Modeling relationships between physical fitness,executive functioning,and academic achievement in primary school children |
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| Affiliation: | 1. Social and Health Research Center, Cuenca, Spain;2. School of Education, University of Castilla-La Mancha, Cuenca, Spain;3. School of Education, University of Castilla-La Mancha, Ciudad Real, Spain;1. College of Physical Education, Yangzhou University, Yangzhou, Jiangsu, People''s Republic of China;2. School of Physical Education and Sports Science, Beijing Normal University, Beijing, People''s Republic of China;3. Department of Physical Education, National Kaohsiung Normal University, Kaohsiung, Taiwan, Republic of China;4. Graduate Institute of Athletics and Coaching Science, National Taiwan Sport University, Taoyuan County, Taiwan, Republic of China;1. Department of Physical Education, Sports, and Human Movement, Autonomous University of Madrid, Madrid, Spain;2. Department of Physical Education, School of Education, University of Cadiz, Puerto Real, Spain;3. Department of Family and Preventive Medicine, University of California at San Diego, La Jolla, CA;1. Waseda University, Faculty of Sport Sciences, 2-579-15, Mikajima, Tokorozawa, Saitama 359-1192, Japan;2. National Institute of Advanced Industrial Science and Technology, Human Technology Research Institute, AIST, Tsukuba Central 6, 1-1-1 Higashi, Tsukuba, Ibaraki 305-8566, Japan |
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| Abstract: | ![]()
ObjectivesThe relationship between physical fitness and academic achievement in children has received much attention, however, whether executive functioning plays a mediating role in this relationship is unclear. The aim of this study therefore was to investigate the relationships between physical fitness, executive functioning, and academic achievement, more specifically to test whether the relationship between physical fitness and academic achievement is direct or indirect, via executive functioning.DesignCross-sectional.MethodThis study examined 263 children (145 boys, 118 girls), aged 7–12 years, who performed tests on physical fitness, executive functioning, and academic achievement.ResultsIn a structural equation model linking physical fitness to executive functioning and academic achievement there was a significant relationship between physical fitness and executive functioning (r = .43, R2 = .19) and academic achievement (r = .33, R2 = .11). Adding a relationship from executive functioning to academic achievement resulted in a non-significant direct link between physical fitness and academic achievement (r = −.08, R2 = .006). However, a significant indirect relation through executive functioning persisted. The indirect relation between fitness and academic achievement (r = .41), was stronger than both the direct and total relation (r = .33).ConclusionExecutive functioning thus served as a mediator in the relation between physical fitness and academic achievement. This highlights the importance of including executive functioning when studying the relationship between physical fitness and academic achievement in children. |
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| Keywords: | Exercise Cognition School performance Preadolescent |
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