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Manzano-Sánchez D, Gutiérrez-Espinoza H, López-Gil JF. Sex-specific associations of muscular fitness with overall academic performance and specific school subjects in adolescents: the EHDLA study. Front Psychol 2024; 15:1396163. [PMID: 39100566 PMCID: PMC11294721 DOI: 10.3389/fpsyg.2024.1396163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 06/20/2024] [Indexed: 08/06/2024] Open
Abstract
Introduction Overalll, muscular fitness and academic performance are two variables widely studied in the literature. However, evidence on the relationship between muscular fitness and specific school subjects (e.g., physical education), as well as their differences by sex, is scarce. Objective The aim of this study was to examine the associations between muscular fitness and overall academic performance and between muscular fitness and specific subjects (i.e., language, math, foreign language, and physical education) in a sample of secondary Spanish school students. Methods For the present study, a sample of 766 students (45% boys, aged 12-17 years). From the Eating Healthy and Daily Life Activities (EHDLA) study was used. The Assessing the Levels of Physical Activity and Fitness (ALPHA-FIT) battery was used to determine handgrip strength and lower body muscular strength. The performance of the different school subjects was provided by the school centers. Results Overall, for both boys and girls, higher muscular fitness was associated with greater academic results, with the greatest differences in physical education. However, only significant differences were identified for girls. Discussion and conclusion Global muscular fitness is important for contributing to cognitive development, both in physical education and in the rest of the subjects of the educational curriculum for adolescents. At the same time, although the association appears to follow the same trend for both sexes, the results seem more evident for girls.
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Affiliation(s)
- David Manzano-Sánchez
- Department of Didactics of Musical, Plastic and Corporal Expression, Faculty of Education and Psychology, University of Extremadura, Badajoz, Spain
- Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Universidad de Extremadura, Badajoz, Spain
| | | | - José Francisco López-Gil
- One Health Research Group, Universidad de Las Américas, Quito, Ecuador
- Department of Communication and Education, Universidad Loyola Andalucía, Seville, Spain
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2
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Canli U, Aldhahi MI, Küçük H. Association of Physiological Performance, Physical Fitness, and Academic Achievement in Secondary School Students. CHILDREN (BASEL, SWITZERLAND) 2024; 11:396. [PMID: 38671613 PMCID: PMC11049434 DOI: 10.3390/children11040396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2024] [Revised: 03/23/2024] [Accepted: 03/23/2024] [Indexed: 04/28/2024]
Abstract
This study aimed to compare the physiological performance and physical fitness based on the academic achievement levels of secondary school students and to explore the effect of gender on the relationship between physiological performance, physical fitness, and academic achievement. In this cross-sectional study, 304 children aged 13-14 years were recruited. To assess physical fitness, students performed a 20 m sprint test, a pro-agility test, a one-mile endurance run/walk test, and a countermovement jump test. At the end of the one-mile endurance run/walk test, the estimated VO2peak value of the participants was calculated. The physiological performance of the students was determined by measuring their resting heart rate and blood pressure. Students were grouped into three categories based on their academic achievement levels. The assessment of academic achievement considered their scores from the previous academic year. The scores were divided into three levels: poor (average score of 69 points or less), average (scores ranging from 70 to 84 points), and good (scores of 85 points or higher). The study revealed a notable disparity among students' VO2Max measurements based on their academic achievement (F = 8.938, p < 0.001, η2 = 0.056). However, we observed that the group with poor academic achievement displayed lower diastolic blood pressure values than the groups with average and good performances. Finally, no significant gender differences were evident in the relationship between academic achievement and any of the physical and physiological parameters.
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Affiliation(s)
- Umut Canli
- Sports Science Faculty, Tekirdag Namik Kemal University, Suleymanpasa, Tekirdag 59010, Turkey;
| | - Monira I. Aldhahi
- Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
| | - Hamza Küçük
- Yasar Dogu Faculty of Sport Sciences, Ondokuz Mayıs University, Samsun 55270, Turkey;
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Chambonnière C, Metz L, Fillon A, Demonteix P, Fearnbach N, Bailly M, Boscaro A, Pereira B, Thivel D, Duclos M. The Effects of Using a Cycling Desk at School on Executive Function, Physical Fitness, and Body Composition in Primary School Children: Impact of Socioeconomic Status. Pediatr Exerc Sci 2023:1-9. [PMID: 38134891 DOI: 10.1123/pes.2023-0046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 07/25/2023] [Accepted: 10/01/2023] [Indexed: 12/24/2023]
Abstract
CONTEXT Physical inactivity and sedentary behaviors are associated with adverse health outcomes in both adults and children. The purpose of this study was to investigate the effects of a 9-week program using a Cycle Desk during school time in French primary school children from high or low socioeconomic status (SES) on body composition, physical fitness (PF), and executive function. METHODS Seventy-five (n = 75) children completed a test battery before and after 9 weeks of use of Cycle Desk to evaluate anthropometric characteristics, body composition, PF, and executive function. RESULTS Body mass index increased significantly (P = .0095), while body fat decreased after the use of Cycle Desks (P < .0001). Specifically, lean mass increased in the high-SES group while it decreased in the low-SES group (P < .0001). After 9 weeks, there was an improvement in motor skills (P < .0001), upper and lower limbs' strength (P < .0001), and executive function performance (P < .0001). More specifically, the low-SES group had a greater improvement in motor skills and maximal aerobic speed between T0 and T1, compared to the high-SES group (P = .001, P = .023, respectively). In contrast, the high-SES group had a greater improvement in executive function at 9 weeks of use of Cycle Desk compared with the low-SES group (P = .0084). CONCLUSIONS The promotion of low-intensity physical activity with the use of a Cycle Desk at school may help offset some adverse effects of excess sedentary behavior among children. Moreover, this strategy appears to be particularly effective in children from low-SES backgrounds. What's New: The use of a Cycle Desk during school time has no deleterious effects on PF as well as cognitive executive functions in primary children. Modifications are more beneficial in children from low SES.
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Affiliation(s)
- Camille Chambonnière
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
- Auvergne Research Center for Human Nutrition (CRNH), Clermont-Ferrand,France
| | - Lore Metz
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
- Auvergne Research Center for Human Nutrition (CRNH), Clermont-Ferrand,France
| | - Alicia Fillon
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
| | - Pauline Demonteix
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
| | - Nicole Fearnbach
- Office of Research, Florida State University, Tallahassee, FL,USA
| | - Mélina Bailly
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
| | - Audrey Boscaro
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
| | - Bruno Pereira
- Biostatistics Unit, Clermont-Ferrand University Hospital, Clermont-Ferrand,France
| | - David Thivel
- Laboratory of the Metabolic Adaptations to Exercise under Physiological and Pathological Conditions, Clermont Auvergne University, Clermont-Ferrand,France
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
| | - Martine Duclos
- Auvergne Research Center for Human Nutrition (CRNH), Clermont-Ferrand,France
- National Observatory for Physical Activity and Sedentary Behaviors, Clermont-Ferrand,France
- Department of Sport Medicine and Functional Explorations, Clermont-Ferrand University Hospital, G. Montpied Hospital, Clermont-Ferrand,France
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4
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Wilson OWA, Thai M, Williams L, Nutter S, Myre M, Russell-Mayhew S. A scoping review of school-based anthropometric measurement. Obes Rev 2023; 24:e13610. [PMID: 37653624 DOI: 10.1111/obr.13610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Revised: 05/15/2023] [Accepted: 05/21/2023] [Indexed: 09/02/2023]
Abstract
Though anthropometric measurement (AM) frequently occurs in school settings, it is not without risks to child wellbeing. The aim of this scoping review was to examine how AM in school settings takes place and is reported on to make recommendations on best practices. We identified and extracted data from 440 studies published since 2005 that conducted AM in school (pre-school through secondary/high school) settings. Privacy and sensitivity of AM were unclear in over 90% of studies. Thirty-one studies (7.0%) reported protecting student privacy, while nine (2.0%) reported public measurement. Only five studies reported sensitivity regarding AM (1.1%). Exactly who conducted AM was not specified in 201 studies (45.7%). Sixty-nine studies did not provide a weight status criteria citation (19.2%), and 10 used an incorrect citation (2.7%). In summary, serious shortcomings in the reporting of how AM is conducted and by whom, along with details concerning weight status classification, are evident. There is considerable room for improvement regarding the reporting of key methodological details. We propose best practices for AM in school settings, which also double as conditions that should be met before AM takes place in school settings.
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Affiliation(s)
- Oliver W A Wilson
- Werklund School of Education, University of Calgary, Calgary, Alberta, Canada
- Te Hau Kori, Te Wāhanga Tātai Hauora Faculty of Health, Te Herenga Waka, Victoria University of Wellington, Wellington, New Zealand
| | - Michella Thai
- Werklund School of Education, University of Calgary, Calgary, Alberta, Canada
| | - Lindsay Williams
- Werklund School of Education, University of Calgary, Calgary, Alberta, Canada
| | - Sarah Nutter
- Department of Educational Psychology and Leadership Studies, University of Victoria, Victoria, British Columbia, Canada
| | - Maxine Myre
- Werklund School of Education, University of Calgary, Calgary, Alberta, Canada
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Zhou J, Liu H, Wen H, Wang X, Wang Y, Yang T. The Association Between Physical Activity and Mathematical Achievement Among Chinese Fourth Graders: A Moderated Moderated-Mediation Model. Front Psychol 2022; 13:862666. [PMID: 35615189 PMCID: PMC9126125 DOI: 10.3389/fpsyg.2022.862666] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Accepted: 03/07/2022] [Indexed: 11/20/2022] Open
Abstract
This study explored the association between out-of-school physical activity (PA) and mathematical achievement in relation to mathematical anxiety (MA), as well as the influence of parents' support for their children's physical activity on this association, to examine whether parental support for physical activity affects mental health and academic performance. Data were collected from the responses of 22,509 (52.9% boys) children in Grade 4 from six provinces across eastern, central, and western China who completed the mathematics component and the physical education and health component of the national-level education quality assessment. A moderated moderated-mediation model was tested using PROCESS v3.4 and SPSS v19.0, with socioeconomic status, school location, and body mass index as controlled variables. Out-of-school physical activity had a positive effect on children's mathematical achievement, and math anxiety partially mediated this association. The indices of conditional moderated mediation through the parental support of both girls and boys were, respectively, significant, indicating that children can benefit from physical activity, and that increased perceived parental support for physical activity can alleviate their children's math anxiety and improve their mathematics, regardless of gender. However, gender differences were observed in the influence of parental support for physical activity on anxiety: Although girls' math anxiety levels were significantly higher, the anxiety levels of girls with high parental support were significantly lower than those of boys with low parental support.
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Affiliation(s)
- Jing Zhou
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Hongyun Liu
- Faculty of Psychology, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, Beijing Normal University, Beijing, China
| | - Hongbo Wen
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Xiuna Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yehui Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Tao Yang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
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Sami W, Mohamed E, Almhmd A, K Alenazy S, Alrashidi A, Aldhafeeri B, Binmuhareb A. The association between body mass index and lifestyle with academic performance of college of medicine students, Majmaah University, Saudi Arabia. ADVANCES IN HUMAN BIOLOGY 2022. [DOI: 10.4103/aihb.aihb_79_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
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7
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Visier-Alfonso ME, Sánchez-López M, Álvarez-Bueno C, Ruiz-Hermosa A, Nieto-López M, Martínez-Vizcaíno V. Mediators between physical activity and academic achievement: A systematic review. Scand J Med Sci Sports 2021; 32:452-464. [PMID: 34837413 DOI: 10.1111/sms.14107] [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: 07/26/2021] [Revised: 10/26/2021] [Accepted: 11/24/2021] [Indexed: 10/19/2022]
Abstract
BACKGROUND Research has suggested the beneficial effects of physical activity (PA) on academic achievement (AA). However, the mechanisms underlying this influence remain unclear. Some proposed mechanisms include physiological, cognitive, psychological, and behavioral paths. This study aimed to analyze mediators between PA and AA in children and adolescents. METHODS Systematic search in Medline, SPORTDiscuss, PsycInfo, Scopus, and Web of Science for observational and experimental studies, published up to March 2021. RESULTS Twenty-eight studies (75237 participants, aged 4-16) were included. The designs of these studies were: 21 studies cross-sectional, 5 longitudinal, and 2 experimental. Eight out of nine studies analyzing fitness as a mediator reported positive results, and one reported null finding. Adiposity was a significant mediator in one study, in two only in girls, and two reported null results. Cognition as a mediator was supported by four studies, whereas two reported null results. Regarding mental well-being, 10 out of 14 studies reported positive effects, and one out of five behavioral studies found positive results. Although studies were too sparse to draw conclusions, overall, the results indicated that self-esteem, self-image, self-efficacy, stress, and health behaviors might be potential mediators in the relationship between PA and AA. All studies were rated as medium-high quality. CONCLUSION Overall, the available evidence seems to suggest that cardiorespiratory fitness, cognition, mental well-being, and exercise-related behaviors play some role as mediators of the relationship between PA and AA. However, the cross-sectional nature of most of the reviewed studies prevents us from making any statement in terms of causal paths. Thus, well-designed follow-up and randomized controlled studies aimed not only to tests the effect of PA in AA, but also to examine the influence of mediators are required.
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Affiliation(s)
| | | | - Celia Álvarez-Bueno
- Faculty of Nursing, Universidad de Castilla-La Mancha, Cuenca, Spain.,Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain
| | - Abel Ruiz-Hermosa
- School of Education, Universidad de Castilla-La Mancha, Ciudad Real, Spain
| | - Marta Nieto-López
- Faculty of Medicine, Universidad de Castilla-La Mancha, Albacete, Spain
| | - Vicente Martínez-Vizcaíno
- Faculty of Nursing, Universidad de Castilla-La Mancha, Cuenca, Spain.,Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain.,Faculty of Medicine, Universidad Autónoma de Chile, Talca, Chile
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8
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Neil-Sztramko SE, Caldwell H, Dobbins M. School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database Syst Rev 2021; 9:CD007651. [PMID: 34555181 PMCID: PMC8459921 DOI: 10.1002/14651858.cd007651.pub3] [Citation(s) in RCA: 55] [Impact Index Per Article: 18.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
BACKGROUND Physical activity among children and adolescents is associated with lower adiposity, improved cardio-metabolic health, and improved fitness. Worldwide, fewer than 30% of children and adolescents meet global physical activity recommendations of at least 60 minutes of moderate to vigorous physical activity per day. Schools may be ideal sites for interventions given that children and adolescents in most parts of the world spend a substantial amount of time in transit to and from school or attending school. OBJECTIVES The purpose of this review update is to summarise the evidence on effectiveness of school-based interventions in increasing moderate to vigorous physical activity and improving fitness among children and adolescents 6 to 18 years of age. Specific objectives are: • to evaluate the effects of school-based interventions on increasing physical activity and improving fitness among children and adolescents; • to evaluate the effects of school-based interventions on improving body composition; and • to determine whether certain combinations or components (or both) of school-based interventions are more effective than others in promoting physical activity and fitness in this target population. SEARCH METHODS We searched CENTRAL, MEDLINE, Embase, CINAHL, PsycINFO, BIOSIS, SPORTDiscus, and Sociological Abstracts to 1 June 2020, without language restrictions. We screened reference lists of included articles and relevant systematic reviews. We contacted primary authors of studies to ask for additional information. SELECTION CRITERIA Eligible interventions were relevant to public health practice (i.e. were not delivered by a clinician), were implemented in the school setting, and aimed to increase physical activity among all school-attending children and adolescents (aged 6 to 18) for at least 12 weeks. The review was limited to randomised controlled trials. For this update, we have added two new criteria: the primary aim of the study was to increase physical activity or fitness, and the study used an objective measure of physical activity or fitness. Primary outcomes included proportion of participants meeting physical activity guidelines and duration of moderate to vigorous physical activity and sedentary time (new to this update). Secondary outcomes included measured body mass index (BMI), physical fitness, health-related quality of life (new to this update), and adverse events (new to this update). Television viewing time, blood cholesterol, and blood pressure have been removed from this update. DATA COLLECTION AND ANALYSIS: Two independent review authors used standardised forms to assess each study for relevance, to extract data, and to assess risk of bias. When discrepancies existed, discussion occurred until consensus was reached. Certainty of evidence was assessed according to GRADE. A random-effects meta-analysis based on the inverse variance method was conducted with participants stratified by age (children versus adolescents) when sufficient data were reported. Subgroup analyses explored effects by intervention type. MAIN RESULTS Based on the three new inclusion criteria, we excluded 16 of the 44 studies included in the previous version of this review. We screened an additional 9968 titles (search October 2011 to June 2020), of which 978 unique studies were potentially relevant and 61 met all criteria for this update. We included a total of 89 studies representing complete data for 66,752 study participants. Most studies included children only (n = 56), followed by adolescents only (n = 22), and both (n = 10); one study did not report student age. Multi-component interventions were most common (n = 40), followed by schooltime physical activity (n = 19), enhanced physical education (n = 15), and before and after school programmes (n = 14); one study explored both enhanced physical education and an after school programme. Lack of blinding of participants, personnel, and outcome assessors and loss to follow-up were the most common sources of bias. Results show that school-based physical activity interventions probably result in little to no increase in time engaged in moderate to vigorous physical activity (mean difference (MD) 0.73 minutes/d, 95% confidence interval (CI) 0.16 to 1.30; 33 studies; moderate-certainty evidence) and may lead to little to no decrease in sedentary time (MD -3.78 minutes/d, 95% CI -7.80 to 0.24; 16 studies; low-certainty evidence). School-based physical activity interventions may improve physical fitness reported as maximal oxygen uptake (VO₂max) (MD 1.19 mL/kg/min, 95% CI 0.57 to 1.82; 13 studies; low-certainty evidence). School-based physical activity interventions may result in a very small decrease in BMI z-scores (MD -0.06, 95% CI -0.09 to -0.02; 21 studies; low-certainty evidence) and may not impact BMI expressed as kg/m² (MD -0.07, 95% CI -0.15 to 0.01; 50 studies; low-certainty evidence). We are very uncertain whether school-based physical activity interventions impact health-related quality of life or adverse events. AUTHORS' CONCLUSIONS Given the variability of results and the overall small effects, school staff and public health professionals must give the matter considerable thought before implementing school-based physical activity interventions. Given the heterogeneity of effects, the risk of bias, and findings that the magnitude of effect is generally small, results should be interpreted cautiously.
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Affiliation(s)
| | - Hilary Caldwell
- Department of Kinesiology, Child Health & Exercise Medicine Program, McMaster University, Hamilton, Canada
| | - Maureen Dobbins
- School of Nursing, McMaster University, Hamilton, Canada
- National Collaborating Centre for Methods and Tools, Hamilton, Canada
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Ludyga S, Gerber M, Brand S, Möhring W, Pühse U. Do different cognitive domains mediate the association between moderate-to-vigorous physical activity and adolescents' off-task behaviour in the classroom? BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 92:194-211. [PMID: 34254665 PMCID: PMC9291588 DOI: 10.1111/bjep.12445] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 06/18/2021] [Indexed: 12/27/2022]
Abstract
Background Accumulating evidence suggests that adolescents’ moderate‐to‐vigorous physical activity (MVPA) is associated with less off‐task behaviour in the classroom. However, the contribution of cognitive functions to this relation still remains unclear. Executive function and aspects of social cognition, which appear to be correlated with MVPA, have been found to determine academic behaviours. Aim This study examines the direct association between MVPA and off‐task behaviour as well as mediations by different cognitive domains. Sample Forty‐six‐male and 67‐female adolescents aged 13.0 ± 1.3 years were recruited from local schools. Methods Participants recalled their MVPA. Using video cameras, their classroom behaviours were recorded and a 6‐min period was rated for off‐task behaviour. Additionally, participants completed a modified Flanker task, which assessed both inhibitory control and cognitive flexibility, a Sternberg paradigm, which assessed working memory, and an Emotion Recognition task. Results Path‐analyses revealed that higher MVPA was associated with less off‐task behaviour. Inhibitory control accounted for a partial mediation of this association. The mediating role of inhibitory control was most pronounced for the relation between MVPA and off‐task behaviours related to noise. Conclusion These findings provide a first indication that curricular and extracurricular physical activities targeting specific improvements in inhibitory control may promise transfer effects to classroom behaviours.
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Affiliation(s)
- Sebastian Ludyga
- Department of Sport, Exercise and Health, University of Basel, Switzerland
| | - Markus Gerber
- Department of Sport, Exercise and Health, University of Basel, Switzerland
| | - Serge Brand
- Department of Sport, Exercise and Health, University of Basel, Switzerland.,Psychiatric Clinics, University of Basel, Switzerland.,Center for Affective, Stress and Sleep Disorders, Basel, Switzerland.,School of Medicine, Tehran University of Medical Sciences, Iran
| | - Wenke Möhring
- Department of Psychology, University of Basel, Switzerland
| | - Uwe Pühse
- Department of Sport, Exercise and Health, University of Basel, Switzerland
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10
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Increased Adherence to the Mediterranean Diet and Higher Efficacy Beliefs Are Associated with Better Academic Achievement: A Longitudinal Study of High School Adolescents in Lebanon. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18136928. [PMID: 34203432 PMCID: PMC8295880 DOI: 10.3390/ijerph18136928] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/06/2021] [Revised: 06/24/2021] [Accepted: 06/25/2021] [Indexed: 01/10/2023]
Abstract
This longitudinal study aims to examine how changes in health behaviors and socio-cognitive factors influence the academic achievement of Lebanese adolescents over a period of 12 months. Adolescents (n = 563) from private and public schools in Mount Lebanon and the Beirut area, aged between 15 and 18, participated in a three-wave longitudinal study and completed a self-administered questionnaire assessing socio-demographics, health behaviors, socio-cognitive factors, parenting styles, and academic achievement. A linear mixed model was carried out to examine if changes in health behaviors and cognitive factors affect changes in academic achievement after 6 and 12 months from the baseline, adjusting for demographic variables and parenting style. Results show that improved adherence to the Mediterranean diet and an increase in self-efficacy were associated with an increase in academic achievement. An increase in adherence to the Mediterranean diet had the same effect on academic achievement 6 and 12 months from the baseline, whereas an increase in efficacy beliefs was only significantly associated with achievement at 12 months from the baseline. This study supports the longitudinal link between diet quality and efficacy beliefs with the academic achievement of adolescents. This relationship is independent of sex, age, religion, parents’ education, and raising styles.
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11
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Papasideris M, Leatherdale ST, Battista K, Hall PA. An examination of the prospective association between physical activity and academic achievement in youth at the population level. PLoS One 2021; 16:e0253142. [PMID: 34115814 PMCID: PMC8195429 DOI: 10.1371/journal.pone.0253142] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Accepted: 05/24/2021] [Indexed: 12/21/2022] Open
Abstract
Exercise has significant benefits for brain health and this may have downstream learning benefits for youth. However existing studies looking at links between physical activity and academic achievement are limited by relatively small sample sizes and/or cross-sectional designs. The objective of this study is to determine the direction and magnitude of the association between physical activity and academic achievement in a large prospective sample of adolescents. Linear mixed models with random intercepts and multinomial ordinal generalized estimating equations were employed to analyze the prospective relationship between measures of physical activity and academic achievement from the COMPASS study (N = 9,898 linked participant data cases from year 2 (2013-2014) to year 4 (2015-2016)). The linear relationships between minutes of moderate to vigorous physical activity and academic achievement (English: r = -.047, p < .000; Math: r = -.026, p = .008) as well as meeting the national physical activity guidelines and academic achievement (English: est = -.052, p = .004; Math: est = -.052, p = .028) were negative and trivial in magnitude. Organized sport participation showed slight positive associations with academic achievement indices, but these were also of trivial magnitude. In conclusion, the relationship between physical activity and academic achievement was effectively null in this population sample. Advocacy for physical activity programming for adolescent populations may best be undertaken with reference to lack of net academic achievement cost, rather than presence of benefit, or simply with reference to the many other physical and mental health benefits for youth.
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Affiliation(s)
- Mia Papasideris
- School of Public Health and Health Systems, University of Waterloo, Waterloo, Ontario, Canada
| | - Scott T. Leatherdale
- School of Public Health and Health Systems, University of Waterloo, Waterloo, Ontario, Canada
| | - Kate Battista
- School of Public Health and Health Systems, University of Waterloo, Waterloo, Ontario, Canada
| | - Peter A. Hall
- School of Public Health and Health Systems, University of Waterloo, Waterloo, Ontario, Canada
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12
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Martinez-Vizcaino V, Álvarez-Bueno C, Sanchez-Lopez M, Jimenez-Lopez E, Soriano-Cano A, Ortega FB, Cavero-Redondo I, Garrido-Miguel M. A Cluster Mediation Analysis Confirms the Validity of the "Fat but Fit" Paradigm in Children's Cognitive Function and Academic Achievement. J Pediatr 2021; 231:231-238.e1. [PMID: 33373671 DOI: 10.1016/j.jpeds.2020.12.062] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Revised: 12/18/2020] [Accepted: 12/22/2020] [Indexed: 02/07/2023]
Abstract
OBJECTIVE To evaluate the fat but fit conceptual model, testing whether this paradigm for body mass index (BMI) and maximum rate of oxygen consumption (VO2max) exists in schoolchildren and whether executive functions mediate the relationship between fat but fit categories and academic achievement. STUDY DESIGN Cluster cross-sectional analyses of data from 554 children aged 9-11 from Cuenca, Spain. BMI, VO2max, core executive functions (inhibition, working memory, and cognitive flexibility) and academic achievement (language and mathematics). RESULTS Cluster analysis of BMI and VO2max z-scores resulted in a 4-cluster solution that could be interpreted according to fat unfit, unfat unfit, fat fit, and unfat fit categories. ANCOVA models confirmed an increasing trend by cluster category in terms of VO2max levels and, conversely, a decreasing trend in terms of adiposity variables. These models also confirmed that children in the fat fit and unfat fit categories scored higher than their peers in the fat unfit and unfat unfit categories. Mediation analyses using fat but fit clusters as multicategory independent variable, executive functions as mediators, and academic achievement as outcome variable showed that the positive association between the BMI-VO2max clusters and academic achievement was mediated by inhibition levels in fat fit and unfat fit individuals, by working memory levels only in those classified as fat fit, and by cognitive flexibility only in unfat fit individuals. CONCLUSIONS This study confirms the validity of the 4-cluster conceptual model regarding BMI and VO2max and reinforces the predictive validity, proving that fitness levels are able to counteract the detrimental effect of obesity on academic achievement.
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Affiliation(s)
- Vicente Martinez-Vizcaino
- University of Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain; Universidad Autónoma de Chile, Faculty of Medicine, Providencia Talca, Chile
| | - Celia Álvarez-Bueno
- University of Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain; Universidad Politécnica y Artística de Paraguay, Asunción, Paraguay.
| | - Mairena Sanchez-Lopez
- University of Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain; University of Castilla-La Mancha, Faculty of Education, Ciudad Real, Spain
| | - Estela Jimenez-Lopez
- University of Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain; Department of Psychiatry, Hospital Virgen de La Luz, Cuenca, Spain; Biomedical Research Networking Centre in Mental Health, Barcelona, Spain
| | - Alba Soriano-Cano
- University of Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain
| | - Francisaco B Ortega
- 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, Karolinska Institute, Solna, Sweden
| | - Ivan Cavero-Redondo
- University of Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain; Universidad Politécnica y Artística de Paraguay, Asunción, Paraguay
| | - Miriam Garrido-Miguel
- University of Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain
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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.
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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
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Barth Vedøy I, Skulberg KR, Anderssen SA, Tjomsland HE, Thurston M. Physical activity and academic achievement among Norwegian adolescents: Findings from a longitudinal study. Prev Med Rep 2021; 21:101312. [PMID: 33537183 PMCID: PMC7841350 DOI: 10.1016/j.pmedr.2021.101312] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2020] [Revised: 12/01/2020] [Accepted: 12/07/2020] [Indexed: 02/03/2023] Open
Abstract
A longitudinal study of youth explored physical activity and academic achievement. Physical activity was assessed by accelerometry and academic achievement by school grades. Mediation through changes in waist circumference and sleep duration were explored. Changes in physical activity were not associated with changes in academic achievement. There was no mediation via changes in waist circumference or sleep duration.
Regular physical activity (PA) has been associated with academic achievement, but the evidence is mainly based on cross-sectional research and self-reported measures of PA. The purpose of the current study was to explore the longitudinal relationship between objectively measured PA and academic achievement among a cohort of adolescents in Norway between 2016 and 2018. As a secondary aim, an indirect relationship via waist circumference (WC) and sleep duration was assessed. Data from 599 adolescents (54.4% female, mean age at baseline ± SD 13.3 ± 0.3 years) were collected annually during their three years at lower secondary school. PA was measured objectively using accelerometry. Academic achievement was assessed using grade point average (GPA) from school records. Linear regression analysis was performed to explore associations between longitudinal changes in measures of PA (Total PA and moderate-to-vigorous PA [MVPA]) and academic achievement directly or via mediators. Results showed no significant associations between Total PA or MVPA and academic achievement, either in the main analyses or through mediation of WC and sleep duration. The results contribute to a growing evidence base of studies showing no association between objectively measured PA and academic achievement among adolescents.
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Affiliation(s)
- Ingeborg Barth Vedøy
- Inland Norway University of Applied Sciences, Postboks 400, 2418 Elverum, Norway.,The Norwegian School of Sport Sciences, Postboks 4014 Ullevål stadion, 0806 Oslo, Norway
| | | | | | | | - Miranda Thurston
- Inland Norway University of Applied Sciences, Postboks 400, 2418 Elverum, Norway
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15
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McLoughlin GM, Bai Y, Welk GJ. Longitudinal Associations between Physical Fitness and Academic Achievement in Youth. Med Sci Sports Exerc 2020; 52:616-622. [PMID: 31524831 DOI: 10.1249/mss.0000000000002159] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
INTRODUCTION Data from clinical trials have justified the promotion of fitness as a means to enhance facets of cognitive control and academic achievement in youth. However, such associations, when tested under real-world conditions, are equivocal. The purpose of this study, therefore, was to evaluate longitudinal associations between aerobic capacity (AC), weight status, and academic achievement within a large urban county. METHODS Longitudinal data were obtained from a sample of third, fifth, and seventh grade students in schools within an urban county in Georgia. Data on body mass index (BMI) were available from 11,639 students; AC data from 5735 students. Data on both indicators were obtained through the established FitnessGram assessment battery with 2-yr changes calculated using standardized Z scores. Academic achievement data were available from three subjects (math, science, and reading) for third, fifth, and seventh grade students, and 2-yr changes were computed using changes in Z scores for each test. Data were analyzed using generalized logistic models to test associations between change in BMI and AC in relation to changes in academic achievement. RESULTS Positive associations were observed between improvements in weight status and academic achievement for the fifth grade boys and girls ([reading] odds ratio [OR], 1.47; 95% confidence interval [CI], 1.25-1.72; [science] OR, 1.22; 95% CI, 1.04-1.42). Maintaining weight status was associated with improved scores in the third grade ([math] OR, 1.16; 95% CI, 1.012-1.327; [reading] OR, 1.47; 95% CI, 1.25-1.72) and fifth grade cohorts (math OR, 1.20; 95% CI, 1.00.1.43). For AC, no significant associations were found for any age cohort. CONCLUSIONS Modest associations between improvements in weight status, AC, and academic achievement are noteworthy, despite the lack of statistical significance for AC. The results provide a robust evaluation of associations between fitness and academic achievement.
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Affiliation(s)
| | - Yang Bai
- Department of Health, Kinesiology, and Recreation University of Utah, Salt Lake City, UT
| | - Gregory J Welk
- Department of Kinesiology, Iowa State University, Ames, IA
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16
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García‐Hermoso A, Martinez‐Gomez D, Rosario Fernández‐Santos J, Ortega FB, Castro‐Piñero J, Hillman CH, Veiga OL, Esteban‐Cornejo I. Longitudinal associations of physical fitness and body mass index with academic performance. Scand J Med Sci Sports 2020; 31:184-192. [DOI: 10.1111/sms.13817] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2019] [Revised: 04/24/2020] [Accepted: 08/18/2020] [Indexed: 12/25/2022]
Affiliation(s)
- Antonio García‐Hermoso
- Navarrabiomed Complejo Hospitalario de Navarra (CHN)‐Universidad Pública de Navarra (UPNA) IdiSNA Pamplona Spain
- Facultad de Ciencias Médicas Laboratorio de Ciencias de la Actividad Física el Deporte y la Salud Universidad de Santiago de Chile USACH Santiago Chile
| | - David Martinez‐Gomez
- Department of Preventive Medicine and Public Health Universidad Autónoma de Madrid/IdiPaz CIBER of Epidemiology and Public Health (CIBERESP) Madrid Spain
- IMDEA Food Institute CEI UAM + CSIC Madrid Spain
| | - Jorge Rosario Fernández‐Santos
- Faculty of Education Sciences Department of Physical Education University of Cádiz Puerto Real Spain
- Biomedical Research and Innovation Institute of Cádiz (INiBICA) Cádiz Spain
| | - Francisco B. Ortega
- Faculty of Sport Sciences PROFITH “PROmoting FITness and Health through physical activity” research group Sport and Health University Research Institute (iMUDS) Department of Physical Education and Sports University of Granada Granada Spain
| | - José Castro‐Piñero
- Faculty of Education Sciences Department of Physical Education University of Cádiz Puerto Real Spain
- Biomedical Research and Innovation Institute of Cádiz (INiBICA) Cádiz Spain
| | - Charles H. Hillman
- Department of Psychology Northeastern University Boston MA USA
- Department of Physical Therapy Movement, & Rehabilitation Sciences Northeastern University Boston MA USA
| | - Oscar L. Veiga
- Department of Physical Education Sport and Human Movement Autonomous University of Madrid Madrid Spain
| | - Irene Esteban‐Cornejo
- Faculty of Sport Sciences PROFITH “PROmoting FITness and Health through physical activity” research group Sport and Health University Research Institute (iMUDS) Department of Physical Education and Sports University of Granada Granada Spain
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17
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Haywood X, Pienaar AE. The mediating effect of physical fitness on long term influences of overweight in primary school girls' academic performance. J Sports Med Phys Fitness 2020; 61:63-74. [PMID: 32720776 DOI: 10.23736/s0022-4707.20.10192-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
BACKGROUND Overweight and obesity contribute to multiple health risks in children, while also impacting negatively on educational performance. Physical fitness can impact outcomes beyond health related measures therefore it can play a mediating role in combating the negative effects of being overweight. METHODS One hundred and seventy-two primary school girls aged 6-13 years old from the North West Province of South Africa formed part of this random stratified longitudinal research design in which three follow-up measurements took place over seven years. Body Mass Index was used to compile obesity profiles, while the progressive aerobic cardiovascular endurance run (PACER) was used to determine cardiovascular fitness. Academic school achievements for grades 1, grade 4 and grade 7, as well as national and provincial values were correlated with academic performance. Data were analyzed by a repeated measure over time ANOVA as well using a latent growth curve model from the structural equation modelling framework (SEM). RESULTS No differences (P>0.05) were found in the academic performance of obese and normal weight girls, although obese girls showed poorer physical fitness values (P<0.05). The SEM model was a good fit for all requirements (RMSEA, 0.60; CMIN DF, 2.837; CFI, 0.966). VO<inf>2</inf>max had a standardized indirect mediation effect (-132) while body composition showing a standardized direct effect (0.183) with academic achievement. Physical fitness showed a mediation effect with regard to obesity and academic achievement in grade 7 girls. CONCLUSIONS Although the academic performance of obese girls did not show impairment before the age of 12 years, physical fitness had a reversible effect on relationships between obesity and academic achievement. This substantial influence of physical fitness should be used strategically in preventive intervention programs necessary to enhance cognitive functioning, academic performance and brain health among overweight children.
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Affiliation(s)
- Xonné Haywood
- Physical Activity, Sport and Recreation Focus Area, Faculty of Health Science, North-West University, Potchefstroom, South Africa
| | - Anita E Pienaar
- School of Human Movement Science, North-West University, Potchefstroom, South Africa -
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18
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Haapala EA, Haapala HL, Syväoja H, Tammelin TH, Finni T, Kiuru N. Longitudinal associations of physical activity and pubertal development with academic achievement in adolescents. JOURNAL OF SPORT AND HEALTH SCIENCE 2020; 9:265-273. [PMID: 32444151 PMCID: PMC7242213 DOI: 10.1016/j.jshs.2019.07.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/09/2019] [Revised: 04/25/2019] [Accepted: 05/22/2019] [Indexed: 06/11/2023]
Abstract
OBJECTIVE We sought to investigate the longitudinal associations of moderate-to-vigorous physical activity (MVPA) and pubertal development with academic achievement in adolescents. METHODS A total of 635 adolescents (283 boys, 352 girls) aged 11-13 years participated in the study. MVPA was assessed by the Health Behaviour in School-aged Children study questionnaire, and pubertal development was assessed by the Pubertal Development Scale at beginning of the 6th grade (baseline) and end of the 7th grade (follow-up). Grade point average (GPA) at the end of Grades 5 and 7 was computed from data acquired from the school registers. The data were analyzed using linear regression and analyses of covariance. RESULTS In boys, MVPA was positively associated with GPA at baseline after adjustment for age (β = 0.144, 95% confidence interval (CI): 0.028-0.260, p = 0.028). In girls, the Pubertal Development Scale was positively associated with GPA at baseline (β = 0.104, 95%CI: -0.004 to 0.211, p = 0.058) and follow-up (β = 0.104, 95%CI: -0.002 to 0.211, p = 0.055) after adjustment for age, and these associations strengthened after further adjustment for MVPA (p < 0.05). Adolescents who were inactive at baseline or at baseline and follow-up had lower GPA during follow-up than their continuously highly active peers (mean difference = -0.301, 95%CI: -0.543 to -0.058, p = 0.009) and all other adolescents (mean difference = -0.247, 95%CI: -0.475 to -0.019, p = 0.029). These differences were greater in girls than in boys. CONCLUSION Lower levels of MVPA were associated with lower GPA in boys at baseline. Girls who were continuously inactive had lower GPA over the follow-up period than those who were continuously active. Finally, earlier pubertal development was associated with better academic achievement in girls.
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Affiliation(s)
- Eero A Haapala
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, FI-40014, Finland; Department of Physiology, Institute of Biomedicine, School of Medicine, University of Eastern Finland, Kuopio Campus, FI-70211, Finland.
| | - Henna L Haapala
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, FI-40014, Finland
| | - Heidi Syväoja
- LIKES Research Centre for Physical Activity and Health, Jyväskylä, FI-40700, Finland
| | - Tuija H Tammelin
- LIKES Research Centre for Physical Activity and Health, Jyväskylä, FI-40700, Finland
| | - Taija Finni
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, FI-40014, Finland
| | - Noona Kiuru
- Department of Psychology, Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, FI-40014, Finland
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Physical Fitness with Regular Lifestyle Is Positively Related to Academic Performance among Chinese Medical and Dental Students. BIOMED RESEARCH INTERNATIONAL 2020; 2020:5602395. [PMID: 32016116 PMCID: PMC6988676 DOI: 10.1155/2020/5602395] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/09/2019] [Accepted: 09/03/2019] [Indexed: 11/23/2022]
Abstract
Objective The purpose of this study was to examine the relationship between physical fitness, lifestyle, and academic performance of Chinese college students and investigate the differences among medical and dental students on their lifestyle. Methods This study was conducted with 316 students enrolled from 2012 to 2014 at Tongji University. Scores from the college physical test were used to represent the students' physical fitness condition. Lifestyle was measured by some variables extracted from the students' behavior data provided by the university's information center. Academic performance was measured by the average score of basic courses and the average score of professional courses. Demographic information, including age, gender, nation, and family background, was also obtained. Separate multiple linear regression analysis was performed for modeling academic performance and physical fitness with a p value threshold of 0.05. Results A total of 212 (45.97% females) medical students and 104 (58.65% females) dental students participated in this study. Physical fitness score (medical: r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. Conclusion Physical fitness, library usage, and the regularity of lifestyle are significant contributors to academic performance among Chinese medical and dental students. Moreover, medical students are shown to have less rest time compared to dental students.
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Álvarez-Bueno C, Hillman CH, Cavero-Redondo I, Sánchez-López M, Pozuelo-Carrascosa DP, Martínez-Vizcaíno V. Aerobic fitness and academic achievement: A systematic review and meta-analysis. J Sports Sci 2020; 38:582-589. [PMID: 32005082 DOI: 10.1080/02640414.2020.1720496] [Citation(s) in RCA: 42] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
This study aims to quantify the association between aerobic fitness and academic achievement, and determine how different aerobic fitness tests and individual demographic characteristics may modify this association. It includes 41 cross-sectional and 7 longitudinal studies focusing on children and adolescents, from MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, Cochrane Database and Web of Science. Pooled effect sizes (ES) were estimated for the association between aerobic fitness and specific domains of academic achievement. Subgroup analyses and meta-regressions were based on aerobic fitness tests and demographic characteristics. The ES for the association between aerobic fitness with language/reading-skills, mathematics-related skills and composite scores, were 0.23 (95% CI: 0.12; 0.34); 0.27 (95% CI: 0.19; 0.36) and 0.28 (95% CI: 0.12; 0.45), respectively. Subgroup analyses by aerobic fitness test modified these associations; additionally, analyses by sex or age showed differences between boys and girls as well as between children and adolescents. Finally, meta-regressions revealed a slight effect of body mass index on these associations. Cardiorespiratory fitness is positively associated with academic achievement. Associations were dependent on demographic and aerobic fitness test characteristics, being stronger in boys than in girls, and in children than in adolescents.Systematic review registration: PROSPERO CRD42017069677.
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Affiliation(s)
- Celia Álvarez-Bueno
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain
| | - Charles H Hillman
- Department of Psychology, Department of Physical Therapy, Movement & Rehabilitation Sciences, Northeastern University, Boston, MA, USA
| | - Iván Cavero-Redondo
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain
| | - Mairena Sánchez-López
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain.,School of Education, Universidad de Castilla-La Mancha, Ciudad Real, Spain
| | | | - Vicente Martínez-Vizcaíno
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain.,Facultad de Ciencias de la Salud, Universidad Autónoma de Chile, Talca, Chile
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21
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Haapala EA, Lintu N, Väistö J, Tompuri T, Soininen S, Viitasalo A, Eloranta AM, Venäläinen T, Sääkslahti A, Laitinen T, Lakka TA. Longitudinal Associations of Fitness, Motor Competence, and Adiposity with Cognition. Med Sci Sports Exerc 2019; 51:465-471. [PMID: 30365419 DOI: 10.1249/mss.0000000000001826] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
PURPOSE The purpose of this study was to investigate the longitudinal associations of cardiorespiratory fitness (CRF), motor competence (MC), and body fat percentage (BF%) with cognition in children. METHODS Altogether, 371 children (188 boys and 183 girls) 6-9 yr of age at baseline participated in this 2-yr follow-up study. We assessed CRF by maximal cycle ergometer test, computed the MC score from the z-scores of the 50-m shuttle run, static balance, and box and block test results, measured BF% by dual-energy x-ray absorptiometry, and assessed cognition using the Raven's Coloured Progressive Matrices (RCPM) score. The associations were studied by linear regression analysis and repeated-measures ANCOVA. RESULTS In boys, a higher MC score (β = -0.161, 95% confidence interval [CI] = -0.314 to -0.009), a shorter 50-m shuttle run test duration (β = 0.152, 95% CI = 0.007-0.296), and a higher number of cubes moved in the Box and block test (β = -0.161, 95% CI = -0.309 to -0.013) at baseline were associated with a smaller increase in the RCPM score during follow-up. These associations were largely explained by the RCPM score at baseline. However, boys in the highest third (mean difference = 2.5, 95% CI for difference = 0.66-4.33) and the middle third (mean difference = 2.1, 95% CI for difference = 0.39-3.82) of the MC score at baseline had a higher RCPM score over the 2-yr follow-up than boys in the lowest third. CRF, MC, or adiposity was not associated with the RCPM score in girls. Changes in CRF, MC, or BF% were not associated with changes in cognition. CONCLUSIONS Higher MC at baseline predicted better cognition during the first two school years in boys but not in girls. CRF or adiposity was not associated with cognition in boys or girls.
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Affiliation(s)
- Eero A Haapala
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, FINLAND.,Institute of Biomedicine, School of Medicine, University of Eastern Finland, Kuopio, FINLAND
| | - Niina Lintu
- Institute of Biomedicine, School of Medicine, University of Eastern Finland, Kuopio, FINLAND
| | - Juuso Väistö
- Institute of Biomedicine, School of Medicine, University of Eastern Finland, Kuopio, FINLAND
| | - Tuomo Tompuri
- Department of Clinical Physiology and Nuclear Medicine, Kuopio University Hospital, Kuopio, FINLAND
| | - Sonja Soininen
- Institute of Biomedicine, School of Medicine, University of Eastern Finland, Kuopio, FINLAND.,Social and Health Center, City of Varkaus, FINLAND
| | - Anna Viitasalo
- Institute of Biomedicine, School of Medicine, University of Eastern Finland, Kuopio, FINLAND.,Novo Nordisk Foundation Center for Basic Metabolic Research, Section of Metabolic Genetics, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, DENMARK
| | - Aino-Maija Eloranta
- Institute of Biomedicine, School of Medicine, University of Eastern Finland, Kuopio, FINLAND
| | - Taisa Venäläinen
- Institute of Public Health and Clinical Nutrition, School of Medicine, University of Eastern Finland, Kuopio, FINLAND
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, FINLAND
| | - Tomi Laitinen
- Department of Clinical Physiology and Nuclear Medicine, Kuopio University Hospital, Kuopio, FINLAND.,Institute of Clinical Medicine, University of Eastern Finland, Kuopio Campus, FINLAND
| | - Timo A Lakka
- Institute of Biomedicine, School of Medicine, University of Eastern Finland, Kuopio, FINLAND.,Institute of Clinical Medicine, University of Eastern Finland, Kuopio Campus, FINLAND.,Foundation for Research in Health Exercise and Nutrition, Kuopio Research Institute of Exercise Medicine, Kuopio, FINLAND
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Faught EL, Qian W, Carson VL, Storey KE, Faulkner G, Veugelers PJ, Leatherdale ST. The longitudinal impact of diet, physical activity, sleep, and screen time on Canadian adolescents' academic achievement: An analysis from the COMPASS study. Prev Med 2019; 125:24-31. [PMID: 31108133 DOI: 10.1016/j.ypmed.2019.05.007] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/05/2018] [Revised: 05/10/2019] [Accepted: 05/16/2019] [Indexed: 11/28/2022]
Abstract
Adequate amounts of physical activity, sleep, and screen time along with a healthy diet have been demonstrated to have positive associations with academic achievement. No longitudinal study has investigated the simultaneous relationship between all of these behaviours and academic achievement. Data from 11,016 adolescent participants of the COMPASS study in Alberta and Ontario were analysed. Students self-reported their adherence to Canadian recommendations for health behaviours and academic achievement in Math and English on school-based surveys administered in the 2015/16 and 2016/17 waves of COMPASS. Multinomial generalized estimating equations were used to evaluate the association between longitudinal changes in adherence to recommendations and academic achievement at follow-up. Models were adjusted for self-reported sociodemographic information, body weight status, and baseline academic achievement. Students who adhered to a greater number of recommendations performed better than students who adhered to fewer recommendations. Meeting recommendations for Meat and Alternatives (protein-rich foods) and screen time were consistently associated with higher academic achievement compared to students who did not meet these recommendations. A change from not meeting recommendations for Vegetables and Fruit to meeting the recommendation in the following year was associated with higher achievement in both subjects. There was no association between sleep behaviours or physical activity and academic achievement. Results indicate that adherence to recommendations for protein-rich foods, screen time, and vegetables and fruit show promise as behavioural targets for higher academic achievement among youth. Further study using objectives measurements of behaviours and further consideration of socioeconomic variables is merited.
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Affiliation(s)
- E L Faught
- School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street NW, Edmonton, AB T6G 2T4, Canada.
| | - W Qian
- School of Public Health and Health Systems, University of Waterloo, 200 University Avenue West, Waterloo, Ontario N2L 3G1, Canada.
| | - V L Carson
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, 1-151 University Hall, Van Vliet Complex, 116 Street and 85 Avenue, Edmonton, AB T6G 2R3, Canada.
| | - K E Storey
- School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street NW, Edmonton, AB T6G 2T4, Canada.
| | - G Faulkner
- Faculty of Education, School of Kinesiology, Lower Mall Research Station Room 337, 2259 Lower Mall, Vancouver, BC V6T 1Z3, Canada.
| | - P J Veugelers
- School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street NW, Edmonton, AB T6G 2T4, Canada.
| | - S T Leatherdale
- School of Public Health and Health Systems, University of Waterloo, 200 University Avenue West, Waterloo, Ontario N2L 3G1, Canada.
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Álvarez-Bueno C, Martínez-Vizcaíno V, López EJ, Visier-Alfonso ME, Redondo-Tébar A, Cavero-Redondo I. Comparative Effect of Low-Glycemic Index versus High-Glycemic Index Breakfasts on Cognitive Function: A Systematic Review and Meta-Analysis. Nutrients 2019; 11:nu11081706. [PMID: 31344892 PMCID: PMC6723033 DOI: 10.3390/nu11081706] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Revised: 07/20/2019] [Accepted: 07/22/2019] [Indexed: 11/16/2022] Open
Abstract
This systematic review and meta-analysis aims to compare the effect of High-Glycemic Index (GI) versus Low-GI breakfasts on cognitive functions, including memory and attention, of children and adolescents. We systematically searched the MEDLINE (via PubMed), EMBASE, Cochrane Central Register of Controlled Trials, Cochrane Database of Systematic Reviews, and Web of Science databases, from their inception until June 2019. Articles comparing the effect of Low-GI versus High-GI breakfasts on the cognitive function (i.e., immediate memory, delayed memory, and attention) of children and adolescents were included. The DerSimonian and Laird method was used to compute the pooled effect sizes (ESs) and their respective 95% confidence intervals (CIs). The pooled ESs were 0.13 (95% CI: −0.11, 0.37) for immediate memory and 0.07 (95% CI: −0.15, 0.28) for delayed memory. For attention, the pooled ES was −0.01 (95% CI: −0.27, 0.26). In summary, GI breakfasts do not affect cognitive domains in children and adolescents.
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Affiliation(s)
- Celia Álvarez-Bueno
- Health and Social Research Center, Universidad de Castilla-La Mancha, 16071 Cuenca, Spain
- Universidad Politécnica y Artística del Paraguay, Asunción 1101, Paraguay
| | - Vicente Martínez-Vizcaíno
- Health and Social Research Center, Universidad de Castilla-La Mancha, 16071 Cuenca, Spain.
- Facultad de Ciencias de la Salud, Universidad Autónoma de Chile, Santiago 3467987, Chile.
| | - Estela Jiménez López
- Health and Social Research Center, Universidad de Castilla-La Mancha, 16071 Cuenca, Spain
- Department of Psychiatry, Hospital Virgen de La Luz, 16071 Cuenca, Spain
- CIBERSAM (Biomedical Research Networking Centre in Mental Health), 28029 Madrid, Spain
| | | | - Andrés Redondo-Tébar
- Health and Social Research Center, Universidad de Castilla-La Mancha, 16071 Cuenca, Spain
| | - Iván Cavero-Redondo
- Health and Social Research Center, Universidad de Castilla-La Mancha, 16071 Cuenca, Spain
- Universidad Politécnica y Artística del Paraguay, Asunción 1101, Paraguay
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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.
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Hsieh SS, Tsai JR, Chang SH, Ho JY, Chen JF, Chen PH, Sung YT, Hung TM. The subject-dependent, cumulative, and recency association of aerobic fitness with academic performance in Taiwanese junior high school students. BMC Pediatr 2019; 19:25. [PMID: 30654766 PMCID: PMC6337796 DOI: 10.1186/s12887-018-1384-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/16/2018] [Accepted: 12/26/2018] [Indexed: 12/21/2022] Open
Abstract
BACKGROUND The objective of the current study was to examine whether the relation between aerobic fitness and academic achievement during adolescence is subject-dependent, and to investigate cumulative and recency effects. METHODS This study made use of two nationwide datasets. The first was the aerobic fitness profile of junior high school students collected by the Ministry of Education in Taiwan. The second contained the scores on the Basic Competence Test for Junior High School Students (BCTJH). The sample consisted of 382,259 students who completed the BCTJH in the 5 years between 2009 and 2013. Data on each student's aerobic fitness during their three years of junior high school were matched with their exam results at the end of this period. RESULTS The results revealed that students classified as highly-fit during at least one of the three years had higher BCTJH scores than those who never achieved this level, with the size of effect increasing with the length of time that fitness was maintained. Additionally, aerobic fitness in the final year was more closely linked to BCTJH scores than that in the earlier two years. Fitness was also more strongly associated with exam performance in math, science and social science, relative to language-related subjects. CONCLUSIONS Our findings suggest that while aerobic fitness is positively related to academic achievement in Taiwanese junior high school students, the relationship depends on academic subject, as well as the length and time of being aerobically fit.
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Affiliation(s)
- Shu-Shih Hsieh
- Department of Physical Education, No.162, Sec. 1, Heping E. Rd., Da’an Dist., Taipei, 10610 Taiwan, Republic of China
| | - Jia-Ren Tsai
- Department of Statistics and Information Science, Fu Jen Catholic University, New Taipei, Taiwan
| | - Shao-Hsi Chang
- Department of Physical Education, No.162, Sec. 1, Heping E. Rd., Da’an Dist., Taipei, 10610 Taiwan, Republic of China
| | - Jen-Yu Ho
- Department of Athletic Performance, National Taiwan Normal University, Taipei, Taiwan
| | - Jui-Fu Chen
- Department of Physical Education, No.162, Sec. 1, Heping E. Rd., Da’an Dist., Taipei, 10610 Taiwan, Republic of China
| | - Po-Hsi Chen
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
- Institute for Research Excellence in Learning Science/Chinese Language and Technology Center, National Taiwan Normal University, No.162, Sec. 1, Heping E. Rd., Da’an Dist., Taipei, 10610 Taiwan, Republic of China
| | - Yao-Ting Sung
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
- Institute for Research Excellence in Learning Science/Chinese Language and Technology Center, National Taiwan Normal University, No.162, Sec. 1, Heping E. Rd., Da’an Dist., Taipei, 10610 Taiwan, Republic of China
| | - Tsung-Min Hung
- Department of Physical Education, No.162, Sec. 1, Heping E. Rd., Da’an Dist., Taipei, 10610 Taiwan, Republic of China
- Institute for Research Excellence in Learning Science/Chinese Language and Technology Center, National Taiwan Normal University, No.162, Sec. 1, Heping E. Rd., Da’an Dist., Taipei, 10610 Taiwan, Republic of China
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26
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Kyan A, Takakura M, Miyagi M. Mediating effect of aerobic fitness on the association between physical activity and academic achievement among adolescents: A cross-sectional study in Okinawa, Japan. J Sports Sci 2018; 37:1242-1249. [PMID: 30547722 DOI: 10.1080/02640414.2018.1554552] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
The purpose of this study was to examine the potential role of aerobic fitness (AF) as a mediator of the association between physical activity (PA) and academic achievement (AA) among Japanese junior high school students. A cross-sectional data was collected from 608 7th grade students enrolled at five public junior high schools in two suburban municipalities in Okinawa, Japan. Self-reported PA was assessed using the Patient-Centred Assessment and Counselling for Exercise plus Nutrition questionnaire. The 20-meter shuttle run test was performed to determine AF. AA was evaluated using the overall grade point average. Family structure, parental education level, and achievement motives were the self-reported covariates. The results of the bootstrapped mediation analysis indicated that PA had a direct effect on AF, which in turn influenced the AA among boys. After adjusting for AF, the association between PA and AA disappeared while the association of AF with AA still remained. However, neither PA nor AF was associated with the AA of girls. Therefore, the hypothesis that AF might mediate the relationship between PA and AA was supported for boys. Promoting AF, as a result of engaging to PA could positively influence AA particularly in boys.
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Affiliation(s)
- Akira Kyan
- a Graduate School of Health Sciences , University of the Ryukyus , Okinawa , Japan
| | - Minoru Takakura
- b Faculty of Medicine , University of the Ryukyus , Nishihara , Japan
| | - Masaya Miyagi
- c Faculty of Education , University of the Ryukyus , Okinawa , Japan
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27
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Hsieh SS, Tsai JR, Chang SH, Cheng CF, Sung YT, Hung TM. The Relations between 3-year Changes in Physical Fitness and Academic Performance in Nationally Representative Sample of Junior High School Students. Sci Rep 2018; 8:15978. [PMID: 30374046 PMCID: PMC6206081 DOI: 10.1038/s41598-018-34370-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2018] [Accepted: 10/09/2018] [Indexed: 01/22/2023] Open
Abstract
The objective of the current study was to examine the relationship between different components of physical fitness across 3 years of junior high school with academic performance assessed at the end of the period. Two nationwide representative datasets were used. The first was the physical fitness profile assessed at the beginning of each of the three school years. The second contained the scores on a standardized test administered at the end of the third year. All data were standardized by calculating percentile rank (PR). Students were classified as "High-fit" if their fitness scores ≧ top 25% PR on the age- and sex-adjusted norms. All other students were classified as "not high-fit". The relationships between fitness and exam performance were tested adjusting for sex, body mass index, and level of urbanization. Students who were in the high-fit group in both years 1 and 3 academically outperformed those who were outside this classification during both assessments. The degree of outperformance was greatest for those who were aerobically fit, followed by those who were high-fit in terms of muscular endurance, muscular strength, and flexibility, respectively. It is therefore concluded that the relationship between physical fitness and academic performance in Taiwanese junior high school students is strongest in the case of aerobic fitness.
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Affiliation(s)
- Shu-Shih Hsieh
- Department of Physical Education, National Taiwan Normal University, Taipei, Taiwan
| | - Jia-Ren Tsai
- Department of Statistics and Information Science, Fu Jen Catholic University, New Taipei, Taiwan
| | - Shao-Hsi Chang
- Department of Physical Education, National Taiwan Normal University, Taipei, Taiwan
| | - Chih-Fu Cheng
- Department of Physical Education, National Taiwan Normal University, Taipei, Taiwan
| | - Yao-Ting Sung
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
| | - Tsung-Min Hung
- Department of Physical Education, National Taiwan Normal University, Taipei, Taiwan. .,Institute for Research Excellence in Learning Science, National Taiwan Normal University, Taipei, Taiwan.
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Does Physical Fitness Affect Academic Achievement among Japanese Adolescents? A Hybrid Approach for Decomposing Within-Person and Between-Persons Effects. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15091901. [PMID: 30200446 PMCID: PMC6163541 DOI: 10.3390/ijerph15091901] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/11/2018] [Revised: 08/24/2018] [Accepted: 08/30/2018] [Indexed: 11/16/2022]
Abstract
Positive association between physical fitness and academic achievement in adolescents has been suggested yet the causal effect of physical fitness on academic achievement remains unclear. This study examined if longitudinal changes in physical fitness were associated with changes in academic achievement among junior high school students. Analyses were based on a two-year with three time-point data of 567 students (aged 12–13 years old at the baseline-point; 303 boys) who entered in five Japanese junior high schools in 2015. Academic achievement was evaluated using the student’s overall grade point average. Comprehensive physical fitness score was summed up from eight fitness tests: 50-m sprint, standing broad jump, repeated side-steps, sit and reach, sit-ups, hand-grip strength, handball throw, and 20-m shuttle run or endurance run. The hybrid regression model was applied to examine the impact of change in physical fitness on change in academic achievement using multiple imputation to account for non-response at follow-up. The changes in fitness score within-person and the differences in average of fitness score of three-time points between-person were associated with change in overall grade point average for boys. No significant association between fitness score and overall grade point average was observed in girls. Opportunities for increased physical fitness may be important to support academic achievement, particularly in junior high school boys.
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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.
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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
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Cardiorespiratory fitness and academic performance association is mediated by weight status in adolescents: DADOS study. Eur J Pediatr 2018; 177:1037-1043. [PMID: 29704057 DOI: 10.1007/s00431-018-3159-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/03/2018] [Revised: 04/17/2018] [Accepted: 04/20/2018] [Indexed: 01/22/2023]
Abstract
UNLABELLED The aim of our study was to examine the mediation effect of weight status on the association between cardiorespiratory fitness (CRF) and academic performance (AP). Two hundred sixty-nine adolescents (140 boys) aged 13.9 ± 0.3 years old from the DADOS study were included in this cross-sectional analysis. CRF was assessed by the 20-m shuttle run test and estimated maximum oxygen uptake was used in the analysis. AP was assessed through the final academic grades and the Science Research Associates Test of Educational Abilities for assessing reasoning, verbal, and numeric abilities. Weight status was assessed by body mass index (kg/m2). Boot-strapped mediation procedures were performed and indirect effects (IE) with confidence intervals (CI) not including zero were considered statistically significant. Mediation analysis revealed that weight status acted as a mediator of the relationship of CRF with reasoning ability (IE = 0.039; CI = 0.001; 0.091) and the final grades in Math (IE = 0.011; CI = 0.002; 0.025), Language (IE = 0.013; CI = 0.004; 0.027), and GPA (IE = 0.011; CI = 0.003; 0.023). CONCLUSIONS Our data show that the influence of CRF on academic performance is mediated by weight status in adolescents. We suggest that our data could be considered by educators, families, and policy makers, so that active lifestyles might be promoted when designing programs aimed to improve AP among adolescents. What is Known: • Academic performance is associated with both, cardiorespiratory fitness and weight status. • The role of weight status in the association between cardiorespiratory fitness and academic performance is poorly understood. What is New: • We support the scarce research investigating the mediating role of weight status as mechanism in the association between fitness and academic performance in youth. • Previous knowledge is expanded by suggesting that cardiorespiratory fitness is related to weight status which in turn may positively influence academic performance in adolescents.
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31
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Ekström A, Östenberg AH, Björklund G, Alricsson M. The effects of introducing Tabata interval training and stability exercises to school children as a school-based intervention program. Int J Adolesc Med Health 2017; 31:ijamh-2017-0043. [PMID: 29168957 DOI: 10.1515/ijamh-2017-0043] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2017] [Accepted: 09/25/2017] [Indexed: 06/07/2023]
Abstract
Background Physical activities during leisure time as well as school hours have changed over the past few years, with adolescents being less physically active and adopting a sedentary lifestyle. Objective The overall objective of this mixed-methods study was to evaluate the feasibility of introducing a 4-min Tabata interval training into a lower secondary school context. A further aim was to evaluate the possible effects on: coordination, balance, and strength. Methods The study was conducted as an intervention study with a mixed-method approach. Forty-three children, aged 7-9 years, participated in the intervention group. Additionally, 13 children were recruited as a control group. The intervention itself was delivered by the teachers and was performed for 4-min every day in a classroom setting. All participants performed physical tests before and after the intervention period to evaluate the Tabata training. After the completion of the 6-week Tabata interval training, the four teachers were interviewed. Results The push-ups (p = 0.004), kneeling push-ups (p = 0.03), and standing long jump (p = 0.01) improved in the intervention group after 6 weeks. No differences were observed between the genders. The teachers experienced that it worked well to integrate the Tabata interval training in the classroom setting. Conclusion After 6 weeks, a school-based Tabata intervention program improved physical performance. The teachers saw no obstacles in including the Tabata intervention program in a classroom setting and pointed out several positive aspects such as an increased energy level and development in the children's movement patterns.
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Affiliation(s)
- Annika Ekström
- Department of Sports Science, Linnaeus University, Kalmar/Växjö, Sweden
| | | | - Glenn Björklund
- The Swedish Sports Confederation, Stockholm, Sweden
- Swedish Winter Sport Research Centre, Department of Health Sciences, Mid Sweden University, Östersund, Sweden
| | - Marie Alricsson
- Department of Sports Science, Linnaeus University, Kalmar/Växjö, Sweden
- Swedish Winter Sport Research Centre, Department of Health Sciences, Mid Sweden University, Östersund, Sweden
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Marques A, Santos DA, Hillman CH, Sardinha LB. How does academic achievement relate to cardiorespiratory fitness, self-reported physical activity and objectively reported physical activity: a systematic review in children and adolescents aged 6–18 years. Br J Sports Med 2017; 52:1039. [DOI: 10.1136/bjsports-2016-097361] [Citation(s) in RCA: 96] [Impact Index Per Article: 13.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/12/2017] [Indexed: 11/03/2022]
Abstract
ObjectiveThis report aimed to systematically review the evidence for a differential association between objective and self-reported physical activity and cardiorespiratory fitness on academic achievement.DesignSystematic review.Data sourcesStudies were identified from searches in Embase, Education Resources Information Center, PubMed, PsycINFO, SPORTdiscus and Web of Science databases from January 2000 to December 2016.Eligibility criteria for selecting studiesEligibility criteria included cross-sectional, longitudinal and interventional study designs. Outcomes included students’ school grade or a standardised test or measure of academic achievement. Explanatory variables were cardiorespiratory fitness and objective and self-reported physical activity. Inclusion criteria included school-aged children and adolescents aged–18 years (or students from primary to secondary school when student’s participants age was not described) and articles published in English, Portuguese or Spanish.ResultsA total of 51 articles met inclusion criteria: 41 cross-sectional, 2 intervention and 8 longitudinal studies. Results from 11 studies were inconsistent regarding the relationship between objectively measured physical activity and academic achievement. Ten of the 16 articles reported positive associations between self-reported physical activity and academic achievement. From the 22 studies that analysed the relationship between cardiorespiratory fitness and academic achievement, it was verified that they all generally support the beneficial effect of cardiorespiratory fitness on students’ academic achievement.ConclusionHigher cardiorespiratory fitness may be important to enhance children and adolescents’ health and, additionally, academic achievement. Due to a lack of consensus across studies, methodological issues associated with the assessment of physical activity should be considered when investigating physical activity and academic achievement.
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Santana CCA, Hill JO, Azevedo LB, Gunnarsdottir T, Prado WL. The association between obesity and academic performance in youth: a systematic review. Obes Rev 2017; 18:1191-1199. [PMID: 28742946 DOI: 10.1111/obr.12582] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/13/2017] [Revised: 05/22/2017] [Accepted: 05/24/2017] [Indexed: 01/24/2023]
Abstract
Previous studies have found that obesity could influence academic performance. The aim of this study was to systematically review the scientific evidence on the association between obesity and academic performance in school children. A systematic review of English articles was undertaken by using databases PubMed/Medline, ERIC, LILACS, SciELO and Web of Science. Cross-sectional and longitudinal studies examining the association between obesity and academic performance in children and adolescents, published between January 1990 and December 2016, were included. Risk of bias was assessed by using Strengthening the Reporting of Observational Studies in Epidemiology. Thirty-four studies (23 cross-sectional and 11 longitudinal) matched all inclusion criteria and were included. Seven studies were classified as low risk of bias, 23 as medium risk and four as high risk. After controlling for covariates such as socio-economic status, parental education and physical activity, the association between obesity and academic performance becomes uncertain for most of the studies (55.9%). Therefore, at present, there is insufficient evidence to support a direct link between obesity and poor academic performance in school age children. In order to clarify this issue, we need more longitudinal studies with adequate sample sizes and that control for potential confounders.
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Affiliation(s)
- C C A Santana
- Physical Education Post Graduate Program, University of Pernambuco, Recife, Brazil
| | - J O Hill
- Anschutz Center for Health and Wellness, University of Colorado, Denver, CO, USA
| | - L B Azevedo
- School of Health and Social Care, Teesside University, Middlesbrough, UK
| | - T Gunnarsdottir
- Department of Psychiatry, Washington University, St. Louis, MO, USA
| | - 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
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Martin A, Booth JN, McGeown S, Niven A, Sproule J, Saunders DH, Reilly JJ. Longitudinal Associations Between Childhood Obesity and Academic Achievement: Systematic Review with Focus Group Data. Curr Obes Rep 2017; 6:297-313. [PMID: 28695352 PMCID: PMC5585992 DOI: 10.1007/s13679-017-0272-9] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
PURPOSE The purposes of this study were to review the evidence on longitudinal associations between child and adolescent obesity and academic achievement and to provide perceptions of adolescents with obesity and their parents on this topic. RECENT FINDINGS Synthesis of 31 studies (from 17 cohorts) suggested that relationships between obesity and academic achievement are not well established, except for adolescent girls' maths attainment, potentially mediated by both weight-related bullying and executive cognitive functions. Focus groups with adolescent girls with obesity confirmed experiences of psychosocial distress at school particularly during Physical Education. Adolescents perceived that obesity was not related to academic achievement directly, but by their attitude to school. Interventions are warranted to promote psychosocial wellbeing and cognitive abilities linked to academic achievement in adolescent girls with obesity. Physical Education should be a positive experience for children and adolescents with obesity.
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Affiliation(s)
- Anne Martin
- Centre for Population Health Sciences, University of Edinburgh, Teviot Place, Edinburgh, EH8 9AG, UK.
| | - Josephine N Booth
- Institute for Education, Community and Society, Moray House School of Education, University of Edinburgh, Edinburgh, UK
| | - Sarah McGeown
- Institute for Education, Community and Society, Moray House School of Education, University of Edinburgh, Edinburgh, UK
| | - Ailsa Niven
- Physical Activity for Health Research Centre, Moray House School of Education, University of Edinburgh, Edinburgh, UK
| | - John Sproule
- Physical Education and Health Sciences, Moray House School of Education, Institute for Sport, University of Edinburgh, Edinburgh, UK
| | - David H Saunders
- Physical Activity for Health Research Centre, Moray House School of Education, University of Edinburgh, Edinburgh, UK
- Physical Education and Health Sciences, Moray House School of Education, Institute for Sport, University of Edinburgh, Edinburgh, UK
| | - John J Reilly
- Physical Activity for Health Group, School of Psychology Sciences and Health, University of Strathclyde, Glasgow, UK
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García-Hermoso A, Esteban-Cornejo I, Olloquequi J, Ramírez-Vélez R. Cardiorespiratory Fitness and Muscular Strength as Mediators of the Influence of Fatness on Academic Achievement. J Pediatr 2017; 187:127-133.e3. [PMID: 28526219 DOI: 10.1016/j.jpeds.2017.04.037] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/09/2016] [Revised: 03/31/2017] [Accepted: 04/17/2017] [Indexed: 01/19/2023]
Abstract
OBJECTIVE To examine the combined association of fatness and physical fitness components (cardiorespiratory fitness [CRF] and muscular strength) with academic achievement, and to determine whether CRF and muscular strength are mediators of the association between fatness and academic achievement in a nationally representative sample of adolescents from Chile. STUDY DESIGN Data were obtained for a sample of 36 870 adolescents (mean age, 13.8 years; 55.2% boys) from the Chilean System for the Assessment of Educational Quality test for eighth grade in 2011, 2013, and 2014. Physical fitness tests included CRF (20-m shuttle run) and muscular strength (standing long jump). Weight, height, and waist circumference were assessed, and body mass index and waist circumference-to-height ratio were calculated. Academic achievement in language and mathematics was assessed using standardized tests. The PROCESS script developed by Hayes was used for mediation analysis. RESULTS Compared with unfit and high-fatness adolescents, fit and low-fatness adolescents had significantly higher odds for attaining high academic achievement in language and mathematics. However, in language, unfit and low-fatness adolescents did not have significantly higher odds for obtaining high academic achievement. Those with high fatness had higher academic achievement (both language and mathematics) if they were fit. Linear regression models suggest a partial or full mediation of physical fitness in the association of fatness variables with academic achievement. CONCLUSIONS CRF and muscular strength may attenuate or even counteract the adverse influence of fatness on academic achievement in adolescents.
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Affiliation(s)
- Antonio García-Hermoso
- Physical Activity, Sport and Health Sciences Laboratory, Faculty of Medical Sciences, Universidad de Santiago de Chile, USACH, Santiago, Chile.
| | - Irene Esteban-Cornejo
- Promoting Fitness and Health Through Physical Activity Research Group, Department of Physical Education and Sport, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Jordi Olloquequi
- Faculty of Health Sciences, Universidad Autónoma de Chile, Talca, Chile
| | - Robinson Ramírez-Vélez
- Center of Studies in Physical Activity Measurements, School of Medicine and Health Sciences, Universidad del Rosario, Bogotá, Colombia
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