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The associations between physical activity, sedentary behaviour and academic performance.

Carol Maher1, Lucy Lewis1, Peter T Katzmarzyk2

  • 1Alliance for Research in Exercise, Nutrition and Activity, School of Health Sciences, University of South Australia, Australia.

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Summary

Higher sedentary time in children was linked to better academic performance across all tested subjects. Moderate-to-vigorous physical activity showed weaker links to academic outcomes, highlighting the complex relationship between activity, sedentary behavior, and learning.

Keywords:
AcademicPhysical activitySchoolSedentary

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Area of Science:

  • Pediatric Health
  • Educational Psychology
  • Behavioral Science

Background:

  • Understanding the interplay between physical activity, sedentary behavior, and academic achievement in children is crucial for holistic development.
  • Previous research has primarily focused on the benefits of physical activity, with less attention paid to the potential academic associations of sedentary time.

Purpose of the Study:

  • To investigate the cross-sectional associations between objectively measured moderate-to-vigorous physical activity (MVPA) and sedentary behavior with academic performance in Australian children.
  • To explore these relationships across multiple academic domains.

Main Methods:

  • Utilized accelerometer data from 285 Australian children (aged 9-11 years) over seven days to quantify MVPA and sedentary behavior.
  • Academic performance was assessed using standardized national testing (NAPLAN) in literacy and numeracy.
  • Statistical analyses employed Generalized Linear Mixed Models, controlling for various socio-demographic factors.

Main Results:

  • A significant positive association was found between higher sedentary time and better academic performance across all five tested academic domains.
  • Higher moderate-to-vigorous physical activity (MVPA) was positively related to academic performance in writing and numeracy only.
  • No significant relationship was observed between MVPA and performance in language, reading, and spelling.

Conclusions:

  • Sedentary behavior demonstrated a positive association with non-physical outcomes, specifically academic performance.
  • While MVPA is vital for physical and social health, its direct link to academic performance appears domain-specific, with notable connections in writing and numeracy.
  • These findings suggest that sedentary time may play a complex, potentially beneficial role in children's academic success, alongside the established importance of MVPA.