The longitudinal association between objectively-measured school-day physical activity and academic achievement in US elementary school students

Table 3 Mean daily MVPA and course grades, adjusted results^a

Academic outcome	Coefficient (SE)	Standardized Effect Size	p-value
Grade 4 Fall (T1) Course Grades
Math	− 0.055 (0.016)	− 0.042	< 0.001
Reading	−0.052 (0.013)	− 0.046	< 0.001
Spelling	−0.069 (0.017)	− 0.056	< 0.001
Writing	− 0.059 (0.013)	− 0.061	< 0.001
Grade 4 Spring (T2) Course Grades
Math	−0.053 (0.014)	− 0.050	< 0.001
Reading	−0.033 (0.013)	−0.033	0.009
Spelling	−0.029 (0.017)	−0.029	0.098
Writing	−0.033 (0.013)	−0.038	0.011
Grade 5 Fall (T3) Course Grades
Math	− 0.002 (0.016)	−0.002	0.922
Reading	−0.007 (0.013)	− 0.007	0.603
Spelling	− 0.016 (0.016)	−0.015	0.321
Writing	−0.013 (0.013)	− 0.014	0.353

^aModels adjusted for student sex, race/ethnicity, FRL status, English Language Learner status, student with disabilities status, Grade 4% of days absent, Grade 4% of days tardy, departmentalization, special education course enrollment, school percentage female, school percentage black, school percentage Hispanic, school percentage FRL, school cohort (intervention or control), and prior achievement for the specific academic outcome (e.g., when assessing math grade as outcome, used Grade 3 mean math grade). In bold are the p-values that were statistically significant after comparing to a Bonferroni adjusted p-critical of 0.00271

ISSN: 1479-5868