Associations between grades and physical activity and food choices

Abstract

Purpose – The purpose of this paper is to explore the relationship between television viewing time, physical activity level, food consumption patterns, and academic performance of adolescents in a large urban school district in the USA where health disparities are prevalent, particularly among minority residents. Design/methodology/approach – The 2010 Youth Risk Behavior Survey was used to analyze the relationship between academic grades and physical activity patterns and food consumption in a large urban school district serving over 77,000 students. Findings – Results indicated that students who self-reported grades of As and Bs had higher levels of physical activity and less screen time compared to students who reported grades of Ds and Fs. Further, as grades decreased the consumption of soda and fast food increased. Originality/value – Higher grades track significantly with improved physical activity and lower intake of soda and fast food. These findings provide additional support for the role of regular physical activity and its positive effect on academic performance.

A classroom-based physical activity intervention for adolescents: Is there an effect on self-efficacy, physical activity, and on-task behavior?

“…Experimental intervention studies find that elementary and middle school students who engage in more vigorous activity attain higher grades and achievement (Caldas & Reilly, 2019;De Bruijn et al, 2020;Donnelly & Lambourne, 2011;Fedewa & Ahn, 2011;Lambourne et al, 2013) and similar results have been found for adolescents as well (Kwak et al, 2009;Ruiz et al, 2010;Snelling, Belson, Beard, & Young, 2015). Howie, Schatz, and Pate (2015) found a moderate improvement in math performance in 4 th and 5 th grade students (n = 96) after both 10-and 20-minute exercise breaks, while another randomized controlled study found positive effects for 3 rd to 5 th grade math and reading achievement using 5 minutes of classroom-based exercise breaks interspersed 4 times throughout the academic day (Fedewa, Ahn, Erwin, & Davis, 2015).…”

“…Finally, through cognitive personal goal-setting, students can build self-efficacy by increasing their self-monitoring and self-judgments of their performances (Carroll, Gordon, Haynes, & Houghton, 2013;Dishman et al, 2004;Zimmerman, Bandura, & Martinez-Pons, 1992) as the stronger a child's perceived self-efficacy, the loftier the goals that the student will set for him-or herself and the stronger the commitment to the goals A classroom-based physical activity intervention for adolescents 411 volume 8(4),  (Bandura, 1989). Achieving these goals may lead to increases in on-task behavior (Kwak et al, 2009;Ruiz et al, 2010;Snelling et al, 2015).…”

Is there an association between dietary intake and academic achievement: a systematic review

“…Conversely, Purtell et al (26) reported that any fast food consumption was associated with small gains in academic growth when kindergarten children were followed up at eighth grade. Specifically, Ickovics et al (31) reported that a SSB intake <2 times per week was correlated with higher academic achievement and and Snelling et al (52) described students who achieved higher grades who reported a lower consumption of soda. Specifically, Ickovics et al (31) reported that a SSB intake <2 times per week was correlated with higher academic achievement and and Snelling et al (52) described students who achieved higher grades who reported a lower consumption of soda.…”

“…Lower intakes of sugar sweetened beverages (SSB) were associated in four studies with higher academic achievement (43) (51) . Specifically, Ickovics et al (31) reported that a SSB intake <2 times per week was correlated with higher academic achievement and and Snelling et al (52) described students who achieved higher grades who reported a lower consumption of soda.…”

The Promotion of Physical Literacy through an “Active Classroom” Environment: A Case Study of the Manchester United Enterprise Foundation

“…Tomporowski et al (2008) have also shown that a general improvement in brain function, performance of goal-oriented actions and adaption to new environments can be significantly increased in children through physical activities. Snelling et al (2014) further states that this could play an important role in children's overall behaviour in class, ability to pay attention, to follow rules and process and apply learned information. Although evidence suggests that physical activity improves executive functioning of the brain, it remains unclear as to the type, duration, or intensity level of physical activity that results in such improvement in executive function Tomporowski et al (2008).…”