Associations between meeting 24-hour movement guidelines and academic achievement in Australian primary school-aged children

Background: Few studies have investigated associations between academic achievement and meeting recommendations from the 24-hour (24-h) movement guidelines. The specific guidelines associated with the most benefit academic achievement are unknown. Utilizing both self-report and objective movement data, this study examined associations between academic achievement and meeting individual recommendations and combinations of recommendations from the 24-h movement guidelines (sleep, physical activity, and screen time).

Methods: Data from CheckPoint, a cross-sectional study nested between Waves 6 and 7 of the Longitudinal Study of Australian Children, were used. Movement behaviors were measured using 24-h wrist-worn accelerometry (GENEActiv (Activinsights, Kimbolton, UK)) and were self-reported by children using the Multimedia Activity Recall for Children and Adolescents. Academic achievement was measured using a nationally administered standardized test in literacy and numeracy. Analysis of covariance, with t tests with sequential Bonferroni adjustments, was used to compare academic achievement with all possible combinations of meeting recommendations, adjusting for demographic confounders. Two models were considered: guideline compliance assessed by self-report (n = 1270, mean age = 11.99 years, 52% males) and by accelerometry (for moderate-to-vigorous intensity physical activity (MVPA) and sleep)) and self-report (screen time) in combination (n = 927, mean age = 11.97 years, 52% males).

Results: Literacy achievement significantly differed based on self-report (F_{(7, 1258)} = 3.08, p = 0.003) and accelerometer derived (F_{(7, 915)} = 2.40, p = 0.02) guideline compliance. Numeracy achievement significantly differed based on self-report (F_{(7, 1258)} = 2.92, p = 0.005) but not accelerometer derived guideline compliance (F_{(7, 915)} = 0.80, p = 0.58). When assessed by self-report, children who met all guidelines (t₍₃₃₄₎ = -4.05, p = 0.0001) or met the screen time and sleep guidelines in combination (t₍₁₂₅₎ = -5.02, p < 0.001) had superior literacy achievement. Meeting the self-report MVPA guideline in any combination was associated with higher numeracy scores (p < 0.05). Post-hoc analyses showed no differences in academic achievement for any category of accelerometer derived guideline compliance.

Conclusion: The findings suggest that limiting recreational screen time is important for literacy achievement and that encouraging compliance with the MVPA guideline is important for numeracy achievement.