Executive functions mediate the relationship between cardiorespiratory fitness and academic achievement in Spanish schoolchildren aged 8 to 11 years

María Eugenia Visier‐Alfonso; Mairena Sánchez‐López; Vicente Martínez‐Vizcaíno; Estela Jiménez‐López; Andrés Redondo‐Tébar; Nieto, Marta · 2020 · OpenAlex-citations

DOI: 10.1371/journal.pone.0231246

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Summary

This study investigates the mechanisms linking cardiorespiratory fitness (CRF) to academic achievement in children, specifically testing whether executive functions mediate this relationship. While previous research established that higher physical fitness correlates with better academic outcomes and cognitive functioning, the specific role of distinct executive function domains—such as inhibition, cognitive flexibility, and working memory—in this association remained unclear. This research aimed to clarify these associations in Spanish schoolchildren aged 8 to 11 years, controlling for potential confounders like age and socioeconomic status. The researchers conducted a cross-sectional analysis of baseline data from a cluster-randomized controlled trial involving 570 schoolchildren from 10 schools in Cuenca, Spain. Data were collected in September and October 2017. CRF was assessed using the 20-meter shuttle run test, with maximal oxygen intake estimated via the Leger formula. Executive functions were measured using the NIH Toolbox battery on tablets, assessing inhibition (Flanker test), cognitive flexibility (Dimension Change Card Sort), and working memory (List Sorting Test). Academic achievement was determined by final grades in language and mathematics from the previous academic year. Statistical analyses included ANCOVA models to examine differences in achievement by fitness and cognitive categories, and mediation analysis using the PROCESS macro to determine if executive functions mediated the link between CRF and academic grades, adjusting for age and maternal education level. The results indicated that children in higher categories of CRF and executive functions achieved significantly higher grades in both language and mathematics. Mediation analysis revealed that inhibition partially mediated the relationship between CRF and academic achievement in both subjects, accounting for a significant portion of the effect. Similarly, cognitive flexibility mediated the association between CRF and grades in language and mathematics, although a significant direct relationship between CRF and achievement remained after accounting for this mediator. In contrast, working memory did not significantly mediate the relationship between CRF and academic achievement. The mediation effects ranged from 13.38% to 36%. Gender-stratified analyses showed some variations, such as cognitive flexibility not being a significant mediator for girls, but the overall pattern of mediation by inhibition and flexibility held across the sample. These findings support the hypothesis that improvements in cardiorespiratory fitness contribute to academic achievement not only through direct mechanisms but also by enhancing specific executive functions, particularly inhibition and cognitive flexibility. The study highlights that the cognitive benefits of physical fitness are domain-specific, as working memory did not serve as a mediator. This evidence suggests that promoting physical activity in school settings may improve academic outcomes by strengthening the cognitive control processes necessary for learning. The results provide a clearer understanding of the neurocognitive pathways linking physical health to educational success in children.

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• cognitive capacity variation