A population-level examination of the magnitude of relationship between physical activity and academic achievement

Abstract

Background Although physical activity has traditionally been thought to compete with academic activities in terms of academic performance outcomes, more recent studies have suggested that the brain health benefits of exercise could in theory compensate for this. However, to date no adequately powered prospective studies have attempted to reconcile these two competing possibilities. The objective of this study is to determine the direction and magnitude of the association between physical activity and academic performance in a large prospective sample of adolescents. Methods Linear regression mixed models with random intercepts and multinomial ordinal generalized estimating equations were employed to analyze the relationship between measures of physical activity and academic performance from the COMPASS study (N=9,898 linked participant data cases from year 2 (2013-2014) to year 4 (2015-2016)). Results The linear relationships between minutes of moderate to vigorous physical activity and academic performance (English: r= -.047, p<.000; Math: r= -.026, p=0.008) as well as meeting the national physical activity guidelines and academics performance (English: est =-0.052, p=.004; Math: est = -0.052, p=.028) were negative and trivial in magnitude. Organized sport participation showed slight positive associations with academic performance, but these were also of trivial magnitude. Conclusions Physical activity does not predict academic achievement prospectively in this population sample; findings suggest no net cost or clear benefit in relation to academic performance. Advocacy for physical activity programming for adolescent populations may best be undertaken with reference to lack of net academic performance cost, rather than presence of benefit.