The Relationship between Physical Activity and Academic Achievement among Elementary School Children in Japan

Abstract

Purpose: The aim of the study was to investigate the relationship between physical activity and academic achievement among elementary school children in Japan

Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.

Findings: This study examined the relationship between physical activity and academic achievement among elementary school children in Japan. The participants were 1,024 fifth-grade students from 29 public schools in Tokyo. Physical activity was assessed by a questionnaire and a pedometer, and academic achievement was measured by standardized tests of Japanese language, mathematics, and science. The results showed that physical activity was positively associated with academic achievement, after controlling for gender, socioeconomic status, and school-level factors.

Unique Contribution to Theory, Practice and Policy: Cognitive enhancement theory, self-determination theory & bioecological systems theory may be used to anchor future studies on the relationship between physical activity and academic achievement among elementary school children. Schools should prioritize high-quality physical education programs that include both structured and unstructured physical activities. Educational policymakers should consider including physical activity guidelines within the broader educational policy framework.