Academic performance and psychosocial functioning in European schoolchildren: The role of cardiorespiratory fitness and weight status

Abstract

Background Whether a high cardiorespiratory fitness (CRF) can attenuate the potential detrimental effect of childhood obesity on academic performance and particularly psychosocial functioning remains unclear.

Objectives To analyse the academic performance/psychosocial functioning of schoolchildren attending to their CRF and weight status.

Methods 470 schoolchildren (46% girls, 7 ± 0 years) from 20 schools in five European countries were categorized as (i) having overweight/obesity (n = 113) or normal weight (n = 357) attending to body mass index and (ii) ‘fit’ (n = 282) or ‘unfit’ (n = 188) based on 20-meter shuttle-run performance (CRF ≥ or <42 ml·kg−1·min−1 [boys] and 35 ml·kg−1·min−1 [girls], respectively). Academic performance and psychosocial functioning were assessed using the grades attained in school subjects and the Strengths and Difficulties Questionnaire (SDQ) for parents, respectively.

Results Independent of their weight status, fit children showed a greater academic performance and psychosocial functioning than their peers who were unfit and overweight/obese. In fit children, academic performance and psychosocial functioning did not differ between the two weight status categories (normal weight or overweight/obesity).

Conclusions Children with a higher CRF show a greater performance achievement and psychosocial functioning regardless of their weight status, thereby supporting the ‘fat but fit’ paradox and reinforcing the importance of improving CRF in this population.