ArticleInternational journal of environmental research and public health2019
The Effect of Strengthened Physical Education on Academic Achievements in High School Students: A Quasi-Experiment in China.
Article in International journal of environmental research and public health, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
What it found
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- School-based health and nutrition interventions addressing double burden of malnutrition and educational outcomes of adolescents in low- and middle-income countries: A systematic review.Maternal & child nutrition · 2025Pooled it
- Physical activity interventions among children and adolescents in China: a scoping review through an equity lens.The international journal of behavioral nutrition and physical activity · 2025Review
- A historical review of promotions of physical activity for adolescents in China from 1949 to 2020.Frontiers in public health · 2024Review
- Examining the relationship between academic stress and motivation toward physical education within a semester: A two-wave study with Chinese secondary school students.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
5 authors.
Funding
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Abstract
objectivesEvidence 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.
methodsA 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.
resultsAfter 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,
conclusionA school-based physical education program had mixed effects on academic scores in high school students.
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