First Lady Michelle Obama tours the country speaking of healthy eating habits, Dr. Oz answers your health questions on daytime TV, and the USDA recently updated the food pyramid. As obesity rates rise, healthy living is front page news. Then why are schools cutting physical education (PE) programs? That answer has also been front page news: budget cuts and falling academic scores. Schools need to do more with less, and cutting PE leaves more time and money for academics. In California alone, according to a policy brief released in May by the UCLA Center for Health Policy Research, 1.3 million teens in California do not participate in any school-based PE classes.
However, research shows that PE may be just what students need to perform better at school. Researchers Kathryn L. King, MD, and Carly J. Scahill, DO, from the Medical University of South Carolina Children’s Hospital implemented a program among 1st through 6th graders at low-performing schools in South Carolina that incorporated academic skills into physical activity. For instance, younger children used scooters to trace shapes on the ground, and older children climbed a rock wall outfitted with changing numbers to help them solve math problems. Students were engaged in this program for 40 minutes a day, five days a week. At the end of the year, test scores improved from 55 percent to 68.5 percent proficient.
John Medina, author of Brain Rules (2008), cites a similar study that examined the brain power of children before they began an exercise program. The children began jogging 30 minutes two or three times a week and, after 12 weeks, their cognitive performance had improved significantly. Perhaps just as important, when the exercise program was taken away, children’s scores plummeted back to pre-activity levels.
Because students are expected to learn more and more information at an increased rate, they need all the brain power they can create. Scores keep falling regardless of the programs and strategies schools implement—not unlike a “check engine” light that keeps appearing because, no matter how many times you take it to the shop, the mechanic isn’t fixing the actual problem. Maybe the mechanic is even making the problem worse.
Have you noticed the academic effects of cutting physical education in your school? Is more academic time a viable reason to cut ancillary programs?