The importance of physical activity and physical education in the prediction of academic achievement.

The purpose of the present investigation was to determine the independent contributions of physical activity not associated with structured physical education and school based physical education participation to academic achievement in children. Prior academic achievement and socioeconomic status were also examined Elementary school participants were selected from the Early Childhood Longitudinal Study-Kindergarten database. Structural equation models were constructed for both mathematics (boys, n = 3,226; girls, n = 3,256) and reading achievement (boys, n = 3,167; girls, n = 3,226). Physical activity was significantly and positively related to both mathematics and reading achievement in boys and girls. Physical education participation was not significantly related to achievement. Socioeconomic status accounted for approximately 26% of the physical activity. Future longitudinal research is discussed that incorporates more comprehensive physical activity and achievement variables.