Investigating the Relationship Between Physical Activity and Academic Performance Among Non-Traditionally Aged Undergraduate Students

Abstract

Background: Non-traditionally aged undergraduate students (NTAS) represent the fastest growing undergraduate enrollment segments among US higher education institutions. To date, minimal research has been devoted to elucidate the relationship between physical activity and academic performance (AP) of this demographic.

Aim: The aim of this study was to determine a relationship between physical activity behavior, differentiated as frequency of participation in vigorous physical activity (FVPA), frequency of participation in moderate-intensity physical activity (FMPA), walking days per week (WALK), and sitting time per weekday in hours per day (SIT) and academic performance denoted by grade point average (GPA).

Methods: An online survey comprising a modified version of the International Physical Activity Questionnaire Short Form (IPAQ-SF) accompanied by a brief battery of demographic items was disseminated to NTAS at a large private research university in the MidAtlantic US. Data analyses include descriptive statistics and correlation.

Results: Strong, positive relationships between frequency of participation in vigorous physical activity (FVPA) and GPA (r = .869, p < 0.01), frequency of participation in moderate physical activity (FMPA) and GPA (r = .909, p < 0.01), walking days per week (WALK) and GPA (r = .919, p < 0.01), and sitting time per weekday in hours per day (SIT) with GPA (r = .917, p < 0.01) were established.

Conclusion: The study findings provide valuable insights for institutions related to attracting, retaining, and supporting an underserved population of students and warrant further research.

Keywords: physical activity, academic performance, higher education, non-traditional students

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