Promoting regular Physical Fitness in schoolchildren is essential as it promotes good physical and mental development and also lowers the risk of a variety of noncommunicable diseases. The relationship between physical fitness and academic achievement has gained a lot of attention due to the increasing prevalence of inactivity in children, and the continuous pressure on schools to help students meet academic standards. However, results related to the relationship between obesity and academic success are unknown. Several studies have shown a positive relationship between academic achievement and anthropometric composition. However, other studies have found the opposite to be true. This means that being overweight is inversely related to academic achievement for children. The findings may show inconsistencies because different measurements are being used, such as BMI. For example, in some cases, BMI indicated a dichotomous indicator of obesity. Other studies, however, used a continuous variable. There could also be inconsistencies due to confounding variables.
The obvious importance of fitness and its effect on academic achievement has perceptibly shifted over the last decade in the education system. Physical fitness supporters have championed school-affiliated physical fitness, suggesting that time spent being physically active would benefit health and improve academic performance. Several lines of research, ranging from physical fitness to neuroscience, address the relationship between physical fitness and cognition. These studies argue for the importance of physical fitness in children's cognitive and academic development. Both sides of this discussion (academic success and physical fitness) are independent determinants of child health and thus may be two sides of the same coin. The effect of physical fitness on academic achievement and fatness in children needs further investigation, especially when it comes to self-improvement of academic performance. Therefore, investigation of associations between physical fitness and school performance would be of interest to the scientific and academic community, which are the first in line to treat and deal with these populations. It seems practical to promote physical fitness in different age groups according to research findings. This could be improved via physical activity or exercise that will reduce excess adiposity, improve physical fitness and academic achievements. However, future studies should focus on larger sample sizes to support our findings by establishing causality and temporality.
The scope of this research topic addresses the following specific themes:
- The level of motoric dimensions (e.g., endurance, strength, flexibility, coordination) and motor skills of schoolchildren
- The academic performance level in relation to the level of motoric dimensions
- Health outcomes (e.g., body fat, BMI, blood pressure, injuries, diseases) and status of schoolchildren
- The interaction between motoric dimensions, academic performance and health outcomes/status
- Development of programs and interventions for improving the different performance levels and health outcomes
- Development of new and evaluation of almost established assessments in these fields
Primarily, the data collection and analysis should be performed within randomized and controlled samples and study designs in the above-mentioned setting. Secondly, submissions can be edited within meta analyzes or narrative reviews.
Promoting regular Physical Fitness in schoolchildren is essential as it promotes good physical and mental development and also lowers the risk of a variety of noncommunicable diseases. The relationship between physical fitness and academic achievement has gained a lot of attention due to the increasing prevalence of inactivity in children, and the continuous pressure on schools to help students meet academic standards. However, results related to the relationship between obesity and academic success are unknown. Several studies have shown a positive relationship between academic achievement and anthropometric composition. However, other studies have found the opposite to be true. This means that being overweight is inversely related to academic achievement for children. The findings may show inconsistencies because different measurements are being used, such as BMI. For example, in some cases, BMI indicated a dichotomous indicator of obesity. Other studies, however, used a continuous variable. There could also be inconsistencies due to confounding variables.
The obvious importance of fitness and its effect on academic achievement has perceptibly shifted over the last decade in the education system. Physical fitness supporters have championed school-affiliated physical fitness, suggesting that time spent being physically active would benefit health and improve academic performance. Several lines of research, ranging from physical fitness to neuroscience, address the relationship between physical fitness and cognition. These studies argue for the importance of physical fitness in children's cognitive and academic development. Both sides of this discussion (academic success and physical fitness) are independent determinants of child health and thus may be two sides of the same coin. The effect of physical fitness on academic achievement and fatness in children needs further investigation, especially when it comes to self-improvement of academic performance. Therefore, investigation of associations between physical fitness and school performance would be of interest to the scientific and academic community, which are the first in line to treat and deal with these populations. It seems practical to promote physical fitness in different age groups according to research findings. This could be improved via physical activity or exercise that will reduce excess adiposity, improve physical fitness and academic achievements. However, future studies should focus on larger sample sizes to support our findings by establishing causality and temporality.
The scope of this research topic addresses the following specific themes:
- The level of motoric dimensions (e.g., endurance, strength, flexibility, coordination) and motor skills of schoolchildren
- The academic performance level in relation to the level of motoric dimensions
- Health outcomes (e.g., body fat, BMI, blood pressure, injuries, diseases) and status of schoolchildren
- The interaction between motoric dimensions, academic performance and health outcomes/status
- Development of programs and interventions for improving the different performance levels and health outcomes
- Development of new and evaluation of almost established assessments in these fields
Primarily, the data collection and analysis should be performed within randomized and controlled samples and study designs in the above-mentioned setting. Secondly, submissions can be edited within meta analyzes or narrative reviews.