IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v12y2020i12p4922-d372479.html
   My bibliography  Save this article

The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs

Author

Listed:
  • Irina Kliziene

    (Educational Research Group, Institute of Social Science and Humanity, Kaunas University of Technology, 44249 Kaunas, Lithuania)

  • Ginas Cizauskas

    (Department of Mechanical Engineering, Faculty of Mechanical Engineering and Design, Kaunas University of Technology, 44249 Kaunas, Lithuania)

  • Aldona Augustiniene

    (Educational Research Group, Institute of Social Science and Humanity, Kaunas University of Technology, 44249 Kaunas, Lithuania)

  • Saule Sipaviciene

    (Department of Health and Rehabilitation, Lithuanian Sports University, 44221 Kaunas, Lithuania)

  • Roma Aleksandraviciene

    (Department of Coaching Science, Lithuanian Sports University, 44221 Kaunas, Lithuania)

Abstract

Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased ( p = 0.035). The differences between the pre-test and post-test advanced ( p = 0.038) and basic ( p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.

Suggested Citation

  • Irina Kliziene & Ginas Cizauskas & Aldona Augustiniene & Saule Sipaviciene & Roma Aleksandraviciene, 2020. "The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs," Sustainability, MDPI, vol. 12(12), pages 1-13, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:12:p:4922-:d:372479
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/12/12/4922/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/12/12/4922/
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Irina Kliziene & Ginas Cizauskas & Saule Sipaviciene & Roma Aleksandraviciene & Kristina Zaicenkoviene, 2021. "Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children," IJERPH, MDPI, vol. 18(14), pages 1-14, July.
    2. Irina Kliziene & Grazina Taujanskiene & Aldona Augustiniene & Berita Simonaitiene & Gintautas Cibulskas, 2021. "The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children," Sustainability, MDPI, vol. 13(4), pages 1-14, February.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:12:y:2020:i:12:p:4922-:d:372479. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.