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

Table 8 Residualized course grades change from Grade 4 to Grade 5 fall (T3) predicted by Grade 4 mean (T1 and T2) daily MVPA, adjusted results^a

Academic outcome	Coefficient	Standardized Effect Size	p-value
Grade 5 Fall (T3) Course Grades
Math
15 < MVPA < 30	−0.098	− 0.008	0.758
MVPA > 30	− 0.303	− 0.026	0.544
Reading
15 < MVPA < 30	− 0.337	− 0.036	0.200
MVPA > 30	−0.718	− 0.076	0.067
Spelling
15 < MVPA < 30	− 0.439	− 0.054	0.081
MVPA > 30	− 0.771	− 0.094	0.042
Writing
15 < MVPA < 30	−0.084	− 0.009	0.795
MVPA > 30	− 0.148	− 0.015	0.752

^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