When compared to the previous generations, younger generations have become sedentary on a global level. Physical activity positively contributes to human growth and development, causing, indeed, both physiological and psychological benefits. The aim of the current study was examining the relationship between physical activity and school achievement in a sample of 80 Italian elementary (viz. primary) school last year responding children (11.0 ± 0.3 years, 1.46 ± 0.09 m, 39.5 ± 7.9 kg). Such an aim was fulfilled by investigating eventual correlations between physical tests results and school marks and by disclosing eventual mutual relationships between socio-demographics, family context, lifestyle (including physical activity), and school performance information using a structural modeling approach. Children were assessed for lower/upper limbs muscle strength and running/agility performance. Pearson's correlation between physical tests and school performance was studied. We found that agility correlated with English, Italian, mathematics, music, and sport marks, whereas jump correlated with English, mathematics, sport, and technologies marks. Sprint correlated with mathematics, sport, and technologies marks. All correlation coefficients were moderate, except for correlations between sport marks and physical tests (strong correlation). From the structural model, we found that socio-demographics and lifestyle significantly impacted on school achievement. In particular, lifestyle was found to fully moderate the impact of the family context on school achievement. Schools and households represent important settings for improving children physical and psychological-cognitive health and status, offering physical activities opportunities.
Keywords: cognitive effect; elementary school; exercise for health; physical activity; structural modeling.