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Longitudinal associations of physical activity and pubertal development with academic achievement in adolescents.

ABSTRACT: OBJECTIVE:We sought to investigate the longitudinal associations of moderate-to-vigorous physical activity (MVPA) and pubertal development with academic achievement in adolescents. METHODS:A total of 635 adolescents (283 boys, 352 girls) aged 11-13 years participated in the study. MVPA was assessed by the Health Behaviour in School-aged Children study questionnaire, and pubertal development was assessed by the Pubertal Development Scale at beginning of the 6th grade (baseline) and end of the 7th grade (follow-up). Grade point average (GPA) at the end of Grades 5 and 7 was computed from data acquired from the school registers. The data were analyzed using linear regression and analyses of covariance. RESULTS:In boys, MVPA was positively associated with GPA at baseline after adjustment for age (??=?0.144, 95% confidence interval (CI): 0.028-0.260, p?=?0.028). In girls, the Pubertal Development Scale was positively associated with GPA at baseline (??=?0.104, 95%CI: -0.004 to 0.211, p?=?0.058) and follow-up (??=?0.104, 95%CI: -0.002 to 0.211, p?=?0.055) after adjustment for age, and these associations strengthened after further adjustment for MVPA (p < 0.05). Adolescents who were inactive at baseline or at baseline and follow-up had lower GPA during follow-up than their continuously highly active peers (mean difference?=?-0.301, 95%CI: -0.543 to -0.058, p?=?0.009) and all other adolescents (mean difference?=?-0.247, 95%CI: -0.475 to -0.019, p?=?0.029). These differences were greater in girls than in boys. CONCLUSION:Lower levels of MVPA were associated with lower GPA in boys at baseline. Girls who were continuously inactive had lower GPA over the follow-up period than those who were continuously active. Finally, earlier pubertal development was associated with better academic achievement in girls.

SUBMITTER: Haapala EA

PROVIDER: S-EPMC7242213 | biostudies-literature | 2020 May

REPOSITORIES: biostudies-literature

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Longitudinal associations of physical activity and pubertal development with academic achievement in adolescents.

Haapala Eero A EA Haapala Henna L HL Syväoja Heidi H Tammelin Tuija H TH Finni Taija T Kiuru Noona N

Journal of sport and health science 20190712 3

<h4>Objective</h4>We sought to investigate the longitudinal associations of moderate-to-vigorous physical activity (MVPA) and pubertal development with academic achievement in adolescents.<h4>Methods</h4>A total of 635 adolescents (283 boys, 352 girls) aged 11-13 years participated in the study. MVPA was assessed by the Health Behaviour in School-aged Children study questionnaire, and pubertal development was assessed by the Pubertal Development Scale at beginning of the 6th grade (baseline) and ...[more]

PMID: 32444151

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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:BackgroundIt is recommended that school-aged children accrue 30 minutes of daily moderate-to-vigorous physical activity (MVPA) in school. Current literature is inconclusive about the long-term associations between school-based physical activity and academic achievement. In this study, we use a large sample and longitudinal design to rigorously evaluate whether school-day MVPA is associated with academic achievement.MethodsIn a diverse suburban public school district, 4936 Grade 4 students were recruited in 40 elementary schools. Students wore accelerometers to measure school-day MVPA for 15 days across three semesters. Academic performance data was collected across Grade 3 fall to Grade 5 spring, including teacher-assigned grades and standardized test scores. Multilevel modeling was conducted controlling for student demographics and school characteristics.ResultsCross-sectional analyses found small negative associations in Grade 4. Grade 4 full-year mean daily school-day MVPA had β = --0.066, β = --0.063, β = --0.066, and β = --0.058 associations (p < 0.001) with Grade 4 math, reading, spelling, and writing grades respectively, and Grade 4 full-year mean daily school-day MVPA had β = --0.206 and β = --0.283 (p < 0.001) associations with Grade 4 math and English Language Arts (ELA) standardized test scores respectively out of approximately 500 points. Longitudinal analyses found no significant associations between Grade 4 full-year mean daily school-day MVPA and Grade 5 Fall course grades. Results also indicated small negative associations for students attaining 30+ minutes of daily school-day MVPA compared to those attaining less than 15 minutes, but only in Grade 4 Fall cross-sectional analyses where teacher-assigned reading, spelling, and writing grades were - 1.666, - 1.638, and - 1.993 points lower respectively (p < 0.001).ConclusionThe cross-sectional findings, while statistically significant in a negative direction, have a negligible association when translated practically. For example, even if students attained twice the recommended amount of school-day MVPA - which would constitute an approximately 300% increase from current levels - results suggest that grades would only decrease by 2 points on a 100-point scale. Furthermore, longitudinal analyses suggest school-day MVPA does not have a predictive association with course grades or standardized test scores. Findings suggest school-based MVPA implemented in accordance with recommendations does not meaningfully detract from academic progress.Trial registrationClinicalTrials.gov , NCT03765047. Registered 05 December 2018 - Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT03765047.

Dataset Information

Longitudinal associations of physical activity and pubertal development with academic achievement in adolescents.

Publications

Longitudinal associations of physical activity and pubertal development with academic achievement in adolescents.

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