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- Title
The Relationship Among Physical Fitness, Physical Education, Conduct and Academic Performance of Chinese Primary School Children.
- Authors
Lau, Patrick W. C.; Yu, C. W.; Lee, Antoinette; So, Raymond C. H.; Sung, Rita Y. T.
- Abstract
This study examined the relationships among physical fitness, physical education, conduct and academic performance of Chinese primary school children. Data were collected from 464 pupils from Primary 1 to Primary 6 (mean age = 9.23, SD = 2.04). Children's Physical activity participation was measured by Physical Activity Questionnaire for older Children (PAQ_C) (Kowalski, Crocker & Faulkner, 1997). Eight fitness items were tested including bilateral handgrip, shuttle run, standing long jump, vertical jump, one minute sit up (flexed leg), sit and reach, dips and squat (Ted & Andrew, 1999b; The Chinese University of Hong Kong, 1985). Students' physical education, academic and conduct performance were based upon their year-end grades assessed by their physical education and classroom teachers. Results indicated that physical fitness did not have any positive or negative effects on academic and conduct performance. Multiple linear regression analysis showed that physical power/strength was a marginally significantly predictor of academic performance (t = -2.48, p < .05, R² = .014). Regarding gender differences, boys and girls differed significantly on both physical fitness (F(1,419) = 7.10, p < .001) and academic performance (F(1,421) = 31.85, p < .001). To conclude, the dispute of physical activity participation would deteriorate academic ability was clarified through this study. Finally, a Chinese parental socialization was used to explain dilemma between physical activity and academic performance.
- Subjects
CHINA; PHYSICAL fitness for children; ACADEMIC achievement; PHYSICAL education; SCHOOL children; EDUCATION; PHYSICAL fitness
- Publication
International Journal of Physical Education, 2004, Vol 41, Issue 1, p17
- ISSN
0341-8685
- Publication type
Article