Abstract

The impact of regular required daily physical activity programs for the primary school child has been reviewed with particular reference to a substantial longitudinal study conducted in Trois Rivieres, Quebec. This prospective and controlled investigation involved 546 children in Grades 1 through 6, testing the hypothesis that a nominal 5 hours per week of activity taught by a physical education professional would enhance physiological and psychomotor function without detriment to academic progress of health. The study demonstrated that over several years, a well-organised program of physical activity could produce substantial gains of working capacity, aerobic power, muscle force and performance test scores, without influencing stature or body build. Various aspects of psychomotor development (finger recognition, sense of verticality and perception of body dimensions) were also enhanced by the experimental program. Moreover, report cards showed significantly higher academic scores for experimental than for control students. While most of the teachers had favourable attitudes to the experimental program, the academic gains did not seem to be a halo effect, since they were confirmed by the students standing in Province-wide examinations. More investigation is needed concerning the implications for long-term health and lifestyle, but it is clear that five hours per week of the primary curriculum can be allocated to physical education without jeopardising either immediate health or academic progress. Verf.-Referat