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Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

Author

Listed:
  • Ryan D. Burns

    (Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT 84112, USA)

  • Yang Bai

    (Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT 84112, USA)

  • You Fu

    (School of Community Health Sciences, University of Nevada Reno, Reno, NV 89557, USA)

  • Christopher D. Pfledderer

    (Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT 84112, USA)

  • Timothy A. Brusseau

    (Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT 84112, USA)

Abstract

An emerging area of research within public health is the interaction between parents and their children for the promotion of physical activity. Higher levels of daily physical activity may not only improve physical health but also yield better academic performance by improving cognitive skills, classroom behavior, and academic achievement within the pediatric population. However, no theoretical model has yet been proposed to interrelate constructs of parental engagement and support, physical activity, and academic performance within the pediatric population. Here, we: 1) summarize salient research related to pediatric physical activity and academic performance, parents’ physical activity engagement with their children, and the role of parental support in child academic performance; 2) propose a theoretical model interrelating parent physical activity engagement and support, physical activity, and academic performance (PESPAAP); 3) identify features of the proposed model that support its potential merit; and 4) provide potential future research directions and potential analyses that can be undertaken to support, modify, or disprove the proposed theoretical model. The proposed PESPAAP model provides a logically sound model that can be modified or expanded upon to improve applicability and generalizability and can be used as a framework to help align testable hypotheses for studies examining these interrelationships.

Suggested Citation

  • Ryan D. Burns & Yang Bai & You Fu & Christopher D. Pfledderer & Timothy A. Brusseau, 2019. "Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model," IJERPH, MDPI, vol. 16(23), pages 1-14, November.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:23:p:4698-:d:290854
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    References listed on IDEAS

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    1. Andrew T. Harveson & James C. Hannon & Timothy A. Brusseau & Leslie Podlog & Charilaos Papadopoulos & Morgan S. Hall & EvaRose Celeste, 2019. "Acute Exercise and Academic Achievement in Middle School Students," IJERPH, MDPI, vol. 16(19), pages 1-7, September.
    2. Kremer, Kristen P. & Flower, Andrea & Huang, Jin & Vaughn, Michael G., 2016. "Behavior problems and children's academic achievement: A test of growth-curve models with gender and racial differences," Children and Youth Services Review, Elsevier, vol. 67(C), pages 95-104.
    3. David S. Phillips & James C. Hannon & Bradley B. Gregory & Ryan D. Burns, 2019. "Effect of Vigorous Physical Activity on Executive Control in Middle-School Students," IJERPH, MDPI, vol. 16(20), pages 1-10, October.
    4. Mónica Hernández-Alava & Gurleen Popli, 2017. "Children’s Development and Parental Input: Evidence From the UK Millennium Cohort Study," Demography, Springer;Population Association of America (PAA), vol. 54(2), pages 485-511, April.
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