Physical activity and sedentary time in relation to academic achievement in children

Published on Jun 1, 2017in Journal of Science and Medicine in Sport3.623
· DOI :10.1016/j.jsams.2016.11.003
Eero A. Haapala10
Estimated H-index: 10
(University of Jyväskylä),
Juuso Väistö7
Estimated H-index: 7
(University of Eastern Finland)
+ 5 AuthorsTimo A. Lakka80
Estimated H-index: 80
(University of Eastern Finland)
Abstract Objectives To investigate the independent and combined associations of objectively measured moderate-to-vigorous physical activity (MVPA) and sedentary time (ST) with reading and arithmetic skills. Design Cross-sectional/prospective. Methods Participants were 89 boys and 69 girls aged 6–8 years. MVPA and ST were measured using a combined heart rate and movement sensor and body fat percentage by dual-energy X-ray absorptiometry in Grade 1. Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests in Grades 1–3. The data were analyzed using linear regression analyses and analyses of covariance with repeated measures. Results In boys, MVPA was directly and ST inversely associated with reading fluency in Grades 1–3 and arithmetic skills in Grade 1 ( P P P =0.002) and reading comprehension ( P =0.027) across Grades 1–3 than other boys. In girls, ST was directly associated with arithmetic skills in Grade 2 ( P Conclusions Lower levels of MVPA and higher levels of ST and particularly their combination were related to poorer reading skills in boys. In girls, higher levels of ST were related to better arithmetic skills.
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