Sports Participation Correlates With Academic Achievement: Results From a Large Adolescent Sample Within the 2017 U.S. National Youth Risk Behavior Survey

Abstract

This study sought to examine associations between (a) sports team participation; (b) lifestyle behaviors (e.g., sleeping, alcohol, and tobacco use); and (c) dietary behaviors with self-reported academic achievement using data derived from the 2017 U.S. National Youth Risk Behavior Survey. A multistage cluster sampling procedure was employed to obtain a representative sample of U.S. adolescents from among whom the number with usable data was 14,765. We used weighted logistic regression models to examine the associations between sports participation, lifestyle behaviors, and diet with reported academic achievement (mostly A’s and B’s), adjusting for age, sex, body mass index, and race/ethnicity. After controlling for lifestyle behaviors, diet, and other potentially confounding variables, we found that adolescents participating in one or more sport teams throughout the past year also reported higher academic achievement (A’s and B’s) compared with adolescents participating in zero sports teams (odds ratio [ OR] = 1.39 to 2.40, p < .001). This relationship was dose-dependent, as participating in multiple sports teams (i.e., > 3) showed a stronger association with academic achievement than participating on only one sports team ( p < .001). Other independent behavioral correlates with similarly high grades included daily breakfast consumption ( OR = 1.40, p < .001), sleeping at least eight hours per night ( OR = 1.21, p < .001), and regular consumption of vegetables ( OR = 1.56, p < .001) and salads ( OR = 1.30, p < .001). We discuss the meaning and implication of these findings.

To Be a Sportsman? Sport Participation Is Associated With Optimal Academic Achievement in a Nationally Representative Sample of High School Students

“…The current research findings that participation on team sports was independently correlated with academic performance is supported by previous studies ( 16 , 23 , 24 , 29 , 30 ). For example Fox et al ( 23 ) found that team sports participation was positively correlated with higher grade point averages in high school students, which is comparable to this study sample.…”

“…For example Fox et al ( 23 ) found that team sports participation was positively correlated with higher grade point averages in high school students, which is comparable to this study sample. A recently published study by Burns et al ( 16 ) also suggested that more team sports participation in adolescents was associated with better academic performance. In addition, some longitudinal studies also support the research findings ( 18 ).…”

“…The response of mostly A's was treated as first-class AA, while others were treated as non-first-class AA. This item was used frequently in previous literature and surveys ( 16 , 28 ), despite no convincing evidence of its reliability and validity.…”

“…( 14 , 15 ). For example Burns et al ( 16 ) used data of a nationally representative sample that exhibited a positive dose-dependent relationship between participation in team sports and academic performance (self-reported A's and B's). In addition Burns et al ( 17 ) indicated that adolescents with sports participation were likely to report better academic performances.…”

Physical Activity and Sports Participation Associates With Cognitive Functioning and Academic Progression: An Analysis Using the Combined 2017–2018 National Survey of Children’s Health

“…14 Sport participation also provides exposure to social factors that are often not present during unstructured PA. Sports participation provides opportunities to enhance task-specific self-efficacy, personal enjoyment, prosocial behavior, and a sense of social support from coaches and teammates. 15,16 These characteristics of sport participation may lead to improvements in specific aspects of academic performance above and beyond that provided by other modes of PA. 17,18 However, a paucity of work has compared both PA and sports participation on various aspects of academic performance variables while also controlling for important factors at both the child and family level.…”