OBJECTIVES: We assessed children's potential differences in academic achievement based on aerobic fitness over a 2-year period. METHODS: The longitudinal study sample included 3 cohorts of students (n = 1725; 50.1% male) enrolled in a West Virginia public school system. Students received baseline fitness and academic assessments as fifth graders and at a 2-year follow-up assessment. We used FitnessGram to assess fitness in aerobic capacity and WESTEST, a criterion-based assessment, for academic performance. RESULTS: Students who stayed in the healthy fitness zone (HFZ) had significantly higher WESTEST scores than did students who stayed in the needs improvement zone (NIZ). Students who moved into or out of the HFZ occasionally had significantly higher WESTEST scores than did students who stayed in the NIZ, but they were rarely significantly lower than those of students who stayed in the HFZ. CONCLUSIONS: Students' aerobic capacity is associated with greater academic achievement as defined by standardized test scores. This advantage appears to be maintained over time, especially if the student stays in the HFZ.
OBJECTIVES: We assessed children's potential differences in academic achievement based on aerobic fitness over a 2-year period. METHODS: The longitudinal study sample included 3 cohorts of students (n = 1725; 50.1% male) enrolled in a West Virginia public school system. Students received baseline fitness and academic assessments as fifth graders and at a 2-year follow-up assessment. We used FitnessGram to assess fitness in aerobic capacity and WESTEST, a criterion-based assessment, for academic performance. RESULTS: Students who stayed in the healthy fitness zone (HFZ) had significantly higher WESTEST scores than did students who stayed in the needs improvement zone (NIZ). Students who moved into or out of the HFZ occasionally had significantly higher WESTEST scores than did students who stayed in the NIZ, but they were rarely significantly lower than those of students who stayed in the HFZ. CONCLUSIONS: Students' aerobic capacity is associated with greater academic achievement as defined by standardized test scores. This advantage appears to be maintained over time, especially if the student stays in the HFZ.
Authors: Marina Salvadori; Jessica M Sontrop; Amit X Garg; Jennifer Truong; Rita S Suri; Farid H Mahmud; Jennifer J Macnab; William F Clark Journal: Pediatrics Date: 2008-10 Impact factor: 7.124
Authors: Shannon L Barrett-Williams; Padra Franks; Christi Kay; Adria Meyer; Kelly Cornett; Brian Mosier Journal: Public Health Rep Date: 2017 Nov/Dec Impact factor: 2.792
Authors: Carla P Bezold; Kevin J Konty; Sophia E Day; Magdalena Berger; Lindsey Harr; Michael Larkin; Melanie D Napier; Cathy Nonas; Subir Saha; Tiffany G Harris; James H Stark Journal: J Adolesc Health Date: 2014-07-31 Impact factor: 5.012
Authors: Mark R Scudder; Kate Lambourne; Eric S Drollette; Stephen D Herrmann; Richard A Washburn; Joseph E Donnelly; Charles H Hillman Journal: Med Sci Sports Exerc Date: 2014 Impact factor: 5.411
Authors: Joseph E Donnelly; Charles H Hillman; Darla Castelli; Jennifer L Etnier; Sarah Lee; Phillip Tomporowski; Kate Lambourne; Amanda N Szabo-Reed Journal: Med Sci Sports Exerc Date: 2016-06 Impact factor: 5.411
Authors: R Davis Moore; Eric S Drollette; Mark R Scudder; Aashiv Bharij; Charles H Hillman Journal: Front Hum Neurosci Date: 2014-05-05 Impact factor: 3.169
Authors: Mona Have; Jacob Have Nielsen; Anne Kær Gejl; Martin Thomsen Ernst; Kjeld Fredens; Jan Toftegaard Støckel; Niels Wedderkopp; Sidsel Louise Domazet; Claire Gudex; Anders Grøntved; Peter Lund Kristensen Journal: BMC Public Health Date: 2016-04-11 Impact factor: 3.295