Association Between Device-Measured Moderate-to-Vigorous Physical Activity and Academic Performance in Adolescents

• Published in: Health education & behavior 2021-02, Vol.48 (1), p.54-62
• Main Authors: Bueno, Maria Raquel de Oliveira, Zambrin, Lidyane Ferreira, Panchoni, Camila, Werneck, André Oliveira, Fernandes, Romulo Araújo, Serassuelo, Hélio, Romanzini, Marcelo, Ronque, Enio Ricardo Vaz
• Format: Article
• Language: English
• Subjects: Academic Achievement; Accelerometers; Adolescents; Body Composition; Body Height; Body mass; Body mass index; Body size; Body Weight; Early Adolescents; Education; Educational Attainment; Educational Environment; Exercise; Foreign Countries; Grade 6; Grades (Scholastic); Height; Life Style; Mathematical analysis; Mathematics; Measurement Equipment; Mothers; Multiple Regression Analysis; Parent Background; Parent educational background; Physical activity; Physical Activity Level; Regression analysis; Sedentary; Sedentary behavior; Self Concept; Self esteem; Social factors; Socioeconomic factors; Socioeconomic Status; Socioeconomics; Students; Teenagers; Variables
• ISSN: 1090-1981; 1552-6127
• DOI: 10.1177/1090198120954390

Background Although many studies found a positive association between physical activity (PA) and academic performance (AP), most did not consider important variables of school setting and students’ self-concept. Aims To analyze the association between moderate-to-vigorous PA (MVPA) and AP in adolescents, considering potential confounding variables of school setting and self-concept in adolescents. Method The final sample was composed of 394 students (186 boys) with a mean age of 11.3 (SD = 0.8) years. The school grades were used as an indicator of AP. Measurements of body mass and stature were collected, and the body mass index was calculated and converted into z-score values. Maternal education, socioeconomic status, self-concept, and variables of the school setting were self-reported. MVPA and sedentary behavior (SB) were measured through accelerometry (GT3X and GT3X+; ActiGraph, Pensacola, Florida). Multiple linear regression was used for the association analyses, adopting p < .05. Results MVPA was inversely associated with global AP and mathematics only for girls: β = −.105 (95% CI [−0.205, −0.006]; p = .038); β = −.136 (95% CI [−0.261, −0.011]; p = .033). After adjusting for the school setting and self-concept, these significant associations disappear. Discussion MVPA was inversely associated with global AP and mathematics only for girls regardless of age, z-score body mass index, maternal education, socioeconomic status, and SB. However, after adjusting for school setting and self-concept, theses association disappear in mathematics and global AP, respectively. Conclusion The device-measured MVPA was not associated with AP after controlling for important variables (school setting and self-concept).