Measures of the efficacy of a daily fifteen minute fitness programme for intermediate school children : a thesis presented in partial fulfilment of the requirements for the degree of Masterate in Education at Massey University

Abstract

This study investigates the effects of a physical fitness training programme on the fitness, reading and mathematics performance of intermediate school pupils. The role of physical education in the primary school curriculum, theories of endurance and health-related fitness, as well as the possible relationship of physical fitness to academic achievement, are discussed and a review of previous studies is made. An experimental group of 29 and a control group of 57 Form 2 boys and girls, aged from 11-13 years, were pre-tested on physical fitness, reading and mathematics performance. For the next six months the control group continued with the school's normal physical education programme while the experimental group underwent a daily, fifteen minute physical fitness programme in which the exercises were kept submaximal and as continuous as possible. Both groups worked on the same reading and mathematics programmes. At the end of six months both groups were post-tested and a Student t-test applied to assess the significance of the difference in progress between the two groups. Since this thesis is designed as a study for teachers, all tests, activities and equipment were drawn from resources that are currently available for use in classrooms. The results of this study show a significant and generalized trend towards an increase in physical fitness on the part of the experimental group, but not on the part of the control group. In terms of academic achievement, the experimental group show generalized gains in relation to the control group, some of which are large enough to show up as significant on a t-test. The major conclusions of this study are: (1) Physical fitness among intermediate school children does improve as a result of a daily fifteen minute fitness programme. (2) Children who are in a superior state of physical fitness perform better in some areas of their academic work. (3) Motivation, ideally of an intrinsic nature, is the key to success in physical fitness activities, or for that matter, in any activity. The results of this study reinforce current theories regarding the importance of physical fitness and motivation and also provide some statistically significant confirmation of the correlation between physical fitness and academic performance. The educational implications of this study are pointed out and suggestions are made for future studies.