Sedentary behavior and academic performance in Japanese junior high school students

Abstract

Previous research suggested that more physical fitness and/or vigorous physical activity were associated with academic performance in children and adolescents (Coe et al., 2006; Hillman et al., 2008). But it is unknown whether sedentary behavior was associated with academic performance. Therefore, the aim of this study was to examine the relationship between sedentary behavior and academic performance in Japanese students. Participants were 140 (mean age: 13.0 ± 0.9, female: 49.3%, mean body mass index [BMI]: 19.7 ± 3.0) 1st to 3rd grade (7th to 9th grade in USA) students of public junior high schools near Saga area in Japan. All students completed the questionnaires. Sitting time and moderate-to-vigorous physical activity (MVPA) was measured by the International Physical Activity Questionnaire. Physical fitness scores and academic performances (school grade) were received from school records. The physical fitness tests that were authorized by Japanese Ministry of Education, Culture, Sports, Science and Technology were used. The sum total of the 8 subjects grades (Japanese, social studies, math, science, English, music, arts, physical education) were used as academic performance scores. Weekday sitting time was significantly correlated with academic performance ( r = 0.209, P < 0.05), but weekend sitting time was not correlated ( r = 0.119, n.s.). Using multiple regression analysis that controlled for several covariates (age, gender, BMI, physical fitness score, MVPA), weekday-sitting time was significantly associated with academic performances (beta = 0.248, P < 0.005). These results suggest that greater weekday sitting time was positively associated with better academic performances among Japanese junior high school students.