| Extensive research has examined the effects of exercise on adults' physical and mental wellness. Yet less investigation has been done among adolescent populations, and little is known about the relationship between exercise frequency and adolescent cognition. Because of the potential for cognitive growth during adolescence, research is needed to clarify the role of exercise in this stage. Guided by the cognitive theory of development and past empirical research on the association between exercise and cognition within adult populations and animals, the purpose of this quantitative, correlational study was to examine the relationship between physical activity and academic achievement, as measured by student surveys and academic test scores, among 301 12th grade male and female students in a California High School. Findings revealed that students were actively involved in exercise; however, due to educational requirements, they did not have sufficient time to exercise on a regular basis. Analysis of variance results revealed no significant relationship between achievement scores and participation in physical activity. Nonsignificant results may be attributed to an unusually low number of students in attendance the day the survey was administered. Future research possibilities include expanding the scope of the study, conducting the study in another school district, using a different physical activity measurement, and correlating overall physical activity levels with rates of absenteeism. Despite the nonsignificant findings, the results promote positive social change in the guidance they provide to educational leaders on the balance between academics and physical activity in high school curricula. |
