Fitness, fatness, and academic performance in seventh-grade elementary school students

Physical fitness is associated with a variety of health benefits in young people and adults. Low cardiorespiratory fitness, as part of the general health-related fitness of children and adolescents, has been associated with a cluster of cardiovascular disease (CVD) risk factors [1], independent of fatness and physical activity [2], and it is well recognized as a relevant marker of cardiovascular health [3]. Low cardiorespiratory fitness is also related to obesity [4], and changes in cardiorespiratory fitness are a significant predictor of changes in fatness that occur from childhood to adolescence, even after controlling for confounding factors such as physical activity, gender, and maturity [5]. Cardiorespiratory fitness may also improve other biological outcomes such as bone mineral density [6], arterial stiffness [7] and mental health outcomes [6].

Additionally, cardiorespiratory fitness has been shown to have positive effects on cognition. The evidence is strengthened by findings from studies that report a positive relationship between cardiorespiratory fitness and academic performance among children and adolescents from elementary up to secondary school [8–12]. Exercise and physical activity have the potential to improve or maintain cardiorespiratory fitness. On the other hand, cardiorespiratory fitness affects brain plasticity [13], and it is associated with cognitive health, better cognitive abilities, larger brain structures, elevated brain function [14–16], and improved memory [17, 18] along with neurocognitive functions and cognitive control [19]. Improving neurocognitive functions and the brain plasticity may result in better academic performance, as has been demonstrated in previous studies [11].

The evidence about how weight status might affect students’ school outcome is not conclusive. Some studies have not established a clear relationship between weight status and academic performance [9, 20–22], while others have shown that overweight status and obesity are inversely associated with academic performance [23–26]. This controversial relationship needs to be further addressed.

There is evidence from analyses of economic outcomes that the quality of education, measured on an outcome basis of students’ cognitive skills, has a great effect on the economy [27]. If weight status and cardiorespiratory fitness are related with students’ academic achievement, policy-makers and society should recognize its importance in order to contribute to better health, education and consequently economic development. However, the importance of health-related fitness directly or indirectly in economics has been neglected by health economists [28, 29].

Despite the fact that several studies have found relationships between cardiorespiratory fitness, weight status and academic performance [9, 10, 22, 26], most of these studies did not take into consideration their dynamic changes over time in different cohorts, and the possible relationship between academic achievement and the combined association of cardiorespiratory fitness/weight status. These types of studies are important because they allow establishing a better outcome than studies with one cohort sample. Therefore, the aim of this study was to investigate the relationship between cardiorespiratory fitness, weight status and academic performance among seventh-grade students, using three cohort samples of children and adolescents.

The main finding of the present study was that cardiorespiratory fitness and weight status were independently and combined related to academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and lean students are more likely to have better performance at school regardless of the year that they were born.

Although several studies focusing on general physical fitness have established a relationship between academic performance and fitness or physical activity [33–35], we investigated a specific component of physical fitness. The results confirm and extend prior findings relating cardiorespiratory fitness with academic achievement in elementary school, independently of the birth year [9, 12, 21, 36, 37].

In a study among school children, Van Dusen et al. [10] have found that, among several physical fitness tests, cardiorespiratory fitness was the strongest fitness component related to academic achievement, which corroborated previous investigations [8, 9]. More recently, two other studies with similar aims to the present study, from different countries, have also found that cardiorespiratory fitness was a predictor of academic achievement [22, 26]. It has been shown that fit students were less likely to miss school and to do poorly on standardized tests [24, 38], which are important risk factors often linked to dropping out of school.

The importance of this particular fitness component on academic achievement was seen in our study in the unadjusted and adjusted analysis, which means that individually or after adjustment for important covariates this variable is a predictor of academic achievement. Fit students had a 127% increased chance of reaching high academic achievement than cardiorespiratory unfit. These results demonstrate the important contribution of fitness, particularly cardiorespiratory capacity in students’ cognition; contributing to a growing body of literature about the relationship between physical fitness and academic achievement and supporting that a particular component of fitness is associated with general high academic performance. The findings of the present study are strengthened by the fact that three different cohorts were considered. This is to say that although they were all students from the 7^th grade, the sample consisted of students who were born three years apart, demonstrating the consistency of the results with different subsamples.

Causal inferences or explanations for the physical fitness-academic achievement association cannot be made from this study. However, mechanisms (i.e., physiological, psychological and behavioural) have been proposed to explain the link between fitness and academic performance. Studies have demonstrated that physical activity and fitness: 1) stimulate neural development, increasing the density of neuronal synapses [39], 2) increase levels of norepinephrine and endorphins, which are important to reduce stress and improve mood [40]; and 3) might increase the vasculature in the cerebral cortex [41]. At a biochemical level, physical activity and exercise augment the synthesis of brain-derived neurotrophic factor, also known as BDNF, which enhances brain plasticity by changing the structure of the neuron and strengthening its signalling capability [42, 43]. Psychologically, physical fitness is positively associated with particular cognitive functioning related to attention and working memory [14, 17]. Moreover, physical fitness contributes to accelerated psychomotor development, reduces anxiety and stress, and increases self-esteem, which are related to academic achievement [44]. Besides these suggested physiological and psychological effects, physical activity and physical fitness improve students’ behaviour in the learning context, consequently increasing the odds of better concentration and achievement [35].

Similarly to cardiorespiratory fitness, having normal weight was also associated with high academic achievement. Overweight students were 2.22 times and normal weight students were 3.72 times as likely to have high academic achievement as obese students. The relationship between weight status and academic achievement is congruent with some studies [8, 23, 24], but departs from other studies on which a relationship was not identified [9, 10, 12, 20, 21]. These disruptive findings perhaps are due to differences in BMI was quantified. We used a BMI classification; however in other studies BMI is treated as a continuous variable to prevent loss of information [22]. Further exploration research is required for the understanding of the relationship between academic achievement and weight status.

Although the relationship between academic achievement and weight status is not yet clearly established, two potential pathways have been proposed to associate weight status and academic outcomes. First, psychosocial pathways consider that overweight or obese students have lower self-esteem and body image [45], resulting in internalizing and externalizing behaviour problems that can affect students’ performance at school [25]. Second, physiological pathways consider that overweight and obesity are linked with health problems, leading to missed classes or lateness [46], both of which detrimentally affect school performance.

When analysing the combined association of cardiorespiratory fitness and weight status it was observed that for cardiorespiratory fit and normal weight students the odds of reaching high academic achievement increased by 449%. This result reinforced the finding for cardiorespiratory fitness and weight status and suggests that the combination of these two fitness components is a strong predictor of high academic achievement.

Because most children and adolescents are not physically fit [47], and fail to meet physical activity recommendation [48], school-based physical activity is important to offer or increase opportunities for physical activity [49]. Physical activity can be included in the school context in a number of ways without detracting from academic performance [34, 49]. Considering that physical activity and physical fitness are related with academic achievement [12, 21, 37], schools should strive to meet recommendation of daily physical activity and offer students a balanced academic program that includes opportunities for a variety of daily physical activities.

In spite of the contribution of this study to the current understanding of the cardiorespiratory fitness- and weight status-academic achievement relationship, the study is not without some limitations. The cross-sectional design demonstrated an association between the variables, but did not indicate causality. Results need to be interpreted with some caution, because it is possible that the relationship between academic achievement and cardiorespiratory fitness was mediated by variable(s) not included in this study, such as socioeconomic status, parents’ education, and home background. Moreover, the used of categorical scholastic achievement instead of standardized academic outcomes could also be a limitation, due the fact that students marks may be related with other factors besides their cognitive performance.

The present study provides information regarding the independent influence of cardiorespiratory fitness and weight status on academic achievement in seventh-grade students. These findings suggest a synergic effect of cardiorespiratory fitness and weight status on academic achievement. Although other investigations have observed associations between cardiorespiratory fitness and weight status with academic achievement [22, 26], the present research innovates by including three different cohorts, enabling to extend previous findings to children that were born in different years. These reinforce that children and adolescents should have more physical activity opportunities that allow improving cardiorespiratory fitness and weight status during school time.