Mediating effect of aerobic fitness on the association between physical activity and academic achievement among adolescents: A cross-sectional study in Okinawa, Japan

Kyan, Akira; Takakura, Minoru; Miyagi, Masaya

doi:10.1080/02640414.2018.1554552

Cited by 16 publications

(28 citation statements)

References 60 publications

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“…However, there was no difference in physical characteristics between the included and excluded subjects, and 5 days valid accelerometry data, while there was a negligible difference in weight and age. The prevalence of students engaging in MVPA in this study is comparable to results found in the previous PACE+ validation study in Japanese fifth-and sixth-grade elementary students 25) , and in another study that used the questionnaire to assess the PA for Japanese first-grade junior high students 33) . Hence, our findings remain credible, despite the possibility of non-respondent bias.…”

Section: Discussionsupporting

confidence: 87%

Validity of Japanese version of a two-item 60-minute moderate-to-vigorous physical activity screening tool for compliance with WHO physical activity recommendations

Kyan

Tanaka

Takakura

et al. 2021

JPFSM

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The aim of this study was to examine the validity of a Japanese version of the physical activity (PA) question of the Patient-Centered Assessment and Counseling for Exercise Plus Nutrition (PACE+), which is globally used to assess compliance with the WHO PA recommendation for youth. Analyses included 80 Japanese upper elementary students and 44 Japanese junior high students. Consistency of the classification of achieving/not achieving the PA recommendation between the two methods (PACE+ and ActiGraph accelerometry) was assessed by calculating percentage agreement rate, sensitivity, and specificity. Spearman rank correlation () was applied to assess the correlation between the two methods. The percentage agreement in upper elementary students and junior high students was 83.8% and 65.9%, respectively. While the sensitivity and specificity of the scale in assessing the compliance of upper elementary students with PA recommendation were 8.3% and 97.1%, respectively, and for junior high school students 42.9% and 76.7%, respectively. The correlation coefficients between PACE+ and accelerometry for elementary and junior high school students were 0.13 and 0.50, respectively. The validity of PACE+ among Japanese adolescents was confirmed similarly to previous studies conducted in other countries. However, it should be viewed with caution that PACE+ may underestimate the proportion of children achieving PA recommendations.

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Section: Discussionsupporting

confidence: 87%

Validity of Japanese version of a two-item 60-minute moderate-to-vigorous physical activity screening tool for compliance with WHO physical activity recommendations

Kyan

Tanaka

Takakura

et al. 2021

JPFSM

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“…14,20 Regard to observational data, this fact is less clear and needs further study. Briefly, the past research is mix and inconclusive, wherein some investigations found a positive relationship between some PA intensities (vigorous or MVPA) to academic performance, [33][34][35][36] others showed that association mediated via other variables, 31,37 others found no association 30,[38][39][40][41][42] or even a negative link. 43,44 Additionally, some studies have considered the joint effect of the MVPA, 29,35,38,40,42,45 and others have distinguished between different PA intensity levels.…”

Section: Introductionmentioning

confidence: 99%

Objectively measured physical activity and academic performance in school‐aged youth: The UP&DOWN longitudinal study

Muntaner‐Mas

Martínez‐Gómez

Castro‐Piñero

et al. 2021

Scandinavian Med Sci Sports

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“…For example, previous cross-sectional studies have consistently reported that physical activity and physical fitness are positively associated with academic performance in children and adolescents. [10][11][12][13][14] In contrast, longitudinal studies have reported both positive relationships of physical activity to academic performance and cognitive function 15,16 and null relationships of physical activity to academic performance. 17,18 Thus, further longitudinal studies are required to clarify the relationship of physical activity and physical fitness to academic performance.…”

mentioning

confidence: 98%

“…The relationship of physical activity with academic performance could be mediated by physical fitness. [12][13][14] These studies generally have a cross-sectional design; thus, the longitudinal mediation effect of physical fitness on the relationship of physical activity with academic performance remains controversial. Accordingly, the longitudinal mediation effects of physical fitness on the relationship between physical activity and academic performance require further investigation.…”

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confidence: 99%

Relationship of participation in specific sports to academic performance in adolescents: A 2‐year longitudinal study

Ishihara

Nakajima

Yamatsu

et al. 2020

Scandinavian Med Sci Sports

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Physical activity is considered a promising behavior to improve cognitive function and academic performance in adolescents. As evidence on the relationship of specific sports activity is not conclusive, this study aimed to determine the longitudinal relationships of different sports to academic performance in adolescents and evaluate the cardiorespiratory fitness mediation effect of these sports. We focused on the demands of complex motor skills and the differences between individual sports vs team sports. Four hundred and sixty‐three 7th‐grade students (227 girls and 236 boys) were followed up over 2 years. Data regarding participation in sports activities, types of sports activities, academic performance, and cardiorespiratory fitness were obtained at baseline and after a 2‐year follow‐up. Structural equation modeling revealed that participation in all sports activity was positively associated with improvement of academic performance from baseline to follow‐up, and that these associations were mediated by cardiorespiratory fitness gains. Participation in sports activities that require more complex motor skills and individual sports activity was directly associated with an improvement of academic performance from baseline to follow‐up. Furthermore, quitting sports activities was negatively associated with academic performance via a reversal in cardiorespiratory fitness gains. These findings indicate that participation in specific sports may have significant benefits for academic performance in adolescents. Although these relationships are presumably mediated by cardiorespiratory fitness, sports activities that require more complex motor skills and individual sports participation may be directly related to academic performance. Considering that quitting sports activities reversed these benefits, sustained participation in sports is important for academic success.

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Mediating effect of aerobic fitness on the association between physical activity and academic achievement among adolescents: A cross-sectional study in Okinawa, Japan

Cited by 16 publications

References 60 publications

Validity of Japanese version of a two-item 60-minute moderate-to-vigorous physical activity screening tool for compliance with WHO physical activity recommendations

Validity of Japanese version of a two-item 60-minute moderate-to-vigorous physical activity screening tool for compliance with WHO physical activity recommendations

Objectively measured physical activity and academic performance in school‐aged youth: The UP&DOWN longitudinal study

Relationship of participation in specific sports to academic performance in adolescents: A 2‐year longitudinal study

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