The longitudinal association between objectively-measured school-day physical activity and academic achievement in US elementary school students

Table 6 Categorical daily MVPA and course grades, adjusted results^a

Academic outcome and Categorical MVPA	Coefficient	Standardized Effect Size	p-value
Grade 4 Fall (T1) Course Grades
Math
15 < MVPA < 30	− 0.479	− 0.040	0.112
MVPA > 30	− 1.290	− 0.107	0.005
Reading
15 < MVPA < 30	− 0.507	− 0.049	0.054
MVPA > 30	− 1.666	− 0.162	< 0.001
Spelling
15 < MVPA < 30	− 0.424	− 0.048	0.092
MVPA > 30	− 1.638	− 0.184	< 0.001
Writing
15 < MVPA < 30	− 0.480	− 0.043	0.170
MVPA > 30	− 1.993	− 0.176	< 0.001
Grade 4 Spring (T2) Course Grades
Math
15 < MVPA < 30	− 0.481	− 0.045	0.103
MVPA > 30	− 1.216	− 0.115	0.005
Reading
15 < MVPA < 30	− 0.171	−0.017	0.540
MVPA > 30	−0.700	− 0.071	0.068
Spelling
15 < MVPA < 30	− 0.290	− 0.033	0.277
MVPA > 30	− 0.791	−0.091	0.028
Writing
15 < MVPA < 30	−0.439	− 0.043	0.163
MVPA > 30	− 0.871	− 0.085	0.053
Grade 5 Fall (T3) Course Grades
Math
15 < MVPA < 30	0.288	0.025	0.319
MVPA > 30	−0.570	− 0.050	0.234
Reading
15 < MVPA < 30	0.082	0.009	0.733
MVPA > 30	−0.417	−0.044	0.283
Spelling
15 < MVPA < 30	−0.110	− 0.013	0.641
MVPA > 30	− 0.674	− 0.082	0.096
Writing
15 < MVPA < 30	− 0.171	− 0.018	0.553
MVPA > 30	− 1.031	− 0.107	0.049

^aModels adjusted for student sex, race/ethnicity, FRL status, English Language Learner status, student with disabilities status, Grade 4% of days absent, Grade 4% of days tardy, departmentalization, special education course enrollment, school percentage female, school percentage black, school percentage Hispanic, school percentage FRL, school cohort (intervention or control), and prior achievement for the specific academic outcome (e.g., when assessing math grade as outcome, used Grade 3 mean math grade). In bold are the p-values that were statistically significant after comparing to a Bonferroni adjusted p-critical of 0.00271

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