Effects of a Physical Education Intervention on Academic Performance: A Cluster Randomised Controlled Trial

Abstract

Background: We investigated the effects of three different interventions on academic performance in students enrolled in the first year of high school. Methods: This was a cluster randomised controlled trial conducted with 1200 students enrolled in the first year of high school. Schools were randomly assigned to: 1. Doubling physical education (PE) classes (3:20 h of PE/week); 2. workshop with the PE teachers; 3. workshop with the PE teachers and doubling the PE classes; and 4. control group (1:40 h of PE/week). We assured that the schools within the groups were equal regarding: The structural condition of the sports court; number of PE teachers; number of school classes; and the average number of students per classroom. Results: Overall, the intervention was not effective in improving the students’ academic performance. However, the subgroup analysis showed that the workshop intervention group increased the academic performance of students who had failed an academic year (from 16 years of age), compared to their peers in the doubling the PE classes (1.3 points on average) and the control groups (1.4 points on average). Conclusions: Enhancing the pedagogical skills of the teachers is a promising approach in improving the academic performance of students who failed an academic year.