Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
Over the past several years, physical education has often been forced aside in the wake of increased emphasis on improvements to academic performance in the core areas of study such as science, math, and reading. This stems from the implementation of the Title II Elementary and Secondary Education Act (a.k.a. No Child Left Behind Act of 2001) and the expectation that all students in schools funded by the federal government will be "proficient" in these core subjects by the year 2014 (United States Department of Education, 2007). With this law in effect, many school districts are being forced to increase the amount of time spent on academic core subjects, placing less time and emphasis on physical education (American Alliance for Health, Physical Education, Recreation, and Dance, 2006). This decrease in the percentage of schools requiring physical education takes effect in each grade and results in the elimination of physical education programs across the country (Thomas, 2004). For example, the Center for Disease Control and Prevention (2001) states that 25.3% of junior high and 40% of high school students are exempt from required physical education classes due to enrollment in other classes or school activities (Centers for Disease Control, 2001). Physical activity is declining as well. Almost half of American youths 12-21 years of age are not vigorously active on a regular basis. This figure declines as these children progress throughout adolescence (Centers for Disease Control, 1999).
Year of Submission
2007
Degree Name
Master of Arts
Department
School of Health, Physical Education, and Leisure Services
First Advisor
Nancy Hamilton
Date Original
5-2007
Object Description
1 PDF (iv, 48 pages)
Copyright
©2007 George Victor Harnick
Language
en
Recommended Citation
Harnick, George Victor, "An Evaluation of the Relationship between Physical Fitness Measures and Academic Achievement" (2007). Graduate Research Papers. 4457.
https://scholarworks.uni.edu/grp/4457
Comments
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