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Physical fitness predicts subsequent improvement in academic achievement : differential patterns depending on pupils’ age
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Orientador(es)
Resumo(s)
We investigated the longitudinal relationship between physical fitness (flexibility, functional strength, and running speed-agility components) and subsequent change in academic achievement across one school year. We also examined whether this longitudinal relationship differed as a function of pupils’ age, controlling for sex, body mass index, and socioeconomic status. Academic achievement in terms of marks in Portuguese and mathematics was recorded from 142 pupils (M = 14.59 years; SD = 1.99, range 11–18), between autumn 2017 and summer 2018. The physical fitness components, including flexibility, functional strength, and running speed-agility, were assessed at the baseline (i.e., at the beginning of the school year). Latent change score modelling revealed that higher physical fitness level at baseline significantly predicted a subsequent improvement in academic achievement across the school year. This longitudinal relationship was significantly stronger in younger compared to older pupils. Physical fitness and its interaction with age predicted 45.7% of the variance in the change in academic achievement. In conclusion, a better physical fitness profile including flexibility, functional strength, and running speed-agility explains a subsequent improvement in academic achievement. This longitudinal relationship seems to be age-dependent.
Descrição
© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.
Palavras-chave
Physical conditioning Academic success Youth Physical education
Contexto Educativo
Citação
Sustainability 2020, 12(21), 8874
Editora
MDPI