Sport Participation and Academic Performance in Young Elite Athletes.

Strong evidence supports physical activity and fitness levels being positively associated with cognitive performance and overall academic performance in youth. This also applies to sports participation. However, whether participation in sports at the elite level is associated with greater academic performance remains unknown. Thus, the present study aimed to compare the academic performance of young elite athletes to that of control students, as well as to analyze whether the type of sport mediates these results. Between 2010 and 2019, all students from the last Baccalaureate course of the Spanish Elite Sport High School-which also includes non-elite athletes and recreational athlete students, who were categorized as controls-participated in this study. Academic performance was assessed through both the grade point average of the two last Baccalaureate courses and through the average grades from the University Entrance Examinations. Athletes were categorized attending to different sport classifications. A total of 1126 adolescents (570 girls, 18.2 ± 0.6 years) participated in the study, of which 483 and 643 were categorized as elite athletes and control students, respectively. Elite athletes attained a lower overall academic performance than controls (p < 0.001), which was confirmed for both sexes (p < 0.001). These differences were separately confirmed for most academic subjects (p < 0.05), as well as when attending to different sport classifications (all p > 0.05). Young elite athletes attained a lower academic performance than their non-elite peers, regardless of their type of sport. These findings highlight the importance of programs aimed at facilitating dual careers among young elite athletes.

Individual responsiveness to a school-based karate intervention: An ancillary analysis of a randomized controlled trial.

INTRODUCTION: School-based sport interventions have shown beneficial effects on psychosocial functioning and academic performance in children. However, the inter-individual variability in response to these types of interventions remains unclear. We aimed to determine which children benefit most from a school-based sport intervention. METHODS: This is an ancillary analysis of a randomized controlled trial assessing the effects of a 1-year school-based karate intervention (versus "traditional" physical education lessons) in children (7-8 years) from twenty schools across five European countries. Outcomes included psychosocial functioning (Strengths and Difficulties Questionnaire [SDQ] for parents) and academic performance (grade point average). Only participants of the intervention group were included in the present ancillary analysis, and were categorized as responders or non-responders for the analyzed outcomes attending to whether improvements surpassed a minimal clinically important difference. RESULTS: About 388 children (187 girls) from the intervention group completed the study, of which 17% and 46% were considered responders for SDQ and academic performance, respectively. Responders for the SDQ presented higher SDQ scores (i.e., higher psychosocial difficulties) at baseline than non-responders (p < 0.001). Responders for academic performance were mostly males (p = 0.017), with an older age (p = 0.030), and with worse academic performance (p < 0.001) at baseline compared with non-responders, and tended to present higher SDQ scores (p = 0.055). Responders for one outcome obtained greater benefits from the intervention on the other outcome (e.g., responders for SDQ improved academic performance [p < 0.001] compared with non-responders). CONCLUSIONS: A school-based sport intervention (karate) seems particularly effective for children with psychosocial difficulties and low academic performance.

Academic performance and psychosocial functioning in European schoolchildren: The role of cardiorespiratory fitness and weight status.

BACKGROUND: Whether a high cardiorespiratory fitness (CRF) can attenuate the potential detrimental effect of childhood obesity on academic performance and particularly psychosocial functioning remains unclear. OBJECTIVES: To analyse the academic performance/psychosocial functioning of schoolchildren attending to their CRF and weight status. METHODS: 470 schoolchildren (46% girls, 7 ± 0 years) from 20 schools in five European countries were categorized as (i) having overweight/obesity (n = 113) or normal weight (n = 357) attending to body mass index and (ii) 'fit' (n = 282) or 'unfit' (n = 188) based on 20-meter shuttle-run performance (CRF ≥ or <42 ml·kg-1 ·min-1 [boys] and 35 ml·kg-1 ·min-1 [girls], respectively). Academic performance and psychosocial functioning were assessed using the grades attained in school subjects and the Strengths and Difficulties Questionnaire (SDQ) for parents, respectively. RESULTS: Independent of their weight status, fit children showed a greater academic performance and psychosocial functioning than their peers who were unfit and overweight/obese. In fit children, academic performance and psychosocial functioning did not differ between the two weight status categories (normal weight or overweight/obesity). CONCLUSIONS: Children with a higher CRF show a greater performance achievement and psychosocial functioning regardless of their weight status, thereby supporting the 'fat but fit' paradox and reinforcing the importance of improving CRF in this population.

Effects of a school-based karate intervention on academic achievement, psychosocial functioning, and physical fitness: A multi-country cluster randomized controlled trial.

PURPOSE: To examine the effects of a school-based karate intervention on academic achievement, psychosocial functioning, and physical fitness in children aged 7-8 years. METHODS: Twenty schools in 5 different European countries (2 second-grade classrooms per school) participated in a cluster randomized controlled trial (Sport at School trial). Participants were assigned to either a control group, which continued with their habitual physical education lessons, or to an intervention group, which replaced these lessons with a 1-year karate intervention (Karate Mind and Movement program). A total of 721 children (344 girls and 377 boys, 7.4 ± 0.5 years old, mean ± SD) completed the study, of which 333 and 388 were assigned to the control group and intervention group, respectively. Outcomes included academic performance (average grade), psychosocial functioning (Strengths and Difficulties Questionnaire for parents), and different markers of physical fitness (cardiorespiratory fitness, balance, and flexibility). RESULTS: The intervention provided small but significant benefits compared to the control group for academic achievement (d = 0.16; p = 0.003), conduct problems (d = -0.28; p = 0.003), cardiorespiratory fitness (d = 0.36; p < 0.001), and balance (d = 0.24; p = 0.015). There was a trend towards significant benefits for flexibility (d = 0.24; p = 0.056). No significant benefits were observed for other variables, including psychosocial difficulties, emotional symptoms, hyperactivity/inattention, peer problems, or prosocial behaviour (all p > 0.05). CONCLUSION: A 1-year school-based karate intervention was effective in improving academic achievement, conduct problems, and physical fitness in primary school children. The results support the inclusion of karate during physical education lessons.

Effects of a school-based karate intervention on academic achievement, psychosocial functioning, and physical fitness: A multi-country cluster randomized controlled trial.

PURPOSE: To examine the effects of a school-based karate intervention on academic achievement, psychosocial functioning, and physical fitness in children aged 7-8 years. METHODS: Twenty schools in 5 different European countries (2 second-grade classrooms per school) participated in a cluster randomized controlled trial (Sport at School trial). Participants were assigned to either a control group, which continued with their habitual physical education lessons, or to an intervention group, which replaced these lessons with a 1-year karate intervention (Karate Mind and Movement program). A total of 721 children (344 girls and 377 boys, 7.4 ± 0.5 years old, mean ± standard deviation) completed the study, of which 333 and 388 were assigned to the control group and intervention group, respectively. Outcomes included academic performance (average grade), psychosocial functioning (Strengths and Difficulties Questionnaire for parents), and different markers of physical fitness (cardiorespiratory fitness, balance, and flexibility). RESULTS: The intervention provided small but significant benefits compared to the control group for academic achievement (d = 0.16; p = 0.003), conduct problems (d = -0.28; p = 0.003), cardiorespiratory fitness (d = 0.36; p < 0.001), and balance (d = 0.24; p = 0.015). There was a trend towards significant benefits for flexibility (d = 0.24; p = 0.056). No significant benefits were observed for other variables, including psychosocial difficulties, emotional symptoms, hyperactivity/inattention, peer problems, or prosocial behavior (all p > 0.05). CONCLUSION: A 1-year school-based karate intervention was effective in improving academic achievement, conduct problems, and physical fitness in primary school children. The results support the inclusion of karate during physical education lessons.

The "Fat but Fit" paradox in the academic context: relationship between physical fitness and weight status with adolescents' academic achievement.

The present study aimed to analyze the relationship between obesity and different physical fitness markers with academic achievement in adolescents, as well as to check if the "Fat but Fit paradox" is applicable in this context. A total of 188 participants (83 boys) ranging from 12 to 18 years (14.51 ± 1.29 years) underwent a series of fitness tests, and were categorized as "fit" or "unfit" attending to their estimated cardiorespiratory fitness (above or below 42 and 35 ml·kg-1·min-1 for boys and girls, respectively). Participants were also categorized according to their body mass index as having overweight/obesity or not. A variety of fitness markers (i.e., cardiorespiratory fitness, lower-body power, sprint time, and flexibility) were positively associated with academic achievement (all p < 0.05), but no associations were found for upper-body power, upper-limb coordination or agility. Both being fit (ß = 0.652, 95% confidence interval: 0.001-1.302) and normoweight (ß = 1.085, 0.171-1.999) were positively associated with academic achievement. A higher academic achievement (p = 0.021) was found for fit and normoweight individuals compared to unfit and overweight/obese ones, but no differences were found for the remaining subgroups. These findings suggest that an optimal physical fitness might attenuate the negative consequences induced by obesity on academic achievement.