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Physical Fitness, Selective Attention and Academic Performance in a Pre-Adolescent Sample

Author

Listed:
  • José A. Páez-Maldonado

    (Pablo de Olavide University, Utrera Road, 41013 Sevilla, Spain)

  • Rafael E. Reigal

    (Faculty of Psychology, University of Malaga, Teatinos Campus, 29071 Malaga, Spain)

  • Juan P. Morillo-Baro

    (Faculty of Psychology, University of Malaga, Teatinos Campus, 29071 Malaga, Spain)

  • Hernaldo Carrasco-Beltrán

    (Playa Ancha University, Playa Ancha Avenue, 850 Valparaiso, Chile)

  • Antonio Hernández-Mendo

    (Faculty of Psychology, University of Malaga, Teatinos Campus, 29071 Malaga, Spain)

  • Verónica Morales-Sánchez

    (Faculty of Psychology, University of Malaga, Teatinos Campus, 29071 Malaga, Spain)

Abstract

The purpose of the current study is to analyze the relationships between physical fitness, selective attention, and academic performance in pre-teens. The sample here consists of 135 participants between the ages of 10 and 12 (M = 11.05; SD = 0.61), with 39.26% female ( n = 53) and 60.74% male ( n = 82) participants. Horizontal and vertical jump distances, speed, and cardio-respiratory fitness were evaluated to assess physical fitness. The d2 Test of Attention was used to evaluate selective attention. In addition, data were obtained regarding participant academic performance by analyzing the academic performance. The results show significant relationships between the measures analyzed, highlighting positive associations between physical fitness, cognitive functioning, and academic performance. Thus, participants who were fitter scored better on tests of attention ( Z 133 = −4.07; p < 0.00007, Cohen’s d = 0.75, 95% CI (0.39, 1.11)) and concentration ( t 133 = −3.84; p < 0.0007, Cohen’s d = 0.69, 95% CI (0.33, 1.05)), as well as having higher academic performance ( Z 133 = −2.84; p < 0.0035, Cohen’s d = 0.39, 95% CI (0.04, 0.75)). Cardiorespiratory fitness was the measure of physical fitness that best explained these relationships. The results suggest that maintaining and improving the physical fitness of children and adolescents may help their brain function develop better.

Suggested Citation

  • José A. Páez-Maldonado & Rafael E. Reigal & Juan P. Morillo-Baro & Hernaldo Carrasco-Beltrán & Antonio Hernández-Mendo & Verónica Morales-Sánchez, 2020. "Physical Fitness, Selective Attention and Academic Performance in a Pre-Adolescent Sample," IJERPH, MDPI, vol. 17(17), pages 1-11, August.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:17:p:6216-:d:404757
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    References listed on IDEAS

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    1. Catharine R Gale & Rachel Cooper & Leone Craig & Jane Elliott & Diana Kuh & Marcus Richards & John M Starr & Lawrence J Whalley & Ian J Deary, 2012. "Cognitive Function in Childhood and Lifetime Cognitive Change in Relation to Mental Wellbeing in Four Cohorts of Older People," PLOS ONE, Public Library of Science, vol. 7(9), pages 1-9, September.
    2. Rafael E. Reigal & Luna Moral-Campillo & Juan P. Morillo-Baro & Rocío Juárez-Ruiz de Mier & Antonio Hernández-Mendo & Verónica Morales-Sánchez, 2020. "Physical Exercise, Fitness, Cognitive Functioning, and Psychosocial Variables in an Adolescent Sample," IJERPH, MDPI, vol. 17(3), pages 1-13, February.
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    Cited by:

    1. Samuel Encarnação & Filipe Rodrigues & António Miguel Monteiro & Hatem Gouili & Soukaina Hattabi & Andrew Sortwell & Luís Branquinho & José Eduardo Teixeira & Ricardo Ferraz & Pedro Flores & Sandra Si, 2023. "Obesity Status and Physical Fitness Levels in Male and Female Portuguese Adolescents: A Two-Way Multivariate Analysis," IJERPH, MDPI, vol. 20(12), pages 1-14, June.
    2. Elena Escolano-Pérez & Marta Bestué, 2021. "Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender," IJERPH, MDPI, vol. 18(4), pages 1-25, February.

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