Association of Physical Fitness with Intelligence and Academic Achievement in Adolescents

Gil‐Espinosa, Francisco Javier; Chillón, Palma; Fernández-García, José Carlos; Cadenas‐Sanchez, Cristina

doi:10.3390/ijerph17124362

Cited by 23 publications

(24 citation statements)

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“…To our knowledge, to date, there is no study exploring the combination of socioeconomic factors, physical fitness, and cognitive functioning in adolescents, focusing on the protective social role of physical fitness. Important to note is that the limited evidence on this area has been performed mainly in developed countries [ 41 , 42 ], using socioeconomic variables as covariates [ 43 , 44 ] and focusing on academic achievements as the primary outcome [ 41 , 42 ]. Only one study involving the present adolescent population showed a positive association between SVI and physical activity, and between physical activity and physical fitness (CRF, MF, and SAF) [ 45 ].…”

Section: Discussionmentioning

confidence: 99%

Could Physical Fitness Be Considered as a Protective Social Factor Associated with Bridging the Cognitive Gap Related to School Vulnerability in Adolescents? The Cogni-Action Project

Cristi-Montero

Ibarra-Mora

Gaya

et al. 2021

IJERPH

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The first aim was to compare differences between school vulnerability groups, fitness levels, and their combination in adolescent cognitive performance. The second aim was to determine the mediation role of fitness in the association between school vulnerability and cognitive performance. A total of 912 Chilean adolescents aged 10–14 years participated in this study. The school vulnerability index (SVI) assigned by the Chilean Government was categorized into high-, mid-, or low-SVI. Adolescents were classified as fit or unfit according to their global fitness z-score computed from their cardiorespiratory (CRF), muscular (MF), and speed/agility fitness (SAF) adjusted for age and sex. A global cognitive score was estimated through eight tasks based on a neurocognitive battery. Covariance and mediation analyses were performed, adjusted for sex, schools, body mass index, and peak high velocity. Independent analyses showed that the higher SVI, the lower the cognitive performance (F(6,905) = 18.5; p < 0.001). Conversely, fit adolescents presented a higher cognitive performance than their unfit peers (F(5,906) = 8.93; p < 0.001). The combined analysis found cognitive differences between fit and unfit adolescents in both the high- and mid-SVI levels (Cohen’s d = 0.32). No differences were found between fit participants belonging to higher SVI groups and unfit participants belonging to lower SVI groups. Mediation percentages of 9.0%, 5.6%, 7.1%, and 2.8% were observed for the global fitness score, CRF, MF, and SAF, respectively. The mediation effect was significant between low- with mid-high-SVI levels but not between mid- and high-SVI levels. These findings suggest that an adequate physical fitness level should be deemed a protective social factor associated with bridging the cognitive gap linked to school vulnerability in adolescents. This favourable influence seems to be most significant in adolescents belonging to a more adverse social background.

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Section: Discussionmentioning

confidence: 99%

Could Physical Fitness Be Considered as a Protective Social Factor Associated with Bridging the Cognitive Gap Related to School Vulnerability in Adolescents? The Cogni-Action Project

Cristi-Montero

Ibarra-Mora

Gaya

et al. 2021

IJERPH

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“…Recent research has begun to establish an association between physical and cognitive variables, demonstrating that physical activity (PA) is not merely coincidentally related to cognitive function ( Donnelly et al, 2016 ; Fernandes et al, 2018 ; Cadenas-Sanchez et al, 2020 ; Gil-Espinosa et al, 2020 ). In addition to the direct role exercise plays in brain plasticity, PA is important for cognitive development, mood state, learning, memory, and concentration ( Aberg et al, 2009 ; Donnelly et al, 2016 ; Fernandes et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Physical Fitness and Academic Performance in Normal Weight, Overweight, and Obese Schoolchild Handball Players in Qatar: A Pilot Study

Hermassi

Hayes

Bragazzi³

et al. 2021

Front. Psychol.

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This study aimed to investigate the relationships between physical fitness and academic performance in youth handball players of different BMI classifications. Thirty-three male handball players (age: 10.3 ± 0.61 years; body mass: 47.1 ± 12.1 kg; height: 1.43 ± 0.09 m; BMI: 23.1 ± 4.37 kg/m2; body fat: 20.6 ± 6.27%) were recruited from the Qatar handball first league and were assigned to their BMI age-adjusted groups (i.e., normal weight, overweight, and obese). Measurements included anthropometric data (height, mass, body mass index (BMI) and body fat percentage (%BF), and physical performance tests: agility T-half test; squat jump (SJ), and countermovement jump (CMJ), 10 and 15 m sprint; medicine ball throw (MBT). Aerobic capacity was evaluated using the Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1). Academic achievement was assessed through school records of grades point average (GPA) of Mathematics, Science and Arabic. None academic performance parameter and four physical performance parameters (agility T-half: p = 0.035; CMJ: p = 0.001; SJ: p = 0.007; sprint 10 m: p = 0.028) were different between BMI related groups. In 43% (3/7) of performance parameters and all academic parameters, the normal weight group showed the highest performance level, whereas the overweight group had the best performance in both sprint tests. The obese group was only superior in the medicine ball throw, but not at the p < 0.05 level. A relevant relationship (r > 0.5) between academic and physical performance parameters was only found between Yo-Yo IR 1 and science (r = 0.548). A relevant correlation were found between CMJ and BMI (r = −0.569). The agility T-half test was correlated with CMJ (r = −0.614) and 10 m sprint (r = 0.523). These findings suggest being overweight or obese are related to science academic performance among schoolchildren athletes in Qatar. Possibly, a normal BMI could positively influence academic performance. Physical education teachers, staff, and administrators should be cognizant that health promotion interventions improving composition may have the additional potential to improve dimensions of academic performance.

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“…A higher level of cardiorespiratory fitness was associated with higher motivation towards physical education. Cardiorespiratory fitness has been strongly associated with other psychological outcomes [ 38 , 39 ]. Specifically, Ishinara et al reported specific associations between physical fitness and motivation via exercise habits in children, but not a direct association between physical fitness and motivation [ 40 ].…”

Section: Discussionmentioning

confidence: 99%

Association of Cardiorespiratory Fitness with Achievement Motivation in Physical Education in Adolescents

Cadenas‐Sanchez

Prieto

Huertas‐Delgado

2021

IJERPH

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Cardiorespiratory fitness is an important health marker in adolescents. Thus, examining the relation between cardiorespiratory fitness and motivation should be important to increase health-related behaviors. This study aimed to describe adolescents’ cardiorespiratory fitness and motivation by gender and to analyze the association between two cardiorespiratory fitness tests (original and with music) and motivation. A total of 341 adolescents (14.2 ± 1.5 years, 52.2% girls) participated in this study. Cardiorespiratory fitness was assessed using the 20 m shuttle run and its adaptation with music. Motivation was assessed though the “Achievement Motivation towards Physical Education” questionnaire. Boys presented with higher cardiorespiratory fitness and motivation (all, p < 0.05). Yet, when classifying fit and unfit groups, a higher percentage of girls were considered fit compared to boys (85.8% vs. 74.5%). A higher level of cardiorespiratory fitness (stages) and VO2max were associated with a higher level of motivation (self-perceived competence and compared competence) and lower anxiety (all p < 0.05). These associations with motivation were stronger when the music was present in the test. In this sense, including music in activities focused on cardiorespiratory fitness could increase the cardiorespiratory fitness performance and motivation, especially in girls. It should be important to increase adolescents’ cardiorespiratory fitness levels in order to increase motivation in physical education lessons and to include more motivational activities in order to achieve higher performance.

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Association of Physical Fitness with Intelligence and Academic Achievement in Adolescents

Cited by 23 publications

References 50 publications

Could Physical Fitness Be Considered as a Protective Social Factor Associated with Bridging the Cognitive Gap Related to School Vulnerability in Adolescents? The Cogni-Action Project

Could Physical Fitness Be Considered as a Protective Social Factor Associated with Bridging the Cognitive Gap Related to School Vulnerability in Adolescents? The Cogni-Action Project

Physical Fitness and Academic Performance in Normal Weight, Overweight, and Obese Schoolchild Handball Players in Qatar: A Pilot Study

Association of Cardiorespiratory Fitness with Achievement Motivation in Physical Education in Adolescents

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