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Physical fitness and executive functions in adolescents: cross-sectional associations with academic achievement.

ABSTRACT: [Purpose] This study analyzed the relationship between fitness and executive functions in adolescents and its influence on academic achievement. [Participants and Methods] The design was cross-sectional. The sample included 713 adolescents (14.2 ± 1.5?years old). Physical fitness was evaluated using flexibility test, strength test, balance test and aerobic test. Executive function was evaluated with the tests (Stroop, Symbol digit, Trail making, Wechsler memory, and MESSY scale). Academic performance was evaluated through the school records. A partial correlational analysis of physical fitness and executive functions with respect to academic achievement was carried out. A multivariate linear regression was performed to identify the physical component model that best defined each of the executive functions. [Results] The analysis showed how academic achievement is significantly influenced, from a physical point of view, by resistance strength (r=0.21), aerobic endurance (r=0.188), and flexibility (r=0.17), whereas from a cognitive point of view it is significantly influenced by inhibition/interference (r=0.25), working memory (r=0.10) and processing speed (r=0.18). [Conclusion] The results indicate that the physical fitness and executive function are closely related and both have a significant influence on academic achievement.

SUBMITTER: Cancela J

PROVIDER: S-EPMC6642897 | biostudies-literature | 2019 Jul

REPOSITORIES: biostudies-literature

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Physical fitness and executive functions in adolescents: cross-sectional associations with academic achievement.

Cancela José J Burgo Helier H Sande Estefania E

Journal of physical therapy science 20190709 7

[Purpose] This study analyzed the relationship between fitness and executive functions in adolescents and its influence on academic achievement. [Participants and Methods] The design was cross-sectional. The sample included 713 adolescents (14.2 ± 1.5 years old). Physical fitness was evaluated using flexibility test, strength test, balance test and aerobic test. Executive function was evaluated with the tests (Stroop, Symbol digit, Trail making, Wechsler memory, and MESSY scale). Academic perfor ...[more]

PMID: 31417221

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Project description:OBJECTIVES:Previous research has studied the influence of physical fitness on academic achievement through executive functions. However, the nature of this relationship remains unclear. This study aimed to analyze how cardiorespiratory fitness (CRF) and executive functions are associated with academic achievement and to examine whether the relationship between CRF and academic achievement is mediated by executive functions in schoolchildren. METHODS:This was a cross-sectional study including 570 schoolchildren, aged 8 to 11 years, from Cuenca, Spain. Data were collected from September to October 2017. Sociodemographic variables, family socioeconomic status, pubertal status, academic achievement, CRF (20-meter shuttle run test) and executive functions (inhibition, cognitive flexibility and working memory, NIH Toolbox battery in Spanish, v 1.8; iPad Pro, Apple, Inc.) were measured. RESULTS:Overall, ANCOVA models controlling for age, gender and mother educational level showed higher scores in language and mathematics in children in higher categories of CRF, inhibition, cognitive flexibility and working memory than in children in lower categories. The effect sizes were moderate (p < 0.05, partial eta squared: from 0.05 to 0.12). Moreover, the mediation analysis showed that inhibition partially mediated the relationship between CRF and language (c' = 0.058; IC = [0.005; 0.028]) and mathematics (c' = 0.064; IC = [0.005; 0.030]) grades. Similarly, cognitive flexibility mediated CRF's relationship with language (c' = 0.059; IC = [0.003; 0.028]) and with mathematics (c' = 0.066; IC = [0.003; 0.029]); however, a significant relationship remained. For working memory, mediation analysis showed no significant results (c' = 0.92; IC = [-0.002;0.025] P > 0.05 in language; c' = 0.103; IC = [-0.002;0.029] P > 0.05 in mathematics). Mediation ranged from 13.38% to 36%. CONCLUSIONS:Children in higher categories of both CRF and executive function showed higher grades in mathematics and language. The findings indicated that a significant proportion of the positive influence of CRF on academic achievement was mediated by improvements in inhibition and cognitive flexibility. Thus, this study supports the hypothesis that improvements in CRF may contribute to increasing academic achievement not only through a direct mechanism but also through improvements in executive functions.

Project description:PurposeThis study aimed to examine both independent and dependent longitudinal associations of physical fitness (PF) components with academic achievement.MethodsA total of 954 fourth to seventh graders (9-15 yr [Mage = 12.5 yr], 52% girls) from nine schools throughout Finland participated in a 2-yr follow-up study. Register-based academic achievement scores (grade point average [GPA]) and PF were assessed in the spring of 2013-2015. Aerobic fitness was measured with a maximal 20-m shuttle run test, muscular fitness with curl-up and push-up tests, and motor skills with a 5-leaps test and a throwing-catching combination test. Structural equation modeling was applied to examine the longitudinal associations adjusting for age, gender, pubertal stage, body fat percentage, learning difficulties, and mother's education.ResultsThe changes in aerobic and muscular fitness were positively associated with the changes in GPA (B = 0.27, 99% confidence interval [CI] = 0.06-0.48; B = 0.36, 99% CI = 0.11-0.63, respectively), whereas the changes in motor skills were not associated with the changes in GPA. Better motor skills in year 2 predicted better GPA a year later (B = 0.06, 99% CI = 0.00-0.11; B = 0.06, 99% CI = 0.01-0.11), whereas aerobic and muscular fitness did not predict GPA. GPA in year 1 predicted both aerobic (B = 0.08, 99% CI = 0.01-0.15) and muscular (B = 0.08, 99% CI = 0.02-0.15) fitness, and motor skills (B = 0.08, 99% CI = 0.02-0.15) a year later.ConclusionThe changes in both aerobic and muscular fitness were positively associated with the changes in academic achievement during adolescence, whereas the changes in motor skills had only borderline significant association. However, better motor skills, although not systematically, independently predicted better academic achievement 1 yr later, whereas aerobic or muscular fitness did not. Better academic achievement predicted better motor skills, aerobic fitness, and muscular fitness. Developmental changes in adolescence may induce parallel and simultaneous changes in academic achievement and PF.

Project description:ObjectiveThis study aims to determine the mediating role of physical fitness in the relationship between fatness indicators and academic achievement, exploring the influence of school vulnerability.MethodsA total of 1,296 Chilean adolescents (aged 10 to 14 years; 50% girls) participated in this study. The global fitness score (GFS) was obtained by adding the three main components of the ALPHA fitness test: cardiorespiratory fitness (CRF), muscular fitness (MF), and speed/agility fitness (SAF). CRF was evaluated through the 20 m shuttle run test; MF by upper and lower limb strength tests; and SAF by the 4 × 10 shuttle run test. BMIz and WHtR were evaluated as general (unspecific) and central (specific) fatness indicators. Academic achievement was established through grades in math, language, and science and their average scores. Multiple mediation analyses were performed according to two models, adjusted for sex, maturity, and schools (model 1), and in model 2, the school vulnerability index (SVI) was added. The SVI is an important proxy of socioeconomic status at the school level, and it was categorized as high-, mid-, or low-SVI. Mediation percentages were calculated, and confidence intervals (bootstrapping) were used to establish significant findings.ResultsCRF, SAF, and GFS mediate the relationship between fatness indicators and academic achievement, both partially and totally (ranging from 12.7 to 59.2%). However, MF did not show any mediation effect. After controlling for SVI, CRF, and GFS, mediation changed from partial to total in the associations between math and science with WHtR. Although SAF contributed to GFS mediation, CRF seems to have the most significant mediation role for all academic achievements, regardless of SVI and the fat indicator studied.ConclusionA higher level of general physical fitness, especially CRF, significantly mediates the detrimental influence of fatness on the academic achievement of schoolchildren. This study suggests that physical fitness plays a relevant role in academic and public health, considering the high prevalence and detrimental influence of obesity and school vulnerability in children and adolescents.

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Physical fitness and executive functions in adolescents: cross-sectional associations with academic achievement.

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Physical fitness and executive functions in adolescents: cross-sectional associations with academic achievement.

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