Associations between physical activity, physical fitness, sedentary behavior, and mathematics achievement in school-aged children: a cross-sectional study

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Aim This study examined associations between physical activity, physical fitness, and academic achievement in school-aged children, considering potential sex differences. Methods A total of 126 schoolchildren (12.2 ± 0.4 years) participated in this cross-sectional study and were classified as physically active ( n = 63) or non-active ( n = 63) based on self-reported moderate-to-vigorous physical activity (MVPA) assessed using the International Physical Activity Questionnaire–Short Form (IPAQ-SF). Children reporting ≥300 min/week of MVPA were classified as active. Physical fitness was assessed using the medicine ball throw, Stork balance, and handgrip strength. Peak height velocity (PHV) was estimated using Moore's equations, and academic achievement was assessed using mathematics percentage scores. Two-way ANOVA and Pearson correlations examined group differences and associations. Results Active children had lower body mass than non-active children (boys: 47.2 ± 12.9 vs. 53.8 ± 15.0 kg; girls: 50.6 ± 9.5 vs. 53.8 ± 15.7 kg; F = 4.2, p = 0.042, d = 0.37). Mathematics scores were higher in active children (boys: 90.2 ± 5.8 vs. 76.3 ± 7.9%; girls: 89.5 ± 6.2 vs. 77.1 ± 8.1%; F = 96.8, p < 0.001, d = 1.7). Fitness performance was generally higher in active than non-active children ( F ≥ 3.98, p ≤ 0.048, d ≥ 0.36). Significant sex effects were observed for medicine ball throw and handgrip strength, with no significant group × sex interactions. Active boys reported the highest vigorous activity (1,209 ± 732 METs/week) and lowest sedentary time (2.6 ± 1.3 h/day). Sedentary time was moderately negatively correlated with mathematics scores ( r = −0.48, p < 0.001), whereas total MET-min/week showed a trivial positive correlation ( r = 0.18, p = 0.049). Conclusion Physically active children demonstrated higher physical fitness and mathematics achievement than non-active peers. These findings support cross-sectional associations among physical activity, physical fitness, sedentary behavior, and mathematics achievement. However, because of the cross-sectional design and the absence of statistical control for potential confounding factors such as biological maturation, causal or independent relationships cannot be inferred.