Assessment of the Attitude and Academic Performance of the Elementary Learners in Physical Fitness: Basis for an Intervention Plan

Abstract

The current educational landscape is continuously evolving, and with it, so is the role of schools in equipping learners for these changes. This study aimed to evaluate the attitudes and interests of elementary learners towards Physical Fitness in the District of Columbia and its impact on academic performance, to inform the development of an intervention plan. Employing a descriptive-correlational research design, the study assessed the distance learning performance of these learners during the 2021-2022 school year. The findings indicate a generally positive disposition of learners towards using various learning platforms, which facilitated independent practice. It was observed that academic performance in physical education was not significantly influenced by physical fitness tests or by mathematics and reading performance. Conclusions drawn from the study suggest that physical education does not adversely affect academic achievement. Therefore, it is recommended that school administrations continue to support and expand intervention programs in physical education. Collaboration between Physical Education teachers and teachers of other subjects is advised to enhance learner attitudes and develop additional physical activities. Further recommendations include strengthening the Physical Education curriculum, investigating other factors influencing performance in Physical Education, and encouraging learner participation. Future research could expand the scope to include more grades and examine the broader relationship between physical fitness and academic performance for a comprehensive understanding.