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

Irina Kliziene, Ginas Cizauskas, Aldona Augustiniene, Saule Sipaviciene and Roma Aleksandraviciene
Additional contact information
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

Sustainability, 2020, vol. 12, issue 12, 1-13

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.

Keywords: innovative physical education program; academic achievement; primary education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:12:y:2020:i:12:p:4922-:d:372479

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