Physical Education and School Contextual Factors Relating to Students' Achievement and Cross-Grade Differences in Aerobic Fitness and Obesity

Abstract

Using two major data sets from the Texas Youth Fitness Study, ordinary least squares regression, and hierarchical linear modeling, we examined the impact of key correlates in school physical education programs and policies on students' fitness status and crossgrade differences. While a number of factors, such as teachers' training/updates, recess time, available physical activity space, a school wellness policy, and fitness testing before administration, were confirmed, these correlates can explain only limited variance. Other aspects, such as socioeconomic status and community confounding factors, were recognized and illustrated. Future studies should include more factors such as these in data collection and analysis.

Key words:

• criterion-related difference
• school effects
• school physical education program and policy
• youth fitness

Additional information

Notes on contributors

Weimo Zhu

Please address correspondence concerning this article to Weimo Zhu, Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, 205 Freer Hall, MC-052, Urbana, IL 61801