scholarly journals Relationship between Motor Competence, Physical Fitness, and Academic Achievement in Young School-Aged Children

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Maja Batez ◽  
Živan Milošević ◽  
Ivan Mikulić ◽  
Goran Sporiš ◽  
Draženka Mačak ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Physical Fitness ◽  
Motor Competence ◽  
Grade Point ◽  
Academic Challenges ◽  
School Aged Children ◽  
School Year ◽  
Children And Parents ◽  
Fitness Measures ◽  
Almost All

Children in schools are facing many academic challenges. Moreover, there is constant pressure on children and parents to maximize academic achievement. We aimed to determine the relationship between motor competence, physical fitness, and academic achievement in young school-aged children. Participants were 130 elementary school children ( mean ± SD 8.60 ± 0.61 years; 51 boys and 79 girls) from Serbia. The KTK (Körperkoordinations Test für Kinder) battery of tests was used to assess the motor competence in children; children’ physical fitness was assessed using the EUROFIT battery of tests, while academic achievement was assessed based on the children’s GPA (grade point average) scores at the end of the school year. Pearson’s r showed the weak to moderate relationships between the GPA and motor competence and physical fitness measures. The GPA correlates positively and significantly with almost all motor competence and physical fitness measures, but negatively with BMI ( p ≤ 0.05 ). However, the hierarchical linear regression indicated only the plate tapping and sit and reach as the significant predictors of the GPA. Although both tests positively affect the GPA, the plate tapping ( B = − 0.22 , p = 0.02 ) tends to influence the GPA more than the sit and reach test ( B = 0.18 , p = 0.04 ) after adjusting for effects of motor competence ( B = 0.19 , p = 0.03 ), age ( B = − 0.01 , p = 0.89 ), and BMI ( B = − 0.19 , p = 0.03 ). This study provides evidence demonstrating that academic achievement is generally associated with physical fitness and motor competence in children. However, plate taping and sit and reach were accounted as the most important predictors for academic achievement.

Civic engagement and academic GPA

2021 ◽  
Author(s):  
Frederick L. Philippe
Keyword(s):  
Grade Point Average ◽  
School Success ◽  
Self Esteem ◽  
Organized Activities ◽  
Student Government ◽  
Cross Sectional ◽  
Grade Point ◽  
Parental Relationship ◽  
School Year ◽  
Almost All

Unlike organized activities such as sports and arts, civic activities in adolescence (e.g., volunteering, student government) have been less studied in relation to school success and almost all existing evidence consists of cross-sectional findings. In a longitudinal study, 1035 pupils (64% females, 20% non-white, Mage = 14.21 years) from high schools reported their engagement in organized non-civic and civic activities during the school year, dimensions of activity participation (e.g., intensity, duration, motives), and covariables (age, gender, ethnicity, SES, self-esteem, parental relationship, school motivation). Previous and end-of-year grade point average (GPA) were collected from school administrations. Results revealed that both civic and non-civic organized activities independently predicted increases in GPA over the school year, even after adjusting for all covariables.

scholarly journals A Close Look at the Physical Fitness Levels of Elementary Age Students with Intellectual Disabilities

2010 ◽  
Vol 19 (3-4) ◽  
pp. 19-34
Author(s):  
Kathryn Davis ◽  
Guili Zhang ◽  
Patricia Hodson ◽  
Boni Boswell ◽  
James Decker
Keyword(s):  
Physical Fitness ◽  
Intellectual Disabilities ◽  
Significant Finding ◽  
Healthy Weight ◽  
School Aged Children ◽  
Fitness Measures ◽  
Students With Intellectual Disabilities ◽  
Criterion Referenced ◽  
Unhealthy Weight ◽  
Fitness Levels

A Close Look at the Physical Fitness Levels of Elementary Age Students with Intellectual DisabilitiesIntroduction: Little is known about the physical fitness levels of school-aged children with intellectual disabilities, when comparing groups of healthy weight and unhealthy weight. Purpose: To compare the fitness levels of healthy weight and unhealthy weight children with intellectual disabilities in three elementary schools in the southeastern United States. Methods: Four fitness measures (PACER, Modified Curl-Ups, Modified Pull-ups, and the Back-Saver Sit-and-Reach) were obtained from 26 youth (10 girls, 16 boys; 10.01 + 1.22). Additionally, fitness levels of students who were overweight/obese were statistically compared with those with healthy weights. Results: A pattern of overall low fitness levels was found in comparison to criterion-referenced standards regarding all of the fitness measures, and students who were overweight/obese performed poorly compared to those with healthy weight. The only statistically significant finding was the comparison of healthy and unhealthy weight groups on the modified pullup. Conclusions: The study suggests a strong need for adaptive physical education and active recess programs that are appropriate for developing the fitness levels of elementary students with intellectual disabilities.

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

2020 ◽  
Vol 12 (21) ◽  
pp. 8874
Author(s):  
Élvio Rúbio Gouveia ◽  
Bruna Raquel Gouveia ◽  
Adilson Marques ◽  
Helder Lopes ◽  
Ana Rodrigues ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Physical Fitness ◽  
Change Score ◽  
Running Speed ◽  
Fitness Level ◽  
School Year ◽  
Age Dependent ◽  
And Mathematics ◽  
Interaction With Age ◽  
Subsequent Improvement

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.

scholarly journals Motor Competence in Adolescents: Exploring Association with Physical Fitness

Sports ◽  
2019 ◽  
Vol 7 (7) ◽  
pp. 176 ◽  
Author(s):  
Thórdís Gísladóttir ◽  
Monika Haga ◽  
Hermundur Sigmundsson
Keyword(s):  
Physical Fitness ◽  
Weak Correlation ◽  
Motor Competence ◽  
Standard Score ◽  
Cross Sectional ◽  
Assessment Battery ◽  
Test Items ◽  
Movement Assessment ◽  
Fitness Measures ◽  
Cross Sectional Design

The purpose of this study was twofold: First, to examine the correlation between adolescents’ performance on the Movement Assessment Battery for Children -2 (MABC-2) and the Test of Motor Competence (TMC), and second, to interpret the correlation between performance on physical fitness measures and motor competence. This study had a cross-sectional design, in which 101 adolescents age 15–16 years were recruited. The participants were assessed with the MABC-2 (eight tasks), the TMC (four tasks) and physical fitness measures (four tasks). Ninety-four participants completed all the test items (51% male). The correlation between the standard score of the MABC-2 and TMC total score was found to be moderate (r = −0.418). A weak correlation was found between MABC-2 and total score of physical fitness (r = 0.278), while the correlation between TMC and physical fitness was a little stronger (r = 0.361). However, when removing one measure from the TMC (the walking/running in slopes), the correlation was weak and not significant (r = 0.109). The results suggest that different test batteries can cause discrepancy in the results regarding correlation between motor competence and physical fitness in adolescents.

scholarly journals Does Physical Fitness Affect Academic Achievement among Japanese Adolescents? A Hybrid Approach for Decomposing Within-Person and Between-Persons Effects

2018 ◽  
Vol 15 (9) ◽  
pp. 1901 ◽  
Author(s):  
Akira Kyan ◽  
Minoru Takakura ◽  
Masaya Miyagi
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Physical Fitness ◽  
Grade Point Average ◽  
Junior High School ◽  
Junior High ◽  
Grade Point ◽  
Fitness Score ◽  
Japanese Adolescents ◽  
The Impact

Positive association between physical fitness and academic achievement in adolescents has been suggested yet the causal effect of physical fitness on academic achievement remains unclear. This study examined if longitudinal changes in physical fitness were associated with changes in academic achievement among junior high school students. Analyses were based on a two-year with three time-point data of 567 students (aged 12–13 years old at the baseline-point; 303 boys) who entered in five Japanese junior high schools in 2015. Academic achievement was evaluated using the student’s overall grade point average. Comprehensive physical fitness score was summed up from eight fitness tests: 50-m sprint, standing broad jump, repeated side-steps, sit and reach, sit-ups, hand-grip strength, handball throw, and 20-m shuttle run or endurance run. The hybrid regression model was applied to examine the impact of change in physical fitness on change in academic achievement using multiple imputation to account for non-response at follow-up. The changes in fitness score within-person and the differences in average of fitness score of three-time points between-person were associated with change in overall grade point average for boys. No significant association between fitness score and overall grade point average was observed in girls. Opportunities for increased physical fitness may be important to support academic achievement, particularly in junior high school boys.

scholarly journals Association of Physical Fitness with Intelligence and Academic Achievement in Adolescents

2020 ◽  
Vol 17 (12) ◽  
pp. 4362 ◽  
Author(s):  
Francisco Javier Gil-Espinosa ◽  
Palma Chillón ◽  
José Carlos Fernández-García ◽  
Cristina Cadenas-Sanchez
Keyword(s):  
Academic Achievement ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Muscular Strength ◽  
General Intelligence ◽  
School Year ◽  
Jump Test ◽  
Standing Long Jump ◽  
Long Jump ◽  
Multidisciplinary Perspective

Physical fitness, intelligence and academic achievement are being studied from a multidisciplinary perspective. In this line, studies to advance our understanding of intelligence and academic achievement could be relevant for designing school-based programs. Our study analyzed the relationship between components of physical fitness including cardiorespiratory fitness, muscular strength and flexibility and general intelligence and academic achievement in adolescents. We recruited 403 adolescents (53.6% boys) with a mean age of 13.7 ± 1.2 years from a secondary school in Spain with a medium socioeconomic status, during the 2015/2016 school year. Cardiorespiratory fitness was assessed by the 20-m shuttle run, muscular strength with the standing long jump test and flexibility with the sit-and-reach test. General intelligence was measured by both the D48 and the Raven tests. School grades were used to determine academic achievement. Linear regression analyses showed that cardiorespiratory fitness was positively associated with intelligence in both the D48 (all β ≥ 0.184, p ≤ 0.016) and the Raven tests (all β ≥ 0.183, p ≤ 0.024). Muscular strength, flexibility and overall fitness were not associated with intelligence (all β ≤ 0.122, p ≥ 0.139). Cardiorespiratory fitness, muscular strength and flexibility were positively associated with academic achievement (all β ≥ 0.089, p ≤ 0.038), except muscular strength, which was not significantly associated with Spanish language or mathematics, (all β ≤ 0.050, p ≥ 0.200). Overall, cardiorespiratory fitness was positively associated with intelligence and academic achievement.

Physical fitness predicts the academic achievement over one-school year follow-up period in adolescents

2018 ◽  
Vol 37 (4) ◽  
pp. 452-457 ◽  
Author(s):  
Francisco Javier Gil-Espinosa ◽  
Cristina Cadenas-Sanchez ◽  
Palma Chillón
Keyword(s):  
Academic Achievement ◽  
Physical Fitness ◽  
School Year

scholarly journals Physical Fitness Measures Among Adolescents With High and Low Motor Competence

SAGE Open ◽  
2013 ◽  
Vol 3 (3) ◽  
pp. 215824401350028 ◽  
Author(s):  
Þórdís Gísladóttir ◽  
Monika Haga ◽  
Hermundur Sigmundsson
Keyword(s):  
Physical Fitness ◽  
Motor Competence ◽  
Fitness Measures

scholarly journals High BMI and Low Muscular Fitness Predict Low Motor Competence in School-Aged Children Living in Low-Resourced Areas

2021 ◽  
Vol 18 (15) ◽  
pp. 7878
Author(s):  
Evi Verbecque ◽  
Dané Coetzee ◽  
Gillian Ferguson ◽  
Bouwien Smits-Engelsman
Keyword(s):  
Childhood Obesity ◽  
Physical Fitness ◽  
South African ◽  
Static Balance ◽  
The South ◽  
Motor Competence ◽  
Muscular Fitness ◽  
School Aged Children ◽  
African Children ◽  
South African Children

Childhood obesity is a relatively new problem for Sub-Saharan developing countries. Especially in children with a low socioeconomic background, the link between motor competence, muscular fitness, and body mass index (BMI) remains poorly investigated. Due to the interrelatedness of BMI and physical fitness, the aim of this study is to determine the predictive value of these factors in relation to low motor competence in school-aged children living in low-resourced areas. Motor competence and physical fitness were assessed in 1037 school-aged Ghanaian and South African children using the Performance and Fitness test battery (PERF-FIT). “Low motor competence” was predicted using odds ratios calculated from backward logistic regression analyses. Low motor competence was less prevalent in Ghanaian children (3.7–11.1%) compared to the South African children (21.9–24.2%). Increased BMI and decreased muscular fitness predicted low motor competence in both Ghanaian and South African children. For example, the chance for a Ghanaian child to have low static balance increased by 22.8% (OR = 1.228, p < 0.001) with a 1-point increase in BMI, whereas this decreased by 30.0% (OR = 0.970, p < 0.001) with a 10-cm increase on the standing long jump. In the case of the South African children, if their BMI increased by 1 point, the chance for those children of having low static balance increased by 7.9%, and if their SLJ performance decreased by 10 cm, their chance of low performance increased by 13%. Clearly, motor competence is associated with both BMI and muscular fitness. Policy makers can use this information to counteract the establishment of childhood obesity by promoting weight control through physical activity and stimulating motor competence at school.

The association between physical fitness and mathematics scores in elementary schools in Indonesia

2020 ◽  
Vol 42 (3) ◽  
pp. 70-77
Author(s):  
Dinar Dinangsit ◽  
Tatang Muhtar ◽  
Yogi Akin
Keyword(s):  
Academic Achievement ◽  
Physical Education ◽  
Physical Fitness ◽  
School Curriculum ◽  
Current Approach ◽  
Physical Fitness Test ◽  
Major Barrier ◽  
Mathematics Scores ◽  
Test Items ◽  
And Mathematics

A continual pressure within the educational system in Indonesia to focus on high levels of academic achievement is a major barrier to implementing an effective physical education curriculum in Indonesia. The conflict between the implementation of a movement based approach (MBA) and a sport based approach (SBA) presents another continuing problem. The current approach leads more to an orientation towards the acquisition of sport skills rather than the attainment of objectives of cognitive development. This study is aimed to reveal the association between the physical fitness and academic achievement of children in Sumedang, West Java. Four physical fitness test items and a specially constructed mathematics test were administered to 265 children from grades four and five. The ability of performance on the physical fitness tests to predict performance in mathematics was calculated by linear multipleregression analysis. The findings revealed that there was a significant association, although low, between the physical fitness components and mathematics achievement. Sit ups and squat jumps showed low partial correlations and the relationships for push ups and the 400 metre run were negative Limitations in the ability of the children to perform the tests were suggested as an explanation for the mixed results. It was argued that this weakness served to emphasise the importance of giving greater priority to physical education and the quality of its teaching within the school curriculum.

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