The policies outlined by educational institutions have a direct impact on the health and learning capabilities of all their students with an emphasis on creating environments that support both physical and psychosocial health through wellness policies is of the utmost importance (Samdel and Rowling, 2013). The relationship between physical activity and academic performance is complex and bidirectional (Malina et al., 200) however, numerous studies have shown that a significant relationship does exist between physical activity academic performance in the form of attention, on-task behavior, and test scores (Pellegrini and Bohn, 2005). According to Pontifex et al (2012), a single bout of moderate-intensity physical activity has been found to increase neural and behavioral concomitants associated with the allocation of attention to a specific cognitive task and improve better working memory (Pontifex et al., 2009). Further research mentions that when physical activity is used as a break from academic learning time, post-engagement effects include better attention (Bartholomew and Jowers, 2011), increased on-task behaviors (Mahar et al., 2006), and improved academic performance (Donnelly and Lambourne, 2011). With the benefits of physical activity on academic performance becoming known there are still educational institutions that are still not implementing them. The report Active Education: Physical Education, Physical Activity and Academic Performance by Active Living Research (Trost, 2009) cited much of the positive research of physical activity and academic performance in their report through evidence such as that ‘students who are physically active and fit tend to perform better in the classroom and that daily physical education does not adversely affect academic performance. Schools can provide outstanding learning environments while improving health through physical education.” “In some cases, more time in physical education leads to improved grades and standardized test scores.” “Physically active and fit students tend to have better academic achievement “Evidence links higher levels of physical fitness with better educational attendance and fewer disciplinary problems.” “There are several possible mechanisms by which physical education and regular physical activity may improve academic achievement, including enhanced concentration skills and classroom behavior.” With much of the positive research regarding physical activity and its impact on academic performance becoming known, it would suggest that educators will be willing to implement physical activity into their curriculum but this is not always the case. Jenkinson and Benson (2010) surveyed 270 secondary schools in Victoria, Australia, and asked teachers about the barriers they faced in not implementing physical activity within their classrooms. The following were the answers given, from an Institutional perspective; Access to and lack of facilities, lack of time, Restricted curriculum, Funding, The ethos of Physical Activity for life within the educational institution, The Socioeconomic status of the institution, and the timetable, access to and lack of equipment, Support from other staff, a Support from administration, Access to professional development, Large class sizes, Insufficient infrastructure, Other teaching priorities, Quality of facilities, Level of professional development. From a teacher-related perspective: Lack of training and knowledge Difficulty of providing safely planned and structured lessons, Gender stereotyping of activities, Poor planning, Perceptions of the value of physical activity on academic performance, High level of accountability for other subjects, Confidence in teaching physical activity, Interest in/enthusiasm for physical activity, lack of experience. According to Turner and Chaloupka, (2012), one emerging strategy for increasing daily participation in physical activity in schools is the implementation of structured, classroom-based physical activity breaks. This Classroom physical activity includes all activities regardless of intensity performed in the classroom during normal classroom time. It includes activity during academic classroom instruction as well as breaks from instruction specifically designed for physical activity but It excludes physical education and recess even if conducted in the classroom as lunchtime physical activity is more akin to activity during recess and before and after school than to physical activity during normal academic classroom time (Donnelly et al., 2009). For any classroom-based physical activity breaks to become a priority within educational institutions, it will be important to provide evidence that such breaks do not detract from academic achievement (Ahamed et al., 2007). The Centers for Disease Control and Prevention (CDC) (2010) reviewed studies examining the association between such activity and academic performance in school-age children. It has been reported that eight of nine published studies found positive effects on such outcomes as academic achievement and classroom behavior; only one study found no relationship, with that said this single study mentioned that the breaks did increase physical activity levels and did not adversely affect academic achievement. One recommendation that will impact all educators who have highlighted any of the barriers mentioned earlier is to have colleges and universities conducting continuing education programs that provide pre-service training and ongoing professional development opportunities regarding physical activity in educational classrooms and that enables teachers to embrace and promote physical activity across the curriculum. In addition to this recommendation identifying gaps in knowledge and research will help bridge the knowledge and practice gaps, educators have identified. Some of the research that requires further study as outlined by Kohl III and Cook (2013) is
1. What are the effects of various doses of physical activity and the settings in which those doses occur on measures of academic achievement?
2. How can the whole-of-education approach be expanded to include opportunities for community-based promotion of physical activity?
3. What are the short- and long-term health, developmental, and academic impacts of physical education students?
4. The effects of physical activity and increases in aerobic fitness on basic measures of brain health, cognition, and learning?
5. The dose-response relationship between physical activity and academic performance?
6. The effects of different physical activity types, such as aerobic, motor skills-oriented, or perceptual-motor, on academic performance?
7. The relative effects of different settings within the educational institution in increasing physical activity?
8. The multifaceted nature of the relationship between physical activity and cognitive and brain health, including the degree to which these effects can be attributed to a break from academic time and what portion is a direct result of engagement in physical activity?
9. What are the specific behavioral, environmental, and policy-related barriers to increasing physical activity in education?
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