the post intervention group were increased by 0.27 SD (95% CI: 0.06, 0.48, p = 0.01). Math scores and English language scores decreased by 0.18 SD (95% CI: −0.36, −0.01, p = 0.04) and 0.23 SD (95% CI: −0.38, −0.09, p = 0.00), respectively. Conclusion: A school-based physical education program had mixed effects on academic scores in high school students.

Suggested Citation

  • Yunting Zhang & Xiaochen Ma & Jin Zhao & Hong Shen & Fan Jiang, 2019. "The Effect of Strengthened Physical Education on Academic Achievements in High School Students: A Quasi-Experiment in China," IJERPH, MDPI, vol. 16(23), pages 1-11, November.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:23:p:4688-:d:290588
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    References listed on IDEAS

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