Katie Webb, Year 3
Sport and PE make up an important part of school curriculums. But how beneficial are these subjects in the pursuit of academic success?
Many children give up playing sports as they approach important school exams – but is this beneficial? In short, no. A study in 2019 suggested that playing sport is positively associated with mental toughness and psychological wellbeing and that there is a small association between playing sport and academic achievement (Moxon et al, 2019). Other studies have also shown a considerable association between schools producing successful sporting teams with higher academic achievement and graduation rates, and crucially found that in schools with similar demographics and funding, those with larger sports programmes fared better academically (Bowen and Greene, 2012). Interestingly, one study found that even if an hour per day was taken from other subjects to increase the time spent on physical activity in primary schools, academic results improved, and equally if PE time was reduced, there was no benefit to academic achievement (Montecalbo-Ignacio, Ignacio and Buot 2017). It is therefore reasonable to accept that there is an association to sports participation and achievement and academic achievement. But the interesting question is why.
There is much evidence that exercise improves cognitive performance and memory, and therefore it is not unreasonable to suggest that general academic performance might also be improved by these factors (Di Liegro et al, 2019). The biochemical interactions underpinning it are not fully understood but the resulting increase in grey matter in the frontal and hippocampal regions (Colcombe et al, 2006) (Erikson et al 2011), as well as the upregulation of the release of neurotrophic factor (Coelho et al, 2013), is well recognised. Therefore, one argument to explain the link between academic performance and sport is simply a neuroscientific one.
It could also be argued that sport develops characteristics that enable academic success. Regular aerobic exercise is associated with greater resilience to stress), improved self-esteem and higher levels of general wellbeing (Nowacka-Chmielewska et al, 2022) (Eime et al 2013) (Steptoe and Butler, 1996). It is very plausible that these are mediating factors that result in improved academic performance. That is, that the psychosocial skills gained from sport and exercise overlap with those required for academic success.
There is also an argument that the link is simply correlation rather than causation. Simply consider a confounding factor such as socioeconomic status, which is associated both with exercise level (Federico et al, 2013) and academic performance (Brooks-Gunn and Duncan, 1997). In other words, that someone a higher socioeconomic status is likely to increase academic performance and sport participation independently. It is not hard to imagine a situation where a child is born into a well-off family and has numerous opportunities to compete in sport as well as resources and tutoring to succeed academically. However, as discussed earlier (Bowen and Greene, 2012), even those studies that control for factors such as school demographic and funding, there appears to be an association between sports and academic achievement.
Like most things in life, the reason for this link is likely to be multifactorial. The chances are, if you take up running you won’t instantly turn into Einstein, but it is also unlikely to have a negative effect on your academic success. Be it as the result of biochemical reactions or the development of psychological and social skills, or some other reason, this surely must play into educational planning. Set against the context of huge academic uncertainty, and likely entering yet more years of government austerity, it is likely that schools, universities and workplaces will be cutting budgets wherever they can. In times like these, it’s typically subjects like maths, English and science that get focussed on at the expense of subjects like PE and music. Let’s hope they listen to the science and know that cutting time spent on sport is unlikely to yield any better academic results.
References:
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Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of children, 7(2), 55–71.
Bruno Federico, Lavinia Falese, Diego Marandola & Giovanni Capelli (2013) Socioeconomic differences in sport and physical activity among Italian adults, Journal of Sports Sciences, 31:4, 451-458, DOI: 10.1080/02640414.2012.736630
Coelho, F. G., Gobbi, S., Andreatto, C. A., Corazza, D. I., Pedroso, R. V., & Santos-Galduróz, R. F. (2013). Physical exercise modulates peripheral levels of brain-derived neurotrophic factor (BDNF): a systematic review of experimental studies in the elderly. Archives of gerontology and geriatrics, 56(1), 10–15. https://doi.org/10.1016/j.archger.2012.06.003
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Montecalbo-Ignacio, R.C., Ignacio, R.A., & Buot, M.M. (2017). Academic Achievement as Influenced by Sports Participation in Selected Universities in the Philippines. Education 3-13, 7, 53-57.
Moxon, P., Clough, P., Dagnall, N., Clough, E., & Elstone, D. (2019). The potential benefits and costs of participation in school sport. Physical Education Matters, (Autumn 2019), 26-28.
Nowacka-Chmielewska M, Grabowska K, Grabowski M, Meybohm P, Burek M, Małecki A. Running from Stress: Neurobiological Mechanisms of Exercise-Induced Stress Resilience. Int J Mol Sci. 2022 Nov 1;23(21):13348. doi: 10.3390/ijms232113348. PMID: 36362131; PMCID: PMC9654650.
Steptoe, A., & Butler, N. (1996). Sports participation and emotional wellbeing in adolescents. Lancet (London, England), 347(9018), 1789–1792. https://doi.org/10.1016/s0140-6736(96)91616-5









