Introduction. It’s well known that regular physical activity produce beneficial effects on health and well-being in childhood and youth. Moreover, there are different results showing positive relationships of the academic performance, psychological health (e.g., raising self-esteem and reducing stress and anxiety) and the health-related fitness (HRF). However, this topic is still debated and numerous studies produced conflicting conclusions. Therefore the purpose of this study was to determine the association between HRF and academic performance, physical activity and time Methods. Study participation included 861 high school students (492 boys, 369 girls) aged between 14-to 20-years (16.21.6 years old) first through fifth grade from a single Commercial Technical Institute located in Northwest Italy. Health-related fitness (HRF) was assessed using the FITNESSGRAM test battery. Academic performance (AP) was measured over the course of the academic year and was based on individual mean note in two core classes (italian and mathematics). Physical activity (PA) (hours per week) and time study (TS) (hours per day) was assessed using a questionnaire. Four groups were created based on HRF score from the lowest to the highest fitness level (G1, HRF score ≤2; G2, HRF score 3; G3, HRF score 4; G4, HRF score 5) in order to determine whether differences in AP, TS and PA exist as a function of HRF. Data were analyzed using ANCOVA, controlling for sex and age, and an alpha level of P<0.05 was used to determine statistical significance. Results. Data are expressed as mean±SD; CI 95%. Results for the AP showed that G1 had a significant lower mean note (5.8±0.8; 5.6-5.9) respect to G2 (6.1±0.7; 5.9-6.2), G3 (6.1±0.5; 6.0-6.2) and G4 (6.0±0.7; 5.9-6.2). Results for PA (hours per weeks) showed that G4 (4.15±0.23; 3.69-4.62) and G3 (3.47±0.18; 3.10-3.83) performed more physical activity respect to G2 (2.61±0.24; 2.13-3.09) and G1 (2.20; SD ±0.25; 1.71-2.71). No significant differences were found for TS between groups. Conclusions. Data showed that physical fitness level could influence academic performance in high-school students. In this study subjects with the lowest HRF level (G1) had the worst academic performance. In addition, the higher level of PA showed by the highest HRF score groups (G3 and G4) did not compromise AP or TS. In conclusion, physical activity should be promoted through physical education programs and sports activities for its many benefits including academic performance. Finally, fear of negatively affecting academic performance or time study does not seem to be a legitimate reason for reducing or eliminating physical activity.
Physical fitness and academic performance in high school students / L. Pugliese, D. Armellini, M. Bonato, A. La Torre, J. PADULO. - In: SPORT SCIENCES FOR HEALTH. - ISSN 1824-7490. - 9:1 Suppl.(2013), pp. 100.S46-100.S47. ((Intervento presentato al 5. convegno SISMES national congress tenutosi a Pavia nel 2013.
|Titolo:||Physical fitness and academic performance in high school students|
PUGLIESE, LORENZO (Primo)
BONATO, MATTEO (Penultimo)
LA TORRE, ANTONIO (Ultimo)
|Parole Chiave:||Physical fitness; academic performance; high school students|
|Settore Scientifico Disciplinare:||Settore M-EDF/02 - Metodi e Didattiche delle Attivita' Sportive|
|Data di pubblicazione:||2013|
|Enti collegati al convegno:||Università Pavia|
|Appare nelle tipologie:||01 - Articolo su periodico|