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Physical activity can meaningfully influence educational outcomes, yet, remains insufficient among youth (World Health Organization, 2018). Youth who are not physically active are more likely to encounter chronic health issues including obesity, depression, and anxiety (Bartelink et al., 2019, Bélair et al., 2018, Krebs, 2003).School-sponsored physical education (PE) is one way for students to participate in physical activity. However, state policies allotting time for PE vary nationally. Furthermore, many schools respond to pressures of increasing student standardized test scores by replacing structured time in PE with more time in tested subjects (Center on Education Policy, 2007, 2008). This study explores national associations of PE time policies and academic achievement on standardized tests through a fixed effects panel data analysis. The change in PE policies, as measured by mandated PE time, significantly predicted mean reading and math performance. Findings enhance the limited literature on PE policy associations with academic achievement.
A Mon, study studied this question.