Relationships between physical activity, sedentary time, aerobic fitness, motor skills and executive function and academic performance in children

Abstract Background There is evidence for weak positive relationships between physical activity, aerobic fitness, and motor skills to executive functions and academic achievement. Studies assessing their relative importance to executive functions and academic performance are lacking. The purpose of...

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Bibliographic Details
Published in:Mental health and physical activity 2017-03, Vol.12, p.10-18
Main Authors: Aadland, Katrine Nyvoll, Moe, Vegard Fusche, Aadland, Eivind, Anderssen, Sigmund Alfred, Resaland, Geir Kåre, Ommundsen, Yngvar
Format: Article
Language:English
Subjects:
Accelerometry
Cognition
Motor coordination
Psychiatry
Sex-differences
The Andersen-test
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Summary:Abstract Background There is evidence for weak positive relationships between physical activity, aerobic fitness, and motor skills to executive functions and academic achievement. Studies assessing their relative importance to executive functions and academic performance are lacking. The purpose of this study was to examine the independent associations for moderate to vigorous physical activity and sedentary time, aerobic fitness and motor skills with executive functions and academic performance in 10-year-old children. Method A linear mixed model was used to analyze cross-sectional data from 697 children from 57 schools in Norway. Results No relationships were observed between moderate to vigorous physical activity and executive functions or academic performance. The time spent sedentary was related to executive functions (standardized regression coefficient (β) 0.17–0.21, p 
ISSN:1755-2966
1878-0199
DOI:10.1016/j.mhpa.2017.01.001