Carla P Bezold1, Kevin J Konty2, Sophia E Day3, Magdalena Berger4, Lindsey Harr5, Michael Larkin5, Melanie D Napier6, Cathy Nonas7, Subir Saha5, Tiffany G Harris3, James H Stark8. 1. Department of Epidemiology, Harvard School of Public Health, Boston, Massachusetts. 2. Division of Epidemiology, New York City Department of Health and Mental Hygiene, New York, New York. Electronic address: kkonty@health.nyc.gov. 3. Division of Epidemiology, New York City Department of Health and Mental Hygiene, New York, New York. 4. Healthfirst, New York, New York. 5. Office of School Wellness Programs, New York City Department of Education, New York, New York. 6. Department of Epidemiology, University of North Carolina Gillings School of Public Health, Chapel Hill, North Carolina. 7. Division of the First Deputy Commissioner, New York City Department of Health and Mental Hygiene, New York, New York. 8. Department of Epidemiology, Pfizer, New York, New York.
Abstract
PURPOSE: To evaluate whether a change in fitness is associated with academic outcomes in New York City (NYC) middle-school students using longitudinal data and to evaluate whether this relationship is modified by student household poverty. METHODS: This was a longitudinal study of 83,111 New York City middle-school students enrolled between 2006-2007 and 2011-2012. Fitness was measured as a composite percentile based on three fitness tests and categorized based on change from the previous year. The effect of the fitness change level on academic outcomes, measured as a composite percentile based on state standardized mathematics and English Language Arts test scores, was estimated using a multilevel growth model. Models were stratified by sex, and additional models were tested stratified by student household poverty. RESULTS: For both girls and boys, a substantial increase in fitness from the previous year resulted in a greater improvement in academic ranking than was seen in the reference group (girls: .36 greater percentile point improvement, 95% confidence interval: .09-.63; boys: .38 greater percentile point improvement, 95% confidence interval: .09-.66). A substantial decrease in fitness was associated with a decrease in academics in both boys and girls. Effects of fitness on academics were stronger in high-poverty boys and girls than in low-poverty boys and girls. CONCLUSIONS: Academic rankings improved for boys and girls who increased their fitness level by >20 percentile points compared to other students. Opportunities for increased physical fitness may be important to support academic performance.
PURPOSE: To evaluate whether a change in fitness is associated with academic outcomes in New York City (NYC) middle-school students using longitudinal data and to evaluate whether this relationship is modified by student household poverty. METHODS: This was a longitudinal study of 83,111 New York City middle-school students enrolled between 2006-2007 and 2011-2012. Fitness was measured as a composite percentile based on three fitness tests and categorized based on change from the previous year. The effect of the fitness change level on academic outcomes, measured as a composite percentile based on state standardized mathematics and English Language Arts test scores, was estimated using a multilevel growth model. Models were stratified by sex, and additional models were tested stratified by student household poverty. RESULTS: For both girls and boys, a substantial increase in fitness from the previous year resulted in a greater improvement in academic ranking than was seen in the reference group (girls: .36 greater percentile point improvement, 95% confidence interval: .09-.63; boys: .38 greater percentile point improvement, 95% confidence interval: .09-.66). A substantial decrease in fitness was associated with a decrease in academics in both boys and girls. Effects of fitness on academics were stronger in high-poverty boys and girls than in low-poverty boys and girls. CONCLUSIONS: Academic rankings improved for boys and girls who increased their fitness level by >20 percentile points compared to other students. Opportunities for increased physical fitness may be important to support academic performance.
Authors: Mikkel Porsborg Andersen; Linda Valeri; Liis Starkopf; Rikke Nørmark Mortensen; Maurizio Sessa; Kristian Hay Kragholm; Henrik Vardinghus-Nielsen; Henrik Bøggild; Theis Lange; Christian Torp-Pedersen Journal: Sports Med Date: 2019-08 Impact factor: 11.136
Authors: Emily M D'Agostino; Sophia E Day; Kevin J Konty; Michael Larkin; Subir Saha; Katarzyna Wyka Journal: Prev Chronic Dis Date: 2018-01-11 Impact factor: 2.830
Authors: Katrine N Aadland; Yngvar Ommundsen; Eivind Aadland; Kolbjørn S Brønnick; Arne Lervåg; Geir K Resaland; Vegard F Moe Journal: Front Psychol Date: 2017-06-29
Authors: Heidi J Syväoja; Anna Kankaanpää; Laura Joensuu; Jouni Kallio; Harto Hakonen; Charles H Hillman; Tuija H Tammelin Journal: Med Sci Sports Exerc Date: 2019-10 Impact factor: 5.411