Poster #84 - The Relationship between Physical Fitness and Academic Achievement across the Adolescent Transition

• In Event: 2-002 - Special Poster Session 05 with Continental Breakfast Reception
  In Poster Session: PS 05 - Interdisciplinary Section

Integrative Statement

Adolescence – a time of dramatic physical and cognitive change – is associated with declines in academic achievement and school engagement (Henry, Knight, & Thornberry, 2012). Previous research suggests that physical fitness may protect against academic disengagement and subserve academic achievement (see Donnelly et al., 2016 for review). However, little is known about the interplay of physical fitness and academic achievement between and within person over time. The current study employs a parallel process latent growth model (LGM) to examine this relationship across adolescence using a large, diverse sample of urban public-school youth.

Data from this study was obtained from the New York City Department of Education. All youth in enrolled in fourth grade during the 2012-2013 school year were included in this study and subsequently assessed yearly through 8th grade. Fitness was assessed with a yearly indicator of aerobic capacity – the ability of the heart and lungs to get oxygen to the muscles – from the state-mandated Fitnessgram assessment (Welk & Meredith, 2008). Academic achievement was conceptualized as yearly test performance on the New York State standardized Mathematics and English Language Arts (ELA) assessment.

A parallel process LGM (see Figure 1) suggested that physical fitness tended to decline from 3rd to 8th grade (Mslope=-0.265) while ELA scores increased (Mslope=4.998). Aerobic capacity (Mintercept=52.99) was positively associated (β=9.13, p<0.001) with ELA scores (Mintercept=379.33) in 3rd grade, suggesting that more fit students had better ELA test scores. The intercept and slope of aerobic capacity were negatively correlated (β=-0.38, p<0.001), suggesting that more fit individuals in 3rd grade tended to experience less decline in fitness over time. The intercept and slope of ELA scores were negatively correlated (β=-0.38, p<0.001), suggesting that individuals with higher ELA scores in 3rd grade tended to experience less growth in ELA scores over time. ELA scores in 3rd grade positively predicted (β=0.59, p<0.001) the slope of aerobic capacity suggesting that individuals with higher ELA scores experienced less decline in fitness over time. Similarly, aerobic capacity in 3rd grade negatively predicted (β=-0.30, p<0.001) ELA test scores over time, suggesting that individuals with higher fitness tended to experience slower increases in ELA scores over time. Finally, faster decline in aerobic capacity was negatively associated (β=-0.21, p<0.001) with growth in math scores, suggesting that those who experience greater declines in aerobic capacity also experience less growth in ELA scores over time. Similar patterns of results were found for Math scores.

This study suggests that physical fitness may play an important role in academic success across adolescence. Although adolescence is usually characterized as a time when youth become disinterested in academic success, this study suggests that physical fitness may protect against academic disengagement. More fit youth may be better equipped to navigate academic situations in comparison to less-fit peers. Future work will include multiple indicators of fitness to encompass the multidimensional aspects of health (e.g., BMI, muscle strength) and will look at how the relationship between fitness and academic achievement is affected by demographic characteristics (e.g., race/ethnic status, gender, economic disadvantage).

Authors

• Natasha Chaku, Fordham University
  Presenting Author

• Katie Brohawn, ExpandED Schools
  Non-Presenting Author