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Physical Fitness, Selective Attention and Academic Performance in a Pre-Adolescent Sample.

ABSTRACT: The purpose of the current study is to analyze the relationships between physical fitness, selective attention, and academic performance in pre-teens. The sample here consists of 135 participants between the ages of 10 and 12 (M = 11.05; SD = 0.61), with 39.26% female (n = 53) and 60.74% male (n = 82) participants. Horizontal and vertical jump distances, speed, and cardio-respiratory fitness were evaluated to assess physical fitness. The d2 Test of Attention was used to evaluate selective attention. In addition, data were obtained regarding participant academic performance by analyzing the academic performance. The results show significant relationships between the measures analyzed, highlighting positive associations between physical fitness, cognitive functioning, and academic performance. Thus, participants who were fitter scored better on tests of attention (Z133 = -4.07; p < 0.00007, Cohen's d = 0.75, 95% CI (0.39, 1.11)) and concentration (t133 = -3.84; p < 0.0007, Cohen's d = 0.69, 95% CI (0.33, 1.05)), as well as having higher academic performance (Z133 = -2.84; p < 0.0035, Cohen's d = 0.39, 95% CI (0.04, 0.75)). Cardiorespiratory fitness was the measure of physical fitness that best explained these relationships. The results suggest that maintaining and improving the physical fitness of children and adolescents may help their brain function develop better.

SUBMITTER: Paez-Maldonado JA

PROVIDER: S-EPMC7504082 | biostudies-literature | 2020 Aug

REPOSITORIES: biostudies-literature

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Physical Fitness, Selective Attention and Academic Performance in a Pre-Adolescent Sample.

Páez-Maldonado José A JA Reigal Rafael E RE Morillo-Baro Juan P JP Carrasco-Beltrán Hernaldo H Hernández-Mendo Antonio A Morales-Sánchez Verónica V

International journal of environmental research and public health 20200827 17

The purpose of the current study is to analyze the relationships between physical fitness, selective attention, and academic performance in pre-teens. The sample here consists of 135 participants between the ages of 10 and 12 (M = 11.05; SD = 0.61), with 39.26% female (n = 53) and 60.74% male (n = 82) participants. Horizontal and vertical jump distances, speed, and cardio-respiratory fitness were evaluated to assess physical fitness. The d2 Test of Attention was used to eval ...[more]

PMID: 32867113

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Project description:ObjectivesTo evaluate the effect of a 20-week school-based physical activity intervention program on academic performance and selective attention among disadvantaged South African primary school children.DesignCluster randomized control trial.MethodsThe study cohort included 663 children from eight primary schools, aged 8-13 years. Data assessment took place between February 2015 and May 2016 following the implementation of a 20-week school-based physical activity program. The d2 test was employed to assess selective attention, while the averaged end-of-year school results (math, life skills, home language, and additional language) were used as an indicator of academic performance. Physical fitness was assessed using the 20-m shuttle run test (VO2 max) and grip strength tests. We controlled for cluster effects, baseline scores in selective attention or academic performance, and potential confounders, such as children's age, gender, socioeconomic status, self-reported physical activity (as determined by a pre-tested questionnaire), body mass index, hemoglobin (as a proxy for anemia, as measured by blood sampling), and soil-transmitted helminth infections (as assessed by the Kato-Katz technique).ResultsOur multivariate analysis suggested that the physical activity intervention had a positive effect on academic performance (p = 0.032), while no effect was found on selective attention (concentration performance; p = 0.469; error percentage; p = 0.237). After controlling for potential confounders, the physical activity condition contributed to the maintenance of academic performance, whereas a decrease was observed in learners in the control condition. Furthermore, physically active and fit children tend to have better concentration performance (CP) than their less fit peers (self-reported activity; p<0.016, grip strength; p<0.009, VO2 max p>0.021).ConclusionA 20-week physical activity intervention contributes to the maintenance of academic performance among socioeconomically deprived school children in South Africa. School administrators should ensure that their school staff implements physical activity lessons, which are a compulsory component of the school by the curriculum.

Project description:Enhanced levels of cardio-respiratory fitness (CRF) and physical activity (PA) are both positively associated with health and academic outcomes, but less is known about the spatial processing and perceptual components of PA. Perception of vertical (PV) is a spatial orientation ability that is important for PA, and is usually measured as relative accuracy in aligning an object to gravitational vertical against a tilted background. However, evidence is inconclusive regarding the relationship of PV to educational outcomes - most importantly, numeracy. Students were recruited from primary schools in the Australian Capital Territory. A group of 341 (females n = 162, mean age 11.3 years) children performed all the tests required for this study. A computerised rod and frame test of PV employing a small (20°) visual angle was administered, and socio-economic status (SES), national education test results (NAPLAN, 2010), and CRF and PA data were collected. Correlation and hierarchical regression analysis were used to examine the inter-relationships between PV and CRF, PA, SES and NAPLAN results. The two extreme quartile score groups from the measures of PV, PA and CRF were examined in relation to NAPLAN scores. PV scores arising from testing with a small visual angle and SES were found to be significantly associated with overall academic scores, and with the Numeracy, Reading, and Writing components of academic performance. Female gender was significantly associated with Writing score, and male with Numeracy score. Being less influenced by the background tilted frame, and therefore having visual field independence (FI), was associated with significantly higher academic scores, with the largest effect in Numeracy scores (effect size, d = 0.82) and also associated with higher CRF and PA levels. FI was positively associated with all the academic modules examined, and most strongly with Numeracy test results, suggesting that FI provides an indicator of STEM ability. These findings suggest that further longitudinal research into strategies designed to enhance visual FI deserve consideration, with a focus on specialized PA programs for pre-pubescent children. It is possible that small visual angle spatial tasks during PA may stimulate neural networks involved in numerical cognition.

Project description:Objectives: The aims of this study were (i) to examine the association between cardiorespiratory fitness and white matter volume and test whether those associations differ between normal-weight and overweight/obese children (ii) to analyze the association between other physical fitness components (i.e., motor and muscular) and white matter volume, and (iii) to examine whether the fitness-related associations in white matter volume were related to academic performance. Methods: Data came from two independent projects: ActiveBrains project (n = 100; 10.0 ± 1.1 years; 100% overweight/obese; Spain) and FITKids2 project (n = 242; 8.6 ± 0.5 years; 36% overweight/obese, United States). Cardiorespiratory fitness was assessed in both projects, and motor and muscular fitness were assessed in the ActiveBrains project. T1-weighted images were acquired with a 3.0 T S Magnetom Tim Trio system. Academic performance was assessed by standardized tests. Results: Cardiorespiratory fitness was associated with greater white matter volume in the ActiveBrain project (P < 0.001, k = 177; inferior fronto-opercular gyrus and inferior temporal gyrus) and in the FITKids project (P < 0.001, k = 117; inferior temporal gyrus, cingulate gyrus, middle occipital gyrus and fusiform gyrus) among overweight/obese children. However, no associations were found among normal-weight children in the FITKids project. In the ActiveBrains project, motor fitness was related to greater white matter volume (P < 0.001, k = 173) in six regions, specifically, insular cortex, caudate, bilateral superior temporal gyrus and bilateral supramarginal gyrus; muscular fitness was associated with greater white matter volumes (P < 0.001, k = 191) in two regions, particularly, the bilateral caudate and bilateral cerebellum IX. The white matter volume of six of these regions were related to academic performance, but after correcting for multiple comparisons, only the insular cortex remained significantly related to math calculations skills (β = 0.258; P < 0.005). In both projects, no brain regions showed a statistically significant negative association between any physical fitness component and white matter volume. Conclusion: Cardiorespiratory fitness may positively relate to white matter volume in overweight/obese children, and in turn, academic performance. In addition, motor and muscular fitness may also influence white matter volume coupled with better academic performance. From a public health perspective, implementing exercise interventions that combine aerobic, motor and muscular training to enhance physical fitness may benefit brain development and academic success.

Dataset Information

Physical Fitness, Selective Attention and Academic Performance in a Pre-Adolescent Sample.

Publications

Physical Fitness, Selective Attention and Academic Performance in a Pre-Adolescent Sample.

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