Relationship Between Fitness Levels and Academic Performance

Abstract

Introduction: Increased emphasis in boosting academic achievement in schools has led to declining amounts of time allotted for physical activity. Studying the impact of physical fitness on academic achievement is essential to understanding the role physical activity may have on academic performance. The objectives of this study were: 1) To assess the obesity and fitness levels of school children in Louisiana 2) To compare the fitness levels with academic performance using standardized test scores. Methods: The sample for assessing overall fitness levels and obesity status consisted of 19,695 students from public schools in Louisiana. Results from standardized test scores (reading and math) were matched for students in grades 4, 8 and 10 (n = 5321). Obesity status was calculated using body mass index (BMI), while PACER, trunk lift, curl up, push up and shoulder stretch were used to measure fitness levels. Pearson’s Chisquares were calculated for analyzing categorical variables and multiple analysis of variance (MANCOVA) tests were performed to analyze fitness levels with raw test scores (continuous variables). Results: Students who achieved healthy fitness zones for fitness tests scored significantly higher (P < 0.05) in both math and reading. Similarly, students who had healthy BMI performed significantly better (P < 0.05) in math and reading compared to those who were obese or overweight. Conclusions: Greater emphasis should be given to improve physical fitness levels of students. Incorporating interventions to promote aerobic activities will not only help reduce childhood obesity but can also improve academic outcomes.