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.
Highlights
Parents play a vital role in their children’s physical, emotional, and mental development [1].Children who have engaged parents tend to develop better socially and emotionally and tend to perform better at school [2,3,4]
It is well known that higher levels of daily physical activity improve physical health but may yield better academic performance by improving cognitive skills, classroom behavior, and academic achievement [7,8,9]
We: 1) briefly summarize salient research related to pediatric physical activity and academic performance, parent 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 academic support, physical activity, and academic performance; 3) identify features of the proposed model that support its potential merit; and 4) provide future research directions and potential analyses that can be undertaken to support, modify, or disprove the proposed theoretical model
Summary
Parents play a vital role in their children’s physical, emotional, and mental development [1]. We aim to address these components of scientific theory by defining variables related to “who and what”, specifying the domain specific conditions in which the theory will hold, specifying reasoning for relationships among variables, and the use of predictive claims of the relationships Addressing these four components of scientific theory will provide guidelines to answer research questions concerning the relationship of parent physical engagement and support, child and adolescent physical activity, and child and adolescent academic achievement. Knowledge, no specific scientific theoretical model has yet been proposed to interrelate constructs of parent engagement and support, physical activity, and academic performance within the pediatric population. The purpose of this manuscript is to develop a theoretical model to interrelate constructs of parent engagement and support, physical activity, and academic performance within the pediatric population. We: 1) briefly summarize salient research related to pediatric physical activity and academic performance, parent 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 academic support, physical activity, and academic performance; 3) identify features of the proposed model that support its potential merit; and 4) provide future research directions and potential analyses that can be undertaken to support, modify, or disprove the proposed theoretical model
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