The multiple relationships between children's physical fitness and academic achievement and their home environment

Abstract

The purpose of this study was to identify contributors that are beneficial for both physical fitness and academic achievement in children. To achieve this, multiple factors were investigated in the home environment. The study participants consisted of 437 children in the sixth grade of elementary school. Results from their physical fitness and academic tests were obtained. In addition to physical fitness and academic achievement, the average of physical fitness and academic achievement by T-score was calculated and used as the High physical fitness and high academic achievement score. A 68-item questionnaire on home environment was completed by the children's parents or caregivers, and the results were linked to data obtained for physical fitness and academic performance. Single-correlation analysis was conducted with physical fitness, academic achievement, high physical fitness and academic achievement scores. Factors in the home environment that were significantly correlated were also extracted. Multiple regression analysis was conducted with home factors set as the independent variables and the three ability ratings set as dependent variables. Results from the analysis suggested that parent-child involvement in exercise and sport as well as the father's physical competence strongly correlated with an improvement in physical fitness. Factors relating to socioeconomic status, such as the parents educational level as well as expectations for the child to perform well academically, was strongly correlated with academic performance. In addition, in terms of both physical fitness and academic achievement, the parents' educational background, the father's physical competence, and the frequency of parent-child conversations about athletic sports have a strong influence on the child's ability to perform well.