Relationship Between Physical Activity and Academic Success of Students

Abstract

This study aimed to examine the relationship between physical activity and the academic success of students. The total sample consisted of 116 undergraduate female students of the Faculty of Sport and Psychology, divided into three groups based on the physical activity level determined by use of the Godin Questionnaire for Physical Activity in Leisure Time. The academic success was calculated as the average grade values during studies. A one-way ANOVA revealed that there was a statistically significant difference in mean grade values between groups F = 12.089, p = 0.000. Post Hoc LSD test for multiple comparisons found that the mean grade values of the first group were significantly different from the second group. Insufficiently Active students had significantly lower grades compared to Moderately Active students (p = 0.041, 95% C.I. = -1.079, -0.02). There were statistically significant differences in mean grade values between Insufficiently Active and Active students. Active students had higher grade values (p = 0.000, 95% C.I. = -1.609, -0.665) compared to Insufficiently Active, and the mean grade value of Moderately Active students was significantly lower compared to Active ones (p = 0.010, C.I.= -1.046, -0.147). The obtained results indicating that a greater number of sessions of physical activity generates better academic success, and testifies to the assumption that physical activity integrated into the weekly life regime of a typical respondent/academic may have the character of contributing to positive neuroplastic changes and better academic success as a possible marker of the neurophysiological potential of the student population.