Exploring the link between perceived physical literacy and academic performance outcomes: insights from the EHDLA study

Abstract

ObjectiveThe aim of this study was to verify the relationship between perceived physical literacy (PPL) and academic performance outcomes among Spanish adolescents aged 12–17 years.MethodsThis cross-sectional study is a secondary examination utilizing data derived from the Eating Healthy and Daily Life Activities (EHDLA) project. The Spanish Perceived Physical Literacy Instrument for Adolescents (S-PPLI) was used to evaluate the PPL of the participants. To determine academic performance, the numerical grades for each subject were added together and then divided by the total number of subjects.ResultsOverall, a positive trend in the association between S-PPLI scores and academic performance was observed. We identified two significant ranges within the S-PPLI scores. First, there was a significant range between 9 and 33 points on the S-PPLI, indicating an inverse association with academic performance. Second, another significant range was observed at scores of 34 points or higher on the S-PPLI, suggesting a positive association with academic performance. Participants with low PPL had the lowest academic performance (mean = 6.4; bias-corrected and accelerated (BCa) bootstrapped 95% confidence interval (CI): 6.2–6.6). Conversely, those adolescents with high PPL had the highest academic performance (mean = 6.9; BCa bootstrapped 95% CI: 6.6–7.1). Significant differences were found between low PPL and medium PPL (p-adjusted = 0.031) and between low PPL and high PPL (p-adjusted = 0.031).ConclusionsIncreased physical literacy could be a relevant factor for achieving greater academic performance in adolescents. This study has potential implications for physical education instructors, school leaders, and healthcare practitioners.

Sex-specific associations of muscular fitness with overall academic performance and specific school subjects in adolescents: the EHDLA study

“…One possible explanation could be related to the fact that this subject contributes to increasing MF ( García-Hermoso et al, 2020 ) or because individuals with a higher MF may have greater interest in the subject that revolves around the body and movement according to the Committee on Physical Activity and Physical Education in the School Environment, Food and Nutrition Board, and Institute of Medicine (2013) . As previously mentioned, greater physical literacy is related to greater academic performance ( Domínguez-Martín et al, 2024 ), which could also explain this result.…”

“…The benefits of strength training for children and adolescents include improvements in health, fitness, injury prevention and rehabilitation ( Stricker et al, 2020 ) and physical literacy ( Zwolski et al, 2017 ), which may have important effects on the academic performance of students ( Domínguez-Martín et al, 2024 ). The relationship between physical activity programs and physical activity level could increase social–emotional skills ( Taylor et al, 2017 ) with opportunities to interact and communicate between students ( Goh et al, 2022 ), and these social–emotional skills may be transferable to the academic environment, improving adolescents’ ability to manage time, set goals, and collaborate with others.…”