Physical Fitness Predicts Subsequent Improvement in Academic Achievement: Differential Patterns Depending on Pupils’ Age

Élvio Rúbio Gouveia, Bruna Raquel Gouveia, Adilson Marques, Helder Lopes, Ana Rodrigues, Miguel Peralta, Matthias Kliegel and Andreas Ihle
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Élvio Rúbio Gouveia: Department of Physical Education and Sport, University of Madeira, 9000 Funchal, Portugal
Bruna Raquel Gouveia: LARSYS, Interactive Technologies Institute, 9000 Funchal, Portugal
Adilson Marques: CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, 1000 Lisbon, Portugal
Helder Lopes: Department of Physical Education and Sport, University of Madeira, 9000 Funchal, Portugal
Ana Rodrigues: Department of Physical Education and Sport, University of Madeira, 9000 Funchal, Portugal
Miguel Peralta: CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, 1000 Lisbon, Portugal
Matthias Kliegel: Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, 1201 Geneva, Switzerland
Andreas Ihle: Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, 1201 Geneva, Switzerland

Sustainability, 2020, vol. 12, issue 21, 1-9

Abstract: We investigated the longitudinal relationship between physical fitness (flexibility, functional strength, and running speed-agility components) and subsequent change in academic achievement across one school year. We also examined whether this longitudinal relationship differed as a function of pupils’ age, controlling for sex, body mass index, and socioeconomic status. Academic achievement in terms of marks in Portuguese and mathematics was recorded from 142 pupils ( M = 14.59 years; SD = 1.99, range 11–18), between autumn 2017 and summer 2018. The physical fitness components, including flexibility, functional strength, and running speed-agility, were assessed at the baseline (i.e., at the beginning of the school year). Latent change score modelling revealed that higher physical fitness level at baseline significantly predicted a subsequent improvement in academic achievement across the school year. This longitudinal relationship was significantly stronger in younger compared to older pupils. Physical fitness and its interaction with age predicted 45.7% of the variance in the change in academic achievement. In conclusion, a better physical fitness profile including flexibility, functional strength, and running speed-agility explains a subsequent improvement in academic achievement. This longitudinal relationship seems to be age-dependent.

Keywords: physical conditioning; academic success; youth; physical education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
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