Health-Related Fitness and Academic Achievement of Elementary School Students

Despite a consensus of the positive health-related effects of physical activity during childhood, the benefits of fitness to cognitive health and academic performance remain unclear. Studies of the relationship between fitness and academic achievement have yielded mixed results ranging from small, but positive effects (Castelli, Hillman, Buck & Erwin, 2007; CDE, 2001; Sallis et al., 1999) to trivial, negative relationships (Tremblay, Inman, & Williams, 2000).

Purpose

The purpose of this study was to conduct a detailed analysis of the relationship between components of health-related fitness and academic achievement in elementary students.

Methods

Participants (n = 2822; 1418 female, 1404 male; 56% Hispanic, 42% Caucasian, 2% other) were third-fifth grade students from all seventeen elementary schools in one school district. Fitness was assessed using Fitnessgram administered by trained physical education teachers under the supervision of the researchers to ensure consistency. The state standardized test which assesses math, reading, writing and science (5th grade only) was used to assess academic achievement. Pearson product-moment correlation analyses were conducted on the dependent variables (total academic achievement, mathematics, reading, writing, science), a composite measure of total fitness, individual Fitnessgram scores (Pacer, push-ups, curl-ups, mean back-saver sit and reach, trunk lift, BMI), grade and gender.

Analysis/Results

Results indicated a modest but statistically significantly relationship between overall fitness and overall academic achievement (r=.15; p< .0001). Specifically Pacer (r=.12), curl-up (r=.15) and push-up (r=.12) were correlated with academic achievement (p< .0001). Further, overall fitness was correlated to all four achievement test measures (math, r= .11; reading, r=.07; writing, r=.11; science, r=.22; all at p< .0001). Additionally, trunk-lift was positively correlated to math (p< .0001) and reading (p< .0001), yet unrelated to overall achievement (p = .94) and science (p= .86).The relationship between academic achievement and fitness for male and female students was similar, indicating a positive, significant relationship (r=.14 and r=.17 respectively; p<.0001). For ethnicity, the direction of the achievement and fitness relationship remained the same but was less apparent in Hispanic students than Caucasian (r= .10, p=.05; r=.13, p<.0001).

Conclusions

The current study contributes to the physical fitness and cognition knowledge base by presenting new evidence that specific components of health-related fitness are globally associated with academic performance in elementary school children and, as such, warrant consideration in educational and public policy making. Accordingly, developmentally appropriate opportunities for children to be physically active and become physically fit should be provided by schools, especially at the elementary level.