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

Table 4 Grade 4 mean (T1 and T2) daily MVPA and Grade 4 academic achievement, adjusted results^a

Academic outcome	Coefficient (SE)	Standardized Effect Size	p-value
Grade 4 Year (Mean T1 and T2) Course Grades
Math	−0.066 (0.015)	− 0.051	< 0.001
Reading	−0.063 (0.014)	− 0.056	< 0.001
Spelling	−0.066 (0.016)	−0.056	< 0.001
Writing	−0.058 (0.013)	−0.059	< 0.001
Grade 4 (T2) Standardized Test Scores
Math	−0.206 (0.062)	−0.032	< 0.001
English Language Arts	−0.283 (0.070)	−0.043	< 0.001
Lexile	−0.951 (0.321)	− 0.036	0.003

^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