Abstract
The relationship between cardiorespiratory fitness and academic achievement has been inconclusive. The results may depend on how cardiorespiratory fitness is expressed. The aim of this study is to explore the impact of different cardiorespiratory fitness expression methods, measured by the maximal cycle ergometer test, on the relationship between cardiorespiratory fitness and academic achievement. A cross-sectional study consisting of 303 Icelandic 4th grade students (163 girls) was conducted. Cardiorespiratory fitness was assessed using a graded maximal cycle ergometer test and scores of standardized tests in Icelandic and math obtained from the Icelandic National Examination Institute. Cardiorespiratory fitness was measured as absolute power output in watts in a maximal progressive cycle ergometer test. To adjust for different body sizes, the power output was scaled to body weight, body height, body surface area, and allometrically expressed body weight. In addition, linear regression scaling was also used to adjust for different body sizes. No significant relationship was found between any of the cardiorespiratory fitness expressions and academic achievement, using both univariate and multivariate linear regression analyses. The use of different methods to express cardiorespiratory fitness does not significantly affect the association with the academic achievement of fourth grade students.
Highlights
Academic achievement is an important influential factor in the future educational attainment and health of individuals and has been viewed as a public health concern [1]
Contrary to the aforementioned studies, Haapala et al [9] did not find Cardiorespiratory fitness (CRF) to be associated with academic achievement in reading and math of six- to eight-year olds, and Coe et al [10] reported no relations between CRF and achievement in math, English, and social studies among sixth and ninth graders
The included and excluded participants differed on all CRF expressions
Summary
Academic achievement is an important influential factor in the future educational attainment and health of individuals and has been viewed as a public health concern [1]. Cardiorespiratory fitness expressions in relation to academic achievement in children good health [2]. In a study involving 38992 third to 12th graders, Welk et al reported CRF to be associated with achievement in math and reading [7], and Rauner et al [8] found CRF to predict the outcomes in math and reading in 10 to 14-year-old students. Contrary to the aforementioned studies, Haapala et al [9] did not find CRF to be associated with academic achievement in reading and math of six- to eight-year olds, and Coe et al [10] reported no relations between CRF and achievement in math, English, and social studies among sixth and ninth graders
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