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Do Physically Literate Adolescents Have Better Academic Performance?

Xiangli Gu1, Tao Zhang2, Tsz Lun Alan Chu3

  • 11 University of Texas at Arlington, Arlington, TX, USA.

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Summary
This summary is machine-generated.

Physical literacy, encompassing motor skills and fitness, is linked to better executive function and school attendance in adolescents. These associations differ between boys and girls, suggesting tailored interventions may enhance academic success.

Keywords:
academic performanceadolescentscognitionphysical educationpsychomotor

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Area of Science:

  • Adolescent Health and Education
  • Kinesiology and Applied Physiology
  • Developmental Psychology

Background:

  • Physical literacy, comprising motor competence, physical activity, and health-related fitness, is increasingly recognized for its role in overall well-being.
  • Academic performance encompasses executive function, class attendance, and standardized test scores, crucial indicators of educational success.
  • Understanding the interplay between physical literacy and academic outcomes is vital for developing holistic adolescent development strategies.

Purpose of the Study:

  • To examine the relationship between physical literacy components and academic performance indicators in adolescents.
  • To investigate potential sex-based differences in the association between physical literacy and academic performance.
  • To explore the mediating roles of physical fitness and physical activity in the physical literacy-academic performance link.

Main Methods:

  • Prospective research design involving 330 adolescents (154 boys, 176 girls) in Texas.
  • Correlational analyses and structural equation modeling to assess relationships and pathways.
  • Structural invariance testing to compare models between sexes.

Main Results:

  • Physical literacy was significantly associated with executive function (negative correlation with executive dysfunction risk) and positively with school attendance.
  • Structural equation models confirmed direct and indirect effects of motor competence on executive function and school attendance, mediated by physical fitness and physical activity.
  • Significant differences in the structural models were found between boys and girls, indicating sex-specific associations (p < .01).

Conclusions:

  • Physical literacy demonstrates a significant association with key academic performance indicators in adolescents.
  • Physical fitness and moderate-to-vigorous physical activity act as crucial mediators in the pathway from physical literacy to academic success.
  • The findings highlight the importance of considering sex-specific differences in designing interventions aimed at leveraging physical literacy for academic enhancement.