Importance of aerobic fitness and fundamental motor skills for academic achievement

Bruijn, A.G.M. de; Kostons, Danny; Fels, Irene M.J. van der; Visscher, Chris; Oosterlaan, Jaap; Hartman, Esther; Bosker, Roel

doi:10.1016/j.psychsport.2019.02.011

Cited by 35 publications

(33 citation statements)

References 46 publications

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“…The results of the study by Abdelkarim et al [ 13 ] lead to a conclusion that encouraging motor competence in the prepubescent children during their elementary school years is associated with better academic achievement. This was confirmed by several other studies indicating the positive effects of motor competence on academic achievement [ 7 , 12 , 14 – 20 ]. Regarding physical fitness, Sardinha et al [ 21 ] showed in their longitudinal study that an improvement in fitness in children increases the probability of higher academic achievement.…”

Section: Introductionsupporting

confidence: 86%

“…A possible relationship with academic achievement would put significantly more impact on exercise during their stay in school. Therefore, it is necessary to point out the importance of motor competence and physical fitness in younger children due to inconsistent findings [ 14 ] concerning the connection and the contribution to better academic achievement. Moreover, it is not defined which distinct academic domains are connected with physical fitness and academic achievement.…”

Section: Introductionmentioning

confidence: 99%

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

Batez

Milošević

Mikulić

et al. 2021

BioMed Research International

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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.

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Section: Introductionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

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

Batez

Milošević

Mikulić

et al. 2021

BioMed Research International

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show abstract

“…To prevent tiredness and distraction, the neurocognitive tasks were administered in two sessions performed on separate days, with a duration of 30–35 min per session. The study was approved by the ethical board of the Vrije Universiteit Amsterdam (Faculty of Behavioral and Movement Sciences), registered in the Netherlands Trial Register (number NTR5341) and was part of a cluster randomized controlled trial Learning by Moving (de Bruijn et al., 2019; Meijer et al 2020; van der Fels et al., 2020).…”

Section: Methodsmentioning

confidence: 99%

Cardiovascular fitness and executive functioning in primary school‐aged children

Meijer

Königs

Bruijn

et al. 2020

Developmental Science

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Previous research in children has shown that higher cardiovascular fitness is related to better executive functioning. However, the available literature is hampered by methodological limitations. The present study investigates the relationship between cardiovascular fitness and executive functioning in a large sample of healthy children (N = 814). Cardiovascular fitness was assessed with estimated VO2Max from 20 m Shuttle Run Test performance. Executive functioning was assessed using a set of computerized neurocognitive tasks aimed at executive functions (working memory, motor inhibition, interference control) and lower‐level neurocognitive functions (information processing and attention). Dependent measures derived from the neurocognitive tests were subjected to principal component analysis. Mixed model analyses tested the relation between cardiovascular fitness and neurocognitive functioning components. Results showed that children with higher cardiovascular fitness performed better on the neurocognitive function components Information Processing and Control, Visuospatial Working Memory and Attention Efficiency. The following measures contained in these components contributed to the observed relations: information processing measures, visuospatial working memory, and speed of alerting attention. No relationship was found between cardiovascular fitness and the other components: Verbal Working Memory, Attention Accuracy, and Interference Control. The present study suggests that there is a relationship between cardiovascular fitness and a specific set of executive functions and lower level neurocognitive functions. These findings highlight the importance of cardiovascular fitness for the overall health of school‐aged children.

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“…In adulthood, it facilitates oxygen saturation and glucose delivery (Barnes and Corkery, 2018) by working on cardio-physiological functioning (Zhu et al 2015), to the extent to delay cognitive decline in advanced adulthood (Panza, Taylor, MacDonald, Johnson, Zaleski, Livingston et al 2008). In childhood, PA and sports exercise practice increase cognitive functions (Biddle & Asare, 2011;Biddle, Stuart, Ciaccioni, Thomas & Vergeer, 2019;de Bruijn. Kostons, Van der Fels, Visscher, Oosterlaan, Hartman & Bosker, 2019;de Greef, Bosker, Oosterlaan, Visscher, Hartman, 2019;Donnelly, Hillman, Castelli, Etnier, Lee, Tomporowski, Lambourne, & Szabo-Reed, 2016;Marsico, Isanto, Raiola & Cassese, 2019;O'Brien, Ottoboni, Tessari, Setti, 2017;.…”

Section: Introductionmentioning

confidence: 99%

The positive impact of physical activity on working memory abilities: Evidence from a large Italian pre-adolescent sample

Russo¹,

Ottoboni²,

Tessari³

et al. 2021

Journal of Human Sport and Exercise - 2021 - Autumn Conferences of Sports Science

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Physical activity (PA) is an essential component of people's well-being. Copious evidence argues for its protective effect across individuals' lifespan. However, its role as a factor of enhancement for human cognitive skills is still a matter of study. The present work aims to provide conclusive evidence about PA's role in modulating working memory skills in active pre-adolescent children. By enrolling a large number of participants, we tested the effect of PA on Digit Span Backwards (DSB), a well-consolidated test taxing primarily short-term auditory memory, i.e., less dependent on attention fluctuations. Higher working memory capacity was assumed to emerge in the participants practising PA compared to the less active ones. Moreover, due to the different activities participants reported to practice, we expected that children practising open-skill activities manifested better memory skills than the peers practising closed-skill activities, due to the intrinsic nature of the two forms of exercises. Data supported the previous hypothesis highlighting PA's positive effect; however, they did not keep the assumed differences for open vs closed skills. Results are discussed in the light of the cognitive efforts required to sport beginners, particularly in the light of what they are prompted to code, remember and recall in each step of the proposed exercises.

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Importance of aerobic fitness and fundamental motor skills for academic achievement

Cited by 35 publications

References 46 publications

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

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

Cardiovascular fitness and executive functioning in primary school‐aged children

The positive impact of physical activity on working memory abilities: Evidence from a large Italian pre-adolescent sample

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