Associations of Physical Activity and Sedentary Behavior with Academic Skills : A Follow-Up Study among Primary School Children
Haapala, E. A., Poikkeus, A.-M., Kukkonen-Harjula, K., Tompuri, T., Lintu, N., Väistö, J., Leppänen, P. H., Laaksonen, D. E., Lindi, V., & Lakka, T. A. (2014). Associations of Physical Activity and Sedentary Behavior with Academic Skills : A Follow-Up Study among Primary School Children. PLOS ONE, 9(9), Article e107031. https://doi.org/10.1371/journal.pone.0107031
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2014Copyright
© 2014 Haapala et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License.
Background: There are no prospective studies that would have compared the relationships of different types of physical
activity (PA) and sedentary behavior (SB) with academic skills among children. We therefore investigated the associations of
different types of PA and SB with reading and arithmetic skills in a follow-up study among children.
Methods: The participants were 186 children (107 boys, 79 girls, 6–8 yr) who were followed-up in Grades 1–3. PA and SB
were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were
assessed using standardized tests at the end of Grades 1–3.
Results: Among all children more recess PA and more time spent in SB related to academic skills were associated with a
better reading fluency across Grades 1–3. In boys, higher levels of total PA, physically active school transportation and more
time spent in SB related to academic skills were associated with a better reading fluency across the Grades 1–3. Among girls,
higher levels of total PA were related to worse arithmetic skills across Grades 1–3. Moreover, total PA was directly associated
with reading fluency and arithmetic skills in Grades 1–3 among girls whose parents had a university degree, whereas these
relationships were inverse in girls of less educated parents.
Conclusions: Total PA, physically active school transportation and SB related to academic skills may be beneficial for the
development of reading skills in boys, whereas factors that are independent of PA or SB may be more important for
academic skills in girls.
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