| By: |
Golsteyn, Bart H.H. (Maastricht University);
Jansen, Maria W. J. (Maastricht University);
Van Kann, Dave H. H. (Fontys University of Applied Sciences);
Verhagen, Annelore (Maastricht University) |
| Abstract: |
This paper investigates whether encouraging children to become more physically
active in their everyday life affects their primary school performance. We use
data from a field quasi-experiment called the Active Living Program, which
aimed to increase active modes of transportation to school and active play
among 8- to 12-year-olds living in low socioeconomic status (SES) areas in the
Netherlands. Difference-in-differences estimations reveal that while the
interventions increase time spent on physical activity during school hours,
they negatively affect school performance, especially among the
worst-performing students. Further analyses reveal that increased restlessness
during instruction time is a potential mechanism for this negative effect. Our
results suggest that the commonly found positive effects of exercising or
participating in sports on educational outcomes may not be generalizable to
physical activity in everyday life. Policymakers and educators who seek to
increase physical activity in everyday life need to weigh the health and
well-being benefits against the probability of increasing inequality in school
performance. |
| Keywords: |
health behavior, field quasi-experiment, education, physical activity |
| JEL: |
I12 C93 I20 |
| Date: |
2019–06 |
| URL: |
http://d.repec.org/n?u=RePEc:iza:izadps:dp12454&r=all |