Verband tussen fisieke aktiwiteit en sedentêre tyd, en akademiese prestasie by graad 7-leerders in Potchefstroom

Abstract

The aim of the study was to establish the relationship between physical activity and sedentary time, and academic performance of Grade 7 learners in Potchefstroom, South Africa. Incorporating a once-off cross-sectional research design, the adapted Children's Leisure Activities Study Survey (CLASS) questionnaire was used to determine the physical activity levels and time spent on sedentary behaviours of 230 Grade 7 learners (114 boys and 116 girls) from three schools of different socio-economic backgrounds. Learners’ first language, Mathematics and year-end average marks were used as a measure for academic performance. The results indicate statistically and practically significant positive relationships between academic performance and the minutes spent on physical activity during weekends, as well as on high-intensity physical activity during weekends. Negative relationships were found between academic performance and sedentary behaviour during weekends, and between academic performance and the total time spent on sedentary activities per week. The regression analyses revealed that, in addition to gender and ethnic groups, the total time spent on sedentary behaviour during the week, contributed most to the variation in academic marks. Learners demonstrating high levels of physical activity and lower levels of sedentary behaviour perform better academically