Relation of Academic Performance to Physical Activity and Fitness in Children.  Dwyer et al. (2001) completed a study on 7,961 Australian schoolchildren (7-15 year olds) using a questionnaire/fitness test for measurement of physical activity/physical fitness and a 5-point scale to depict academic performance.  The questionnaire was administered by trained data collectors to four students at a time to ensure the questions were understood and the obtained responses were as accurate as possible.  Questions requested information on the students’ involvement in sport including frequency, time, and intensity in the past week.  Additionally, information in reference to the subjects’ mode of transportation to and from school as well as activities during morning recess and lunch breaks was sought.

            The fitness test was administered by a trained testing team and consisted of indoor and outdoor tests that measured the variables listed on Table 2 below.  The indoor tests were conducted in one day with part the outdoor tests following that same day.  The remainder of the outdoor tests occurred the next day.

Table 2: Indoor and Outdoor Measurements of Physical Fitness (Dwyer et al., 2001)

Indoor Measurements

(Conducted on Day 1)

Outdoor Measurements

(Conducted on Days 1 and 2)

Test

Variable Measured

 

Height

 

Body Mass

Standing Long Jump

Muscular Power

Sit-ups & Push-ups

Muscular Force and End.

Sit & reach

Joint Mobility

Hand grip dynometer

Push-pull dynometer

Back & Leg dynometer

Muscular Force and Pwr.

(hands, shoulders,& legs)

Vitalograph single-breath spirometer

Lung Function

Skinfold caliper (5 sites)

Body Mass Index

Day 1

Test

Variable Measured

50-m sprint

Muscular Power

1.6-km run

Cardio-respiratory endurance

Day 2

Test

Variable Measured

Monark cycle ergometer

Physical Work Capacity at 170 HR (PWC 170)

 

            Each student’s academic performance was measured via 5-point scale (which indicated excellent, above average, average, below average, or poor ratings) administered by a school representative, most often the principle. Additionally, information regarding school size and physical activity programs were also noted on a school questionnaire (Dwyer, et al. 2001).

            After analysis of the results, Dwyer concluded that “consistently across age and sex groups, the [academic] ratings were significantly correlated with questionnaire measures of physical activity and with performance on the 1.6 kilometer run, sit-ups, and push-ups challenges, 50-meter sprint, and standing long jump.” However, no relationship was found between academic performance and physical work capacity.

 

By Leslee Scheuer, Tech Impact Grant Coordinator, University of Central Florida, 2003/2004