The Associations Between Physical Fitness, Complex Vs Simple Movement, And Academic Achievement In Elementary School Students

Abstract

PURPOSE: The purpose of this study was to analyze the correlation between elementary school students' body composition, physical activity, physical fitness, movement ability, and academic achievement. Movements ranged from simple actions to complex movements requiring executive functioning. METHODS: 110 fourth graders (60 boys, 50 girls) participated in this experiment. Body composition (BMI, % bodyfat), physical activity (1 week by pedometer), physical fitness (muscular strength, endurance, power, and flexibility, as well as VO2max), and complex movement abilities (Illinois Agility test, hand soda pop test, foot soda pop test) were measured. RESULTS: Regression modeling in females of body composition and fitness/activity variables was able to account for 30.5% of variation in total academic scores, but only 4.3% in males. In males, physical activity was correlated with Korean Literature (r = 0.295, p = 0.022), and the Soda Pop hand test times were correlated with math scores (r = -0.260, p = 0.045). In females, sit-and-reach scores correlated with English (r = 0.295, p = 0.038), while the soda pop hand test times correlated with math (r = -0.297, p = 0.036), science (r = -0.287, p-0.043), English (r = -0.411, p = 0.003), and total grade (r = -0.413, p = 0.003). Soda pop foot times correlated with social studies (r = -0.404, p = 0.004), science (r = -0.320, p = 0.023), English (r = -0.341, p = 0.015), and total grade (r = -0.409, p = 0.03). Illinois agility times correlated with Korean literature (r = -0.287, p = 0.043), social studies (r = -0.352, p = 0.012), science (r = -0.0373, p = 0.008), and total grade (r = -0.313, p = 0.027). CONCLUSIONS: Body composition and physical activity level did not correlate with academic achievement, and simple physical fitness showed a low correlation with academic achievement in both boys and girls. On the other hand, complex, cognitive movements such as the Illinois Agility, hand soda pop, and foot soda pop tests had consistent correlations with academic achievement in girls, but not in boys.