Citation

 School Sports and Academic Performance  Hook- Could there be a relationship to school sports and academic performance??? Works Cited  Scheuer, Leslee J. "Does Physical Activity Influence Academic Performance?" Web. []. ---Youth receiving additional physical activity tend to show improved attributes such as increased brain function and nourishment, higher energy/concentration levels, changes in body build affecting self esteem, increased self-esteem and better behavior which may all support cognitive learning  ---Improved brain attributes associated with regular physical activity consist of increased cerebral blood flow, changes in hormone levels, enhanced nutrient intake, and greater arousal  <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">---a trio of studies presented at the 2001 Society for Neuroscience Conference suggest that regular exercise can improve cognitive function and increase levels of substances in the brain responsible for maintaining the health of neurons." <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">--- Brain function may also indirectly benefit from physical activity due to increased energy generation as well as from time outside of the classroom/away from studying; <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">---The increased energy levels and time outside of the classroom may give relief from boredom resulting in higher attention levels during classroom instruction <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">---A cross-sectional study completed by the California Department of Education (CDE) (2002), included a sample of 954,000 students who were in grades five (353,000), seven (322,000), and nine (279,000). The study individually matched Stanford Achievement Test Ninth Edition (SAT-9) standardized test scores with results of the state-mandated, teacher administered, physical fitness test, known as the Fitnessgram. The six fitness standards included in the Fitnessgram are cardiovascular endurance, body composition, abdominal strength and endurance, trunk strength and flexibility, upper body strength and endurance, and overall flexibility. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Results of the CDE (2002) study included a "statistical analysis indicating a distinct and linear correlation between students' academic achievement and fitness scores" in all three grades; higher academic performance was positively related to higher levels of fitness with the greatest academic gains in students who met three or more physical fitness standards. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">---Enhanced brain function, energy levels, body builds/perceptions, self-esteem, and behavior have been attributed to physical activity and to improved academic performance. One cannot make direct correlations from the information offered. However it is obvious that many positive relationships have been suggested. Perhaps instead of decreasing physical activity, school officials should consider developing enhanced physical activity programs. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">"The Influence of High School Sports: Educational: Academic Eligibility." Web. 02 May 2011. <http://sitemaker.umich.edu/356.microsoft/educational__academic_eligibility>. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">--- <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> An important academic element involved in high school athletics is academic eligibility. This universal requirement is important because it offers motivation to succeed in the classroom. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">--- These requirements are instituted to help motivate students to also work hard in the classroom. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">--- Some students just cannot be motivated by academic goals or teachers. Many of these lost students simply flunk out of school because they just don’t care. If these academically “lost” students become involved in a sport, the hope is that these academic eligibility requirements may offer a motivation to achieve academically. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Trudeau, François. "Physical Education, School Physical Activity, School Sports and Academic Performance." Web. 15 Apr. 2011. <http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2329661/>. --- Both school connectedness and school satisfaction are factors preventing drop-out from school