Over the years, there has been much discussion about the benefits and drawbacks of allocating time to physical activity in schools. In this article, Trudeau and Shepherd review the literature with regard to the relationships between physical education, school-based physical activity, school sports, and academic performance. Based on their review of a number of quasi-experimental and cross-sectional studies, the authors conclude that physical activity can be added to the school curriculum without negatively impacting children's academic achievement. The authors highlight literature which indicates that additional time spent in physical activity may in fact result in small increases in students' grade point averages and more efficient learning in the classroom. In addition, Trudeau and Shepherd summarize studies that have found positive associations between physical activity in school and children's physical fitness, concentration, memory, behavior, and school satisfaction. The authors summarize supporting mechanistic evidence from the neurosciences and highlight the need for additional research to further clarify relationships between academic performance and school-based physical activity.
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