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Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

1
Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT 84112, USA
2
School of Community Health Sciences, University of Nevada Reno, Reno, NV 89557, USA
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2019, 16(23), 4698; https://doi.org/10.3390/ijerph16234698
Received: 26 October 2019 / Revised: 21 November 2019 / Accepted: 22 November 2019 / Published: 26 November 2019
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. View Full-Text
Keywords: achievement; adolescents; children; classroom behavior; cognitive skills; exercise; feedback; mediation achievement; adolescents; children; classroom behavior; cognitive skills; exercise; feedback; mediation
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MDPI and ACS Style

Burns, R.D.; Bai, Y.; Fu, Y.; Pfledderer, C.D.; Brusseau, T.A. Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model. Int. J. Environ. Res. Public Health 2019, 16, 4698. https://doi.org/10.3390/ijerph16234698

AMA Style

Burns RD, Bai Y, Fu Y, Pfledderer CD, Brusseau TA. Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model. International Journal of Environmental Research and Public Health. 2019; 16(23):4698. https://doi.org/10.3390/ijerph16234698

Chicago/Turabian Style

Burns, Ryan D., Yang Bai, You Fu, Christopher D. Pfledderer, and Timothy A. Brusseau. 2019. "Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model" International Journal of Environmental Research and Public Health 16, no. 23: 4698. https://doi.org/10.3390/ijerph16234698

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