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Mile and Pacer were sectioned to test whether associations were threshold or dose-response, identifying sharp performance peaks at specific fitness levels and supporting targeted health education practice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/aerobic-fitness-thresholds-associated-with-fifth-grade-academic-achievement/592341/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/aerobic-fitness-thresholds-associated-with-fifth-grade-academic-achievement/592341.png","ImageObject",300,407,{"name":42,"@type":43},"McGucket","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the study trying to determine about aerobic fitness and academic achievement?","Question",{"text":63,"@type":64},"The study assessed whether aerobic fitness, measured by FITNESSGRAM Mile times and Pacer circuits, relates to standardized academic performance and whether the relationship is threshold-based or dose-response.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students’ aerobic fitness and academic performance measured?",{"text":68,"@type":64},"Aerobic capacity was measured using the FITNESSGRAM Mile run time and/or Pacer circuits. 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Cottrell, Catherine L. Davis, and Karen L. Northrup  \nABSTRACT  \nBackground: Whereas effects of physical fitness and physical activity on cognitive function have been documented, little is known about how they are related. Purpose: This study assessed student aerobic fitness measured by FITNESSGRAM Mile times and/or Pacer circuits and whether the nature of the association between aerobic fitness and standardized academic performance is dose-response or threshold related. Methods: Standardized academic test scores and aerobic capacity scores were collected from two cohorts of 5th grade students over two years. The Mile run and Pacer circuits results were compared to patterns in students’ academic test scores. Results: Sectioning of Mile times and Pacer circuits revealed a sharp peak in academic performance for boys who completed the Mile in 9 minutes or less. Girls’ Pacer revealed peaksin academic performance at 12 and 30 circuits. Discussion: Results demonstrate that select achievements in the Mile or Pacer account for significant increases in academic performance on standardized tests. Translation to Health Education Practice: This study identifies aerobic fitness points which, if achieved, offer the greatest probability of increased academic success in fifth graders. Physical education, cross-curricular thematic units, and club activities can be portals of opportunity to increase moderate to vigorous physical activity and fitness in students. Furthermore, school-based physical activity and fitness opportunities may positively impact health risk factors associated with childhood obesity. Policies that increase aerobic activity opportunities in the school setting may increase overall academic performance, encourage positive health habits and improve immediate and future overall health.  \nWittberg R, Cottrell LA, Davis CL, Northrup KL. Aerobic fitness thresholds associated with fifth grade academic achievement. Am J Health Educ. 2010;41(4):284-291. This paper was submitted to the Journal on June 1, 2009, revised and accepted for publication on January 14, 2010.  \nBaCkgroUnd  \nDaily physical education enrollment rates declined in the early 1990s and have not improved since that time. Only 35% of highschool students report meeting nationally recommended levels of physical activity.1 The effects of limited physical education, limited physical fitness and limited activity opportunities on executive function andacademic achievement have been documented by a variety of authors.2-7 Wittberg and colleagues found a strong association between aerobic fitness and academic achievement in West Virginia fifth graders. In their study, when all FITNESSGRAM measures were used in a full factorial ANOVA with body  \nmass index (bMI), gender and meal program (a proxy for socio-economic status) as covariates, aerobic capacity was found to be the only fitness variable consistently appearing as important. It was always significant as a main effect variable while no other main effect variable achieved significance for any WESTEST subject. Two- , three- ,  \nRichard Wittberg is executive director of the Mid-Ohio Valley Health Department, Parkersburg, WV 26101; E-mail: dickwittberg@wvdhhr. org. Lesley A. Cottrell is an associate professor in the Pediatrics Department, West Virginia University, Morgantown, WV 26506. Catherine  \nand four-way interactions always included aerobic fitness and no other fitness measure was universal in these interactions.8 Davis and colleagues documented evidence for a dose-response to regular, vigorous activity on executive function.9 Similarly, Coe and colleagues demonstrated that higher grades were associated with vigorous activity, es-  \nL. Davis is an associate professor in the Pediatrics Department, Medical College of Georgia, Augusta, Georgia 30907. Karen L. Northrup is the Healthy Schools coordinat","cbCairBbqH9rXiIT","https://ap.wps.com/l/cbCairBbqH9rXiIT","pdf",199638,"English","# Abstract\n# Background\n# Purpose\n# Methods\n## Subject Selection/Data Collection\n## Measures","[{\"question\":\"What was the study trying to determine about aerobic fitness and academic achievement?\",\"answer\":\"The study assessed whether aerobic fitness, measured by FITNESSGRAM Mile times and Pacer circuits, relates to standardized academic performance and whether the relationship is threshold-based or dose-response.\"},{\"question\":\"How were students’ aerobic fitness and academic performance measured?\",\"answer\":\"Aerobic capacity was measured using the FITNESSGRAM Mile run time and/or Pacer circuits. Standardized academic performance was assessed using WESTEST test scores collected over two school years.\"},{\"question\":\"What did the results show about fitness levels and academic peaks?\",\"answer\":\"Segmenting Mile times and Pacer circuits revealed sharp peaks in academic performance for specific achievement levels, including boys completing the Mile in 9 minutes or less and girls showing peaks at defined Pacer circuit counts.\"}]","Aerobic fitness thresholds associated with fifth grade academic achievement | PDF",1792074364]