Abstract

The purpose of this study is to examine the impact of a prescribed exercise curriculum on the academic performance of students enrolled in developmental education classes at the community college level, as well as whether gender introduces a differential result in relation to the following research questions: 1) Do students who participate in a prescribed exercise program concurrently demonstrate higher performance than those who do not participate in a prescribed exercise program, as indicated by their academic grades?  2) Will gender of students participating in a prescribed exercise program have a differential result on their performance as indicated by their academic grades?  It has been reported that exercise can have a profound effect on students, helping them achieve their academic potential (Ratey & Hagerman, 2008).  Theories such as Ratey and Hagerman, Bailey, and others will be investigated to determine impact on students’ academic progress.  This program examines Mid-Atlantic USA community college students enrolled in developmental education classes, as well as KINS 170 Fitness and Wellness.  Data from 2005 through 2015 is reflected.  All students attending community college must be tested in the subject areas of reading, math, and English composition, assessing their ability and readiness for college level work.  This evaluation allowed for exploration of the effectiveness of the intervention with regard to prescribed physical exercise behavior and its effect on students grades, and gender.