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.
Highlights
Regular physical activity has physical and mental health benefits, including enhanced cardiorespiratory fitness, a decreased risk of type 2 diabetes, reduced mortality, as well as improved mood and reduced depressive symptoms [1,2,3,4,5]
Future studies should include the use of accelerometers as a more objective measure of physical activity, and record the actual grades received in English and Math as opposed to collecting academic achievement as a self-reported measure
The present study sought to estimate the magnitude of the association between physical activity and academic achievement in a large sample of adolescents
Summary
Regular physical activity has physical and mental health benefits, including enhanced cardiorespiratory fitness, a decreased risk of type 2 diabetes, reduced mortality, as well as improved mood and reduced depressive symptoms [1,2,3,4,5]. Regular exercise can improve the functional and cognitive capacity of older adults [6, 7] The latter effects appear especially salient for brain regions supporting cognitive control and memory [7,8,9,10,11]. These brain health benefits of exercise are present throughout the lifespan and may be especially important for adolescents whom rely on such functions in the academic sphere [10, 12,13,14].
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