Is There a Relationship Between Physical Fitness and Academic Achievement? Positive Results From Public School Children in the Northeastern United States

• Published in: The Journal of school health 2009-01, Vol.79 (1), p.30-37
• Main Authors: Chomitz, Virginia R., Slining, Meghan M., McGowan, Robert J., Mitchell, Suzanne E., Dawson, Glen F., Hacker, Karen A.
• Format: Article
• Language: English
• Subjects: Academic Achievement; Achievement Tests; Adolescent; Age Differences; Analysis of Variance; Body Mass Index; Body Weight; Child; Children; Correlation; Educational Status; Ethnicity; Female; Fitness; Gender Differences; Grade 4; Grade 6; Grade 7; Grade 8; Humans; Language Arts; Logistic Models; Male; Massachusetts; Massachusetts Comprehensive Assessment System; Mathematics; Mathematics Achievement; Mathematics Tests; Nursing; Physical Activities; Physical Education; Physical Education and Training; Physical Fitness; physical fitness and sport; policy; Public Schools; Racial Differences; Reading Achievement; Regression analysis; Socioeconomic Factors; Socioeconomic Influences; Socioeconomic Status; United States (Northeast); Urban Health; Urban Schools
• ISSN: 0022-4391; 1746-1561
• DOI: 10.1111/j.1746-1561.2008.00371.x

ABSTRACT OBJECTIVES:  To determine relationships between physical fitness and academic achievement in diverse, urban public school children. METHODS:  This cross‐sectional study used public school data from 2004 to 2005. Academic achievement was assessed as a passing score on Massachusetts Comprehensive Assessment System (MCAS) achievement tests in Mathematics (fourth, sixth, and eighth grade, n = 1103) and in English (fourth and seventh grade, n = 744). Fitness achievement was assessed as the number of physical fitness tests passed during physical education (PE). Multivariate logistic regression analyses were conducted to assess the probability of passing the MCAS tests, controlling for students’ weight status (BMI z score), ethnicity, gender, grade, and socioeconomic status (school lunch enrollment). RESULTS:  The odds of passing both the MCAS Mathematics test and the MCAS English test increased as the number of fitness tests passed increased (p < .0001 and p < .05, respectively). CONCLUSIONS:  Results show statistically significant relationships between fitness and academic achievement, though the direction of causation is not known. While more research is required, promoting fitness by increasing opportunities for physical activity during PE, recess, and out of school time may support academic achievement.