1
|
Santana CCDA, Barros MVGD, Medeiros FRCD, Rangel Júnior JFLB, Cantieri FP, Alarcon D, Prado WLD. Does Physical Fitness Relate to Academic Achievement in High School Students? J Phys Act Health 2023; 20:1018-1026. [PMID: 37536682 DOI: 10.1123/jpah.2022-0534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2022] [Revised: 06/07/2023] [Accepted: 06/12/2023] [Indexed: 08/05/2023]
Abstract
BACKGROUND Academic achievement (AA) is an important issue not only during the school period since it is a strong predictor of long-term professional and social success. Physical fitness (PF) components are associated with AA, and previous studies were conducted with relatively small samples, lack of statistical power, and the conclusions are based on simple correlational analyses. The objective of this study was to analyze the association between PF (single and clustered) with AA in a large and representative sample of high school students. METHODS Cross-sectional design study conducted with 911 students, aged 13-15 years (38.52% boys) enrolled in the first year of high school. Cardiorespiratory fitness (20-m shuttle run test), muscular strength (dynamometer), and body composition (skinfolds) were measured. PF components were clustered (Z-cardiorespiratory fitness + Z-muscular strength - Z-body fatness). AA was analyzed through standard math tests. Hierarchical linear regression analysis was applied to verify the independent contribution of each single component and PF's cluster on AA. Age, screen time, maternal education, race, and type of residence were used as covariates. RESULTS Among boys, cardiorespiratory fitness was negatively associated with AA (β = -0.137; P = .041), while strength was positively associated with AA (β = 0.188; P = .004). There was no association between clustered PF indicators and AA (β = 0.064; P = .297). There was a negative association between age and AA in girls (β = -0.151; P = .003) and in boys (β = -0.128; P = .045). CONCLUSIONS These results support current literature, indicating an association between PF's component, namely muscular strength and AA (mathematics) in adolescents, even when controlled for several covariates.
Collapse
Affiliation(s)
| | | | | | | | | | - Daniela Alarcon
- California State University San Bernardino, San Bernardino, CA,USA
| | | |
Collapse
|
2
|
James J, Pringle A, Mourton S, Roscoe CMP. The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1019. [PMID: 37371251 DOI: 10.3390/children10061019] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Revised: 05/16/2023] [Accepted: 05/30/2023] [Indexed: 06/29/2023]
Abstract
Schools offer a unique environment to influence children's physical activity (PA) levels positively. This study aims to systematically review the evidence surrounding how PA affects academic performance by analysing how the frequency, intensity, time, and type of PA mediate academic performance outcomes. This review was conducted using the PRISMA framework. Keyword searches were conducted in Science Direct, PubMed, and SPORTDiscus. Children that were obese, typically developing, typical weight, disabled, with a developmental disability, from a low socio-economic background, or an ethnic minority were included. A total of 19 studies were included, with a total of 6788 participants, a mean age of 9.3 years (50.2% boys, and 49.8% girls). Overall, 63.2% were nondisabled, while 36.8% were diagnosed with a disability. Two authors met, reviewed papers with regard to the inclusion criteria, and agreed on outputs to be included. Evidence suggests that associations between PA and academic performance were primarily positive or nonsignificant. PA levels of 90 min plus per week were associated with improved academic performance, as was PA performed at moderate to vigorous intensity. The optimal duration of PA was 30-60 min per session, whilst various sports induced positive academic effects. Importantly, findings support that PA does not have a deleterious effect on academic performance but can enhance it.
Collapse
Affiliation(s)
- Joseph James
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Andy Pringle
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Stuart Mourton
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Clare M P Roscoe
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| |
Collapse
|
3
|
Hermassi S, Hayes LD, Sanal-Hayes NEM, Schwesig R. Differences in Health-Related Physical Fitness and Academic School Performance in Male Middle-School Students in Qatar: A Preliminary Study. Front Psychol 2022; 13:791337. [PMID: 35391970 PMCID: PMC8980685 DOI: 10.3389/fpsyg.2022.791337] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 01/24/2022] [Indexed: 11/13/2022] Open
Abstract
This study examined the differences in the level of physical fitness and academic performance among male middle-school children based on different body status categories. A total of 69 male children [age: 12.4 ± 0.7 years; body mass: 58.5 ± 7.2 kg; height: 1.62 ± 0.09 m; and body mass index (BMI): 22.4 ± 3.3 kg/m2] participated and were divided into BMI age-adjusted groups (i.e., lowest, middle, and highest BMI). Height, mass, BMI, stork test of static balance, 10 and 15 m sprint as an indicator for speed, hand-grip strength test, agility T-half test, medicine ball throw (MBT), and the Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1) were assessed. School records were retrieved for grade point averages (GPA) of mathematics, science, and Arabic. We found significant group differences regarding anthropometric (height: ηp2 = 0.24, mass: ηp2 = 0.33, and BMI: ηp2 = 0.66), physical (sprint 10 m: ηp2 = 0.26), and academic (mathematics: ηp2 = 0.19 and science: ηp2 = 0.15) performance parameters. The largest difference (p < 0.001) was observed between the lowest and highest group for the 10 m sprint. All pairwise differences were between the lowest and highest BMI group or the lowest and middle BMI group. No relevant (r > 0.5) correlation between parameters of different dimensions (e.g., anthropometric vs. physical performance parameters) was found. In conclusion, the highest BMI group exhibited similar physical and academic performances than the lowest group. Thus, these data emphasize the importance and appropriateness to engage young Qatari schoolchildren in physical activity as it associates with superior academic performance.
Collapse
Affiliation(s)
- Souhail Hermassi
- Physical Education Department, College of Education, Qatar University, Doha, Qatar
| | - Lawrence D Hayes
- Institute of Clinical Exercise and Health Science, School of Health and Life Sciences, University of the West of Scotland, Glasgow, United Kingdom
| | - Nilihan E M Sanal-Hayes
- Institute of Clinical Exercise and Health Science, School of Health and Life Sciences, University of the West of Scotland, Glasgow, United Kingdom
| | - René Schwesig
- Department of Orthopaedic and Trauma Surgery, Martin-Luther-University Halle-Wittenberg, Halle, Germany
| |
Collapse
|
4
|
Hermassi S, Bartels T, Hayes LD, Schwesig R. Fitness, Fatness, and Academic Attainment in Male Schoolchildren from a Soccer Academy. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19053106. [PMID: 35270798 PMCID: PMC8910146 DOI: 10.3390/ijerph19053106] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/29/2021] [Revised: 03/02/2022] [Accepted: 03/04/2022] [Indexed: 02/01/2023]
Abstract
This investigation explored the association between anthropometric measures, fitness, and academic attainment (mathematics and science grade point average [GPA]) in male schoolchildren from a soccer academy. Thirty-one males (age: 10.3 ± 1.19 years; body mass: 41.7 ± 6.5 kg; height: 1.43 ± 0.07 m; body mass index (BMI): 20.2 ± 2.8 kg/m2) participated. Body mass, body fat percentage (%BF), and BMI were used as measures of anthropometry. The Yo-Yo Intermittent Recovery Test (level 1), squat and counter-movement jumps (SJ and CMJ), static balance, 10 and 15 m sprint, and a T-half test for change-of-direction (CoD) performance were used to measure fitness parameters. The GPA of mathematics and science determined academic attainment. All physical performance tests showed excellent relative reliability. ICC was between 0.87 (10 m sprint) and 1.00 (15 m sprint, CMJ). Regarding correlations between fatness and academic attainment, we found three correlations of practical value (r > 0.5), but only for mathematics (BMI: r = 0.540, subscapular skinfold: r = 0.589, body fat: r = 0.560). Mathematics was relevantly correlated with 15 m sprint (r = 0.574) and Yo-Yo IR1 test (r = 0.770). Only static balance (r = 0.428) did not reach the relevance criteria (r > 0.5). Science only showed large correlations with static balance (r = 0.620) and Yo-Yo IR1 test (r = 0.730). In conclusion, fatness and fitness are related to academic attainment in schoolchildren. In addition, except for static balance, all physical performance parameters were relevantly (r > 0.5) correlated with mathematics.
Collapse
Affiliation(s)
- Souhail Hermassi
- Physical Education Department, College of Education, Qatar University, Doha 2713, Qatar
- Correspondence:
| | - Thomas Bartels
- Sports Clinic Halle, Center of Joint Surgery, 06108 Halle (Saale), Germany;
| | - Lawrence D. Hayes
- School of Health and Life Sciences, University of the West of Scotland, Glasgow G72 0LH, UK;
| | - René Schwesig
- Department of Orthopaedic and Trauma Surgery, Martin-Luther-University Halle-Wittenberg, Ernst-Grube-Str. 40, 06120 Halle (Saale), Germany;
| |
Collapse
|
5
|
Sember V, Jurak G, Starc G, Morrison SA. Can Primary School Mathematics Performance Be Predicted by Longitudinal Changes in Physical Fitness and Activity Indicators? Front Psychol 2022; 13:796838. [PMID: 35211065 PMCID: PMC8860831 DOI: 10.3389/fpsyg.2022.796838] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2021] [Accepted: 01/11/2022] [Indexed: 12/02/2022] Open
Abstract
Objective To determine to what extent physical fitness indicators and/or moderate to vigorous physical activity (MVPA) may account for final mathematics academic performance (APmath) awarded at the end of primary school. Methods School-aged youth were sampled in a repeated-measures, longitudinal design in Grade 6 (∼11 years), and again in Grade 9 (∼14 years). The youth (N = 231, 111 girls) completed a fitness test battery consisting of: flamingo balance test, standing long jump, backward obstacle course, plate tapping, sit ups, sit and reach, handgrip, and 20-m shuttle run. APmath scores were obtained for all children at the end of Grade 5, end of Grade 8, and end of Grade 9 (their final year of primary school). In a sub-sample of Grade 6 youth (N = 50, 29 girls), MVPA was measured objectively via SenseWear Pro Armbands (MVPAOB) for seven consecutive days, with measurements repeated in Grade 9. Results Math scores decreased from Grade 6 to 9 for both boys and girls (95%CI: −0.89 to −0.53, p < 0.001). MVPAOB was reduced by ∼45.7 min (−33%) from Grade 6 to 9 (p < 0.01). Significant main and interaction effects are noted for each fitness indicator (p < 0.05). A backward stepwise multiple regression analysis determined significant shared variance in final APmath grade to the change scores from Grade 6 to Grade 9 in: ΔAPmath, Δbackward obstacle course, Δsit and reach, and Δsit-ups [R2 = 0.494, F(4,180) = 43.67, p < 0.0001]. A second regression was performed only for the youth who completed MVPAOB measurements. In this sub-sample, MVPAOB did not significantly contribute to the model. Conclusion Longitudinal changes in youth fitness and their delta change in APmath score accounted for 49.4% of the variance in the final math grade awarded at the end of Grade 9. Aerobic power, upper body strength, and muscular endurance share more common variance to final math grade in boys, whereas whole-body coordination was the more relevant index in girls; this finding suggests that future research exploring the relationship of AP and PF should not be limited to cardiorespiratory fitness, instead encompassing muscular and neuro-muscular components of PF.
Collapse
Affiliation(s)
- Vedrana Sember
- Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| | - Gregor Jurak
- Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| | - Gregor Starc
- Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| | | |
Collapse
|
6
|
Differences in Fitness and Academic Attainment between Obese, and Non Obese School-Age Adolescent Handball Players: An Explorative, Cross-Sectional Study. APPLIED SCIENCES-BASEL 2021. [DOI: 10.3390/app11094185] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
This study investigated differences in physical fitness and academic attainment in obese and non-obese adolescent handball players. A total of 31 males (age: 15.5 ± 1.2 years; body mass: 77.8 ± 17.7 kg; height: 1.71 ± 0.10 m; body mass index (BMI): 26.8 ± 6.9 kg/m2; body fat: 26.4 ± 6.34%) from the Qatar handball first division participated and were divided into two body fat percentage (%BF) groups (i.e., obese or non-obese). Anthropometrics (height, mass, BMI, and %BF) and physical performance testing ability (T-half test for change-of-direction (COD); squat jump (SJ), countermovement jump (CMJ), and 10 and 15 m sprints; medicine ball throw (MBT), and aerobic capacity (Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1)) were determined. Academic attainment was determined through grade point averages (GPA). Non-obese participants had superior performances in mathematics (p < 0.001) and science (p = 0.013), agility T-half test (p = 0.001), CMJ (p < 0.001), and 15 m sprint (p = 0.019). Correlations were found between T-half test and mathematics (r = 0.500) and science (r = 0.484). To conclude, obese school-age handball players have poorer fitness and academic performances than normal body weight adolescents.
Collapse
|
7
|
Dubuc MM, Aubertin-Leheudre M, Karelis AD. Gender Differences in Academic Performance of High School Students: The Relationship with Cardiorespiratory Fitness, Muscle Endurance, and Test Anxiety. Int J Prev Med 2021; 11:201. [PMID: 33815725 PMCID: PMC8000241 DOI: 10.4103/ijpvm.ijpvm_258_18] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2018] [Accepted: 12/30/2019] [Indexed: 11/09/2022] Open
Abstract
Background: The purpose of this study was to investigate the relationship between cardiorespiratory fitness, muscle endurance, and test anxiety levels with academic performance in both genders of high school students. Methods: A total of 545 grade nine students (mean age: 14.1 ± 0.4 years old) participated in this study. Final grades in language, mathematics, and science and the overall mean average of all courses were used to assess academic performance. Cardiorespiratory fitness levels were estimated using the 20 meter shuttle run test and muscle endurance was measured using push-up and curl-up tests. Participants also completed a questionnaire for the assessment of test anxiety. Independent t-tests, correlations, and linear regression analysis were performed. Results: Results show that female students (n = 292) had significantly higher grades in language and science as well as a higher overall mean average than male students (P < 0.001). Moreover, we observed that female students had significant greater correlation coefficient values than male students for cardiorespiratory fitness levels and muscle endurance with academic performance (P < 0.05). Finally, linear regression analysis showed multiple differences between male and female students regarding independent predictors of academic performance (P < 0.01). Conclusions: Results of the present study indicate that the academic performances of male and female students are different in high school and that these distinct academic performances appear to be explained by different variables.
Collapse
Affiliation(s)
- Marie-Maude Dubuc
- Department of of Biology, Université du Québec à Montréal, Montreal, Canada
| | | | - Antony D Karelis
- Department of Exercise Science, Université du Québec à Montréal, Montreal, Canada
| |
Collapse
|
8
|
McGowan AL, Chandler MC, Pontifex MB. Aerobic fitness relates to superior exact and approximate arithmetic processing in college-aged adults. Trends Neurosci Educ 2021; 23:100154. [PMID: 34006363 DOI: 10.1016/j.tine.2021.100154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Revised: 02/20/2021] [Accepted: 03/10/2021] [Indexed: 10/21/2022]
Abstract
BACKGROUND Aerobic fitness relates to superior math achievement, but the underlying reasons remain unclear. This study tested how more efficient processing (efficiency hypothesis) or enhanced allocation of cognitive resources (resources hypothesis) underly fitness-related differences in arithmetic cognition in a sample of 138 college-aged adults. METHOD Participants completed an arithmetic task while pupillary measures were recorded prior to an aerobic fitness test. RESULTS Higher aerobic fitness was associated with shorter reaction time for all problems and greater pupillary reactivity for problems requiring approximate and exact arithmetic. CONCLUSIONS Superior aerobic fitness relates to greater cognitive resources available to execute exact and approximate arithmetic faster. Fitness-related differences in math achievement may be driven by the cognitive resources underlying arithmetic strategy. These differences may extend beyond educational achievement and affect the motivation to engage in health behaviors based on quantitative information. Thus, improving cardiovascular fitness has the potential to also ameliorate health numeracy.
Collapse
Affiliation(s)
- Amanda L McGowan
- Department of Kinesiology Michigan State University, 308 W. Circle Drive, 38 IM Sports Circle, East Lansing, MI, United States, 48823.
| | - Madison C Chandler
- Department of Kinesiology Michigan State University, 308 W. Circle Drive, 38 IM Sports Circle, East Lansing, MI, United States, 48823
| | - Matthew B Pontifex
- Department of Kinesiology Michigan State University, 308 W. Circle Drive, 38 IM Sports Circle, East Lansing, MI, United States, 48823
| |
Collapse
|
9
|
Ryu JS, Chung HR, Meador BM, Seo Y, Kim KO. The Associations between Physical Fitness, Complex vs Simple Movement, and Academic Achievement in a Cohort of Fourth Graders. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18052293. [PMID: 33652565 PMCID: PMC7967682 DOI: 10.3390/ijerph18052293] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Revised: 02/15/2021] [Accepted: 02/20/2021] [Indexed: 11/30/2022]
Abstract
This study analyzed the correlation between elementary school students’ body composition, physical activity, physical fitness, movement ability, and academic achievement. Movements ranged from simple actions to complex movements requiring executive functioning. In total, 110 fourth graders (60 boys, 50 girls) participated in this experiment. Body composition (BMI, % of body fat), physical activity (pedometer), physical fitness (muscular strength, endurance, power, flexibility, and VO2max), and complex movement abilities (Illinois Agility test, soda pop hand test, and soda pop foot test) were measured. Regression modeling of body composition and fitness/activity variables was able to account for 30.5% of the variation of total academic scores in females, but only 4.3% in males. No individual tests were reliably correlated with multiple academic outcomes in males. However, hand and foot soda pop times, as well as Illinois Agility scores, were repeatedly correlated with academic outcomes in females, each correlating with 4 of the 6 academic scores. Body composition and physical activity level did not correlate with academic achievement, and simple physical fitness showed a low correlation with academic achievement in both boys and girls. On the other hand, complex, cognitively demanding movements such as the Illinois Agility, soda pop hand, and soda pop foot tests had consistent correlations with academic achievement in girls, but not in boys.
Collapse
Affiliation(s)
- Jong-Sik Ryu
- Department of Physical Education, Kyungpook National University, Daegu 41566, Korea;
| | - Hae Ryong Chung
- Health and Fitness Management, College of Health, Clayton State University, Morrow, GA 30260, USA;
| | - Benjamin M. Meador
- Exercise Science, College of Nursing and Health Sciences, Georgia Southwestern State University, Americus, GA 31709, USA;
| | - Yongsuk Seo
- Environmental Physiology Laboratory, Kent State University, Kent, OH 44242, USA;
| | - Kyung-O Kim
- Department of Gerokinesiology, Kyungil University, Kyungsan 38428, Korea
- Correspondence: or ; Tel.: +82-08-10-4644-1053
| |
Collapse
|
10
|
Hermassi S, Chelly MS, Michalsik LB, Sanal NEM, D. Hayes L, Cadenas-Sanchez C. Relationship between fatness, physical fitness, and academic performance in normal weight and overweight schoolchild handball players in Qatar State. PLoS One 2021; 16:e0246476. [PMID: 33606780 PMCID: PMC7895367 DOI: 10.1371/journal.pone.0246476] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Accepted: 01/11/2021] [Indexed: 12/17/2022] Open
Abstract
The aim of this study was to examine the correlation between physiological parameters (namely fatness and physical fitness) with academic performance (namely mathematics and science grade point average [GPA]) in normal weight and overweight schoolchild handball players. Thirty-six young male team handball players (age: 9±1 years; body mass: 45.5±14.2 kg; height: 1.38±9.1 m; body fat: 19.7±5.6%) at the highest national league for their age group participated. Anthropometry was examined by measuring body mass, body fat percentage (%BF), and body mass index (BMI). Fitness testing included the Yo-Yo Intermittent Recovery Test (level 1), squat jumps (SJ) and counter-movement jumps (CMJ), and upper-limb throwing performance (2 kg medicine ball seated front throw), a 15 m sprint test, and a T-half test for change-of-direction (COD) ability. Academic performance was evaluated through school records of grade point average (GPA) of mathematics and science. BMI was negatively correlated with science GPA (r = -0.57, p<0.001) and mathematics GPA (r = -0.39, p<0.001). Significant correlations between Yo-Yo test performance and science GPA (r = 0.73, p<0.001) and mathematics GPA (r = 0.66, p<0.001) existed. T-half test score (less time taken meant a superior performance) was negatively correlated with science GPA (r = 0.48, p = 0.003) and mathematics GPA (r = 0.63, p<0.01). In conclusion, fatness and physical fitness (except for the upper-muscular strength) were significantly related to academic performance in in schoolchild handball players. Based on results of this study, it seems pragmatic and appropriate to engage young schoolchild in physical activity as it associates with superior academic performance.
Collapse
Affiliation(s)
- Souhail Hermassi
- Physical Education Department, College of Education, Qatar University, Doha, Qatar
- * E-mail:
| | - Mohamed Souhaiel Chelly
- Research Unit (UR17JS01) « Sport Performance, Health & Society», Higher Institute of Sport and Physical Education of Ksar-Saîd, University of “La Manouba”, Tunis, Tunisia
| | - Lars Bojsen Michalsik
- Department of Sport Science and Clinical Biomechanics, Muscle Physiology and Biomechanics Research Unit, University of Southern Denmark, Odense, Denmark
| | | | - Lawrence D. Hayes
- School of Health and Life Sciences, University of the West of Scotland, Glasgow, United Kingdom
| | - Cristina Cadenas-Sanchez
- Institute for Innovation & Sustainable Development in Food Chain (IS-FOOD), Public University of Navarra, Pamplona, Spain
| |
Collapse
|
11
|
Hermassi S, Hayes LD, Bragazzi NL, Schwesig R. Physical Fitness and Academic Performance in Normal Weight, Overweight, and Obese Schoolchild Handball Players in Qatar: A Pilot Study. Front Psychol 2021; 11:616671. [PMID: 33519640 PMCID: PMC7838153 DOI: 10.3389/fpsyg.2020.616671] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Accepted: 12/17/2020] [Indexed: 11/13/2022] Open
Abstract
This study aimed to investigate the relationships between physical fitness and academic performance in youth handball players of different BMI classifications. Thirty-three male handball players (age: 10.3 ± 0.61 years; body mass: 47.1 ± 12.1 kg; height: 1.43 ± 0.09 m; BMI: 23.1 ± 4.37 kg/m2; body fat: 20.6 ± 6.27%) were recruited from the Qatar handball first league and were assigned to their BMI age-adjusted groups (i.e., normal weight, overweight, and obese). Measurements included anthropometric data (height, mass, body mass index (BMI) and body fat percentage (%BF), and physical performance tests: agility T-half test; squat jump (SJ), and countermovement jump (CMJ), 10 and 15 m sprint; medicine ball throw (MBT). Aerobic capacity was evaluated using the Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1). Academic achievement was assessed through school records of grades point average (GPA) of Mathematics, Science and Arabic. None academic performance parameter and four physical performance parameters (agility T-half: p = 0.035; CMJ: p = 0.001; SJ: p = 0.007; sprint 10 m: p = 0.028) were different between BMI related groups. In 43% (3/7) of performance parameters and all academic parameters, the normal weight group showed the highest performance level, whereas the overweight group had the best performance in both sprint tests. The obese group was only superior in the medicine ball throw, but not at the p < 0.05 level. A relevant relationship (r > 0.5) between academic and physical performance parameters was only found between Yo-Yo IR 1 and science (r = 0.548). A relevant correlation were found between CMJ and BMI (r = −0.569). The agility T-half test was correlated with CMJ (r = −0.614) and 10 m sprint (r = 0.523). These findings suggest being overweight or obese are related to science academic performance among schoolchildren athletes in Qatar. Possibly, a normal BMI could positively influence academic performance. Physical education teachers, staff, and administrators should be cognizant that health promotion interventions improving composition may have the additional potential to improve dimensions of academic performance.
Collapse
Affiliation(s)
- Souhail Hermassi
- Sport Science Program, College of Arts and Sciences, Qatar University, Doha, Qatar
| | - Lawrence D Hayes
- School of Health and Life Sciences, University of the West of Scotland, Glasgow, United Kingdom
| | - Nicola Luigi Bragazzi
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), Genoa, Italy
| | - René Schwesig
- Department of Orthopaedic and Trauma Surgery, Martin-Luther-University Halle-Wittenberg, Halle, Germany
| |
Collapse
|
12
|
Pate RR, Clennin M, Shull ER, Reed JA, Dowda M. Poverty Status Moderates the Relationship between Cardiorespiratory Fitness and Academic Achievement. THE JOURNAL OF SCHOOL HEALTH 2020; 90:630-640. [PMID: 32542762 DOI: 10.1111/josh.12913] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Revised: 03/05/2020] [Accepted: 03/30/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The purpose of the study was to examine the associations among cardiorespiratory fitness (CRF), weight status and academic achievement in youth, and to determine if these relationships are moderated by poverty status. METHODS The sample included 5th (N = 27,791) and 8th grade (N = 16,047) South Carolina students. Academic achievement was assessed using a state-wide assessment and classified into 2 categories (ie, does not meet/approaches standards vs meets/exceeds standards). CRF was assessed and expressed as Healthy Fitness Zone (HFZ) or Needs Improvement/Needs-Improvement-Health Risk. Students' demographics and poverty status were reported. Multilevel logistic regression analyses were used to examine the association between CRF, weight status and academic achievement. Interaction terms were introduced into the final models. Analyses were performed separately by grade level and academic subject. RESULTS The CRF was significantly associated with the odds of meeting/exceeding academic standards after controlling for covariates and adjusting for weight status. The relationship between CRF and academic achievement varied significantly by poverty status. After adjustment for CRF, weight status was not significantly associated with academic achievement. CONCLUSIONS The odds of achieving academic standards were significantly higher among students achieving CRF HFZ regardless of poverty status. CRF may partially mitigate the adverse effect of poverty on academic achievement.
Collapse
Affiliation(s)
- Russell R Pate
- Professor, , Department of Exercise Science, University of South Carolina, Arnold School of Public Health, 921 Assembly St., Suite 212, Columbia, SC 29208
| | - Morgan Clennin
- Postdoctoral Research Fellow, , Kaiser Permanente of Colorado, Institute of Health Research, 2550 S. Parker Rd., Ste 200, Aurora, CO 80014
| | - Emily R Shull
- PhD Candidate, , Department of Exercise Science, University of South Carolina, Arnold School of Public Health, 921 Assembly St., Suite 212, Columbia, SC 29208
| | - Julian A Reed
- Professor, , Department of Health Sciences, Furman University, 3300 Poinsett Hwy, Greenville, SC 29613
| | - Marsha Dowda
- Biostatistician, , Department of Exercise Science, University of South Carolina, Arnold School of Public Health, 921 Assembly St., Suite 212, Columbia, South Carolina 29208
| |
Collapse
|
13
|
Sember V, Jurak G, Kovač M, Morrison SA, Starc G. Children's Physical Activity, Academic Performance, and Cognitive Functioning: A Systematic Review and Meta-Analysis. Front Public Health 2020; 8:307. [PMID: 32760689 PMCID: PMC7372103 DOI: 10.3389/fpubh.2020.00307] [Citation(s) in RCA: 32] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Accepted: 06/05/2020] [Indexed: 01/08/2023] Open
Abstract
Researching the relationship between physical activity and academic performance is becoming an important research topic due to increasing evidence about the positive effect of physical activity on cognitive functioning. The present systematic review and meta-analysis (PROSPERO registration number: CDR132118) is a unique contribution to the recently published reviews since it only includes interventions longer than 6 weeks and acknowledges the influence of the qualifications of practitioners who deliver interventions. After identifying 14,245 records in five databases and selecting 247 full-text articles assessed for eligibility, 44 interventions passed all eligibility criteria. This meta-analysis uses validity generalization in a random effects model, which shows that academic performance itself is not solely caused by increased physical activity. The weighted mean population effect of all included interventions was rw = 0.181. Most of the studies had serious limitations since they did not report physical activity intensity, which is an essential component to achieving positive exercise effects on cognition. In addition, the qualifications of the staff who administer the interventions were largely ignored in existing literature. It was found that 13 out of 20 physical activity interventions with significant positive effects on academic performance were performed by practitioners who held higher qualifications in the field of physical education and exercise science, who could mediate higher physical activity intensities of the given interventions. The population effect in studies where interventions were administered by practitioners with lower qualifications in the field (rw = 0.14) was lower compared to interventions performed by staff with higher qualifications (rw = 0.22). There was also a significant difference in academic performance with regard to staff qualification level (χ = 4.464; p = 0.035). In addition to activity duration, future physical activity intervention studies including those investigating academic performance should focus on the importance of physical activity intensity and include measures of physical fitness as objective indicators to enable more reliable analyses to establish physical activity influence on academic performance.
Collapse
Affiliation(s)
- Vedrana Sember
- Laboratory for the Diagnostics of Somatic and Motor Development, Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| | - Gregor Jurak
- Laboratory for the Diagnostics of Somatic and Motor Development, Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| | - Marjeta Kovač
- Laboratory for the Diagnostics of Somatic and Motor Development, Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| | - Shawnda A Morrison
- Laboratory for the Diagnostics of Somatic and Motor Development, Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| | - Gregor Starc
- Laboratory for the Diagnostics of Somatic and Motor Development, Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| |
Collapse
|
14
|
Lobelo F, Muth ND, Hanson S, Nemeth BA. Physical Activity Assessment and Counseling in Pediatric Clinical Settings. Pediatrics 2020; 145:peds.2019-3992. [PMID: 32094289 DOI: 10.1542/peds.2019-3992] [Citation(s) in RCA: 53] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Physical activity plays an important role in children's cardiovascular health, musculoskeletal health, mental and behavioral health, and physical, social, and cognitive development. Despite the importance in children's lives, pediatricians are unfamiliar with assessment and guidance regarding physical activity in children. With the release of the 2018 Physical Activity Guidelines by the US Department of Health and Human Services, pediatricians play a critical role in encouraging physical activity in children through assessing physical activity and physical literacy; providing guidance toward meeting recommendations by children and their families; advocating for opportunities for physical activity for all children in schools, communities, and hospitals; setting an example and remaining physically active personally; advocating for the use of assessment tools and insurance coverage of physical activity and physical literacy screening; and incorporating physical activity assessment and prescription in medical school curricula.
Collapse
Affiliation(s)
| | - Natalie D Muth
- Children's Primary Care Medical Group, Carlsbad, California; and
| | - Sara Hanson
- Nutrition and Health Sciences Program, Laney Graduate School and Exercise is Medicine Global Research and Collaboration Center, Rollins School of Public Health, Emory University, Atlanta, Georgia
| | - Blaise A Nemeth
- American Family Children's Hospital and School of Medicine and Public Health, University of Wisconsin-Madison, Madison, Wisconsin
| | | | | |
Collapse
|
15
|
Cadenas-Sanchez C, Migueles JH, Esteban-Cornejo I, Mora-Gonzalez J, Henriksson P, Rodriguez-Ayllon M, Molina-García P, Löf M, Labayen I, Hillman CH, Catena A, Ortega FB. Fitness, physical activity and academic achievement in overweight/obese children. J Sports Sci 2020; 38:731-740. [PMID: 32091309 DOI: 10.1080/02640414.2020.1729516] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
The aim of this study was to examine the associations of fitness and physical activity with academic achievement in children with overweight/obesity. A total of 106 (10.0 ± 1.1y, 61 boys) children participated. The fitness components were assessed by field and laboratory-based tests. Physical activity was measured via accelerometry. The academic achievement was assessed by a standardised test and school-grades. Field-based cardiorespiratory fitness was associated with language skills (ß-standardised- ranging from 0.281 to 0.365, p < 0.01). The field-based muscular strength was associated with grade point average, natural and social sciences, and foreign language (ß = 0.280-0.326, all p ≤ 0.01). Speed-agility was associated with some language-related skills (ß = 0.325-0.393, all p ≤ 0.01). The laboratory-based muscular strength also showed an association with mathematics skills (ß = 0.251-0.306, all p ≤ 0.01). Physical activity did not show significant association with academic achievement (p > 0.01). Overall, the significant associations observed for muscular strength and speed/agility were attenuated and disappeared in many cases after additional adjustments for body mass index and cardiorespiratory fitness, indicating that these associations are inter-dependent. Our study contributes by indicating that other fitness components apart from cardiorespiratory fitness, such as muscular strength and speed-agility, are positively associated with academic achievement. However, these associations appear to be dependent on body mass index and cardiorespiratory fitness.
Collapse
Affiliation(s)
- Cristina Cadenas-Sanchez
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Jairo H Migueles
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Irene Esteban-Cornejo
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain.,Center for Cognitive and Brain Health, Department of Psychology, Northeastern University, Boston, MA, USA
| | - Jose Mora-Gonzalez
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Pontus Henriksson
- Department of Biosciences and Nutrition at NOVUM, Karolinska Institutet, Huddinge, Sweden.,Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
| | - María Rodriguez-Ayllon
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Pablo Molina-García
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Marie Löf
- Department of Biosciences and Nutrition at NOVUM, Karolinska Institutet, Huddinge, Sweden.,Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
| | - Idoia Labayen
- Department of Health Sciences, Public University of Navarra, Pamplona, Spain
| | - Charles H Hillman
- Center for Cognitive and Brain Health, Department of Psychology, Northeastern University, Boston, MA, USA.,Department of Physical Therapy, Movement, & Rehabilitation Sciences, Northeastern University, Boston, MA, USA
| | - Andrés Catena
- Department of Experimental Psychology, Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
| | - Francisco B Ortega
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain.,Department of Biosciences and Nutrition at NOVUM, Karolinska Institutet, Huddinge, Sweden
| |
Collapse
|
16
|
Wang Y, Ma X, Zhang Y, Wu L, Yang Z, Yang T, Li Y. Relationship of Physical Education Curriculum Implementation and Mathematics Achievement in Chinese Youth. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2019; 90:133-140. [PMID: 31045481 DOI: 10.1080/02701367.2019.1603775] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
PURPOSE Previous studies indicated a positive association between physical education (PE) and mathematics achievement (MA). This study explored how PE curriculum implementation relates to MA using data from the China National Assessment of Education Quality (CNAEQ) in 2015, including Mathematics (CNAEQ-MA 2015) as well as Physical Education & Health (CNAEQ-PEH 2015). METHOD This study included 22,619 students (48.7% girls) age 13.96 ± 0.64 yr. from the national sample of Grade 8 students from CNAEQ. During 2015, MA and cardiorespiratory fitness (CF) were assessed. PE curriculum implementation, personal hygiene, eating habits, PE interest, mathematics interest, and self-confidence were collected via a self-report student survey. Personal hygiene and eating habits were combined to create the latent variable, healthy lifestyle (HL). Structural equation modeling was applied to examine the associations. Socioeconomic status, school location, Body Mass Index (BMI), and sex were all controlled. RESULTS PE curriculum implementation had an indirect, positive association with MA through CF, HL-mathematics interest, and HL-mathematics self-confidence. Together, the model explained 27.8% of the variance in MA. CONCLUSION PE curriculum implementation may benefit mathematics education, and this link is mainly through HL, CF, mathematics interest, and self-confidence.
Collapse
|
17
|
Tracking Changes of Chinese Pre-Service Teachers' Aerobic Fitness, Body Mass Index, and Grade Point Average Over 4-years of College. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16060966. [PMID: 30889842 PMCID: PMC6466098 DOI: 10.3390/ijerph16060966] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/12/2019] [Revised: 03/13/2019] [Accepted: 03/14/2019] [Indexed: 12/28/2022]
Abstract
Although increasing attention has been given to student academic achievement, usually measured by grade point average (GPA), and fitness in children and adolescents, much fewer studies have been conducted in higher education settings, especially in China. This study investigated the longitudinal associations of aerobic fitness (AF), body mass index (BMI), and GPA in Chinese pre-service teachers at a university. A longitudinal research design was employed to track changes in AF, BMI, and GPA, for a total of 1980 students for four years. Multi-level growth models were used to examine the interactive changes of the above three variables. It was found that GPA and BMI increased each year, while AF declined dramatically at the fourth year. The three-way interaction among GPA, gender, and BMI was significant, suggesting females who were overweight/obese had lower GPA. The data from the current study suggested that AF did not impact students' GPA. Class standing (i.e., the fourth year) and gender (i.e., females) need to be taken into consideration when designing interventions to improve student overall fitness and academic performance in Chinese pre-service teacher populations.
Collapse
|
18
|
Is there a relationship between body mass index and academic achievement? A meta-analysis. Public Health 2019; 167:111-124. [DOI: 10.1016/j.puhe.2018.11.002] [Citation(s) in RCA: 34] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2018] [Revised: 09/20/2018] [Accepted: 11/05/2018] [Indexed: 12/16/2022]
|
19
|
Physical Activity of Osteopathic Medical Students. PHYSICAL ACTIVITY AND HEALTH 2018. [DOI: 10.5334/paah.16] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
|
20
|
Bartee RT, Heelan KA, Dority BL. Longitudinal Evaluation of Aerobic Fitness and Academic Achievement Among Schoolchildren. THE JOURNAL OF SCHOOL HEALTH 2018; 88:644-650. [PMID: 30133778 DOI: 10.1111/josh.12666] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2017] [Revised: 10/20/2017] [Accepted: 03/04/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Research is emerging suggesting that fitness not only improves health, but enhances academic achievement in children. Many studies have found the strongest correlation with academic achievement to be aerobic fitness. The purpose of this study is to examine the influence of aerobic fitness and academic ranking on the association between improvements in students' aerobic fitness and their academic achievement. METHODS Data were collected from 1152 second- through fifth-grade students enrolled in 10 Midwestern schools. School-fixed effects models were used to estimate the impact of improved aerobic fitness from the fall to the spring semester on students' spring percentile rankings in math and reading. RESULTS Students whose progressive aerobic cardiovascular endurance run improved from the fall to spring semester moved up the national spring math percentile rankings by 2.71 percentiles (p < .001) for all students, 4.77 (p < .001) for less-fit students, and 3.53 (p < .05) for lower performing math students. No statistically significant relationship was found between improved aerobic fitness and reading achievement. CONCLUSIONS Improving fitness could potentially have the greatest academic benefit for those elementary students who need it the most-the less fit and the lower academic performers.
Collapse
Affiliation(s)
- Roderick T Bartee
- University of Nebraska at Kearney, Cushing Coliseum W216,1410 West 26th Street, Kearney, NE 68849
| | - Kate A Heelan
- University of Nebraska at Kearney, Cushing Coliseum W218,1410 West 26th Street, Kearney, NE 68849
| | - Bree L Dority
- University of Nebraska at Kearney, West Center, 140 C, 2504 9th Avenue, Kearney, NE 68849
| |
Collapse
|
21
|
Gil-Espinosa FJ, Cadenas-Sanchez C, Chillón P. Physical fitness predicts the academic achievement over one-school year follow-up period in adolescents. J Sports Sci 2018; 37:452-457. [PMID: 30084752 DOI: 10.1080/02640414.2018.1505184] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
The purposes of this study were to examine how fitness at the baseline could predict both academic achievement and academic achievement changes one school year in advance. A total of 194 adolescents (mean age: 14.15 ± 0.97 years old, 112 boys) who attended secondary school participated in our study. Cardiorespiratory fitness was measured with the 20 m endurance shuttle-run test. We also assessed the lower-limbs muscular strength with the standing long jump test and flexibility with the sit-and-reach test. The academic achievement was assessed by school grades. We performed linear regression analyses. Additionally, we examined the relationship between fitness and changes in the academic performance following the same statistical methodology. Cardiorespiratory fitness was positively associated with mathematics one school year in advance (p = 0.025). Cardiorespiratory fitness was also positively associated with changes in Spanish language (p = 0.005), mathematics (p = 0.023), and the grade point average (p = 0.006). Muscular strength was also positively associated with changes in Spanish language (p = 0.040) and mathematics (p = 0.010), while flexibility was associated with changes in Spanish language (p = 0.039) and the grade point average (0.027). Our results suggest that cardiorespiratory fitness was positively associated with academic achievement in adolescents.
Collapse
Affiliation(s)
- Francisco Javier Gil-Espinosa
- a Researching in Sport Sciences (RSS) research group. Department of Body Expression, Faculty of Science Education , University of Malaga, Andalusia-tech, IBIMA , Malaga , Spain
| | - Cristina Cadenas-Sanchez
- b PROFITH "PROmoting FITness and Health through physical activity" research group, Department of Physical Education and Sports, Faculty of Sport Sciences , University of Granada , Granada , Spain
| | - Palma Chillón
- b PROFITH "PROmoting FITness and Health through physical activity" research group, Department of Physical Education and Sports, Faculty of Sport Sciences , University of Granada , Granada , Spain
| |
Collapse
|
22
|
Aske DB, Chomitz VR, Liu X, Arsenault L, Bhalotra S, Acevedo-Garcia D. Relationship Between Cardiorespiratory Fitness, Weight Status, and Academic Performance: Longitudinal Evidence From 1 School District. THE JOURNAL OF SCHOOL HEALTH 2018; 88:560-568. [PMID: 29992606 DOI: 10.1111/josh.12643] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2016] [Revised: 09/21/2017] [Accepted: 01/06/2018] [Indexed: 05/06/2023]
Abstract
OBJECTIVES We examined the longitudinal relationship between cardiovascular fitness (CRF) and academic performance (AP) among students in a diverse public school district. Furthermore, we determined whether the relationship between CRF and AP varied by student sociodemographic characteristics. METHODS This study used data from 2005-2006 to 2008-2009. AP was assessed by Massachusetts Comprehensive Assessment System (MCAS) math (N = 1224) and English Language Arts (ELA) (N = 1248) z-scores. CRF was assessed by an age- and sex-adjusted 20-yard shuttle run (pass/fail). Multilevel growth models were used to estimate the relationship between MCAS z-scores and changes in grade, CRF, and weight status, controlling for student sociodemographic characteristics. RESULTS Students who passed the fitness test performed better on MCAS tests (ELA: .159, p < .001; Math: 0.346, p < .001) at each study wave relative to those who did not pass. The relationship between AP and fitness was attenuated for low socioeconomic status(ELA: -.111, p < .05) and minority (Math: black -0.249, p < .01; Latino -0.216, p < .01) students. CONCLUSIONS These results add to the literature highlighting the role of CRF as an important predictor of performance on standardized tests. More research is needed to understand the disparities experienced by low-income and minority students.
Collapse
Affiliation(s)
- Denise Burke Aske
- Brandeis University, Heller School for Social Policy and Management, 415 South St. Mailstop 035, Waltham, MA 02453
| | - Virginia Rall Chomitz
- Public Health and Community Medicine, Tufts University School of Medicine, 136 Harrison Avenue, Boston, MA 02111
| | - Xiaodong Liu
- Department of Psychology, Brandeis University, Brown Social Science Center, 415 South St. Mailstop, Waltham, MA 02453
| | - Lisa Arsenault
- Health Resources in Action, Inc., 95 Berkeley Street, Boston, MA 02116
| | - Sarita Bhalotra
- Brandeis University, Heller School for Social Policy and Management, 415 South St. Mailstop 035, Waltham, MA 02453
| | - Dolores Acevedo-Garcia
- Institute for Child, Youth, and Family Policy, Brandeis University, Heller School for Social Policy and Management, 415 South St. Mailstop 035, Waltham, MA 02453
| |
Collapse
|
23
|
Saevarsson E, Svansdottir E, Arngrimsson S, Sveinsson T, Johannsson E. Different cardiorespiratory fitness expressions based on the maximal cycle ergometer test show no effect on the relation of cardiorespiratory fitness to the academic achievement of nine-year-olds. PLoS One 2018; 13:e0200643. [PMID: 30036375 PMCID: PMC6056058 DOI: 10.1371/journal.pone.0200643] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2018] [Accepted: 06/30/2018] [Indexed: 11/18/2022] Open
Abstract
The relationship between cardiorespiratory fitness and academic achievement has been inconclusive. The results may depend on how cardiorespiratory fitness is expressed. The aim of this study is to explore the impact of different cardiorespiratory fitness expression methods, measured by the maximal cycle ergometer test, on the relationship between cardiorespiratory fitness and academic achievement. A cross-sectional study consisting of 303 Icelandic 4th grade students (163 girls) was conducted. Cardiorespiratory fitness was assessed using a graded maximal cycle ergometer test and scores of standardized tests in Icelandic and math obtained from the Icelandic National Examination Institute. Cardiorespiratory fitness was measured as absolute power output in watts in a maximal progressive cycle ergometer test. To adjust for different body sizes, the power output was scaled to body weight, body height, body surface area, and allometrically expressed body weight. In addition, linear regression scaling was also used to adjust for different body sizes. No significant relationship was found between any of the cardiorespiratory fitness expressions and academic achievement, using both univariate and multivariate linear regression analyses. The use of different methods to express cardiorespiratory fitness does not significantly affect the association with the academic achievement of fourth grade students.
Collapse
Affiliation(s)
| | | | | | - Thorarinn Sveinsson
- Research Centre for Movements Sciences, University of Iceland, Reykjavík, Iceland
| | - Erlingur Johannsson
- School of Education, University of Iceland, Reykjavík, Iceland
- Department of Sport and Physical Activity, Western Norway University of Applied Sciences, Bergen, Norway
| |
Collapse
|
24
|
Abstract
UNLABELLED There is a growing trend of decreasing physical fitness among adolescents, which may result not only in poorer physical health, but also in poorer academic achievement. PURPOSE The purpose of this study was to investigate the changes in aerobic fitness and academic achievement in reading and mathematics during middle school. METHODS This study employed a prospective, longitudinal cross-sectional design. Fifty-two adolescents were followed from sixth grade through eighth grade. In the spring, sixth-, seventh-, and eighth-grade students completed Progressive Aerobic Cardiovascular Endurance Run tests measuring aerobic fitness. In addition, students also completed Illinois Standards Achievement Test academic achievement tests in reading and mathematics. RESULTS Changes in aerobic fitness between sixth and eighth grade were positively related to changes in academic achievement in both reading and mathematics between sixth and eighth grade. CONCLUSION These data suggest that changes in aerobic fitness may modulate changes in academic achievement. These findings highlight the importance of physical activity and have broad relevance for educational systems and policies.
Collapse
|
25
|
Fonseca Del Pozo FJ, Alonso JV, Álvarez MV, Orr S, Cantarero FJL. Physical fitness as an indicator of health status and its relationship to academic performance during the prepubertal period. Health Promot Perspect 2017; 7:197-204. [PMID: 29085796 PMCID: PMC5647354 DOI: 10.15171/hpp.2017.35] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2017] [Accepted: 05/13/2017] [Indexed: 11/09/2022] Open
Abstract
Background: Physical activity (PA) is considered one of the most important determinants of the health status in children, and predictor of morbidity/mortality in adults. The aim is to examine the relationship between physical fitness (PF), PA, obesity and academic performance (AP) in primary school children. Methods: Cross-sectional studies including 91 primary school students, aged 9 to 12 years, from the province of Córdoba. Data was collected from April to June 2014. We measured PF using part of the EUROFIT fitness testing battery. The level of PA was measured as low or high PF and the level of obesity was measured using body mass index, waist circumference, percentage of fat mass, lean body mass, percentage of lean mass and basal metabolism. AP by scores on the second quarter was based on the total average of scores of basic subjects and other subjects, including physical education. Cognitive performance was assessed by the Spanish overall and factorial intelligence test. Results: The results of AP were positively related to levels of PF. Students who achieve better PF score better in Maths, (P=0.019), Natural Sciences (P=0.024), Religion (P=0.018) and Physical Education (P<0.001). A direct association between maximal aerobic capacity with Mathematics (r=0.325, P=0.02), AP (r=0.349, P=0.001) and cognitive performance (CP)(r=0.312, P=0.003) was observed. There was also a direct association of better jump tests with higher AP (r=0.328, P=0.002). Conclusion: The AP is associated with higher levels of fitness. Therefore, the education system should consider implementing curriculum strategies favouring the improvement of the PF, and therefore the health and AP of students.
Collapse
Affiliation(s)
| | - Joaquín Valle Alonso
- Department of Emergency Medicine, Royal Bournemouth Hospital, Bournemouth, Dorset, UK
| | | | - Siobhan Orr
- Department of Emergency Medicine, Royal Bournemouth Hospital, Bournemouth, Dorset, UK
| | | |
Collapse
|
26
|
Donnelly JE, Hillman CH, Castelli D, Etnier JL, Lee S, Tomporowski P, Lambourne K, Szabo-Reed AN. Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review. Med Sci Sports Exerc 2017; 48:1197-222. [PMID: 27182986 DOI: 10.1249/mss.0000000000000901] [Citation(s) in RCA: 809] [Impact Index Per Article: 115.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
BACKGROUND The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. OBJECTIVE The purpose of this study was to answer the following questions: 1) among children age 5-13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5-13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention? STUDY ELIGIBILITY CRITERIA This study used primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness, or PE/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. DATA SOURCES Two separate searches were performed to identify studies that focused on 1) cognition, learning, brain structure, and brain function and 2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990-September 2014) for studies that met inclusion criteria. Sixty-four studies met inclusion criteria for the first search (cognition/learning/brain), and 73 studies met inclusion criteria for the second search (academic achievement/concentration). STUDY APPRAISAL AND SYNTHESIS METHODS Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters; therefore, results were synthesized and presented by study design. RESULTS A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited evidence was available concerning the effects of PA on learning, with only one cross-sectional study meeting the inclusion criteria. Evidence indicates that PA has a relationship to areas of the brain that support complex cognitive processes during laboratory tasks. Although favorable results have been obtained from cross-sectional and longitudinal studies related to academic achievement, the results obtained from controlled experiments evaluating the benefits of PA on academic performance are mixed, and additional, well-designed studies are needed. LIMITATIONS Limitations in evidence meeting inclusion criteria for this review include lack of randomized controlled trials, limited studies that are adequately powered, lack of information on participant characteristics, failure to blind for outcome measures, proximity of PA to measurement outcomes, and lack of accountability for known confounders. Therefore, many studies were ranked as high risk for bias because of multiple design limitations. CONCLUSIONS The present systematic review found evidence to suggest that there are positive associations among PA, fitness, cognition, and academic achievement. However, the findings are inconsistent, and the effects of numerous elements of PA on cognition remain to be explored, such as type, amount, frequency, and timing. Many questions remain regarding how to best incorporate PA within schools, such as activity breaks versus active lessons in relation to improved academic achievement. Regardless, the literature suggests no indication that increases in PA negatively affect cognition or academic achievement and PA is important for growth and development and general health. On the basis of the evidence available, the authors concluded that PA has a positive influence on cognition as well as brain structure and function; however, more research is necessary to determine mechanisms and long-term effect as well as strategies to translate laboratory findings to the school environment. Therefore, the evidence category rating is B. The literature suggests that PA and PE have a neutral effect on academic achievement. Thus, because of the limitations in the literature and the current information available, the evidence category rating for academic achievement is C.
Collapse
|
27
|
Santana CCA, Azevedo LB, Cattuzzo MT, Hill JO, Andrade LP, Prado WL. Physical fitness and academic performance in youth: A systematic review. Scand J Med Sci Sports 2016; 27:579-603. [PMID: 27714852 DOI: 10.1111/sms.12773] [Citation(s) in RCA: 111] [Impact Index Per Article: 13.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/18/2016] [Indexed: 02/06/2023]
Abstract
Physical fitness (PF) is a construct of health- and skill-related attributes which have been associated with academic performance (AP) in youth. This study aimed to review the scientific evidence on the association among components of PF and AP in children and adolescents. A systematic review of articles using databases PubMed/Medline, ERIC, LILACS, SciELO, and Web of Science was undertaken. Cross-sectional and longitudinal studies examining the association between at least one component of PF and AP in children and adolescents, published between 1990 and June 2016, were included. Independent extraction of articles was carried out by the two authors using predefined data fields. From a total of 45 studies included, 25 report a positive association between components of PF with AP and 20 describe a single association between cardiorespiratory fitness (CRF) and AP. According to the Strengthening the Reporting of Observational Studies in Epidemiology guidelines: 12 were classified as low, 32 as medium risk, and 1 as high risk of bias. Thirty-one studies reported a positive association between AP and CRF, six studies with muscular strength, three studies with flexibility, and seven studies reported a positive association between clustered of PF components and AP. The magnitude of the associations is weak to moderate (β = 0.10-0.42 and odds = 1.01-4.14). There is strong evidence for a positive association between CRF and cluster of PF with AP in cross-sectional studies; and evidence from longitudinal studies for a positive association between cluster of PF and AP; the relationship between muscular strength and flexibility with AP remains uncertain.
Collapse
Affiliation(s)
- C C A Santana
- Physical Education Post Graduate Program, University of Pernambuco, Recife, Brazil
| | - L B Azevedo
- School of Health and Social Care, Teesside University, Middlesbrough, UK
| | - M T Cattuzzo
- Physical Education Post Graduate Program, University of Pernambuco, Recife, Brazil
| | - J O Hill
- University of Colorado, Denver, Colorado, USA
| | - L P Andrade
- Physical Education Post Graduate Program, University of Pernambuco, Recife, Brazil
| | - W L Prado
- Physical Education Post Graduate Program, University of Pernambuco, Recife, Brazil.,Department of Human Movement Sciences, Federal University of São Paulo, Santos, Brazil
| |
Collapse
|
28
|
Olivares PR, García-Rubio J. Associations between different components of fitness and fatness with academic performance in Chilean youths. PeerJ 2016; 4:e2560. [PMID: 27761345 PMCID: PMC5068445 DOI: 10.7717/peerj.2560] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2016] [Accepted: 09/12/2016] [Indexed: 01/17/2023] Open
Abstract
Objectives To analyze the associations between different components of fitness and fatness with academic performance, adjusting the analysis by sex, age, socio-economic status, region and school type in a Chilean sample. Methods Data of fitness, fatness and academic performance was obtained from the Chilean System for the Assessment of Educational Quality test for eighth grade in 2011 and includes a sample of 18,746 subjects (49% females). Partial correlations adjusted by confounders were done to explore association between fitness and fatness components, and between the academic scores. Three unadjusted and adjusted linear regression models were done in order to analyze the associations of variables. Results Fatness has a negative association with academic performance when Body Mass Index (BMI) and Waist to Height Ratio (WHR) are assessed independently. When BMI and WHR are assessed jointly and adjusted by cofounders, WHR is more associated with academic performance than BMI, and only the association of WHR is positive. For fitness components, strength was the variable most associated with the academic performance. Cardiorespiratory capacity was not associated with academic performance if fatness and other fitness components are included in the model. Conclusions Fitness and fatness are associated with academic performance. WHR and strength are more related with academic performance than BMI and cardiorespiratory capacity.
Collapse
Affiliation(s)
- Pedro R Olivares
- Facultad de Educación, Universidad Autonoma de Chile, Talca, Chile.,Instituto Superior de Educación Física, Universidad de la República, Rivera, Uruguay
| | - Javier García-Rubio
- Facultad de Educación, Universidad Autonoma de Chile, Santiago de Chile, Chile
| |
Collapse
|
29
|
Suchert V, Hanewinkel R, Isensee B. Longitudinal Relationships of Fitness, Physical Activity, and Weight Status With Academic Achievement in Adolescents. THE JOURNAL OF SCHOOL HEALTH 2016; 86:734-741. [PMID: 27619764 DOI: 10.1111/josh.12424] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2016] [Revised: 02/19/2016] [Accepted: 04/05/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND To examine associations of cardiorespiratory fitness, physical activity (PA) and weight status with academic achievement 1 year later. In addition, the mediating role of psychological variables was tested. METHODS Longitudinal analyses included 1011 German students (M = 14.1 years, SD = 0.6 years). Cardiorespiratory fitness was determined with the 20 m shuttle run test. Compliance with PA guidelines was assessed through questionnaire. Weight status was based on body mass index percentiles. As proxy of academic achievement students' self-reported grades in Mathematics and German in their midterm report were averaged. Mediation analyses were conducted at follow-up testing general self-efficacy, depressed affect, and attention/hyperactivity problems. RESULTS High levels of cardiorespiratory fitness predicted higher educational attainment (p = .007), while we found no longitudinal association for PA and weight status (p > .253). However, students being insufficiently physically active at baseline but meet PA guidelines at follow-up showed a significant improvement in educational attainment. The cross-sectional association between PA and academic achievement was mediated by students' general self-efficacy. CONCLUSION High fitness in adolescence is associated with higher subsequent academic achievement. The promotion of PA might benefit school performance because of enhanced fitness levels in the long-term and positive influences of PA in the shortterm. The association between weight status and educational attainment remains controversial.
Collapse
Affiliation(s)
- Vivien Suchert
- Institute for Therapy and Health Research (IFT-Nord), Harmsstrasse 2, 24114 Kiel, Germany.
| | - Reiner Hanewinkel
- Institute for Therapy and Health Research (IFT-Nord), Harmsstrasse 2, 24114 Kiel, Germany.
| | - Barbara Isensee
- Institute for Therapy and Health Research (IFT-Nord), Harmsstrasse 2, 24114 Kiel, Germany.
| |
Collapse
|
30
|
The interplay between neuropathology and activity based rehabilitation after traumatic brain injury. Brain Res 2016; 1640:152-163. [DOI: 10.1016/j.brainres.2016.01.016] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2015] [Revised: 01/08/2016] [Accepted: 01/09/2016] [Indexed: 02/07/2023]
|
31
|
Dossey L. Introverts: A Defense. Explore (NY) 2016; 12:151-60. [PMID: 27061037 DOI: 10.1016/j.explore.2016.02.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
32
|
Huang T, Tarp J, Domazet SL, Thorsen AK, Froberg K, Andersen LB, Bugge A. Associations of Adiposity and Aerobic Fitness with Executive Function and Math Performance in Danish Adolescents. J Pediatr 2015; 167:810-5. [PMID: 26256018 DOI: 10.1016/j.jpeds.2015.07.009] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/19/2015] [Revised: 05/26/2015] [Accepted: 07/06/2015] [Indexed: 10/23/2022]
Abstract
OBJECTIVE To examine the associations of adiposity and aerobic fitness with executive function and math performance in Danish adolescents. STUDY DESIGN Cross-sectional analyses were conducted with data on 525 adolescents attending sixth and seventh grades from 14 schools in the 5 main regions of Denmark. A modified Eriksen flanker task was used to assess inhibitory control, a key aspect of executive function. Academic performance was assessed by a customized math test. Aerobic fitness was assessed by an intermittent shuttle-run test (Andersen test). RESULTS Body mass index (BMI) was negatively associated with accuracy on incongruent trials during the flanker task (P = .005). A higher BMI was associated with a larger accuracy interference score (P = .01). Similarly, waist circumference (WC) was negatively associated with accuracy on incongruent trials (P = .008). A higher WC was associated with a larger reaction time (RT) interference score (P = .02) and accuracy interference score (P = .009). Higher aerobic fitness was associated with a faster RT on congruent trials (P = .009) and incongruent trials (P = .003). Higher aerobic fitness was associated with a smaller RT interference score (P = .04). Aerobic fitness was positively associated with math score (P < .001). BMI and WC were not associated with math score (P > .05). CONCLUSIONS These results suggest that aerobic fitness is positively associated with both inhibitory control and math performance in adolescents. Adiposity is negatively associated with inhibitory control in adolescents. Adiposity is not associated with math performance.
Collapse
Affiliation(s)
- Tao Huang
- Center of Research in Childhood Health, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark.
| | - Jakob Tarp
- Center of Research in Childhood Health, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Sidsel Louise Domazet
- Center of Research in Childhood Health, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Anne Kær Thorsen
- Center of Research in Childhood Health, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Karsten Froberg
- Center of Research in Childhood Health, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Lars Bo Andersen
- Center of Research in Childhood Health, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark; Department of Sports Medicine, Norwegian School of Sport Sciences, Oslo, Norway
| | - Anna Bugge
- Center of Research in Childhood Health, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| |
Collapse
|
33
|
Abstract
Insufficient levels of daily physical activity (PA) among children in the USA and worldwide have profound implications for pediatric obesity and children's health and well-being more generally. Public health recommendations highlight the central role that schools play in providing equitable opportunities for PA for all children. This review identifies evidence-based approaches for increasing children's PA throughout the school day and discusses multilevel factors that support implementation of such approaches. Opportunities to increase school-day PA span not only in-school time (e.g., quality recess and physical education, classroom activity breaks) but also time before school (e.g., active commuting initiatives) and after school (e.g., intramural and interscholastic sports programs). For such approaches to impact children's PA, dimensions of implementation such as adoption, fidelity, penetration, implementation costs, and sustainability are critical. Multilevel factors that influence implementation include policies, school environment and organizational factors, teacher and classroom factors, child and family characteristics, and attributes of the PA approach itself. Research and field observations reinforce the importance of understanding challenges specific to working with schools, including multiple stakeholders, competing priorities, limited facilities and staff capacity, and heterogeneity of students. Thus, while schools hold promise as promoters and equalizers of PA engagement for all children, more research is needed on the levers that influence implementation of effective school-based PA policies and programs.
Collapse
Affiliation(s)
- Daniel Philip Hatfield
- Tufts University Friedman School of Nutrition Science and Policy, 150 Harrison Ave., Boston, MA, 02111, USA.
| | - Virginia Rall Chomitz
- Department of Public Health and Community Medicine, Tufts University Friedman School of Nutrition Science and Policy, 136 Harrison Ave., Boston, MA, 02111, USA.
| |
Collapse
|
34
|
Desai IK, Kurpad AV, Chomitz VR, Thomas T. Aerobic fitness, micronutrient status, and academic achievement in Indian school-aged children. PLoS One 2015; 10:e0122487. [PMID: 25806824 PMCID: PMC4373687 DOI: 10.1371/journal.pone.0122487] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2014] [Accepted: 02/22/2015] [Indexed: 11/18/2022] Open
Abstract
Aerobic fitness has been shown to have several beneficial effects on child health. However, research on its relationship with academic performance has been limited, particularly in developing countries and among undernourished populations. This study examined the association between aerobic fitness and academic achievement in clinically healthy but nutritionally compromised Indian school-aged children and assessed whether micronutrient status affects this association. 273 participants, aged 7 to 10.5 years, were enrolled from three primary schools in Bangalore, India. Data on participants’ aerobic fitness (20-m shuttle test), demographics, anthropometry, diet, physical activity, and micronutrient status were abstracted. School-wide exam scores in mathematics and Kannada language served as indicators of academic performance and were standardized by grade level. The strength of the fitness/achievement association was analyzed using Spearman’s rank correlation, multiple variable logistic regression, and multi-level models. Significant positive correlations between aerobic capacity (VO2 peak) and academic scores in math and Kannada were observed (P < 0.05). After standardizing scores across grade levels and adjusting for school, gender, socioeconomic status, and weight status (BMI Z-score), children with greater aerobic capacities (mL * kg-1 * min-1) had greater odds of scoring above average on math and Kannada exams (OR=1.08, 95% CI: 1.02 to 1.15 and OR=1.11, 95% CI: 1.04 to 1.18, respectively). This association remained significant after adjusting for micronutrient deficiencies. These findings provide preliminary evidence of a fitness/achievement association in Indian children. While the mechanisms by which aerobic fitness may be linked to academic achievement require further investigation, the results suggest that educators and policymakers should consider the adequacy of opportunities for physical activity and fitness in schools for both their physical and potential academic benefits.
Collapse
Affiliation(s)
- Ishaan K. Desai
- Harvard University, Faculty of Arts and Sciences, Cambridge, Massachusetts, United States of America
| | - Anura V. Kurpad
- Division of Nutrition, St. John’s Research Institute, St. John’s National Academy of Health Sciences, Bangalore, India
| | - Virginia R. Chomitz
- Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts, United States of America
| | - Tinku Thomas
- Division of Epidemiology and Biostatistics, St. John’s Research Institute, St. John’s National Academy of Health Sciences, Bangalore, India
- * E-mail:
| |
Collapse
|
35
|
Kirbiš A, Tavčar Krajnc M, Musil B. Sociodemographic and socioeconomic inequalities in physical activity among Slovenian youth. OBZORNIK ZDRAVSTVENE NEGE 2014. [DOI: 10.14528/snr.2014.48.4.36] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Introduction: Frequent physical activity has previously been found associated with numerous health benefits, yet it is unequally distributed across social strata, including in Slovenia. The aim of the present study was to examine the frequency of and inequalities in physical activity among Slovenian youth.
Methods: A representative cross-sectional study of 907 men and women aged 16–27 years (x̄age = 21.90, s = 3.25, 48.3 % women) living in Slovenia was carried out examining the determinants of physical activity (measured with a single item on the frequency of physical activity in previous 7 days).
Results: More than four out of ten young people (41.3 %) reported being vigorously physically active for at least 20 minutes daily only on only two days or less in the previous week. Regression analysis indicated that eight predictor variables explained 4.2 % of the variance (Adjusted R2 = 3.4 %) in physical activity. Male gender was the only significant predictor of more frequent physical activity (β = 0.20, p < 0.001). In addition, interaction effect was detected with gender moderating the association between age and physical activity (β = -0.10, p < 0.05).
Discussion and conclusion: Socioeconomic gradient in physical activity was not detected. Future studies should examine additional indicators of socioeconomic status and deprivation. The study results could provide a basis for programmes and interventions on physical activity that should target especially young women.
Collapse
|
36
|
Bezold CP, Konty KJ, Day SE, Berger M, Harr L, Larkin M, Napier MD, Nonas C, Saha S, Harris TG, Stark JH. The effects of changes in physical fitness on academic performance among New York City youth. J Adolesc Health 2014; 55:774-81. [PMID: 25088395 PMCID: PMC5421374 DOI: 10.1016/j.jadohealth.2014.06.006] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/14/2014] [Revised: 06/05/2014] [Accepted: 06/06/2014] [Indexed: 11/26/2022]
Abstract
PURPOSE To evaluate whether a change in fitness is associated with academic outcomes in New York City (NYC) middle-school students using longitudinal data and to evaluate whether this relationship is modified by student household poverty. METHODS This was a longitudinal study of 83,111 New York City middle-school students enrolled between 2006-2007 and 2011-2012. Fitness was measured as a composite percentile based on three fitness tests and categorized based on change from the previous year. The effect of the fitness change level on academic outcomes, measured as a composite percentile based on state standardized mathematics and English Language Arts test scores, was estimated using a multilevel growth model. Models were stratified by sex, and additional models were tested stratified by student household poverty. RESULTS For both girls and boys, a substantial increase in fitness from the previous year resulted in a greater improvement in academic ranking than was seen in the reference group (girls: .36 greater percentile point improvement, 95% confidence interval: .09-.63; boys: .38 greater percentile point improvement, 95% confidence interval: .09-.66). A substantial decrease in fitness was associated with a decrease in academics in both boys and girls. Effects of fitness on academics were stronger in high-poverty boys and girls than in low-poverty boys and girls. CONCLUSIONS Academic rankings improved for boys and girls who increased their fitness level by >20 percentile points compared to other students. Opportunities for increased physical fitness may be important to support academic performance.
Collapse
Affiliation(s)
- Carla P. Bezold
- Department of Epidemiology, Harvard School of Public Health, Boston, Massachusetts
| | - Kevin J. Konty
- Division of Epidemiology, New York City Department of Health and Mental Hygiene, New York, New York
| | - Sophia E Day
- Division of Epidemiology, New York City Department of Health and Mental Hygiene, New York, New York
| | | | - Lindsey Harr
- Office of School Wellness Programs, New York City Department of Education, New York, New York
| | - Michael Larkin
- Office of School Wellness Programs, New York City Department of Education, New York, New York
| | - Melanie D. Napier
- Department of Epidemiology, University of North Carolina Gillings School of Public Health, Chapel Hill, North Carolina
| | - Cathy Nonas
- Division of the First Deputy Commissioner, New York City Department of Health and Mental Hygiene, New York, New York
| | - Subir Saha
- Office of School Wellness Programs, New York City Department of Education, New York, New York
| | - Tiffany G. Harris
- Division of Epidemiology, New York City Department of Health and Mental Hygiene, New York, New York
| | | |
Collapse
|
37
|
Sardinha LB, Marques A, Martins S, Palmeira A, Minderico C. Fitness, fatness, and academic performance in seventh-grade elementary school students. BMC Pediatr 2014; 14:176. [PMID: 25001376 PMCID: PMC4094753 DOI: 10.1186/1471-2431-14-176] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/18/2014] [Accepted: 06/19/2014] [Indexed: 01/12/2023] Open
Abstract
BACKGROUND In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. METHODS Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. RESULTS Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p < 0.001). Likewise, having a normal weight status was also related with high academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p < 0.001). CONCLUSIONS Cardiorespiratory fitness and weight status were independently and combined related to academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born.
Collapse
Affiliation(s)
- Luís B Sardinha
- Interdisciplinary Center for the Study of Human Performance, Faculty of Human Kinetics, University of Lisbon, Estrada da Costa, 1499-002 Cruz-Quebrada, Portugal
| | - Adilson Marques
- Interdisciplinary Center for the Study of Human Performance, Faculty of Human Kinetics, University of Lisbon, Estrada da Costa, 1499-002 Cruz-Quebrada, Portugal
| | - Sandra Martins
- Faculty of Physical Education and Sport, Lusophone University of Humanities and Technologies, Lisbon, Portugal
| | - António Palmeira
- Interdisciplinary Center for the Study of Human Performance, Faculty of Human Kinetics, University of Lisbon, Estrada da Costa, 1499-002 Cruz-Quebrada, Portugal
- Faculty of Physical Education and Sport, Lusophone University of Humanities and Technologies, Lisbon, Portugal
| | - Cláudia Minderico
- Interdisciplinary Center for the Study of Human Performance, Faculty of Human Kinetics, University of Lisbon, Estrada da Costa, 1499-002 Cruz-Quebrada, Portugal
| |
Collapse
|
38
|
Neloms G, Schantz S. Alliance for a healthier generation: resources and practices to support the school nurse role in building a healthier school environment. NASN Sch Nurse 2014; 29:130-133. [PMID: 24937900 DOI: 10.1177/1942602x14528984] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
|