Significance: From a social cognitive theory perspective, social supports can (i.e., parents, physical education teachers) increase physical activity engagement in children (Castelli & Erwin, in press). On average, children in the United States watch television and use technology (i.e., computers, video games) 3.5 hours per day (Marshall, Goerly, & Biddle, 2005), which negatively impacts physical activity participation and body weight (Marshall, Biddle, Gorely, Cameron, & Murdey, 2004). Because of known associations between physical education outcomes (Erwin & Castelli, in press), screen time (use of television and technology combine) could also be impacting achievement of the NASPE physical education standards (2004). The purpose of this study was to examine the effects of screen time, on physical education performance outcomes of physical activity, fitness, and motor performance of 4th and 5th grade children. Design: Once informed consent was secured, 180 4th and 5th grade students, aged 9-12 (M=10.45, SD=0.78) (87 males) were asked to complete the FITNESSGRAM/ACTIVITYGRAM and three motor competency assessments. For the FITNESSGRAM, the participants completed assessments of aerobic capacity, muscle fitness, and body composition. The participants completed 3 previous day recalls (Weston et al., 2004) and these data were entered into the ACTIVTYGRAM software to identify the amount of moderate to vigorous activity as well as sedentary screen time. The motor assessments were selected from the South Carolina Physical Education Assessment Program (SCPEAP) and are considered valid and reliable measures of motor competence in children for basketball, throwing, and gymnastics activities (SCPEAP, 2001; Graber, Woods, & Castelli, in press). Video data of motor competence were reduced using scoring rubrics with an inter-rater reliability of 86%. Pearson moment product correlations and a hierarchal regression analysis were used to examine these data. Results: A significant negative relationship exists between physical activity and screen time (r = -.30; p < .01). Similar to other studies about school performance (Sharif & Sargent, 2006), screen time was a contributing factor to achievement in physical education as well as the covariates of overall fitness (r = .31) and motor competence (r = .26), which were significantly related (p <.01) to regular physical activity (Rē = .24) and other performance outcomes. Therefore, it is suggested that physical educators focus on the performance outcomes such as motor competence and physical fitness, in addition to introducing household rules to reduce screen time, as these are correlates to physical activity engagement, disease prevention, and school performance.Keyword(s): motor skills, physical education PK-12, research