Abstract
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±0.3years) 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.
Highlights
Succeeding academically during compulsory education is associated with broad and enduring advantages for later educational success, in come, and better physical and mental health (Marmot, 2010)
Results showed no significant associations between Total physical activity (PA) or moderate-to-vigorous physical activity (MVPA) and academic achievement, either in the main analyses or through mediation of waist circum ference (WC) and sleep duration
body mass index (BMI), WC and grade point average (GPA) significantly increased in both boys and girls from T1 to T3, while amount of sleep decreased significantly
Summary
Succeeding academically during compulsory education is associated with broad and enduring advantages for later educational success, in come, and better physical and mental health (Marmot, 2010). This welldocumented association highlights the importance of identifying factors that might contribute to academic achievement. The volume of studies exploring the association between PA and academic achievement has increased substantially in recent years, alongside an increase in systematic reviews (Donnelly et al, 2016; Marques et al, 2017; Poitras et al, 2016; Singh et al, 2018). A longitudinal design can overcome these inherent limitations and is preferable when exploring associations between predictor and outcome variables that might develop over time
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