Differences in levels of physical activity and academic performance by gender and educational stage in primary education
Article Sidebar
Main Article Content
The study described the physical activity levels and academic per-formance of 28 Spanish schoolchildren aged 6-12 years (53.6% girls), taking into account differences by gender and educational stage. Using the APALQ question-naire, 69% of boys were very active, while 40% of girls were inactive, reflecting pos-sible socio-cultural influences. In addition, the second cycle was more physically in-active (57% not active). Academically, girls outperformed boys in mathematics, Eng-lish and GPA; boys outperformed only in physical education. The first cycle had the best overall academic performance.
Article Details
References
Alvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sanchez-Lopez, M., Ga-rrido-Miguel, M., y Martinez-Vizcaino, V. (2017). Academic achievement and physical activity: A meta-analysis. Pediatrics, 140(6). https://doi.org/10.1542/peds.2017-1498
Bacon, P., y Lord, R. N. (2021). The impact of physically active learning dur-ing the school day on children’s physical activity levels, time on task and learning behaviours and academic outcomes. Health Education Research, 36(3), 362–373. https://doi.org/10.1093/her/cyab020
Batista, M., Cubo, D. S., Honório, S., y Martins, J. (2016). The practice of physical activity related to self-esteem and academical performance in stu-dents of basic education. Journal of Human Sport and Exercise, 11(2), 297–310. https://doi.org/10.14198/jhse.2016.112.03
Biddle, S. J., Ciaccioni, S., Thomas, G., y Vergeer, I. (2019). Physical activity and mental health in children and adolescents: An updated review of re-views and an analysis of causality. Psychology of Sport and Exercise, 42, 146 – 155. https://doi.org/10.1016/j.psychsport.2018.08.011
Bonem, E. M., Fedesco, H. N., y Zissimopoulos, A. N. (2020). What you do is less important than how you do it: the effects of learning environment on student outcomes. Learning Environments Research, 23(1), 27–44. https://doi.org/10.1007/s10984-019-09289-8
Bores-García, D., Hortigüela-Alcalá, D., Fernandez-Rio, F. J., González-Calvo, G., y Barba-Martín, R. (2021). Research on Cooperative Learning in Physical Education: Systematic Review of the Last Five Years. Re-search Quarterly for Exercise and Sport, 92(1), 146–155. https://doi.org/10.1080/02701367.2020.1719276
Goodyear, V. A., Skinner, B., McKeever, J., y Griffiths, M. (2023). The in-fluence of online physical activity interventions on children and young people’s engagement with physical activity: a systematic review. Physical Education and Sport Pedagogy, 28(1), 94–108. https://doi.org/10.1080/17408989.2021.1953459
Guthold, R., Stevens, G. A., Riley, L. M., y Bull, F. C. (2020). Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1·6 million participants. The Lancet Child y Adolescent Health, 4(1), 23–35. https://doi.org/10.1016/S2352-4642(19)30323-2
Hidding, L. M., Altenburg, T. M., van Ekris, E., y Chinapaw, M. J. M. (2017). Why Do Children Engage in Sedentary Behavior? Child- and Parent-Per-ceived Determinants. International journal of environmental research and public health, 14(7), 671. https://doi.org/10.3390/ijerph14070671
Howie, E. K., Joosten, J., Harris, C. J., y Straker, L. M. (2020). Associations between meeting sleep, physical activity or screen time behaviour guide-lines and academic performance in Australian school children. BMC Pu-blic Health, 20(1), 1–10. https://doi.org/10.1186/s12889-020-08620-w
Instituto Nacional de Estadística. (2012). Encuesta Nacional de Salud. Ma-drid: Ministerio de Sanidad, Servicios Sociales e Igualdad.
Katzmarzyk, P. T., Denstel, K. D., Beals, K., Carlson, J., Crouter, S. E., McKenzie, T. L., Pate, R. R., Sisson, S. B., Staiano, A. E., Stanish, H., Ward, D. S., Whitt-Glover, M., y Wright, C. (2018). Results from the United States 2018 Report Card on Physical Activity for Children and Youth. Journal of physical activity & health, 15(S2), S422–S424. https://doi.org/10.1123/jpah.2018-0476
Kumareswaran, S. (2023). Detrimental Impact of Sedentary Behaviour on Health. European Journal of Medical and Health Sciences, 5(1), 18–22. https://doi.org/10.24018/ejmed.2023.5.1.1630
Lavie, C. J., Ozemek, C., Carbone, S., Katzmarzyk, P. T., y Blair, S. N. (2019). Sedentary Behavior, Exercise, and Cardiovascular Health. Circulation Re-search, 124(5), 799–815. https://doi.org/10.1161/CIRCRESAHA.118.312669
López, S. G., Ortega, F. Z., Jiménez, J. L. U., y Valero, G. G. (2021). Impact of physical activity on emotional intelligence and sex differences. Retos, 42, 636–642. https://doi.org/10.47197/RETOS.V42I0.86448
Magnon, V., Vallet, G. T., y Auxiette, C. (2018). Sedentary Behavior at Work and Cognitive Functioning: A Systematic Review. Frontiers in Public Health, 6. https://doi.org/10.3389/fpubh.2018.00239
Mo, D., Xiang, M., Luo, M., Dong, Y., Fang, Y., Zhang, S., Zhang, Z., y Liang, H. (2019). Using gamification and social incentives to increase physical activity and related social cognition among undergraduate stu-dents in Shanghai, China. International Journal of Environmental Re-search and Public Health, 16(5), 1–17.
https://doi.org/10.3390/ijerph16050858
Moreno-Murcia, J. A., Huéscar, E. H., Nuñez, J. L., León, J., Valero-Valen-zuela, A., y Conte, L. (2019). Protocol quasi-experimental study to pro-mote interpersonal style autonomy support in physical education teachers. Cuadernos de Psicologia Del Deporte, 19(2), 83–101. https://doi.org/10.6018/cpd.337761
Nguyen, P., Le, L. K. D., Nguyen, D., Gao, L., Dunstan, D. W., y Moodie, M. (2020). The effectiveness of sedentary behaviour interventions on sitting time and screen time in children and adults: An umbrella review of sys-tematic reviews. International Journal of Behavioral Nutrition and Physi-cal Activity, 17(1), 1–11. https://doi.org/10.1186/s12966-020-01009-3
Organización Mundial de la Salud (2024) Actividad física. https://www.who.int/es/news-room/fact-sheets/detail/physical-activity
Panahi, S., y Tremblay, A. (2018). Sedentariness and Health: Is Sedentary Be-havior More Than Just Physical Inactivity? Frontiers in Public Health, 6. https://doi.org/10.3389/fpubh.2018.00258
Rodriguez-Ayllon, M., Cadenas-Sánchez, C., Estévez-López, F., Muñoz, N. E., Mora-Gonzalez, J., Migueles, J. H., Molina-García, P., Henriksson, H., Mena-Molina, A., Martínez-Vizcaíno, V., Catena, A., Löf, M., Erickson, K. I., Lubans, D. R., Ortega, F. B., y Esteban-Cornejo, I. (2019). Role of Physical Activity and Sedentary Behavior in the Mental Health of Pre-schoolers, Children and Adolescents: A Systematic Review and Meta-Analysis. Sports Medicine, 49(9), 1383–1410. https://doi.org/10.1007/s40279-019-01099-5
Sáinz, M., Solé, J., Fàbregues, S., y García-Cuesta, S. (2021). Secondary School Teachers’ Views of Gender Differences in School Achievement and Study Choices in Spain. SAGE Open, 11(3). https://doi.org/10.1177/21582440211047573
Sember, V., Jurak, G., Kovač, M., Morrison, S. A., y Starc, G. (2020). Chil-dren’s Physical Activity, Academic Performance, and Cognitive Function-ing: A Systematic Review and Meta-Analysis. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.00307
Small, G. W., Lee, J., Kaufman, A., Jalil, J., Siddarth, P., Gaddipati, H., Moody, T. D., y Bookheimer, S. Y. (2020). Brain health consequences of digital technology use. Dialogues in Clinical Neuroscience, 22(2), 179–187. https://doi.org/10.31887/DCNS.2020.22.2/gsmall
Tejeiro Salguero, R., Pelegrina del Río, M., y Gómez Vallecillo, J. L. (2022). Efectos psicosociales de los videojuegos. COMUNICACIÓN. Revista In-ternacional De Comunicación Audiovisual, Publicidad Y Estudios Cultu-rales, 1(7), 235–250. https://doi.org/10.12795/comunica-cion.2009.v01.i07.16
Valkenborghs, S. R., Noetel, M., Hillman, C. H., Nilsson, M., Smith, J. J., Ortega, F. B., y Lubans, D. R. (2019). The Impact of Physical Activity on Brain Structure and Function in Youth: A Systematic Review. Pediat-rics, 144(4), e20184032. https://doi.org/10.1542/peds.2018-4032
Voyer, D., y Voyer, S. D. (2014). Gender differences in scholastic achieve-ment: A meta-analysis. Psychological Bulletin, 140(4), 1174–1204. https://doi.org/10.1037/a0036620
Yang, X., Leung, A. W., Jago, R., Yu, S. C., y Zhao, W. H. (2021). Physical Activity and Sedentary Behaviors among Chinese Children: Recent Trends and Correlates. Biomedical and Environmental Sciences, 34(6), 425–438. https://doi.org/10.3967/bes2021.059