1. An Examination of the Relationship of Various Modes of
Physical Activity with Academic Achievement for Post-Primary
Adolescents.
Murphy, J., Hardie Murphy, M., and Woods, C.
School of Health and Human Performance, Dublin City University, Ireland.
Physical Activity Levels
Introduction
Previous studies have documented the relationship of physical activity and academic achievement (1,3), however no studies have looked at the collective relationship
of average physical activity, physical education, active commuting, extra-curricular and community based sport with academic achievement. Current physical activity
guidelines (PAGL) recommend that young people between the ages of 5- 18 should be active at a moderate-to-vigorous level for at least an accumulated 60 minutes
every day (2). The purpose of this study was to determine the effect of various modes of physical activity on academic achievement in post-primary (junior and
leaving certificate) students in Ireland
Methods
A representative sample of students (n=269; 50.9% male; mean age=15.76± 1.35, range=13-18), from post-primary schools (47.2% secondary, 34.9% vocational,
17.8% community schools), from urban areas (40.9%) and rural areas (59.1%) participated in a cross-sectional study.
As part of the Children's Participation and Physical Activity Study (6) students completed a valid and reliable questionnaire assessing their demographics, PAGL
(days.60mins.MVPA (PACE+)), mode of commuting to school, total physical education time, extra-curricular and community based sport participation. Academic
achievement score was acquired through individual results on standardised state examinations in English (EAS) and Mathematics (MAS), which were then used to
generate a Total Academic Score (TAS).
Data was checked for normality. Pearson correlations and linear regressions were used to determine associations between the types of physical activity and
academic achievement; and to explain which types of physical activity best predicted academic score.
Results
Discussion
Although overall physical activity was not related to academic achievement, certain types of physical activity are, such as PE. PE participation was seen to have a
positive association, and be a predictor of academic scores in both males and females. Taras (2005) also found that there was evidence to suggest that short-term
cognitive benefits could be attained by having physical activity during the school day. This highlights the positive effects of structured physical activity as part of the
school curriculum and how it can be beneficial towards academic achievement.
Overall physical activity had a positive effect on academic scores for males highlighting the benefits of increased physical activity. No negative relationships were
found between overall physical activity and academic achievement concluding that physical activity can be added to any school curriculum in place of an academic
class for the health benefits.
Males met the PAGL on 4.01 days per week while females met PAGL on 2.88
days per week.
Presented at ISBNPA 2015
Contact: joseph.murphy222@mail.dcu.ie
References
( 1 ) B o o t h , J . N . , L e a r y, S . D . , J o i n s o n , C . , N e s s , A . R . , To m p o r o ws k i , P. D . , B o y l e , J . M . , R e i l l y, J . J . ( 2 0 1 3 ) . A s s o c i a t i o n s b e t we e n o b j e c t i v e l y
m e a s u r e d p h y s i c a l a c t i v i t y a n d a c a d e m i c a t t a i n m e n t i n a d o l e s c e n t s f r o m a U K c o h o r t . B r J S p o r t s M e d 2 0 1 3 ; 0 : 1 - 7 . ( 2 ) D e p a r t m e n t o f H e a l t h
a n d C h i l d r e n , H e a l t h S e r v i c e E x e c u t i v e ( 2 0 0 9 ) . T h e N a t i o n a l G u i d e l i n e s o n P h y s i c a l A c t i v i t y f o r I r e l a n d .
h t t p : / / www. g e t i r e l a n d a c t i v e . i e / c o n t e n t / w p - c o n t e n t / u p l o a d s / 2 0 11 / 1 2 / G e t - I r e l a n d - A c t i v e - G u i d e l i n e s - G I A . p d f . ( 3 ) F o x , C . K . , B a r r - A n d e r s o n , D . ,
N e u m a r k - S z t a i n e r, D . , Wa l l , M . ( 2 0 1 0 ) . P h y s i c a l A c t i v i t y a n d S p o r t s Te a m P a r t i c i p a t i o n : A s s o c i a t i o n s W i t h A c a d e m i c O u t c o m e s i n M i d d l e
S c h o o l a n d H i g h S c h o o l S t u d e n t s . J S c h H e a l t h . 2 0 1 0 ; 8 0 : 3 1 - 3 7 . ( 4 ) R i n e r, W. F. , & S e l l h o r s t , S . H . ( 2 0 1 3 ) . P h y s i c a l a c t i v i t y a n d e x e r c i s e i n
c h i l d r e n wi t h c h r o n i c h e a l t h c o n d i t i o n s ( 5 ) Ta r a s , H . ( 2 0 0 5 ) . P h y s i c a l a c t i v i t y a n d s t u d e n t p e r f o r m a n c e a t s c h o o l . J o u r n a l o f S c h o o l H e a l t h ,
7 5 ( 6 ) , 2 1 4 - 2 1 8 . ( 6 ) Wo o d s , C . B . , M o y n a , N . , Q u i n l a n , A . , Ta n n e h i l l , D . , Wa l s h , J . ( 2 0 0 9 ) T h e C h i l d r e n ’s S p o r t P a r t i c i p a t i o n a n d P h y s i c a l A c t i v i t y
S t u d y ( C S P PA S t u d y ) Av a i l a b l e a t : h t t p : / / www. d c u . i e / s h h p / d o w n l o a d s / C S P PA . p d f
Acknowledgements
The CSPPA study (2010) was funded by the Irish Sports Council.
Correlation Analysis
For males a significant positive relationship was found between average
physical activity and Mathematics (p<.05, r=0.20) and TAS (p<.05, r=0.20). A
positive relationship was also found between physical education participation
and English (p<.01, r=0.32), Mathematics (p<.01, r=0.39) and TAS (p<.01,
r=0.39) (Table 1).
For females a positive relationship was found between PE participation and
English (p<.01, r=0.44), Mathematics (p<.01, r=0.42) and TAS (p<.01, r=0.48)
(Table 1).
Regression Analysis
Physical Education
Males F B Std. Error Beta t
EAS (7,126) 4.75** .314 .122 .433 2.586*
MAS (7,126) 14.07** .497 .121 .580 4.108**
TAS (7,126) 10.66** .813 .216 .561 3.761**
Females F B Std. Error Beta t
EAS (7,117) 6.40** .363 .065 .560 5.611**
MAS (7,116) 8.83** .451 .080 .539 5.662**
TAS (7,116) 7.65** .811 .130 .606 6.224**
Regression analyses, controlling for school type and age, showed that PE
participation was a significant predictor of EAS (17% variance), MAS (41%
variance), TAS (37% variance) for males and of EAS (28% variance), MAS (31%
variance), and TAS (32% variance) for females. (Table 2).
Table 2. Regressions between PE and Academic Achievement
Males EAS MAS TAS
PAGL (days.60.MVPA) .168 .197* .201*
AT .018 -.101 -.052
Total PE mins .317** .386** .386**
ECS .116 .141 .142
CBS .137 -.014 .061
Males EAS MAS TAS
PAGL (days.60.MVPA) .168 .197* .201*
AT .018 -.101 -.052
Total PE mins .317** .386** .386**
ECS .116 .141 .142
CBS .137 -.014 .061
Table 1. Correlations between PAGL and Academic Achievement
0
5
10
15
20
25
PercentageofParticipants
Days
Figure 1. Days Physically Active for at least 60 minutes
0 Days
1 Day
2 Days
3 Days
4 Days
5 Days
6 Days
7 Days
Note: *= <.05 **=<.01, HPA (Habitual Physical Activity), AT (Active Transport), PE (Physical
Education), ECS (Extra-Curricular Sport), CBS (Community Based Sport).
Note: *= <.05 **=<.01, HPA (Habitual Physical Activity), AT (Active Transport), PE
(Physical Education), ECS (Extra-Curricular Sport), CBS (Community Based Sport).