Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

Ryan D. Burns, Yang Bai, You Fu, Christopher D. Pfledderer and Timothy A. Brusseau
Additional contact information
Ryan D. Burns: Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT 84112, USA
Yang Bai: Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT 84112, USA
You Fu: School of Community Health Sciences, University of Nevada Reno, Reno, NV 89557, USA
Christopher D. Pfledderer: Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT 84112, USA
Timothy A. Brusseau: Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT 84112, USA

IJERPH, 2019, vol. 16, issue 23, 1-14

Abstract: An emerging area of research within public health is the interaction between parents and their children for the promotion of physical activity. Higher levels of daily physical activity may not only improve physical health but also yield better academic performance by improving cognitive skills, classroom behavior, and academic achievement within the pediatric population. However, no theoretical model has yet been proposed to interrelate constructs of parental engagement and support, physical activity, and academic performance within the pediatric population. Here, we: 1) summarize salient research related to pediatric physical activity and academic performance, parents’ physical activity engagement with their children, and the role of parental support in child academic performance; 2) propose a theoretical model interrelating parent physical activity engagement and support, physical activity, and academic performance (PESPAAP); 3) identify features of the proposed model that support its potential merit; and 4) provide potential future research directions and potential analyses that can be undertaken to support, modify, or disprove the proposed theoretical model. The proposed PESPAAP model provides a logically sound model that can be modified or expanded upon to improve applicability and generalizability and can be used as a framework to help align testable hypotheses for studies examining these interrelationships.

Keywords: achievement; adolescents; children; classroom behavior; cognitive skills; exercise; feedback; mediation (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/16/23/4698/pdf (application/pdf)
https://www.mdpi.com/1660-4601/16/23/4698/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:16:y:2019:i:23:p:4698-:d:290854

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().