1. Physical Activity and the Effects on Concentration in Third Grade Students BY: Ruby L. Uhart

2. Background of the Study Increased level of health problems and obesity in the United States. Health is being neglected in an attempt to increase test scores and standards set forth by the No Child Left Behind Act of 2001. This study suggests that adding physical education into the elementary classroom will actually increase student’s academic success.

3. Problem Statement The increased pressure created by the No Child Left Behind Act, has focused on reading, language, and math scores in schools and has resulted in reduction or elimination of physical education programs from daily curriculum. The lack of physical activity is contributing to an increase in childhood obesity and health problems.

4. Methodology Self-evaluation Concentration Rubric –Students were given a rubric consisting of five questions related to their levels of concentration during math. A Score of 1 was the lowest level of concentration. A score of 4 was the highest level of concentration. Pre- study and post-study scores were compared.

5. Methodology Math Checkpoint assignment –Students were given a math assignment involving addition using regrouping and subtraction using borrowing. –They were given 30 minutes to complete the assignment. –Pre-study percentage correct and post-study percentage correct were compared.

6. Methodology Physical Activity –Five activities were chosen that were designed to keep all students moving for the duration of the activity. –Activities were 15 minutes in length. Crab Soccer Two team Relays Fitness Skills Tag

7. Methodology Teacher Observation –Observations during the math assignment were completed pre-study and post-study. Noted amount of time students were on task, amount of time and frequency they were off task and whether or not they were able to monitor themselves and return to the assignment without being told by the teacher.

8. Results Student’s responses on the rubric were higher overall than at the beginning of the study. Two students reported lower levels of concentration on the rubric at the conclusions of the study. Student’s responses on the checkpoint math assignment were higher overall than at the beginning of the study. Three students completed fewer problems at the conclusion than at the beginning.

9. Concentration Rubric

10. Checkpoint Math

11. Results Observations of the students during the checkpoint math assignment at the conclusion of the study indicate that students were able to stay on task seven minutes longer than at the beginning of the study.

12. Unanticipated Findings Three students scored lower on the checkpoint math at the conclusion of the study… As a class we had moved through two chapters in math with different content and not as much focus was on addition and subtraction skills. The student may have taken more time to complete each problem correctly instead of rushing through.

13. Unanticipated Findings Two students reported lower levels of concentration on their rubrics at the conclusion of the study… Students were not provided with the first rubric for comparison. A misunderstanding of the questions. Both students scored a higher percentage on their checkpoint math.

14. Insights Based on this study alone it seems that 15 minutes of physical activity leads to increases in concentration levels during math. This and other similar studies suggest that 15 minutes of physical activity on a daily basis would increase student concentration during math alone.