Muscular and Aerobic Fitness, Working Memory, and Academic Achievement in Children

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Abstract

Purpose

This study investigated the relationship between aerobic and muscular fitness with working memory and academic achievement in preadolescent children.

Methods

Seventy-nine 9- to 11-yr-old children completed an aerobic fitness assessment using a graded exercise test; a muscular fitness assessment consisting of upper body, lower body, and core exercises; a serial n-back task to assess working memory; and an academic achievement test of mathematics and reading.

Results

Hierarchical regression analyses indicated that after controlling for demographic variables (age, sex, grade, IQ, socioeconomic status), aerobic fitness was associated with greater response accuracy and d′ in the 2-back condition and increased mathematic performance in algebraic functions. Muscular fitness was associated with increased response accuracy and d′, and longer reaction time in the 2-back condition. Further, the associations of muscular fitness with response accuracy and d′ in the 2-back condition were independent of aerobic fitness.

Conclusion

The current findings suggest the differential relationships between the aerobic and the muscular aspects of physical fitness with working memory and academic achievement. With the majority of research focusing on childhood health benefits of aerobic fitness, this study suggests the importance of muscular fitness to cognitive health during preadolescence.

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