Physical fitness predicts subsequent improvement in academic achievement: differential patterns depending on pupils’ age

Gouveia, Élvio Rúbio; Gouveia, Bruna Raquel; Marques, Adilson; Lopes, Helder; Rodrigues, Ana; Peralta, Miguel; Kliegel, Matthias; Ihle, Andreas

http://hdl.handle.net/10400.13/3659

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Authors

Gouveia, Élvio Rúbio

Gouveia, Bruna Raquel

Abstract(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.

Keywords

Physical conditioning Academic success Youth Physical education . Faculdade de Ciências Sociais

URI

http://hdl.handle.net/10400.13/3659

Citation

Gouveia, É. R., Gouveia, B. R., Marques, A., Lopes, H., Rodrigues, A., Peralta, M., ... & Ihle, A. (2020). Physical fitness predicts subsequent improvement in academic achievement: differential patterns depending on pupils’ age. Sustainability, 12(21), 8874. https://doi.org/10.3390/su12218874