Strength in Numbers: Exploring the Link Between Upper Body Muscular Strength and Academic Achievement in Youth

Objectives The purpose of this study was to examine the associations between upper body strength and endurance (UMSE) and academic achievement in youth. Design Cross-sectional study included 5th (N = 25,025) and 8th grade (N = 14,988) students in South Carolina. Methods Academic achievement was measured using a statewide assessment and classified into two categories (meets/exceeds standards or does not meet/approaches standards). Achievement in mathematics and English Language Arts was assessed. UMSE was measured as part of the South Carolina FitnessGram project and expressed as Healthy Fitness Zone (HFZ) or Needs Improvement – Health Risk. Student demographic characteristics were derived from a database maintained by the South Carolina Department of Education. Multiple logistic regression analyses were used to examine the association between UMSE and academic achievement. Analyses were performed separately by grade level and academic subject. Adjustments were made for student demographic characteristics, and a final model was adjusted for cardiorespiratory fitness (CRF). Results Students achieving the HFZ for UMSE were significantly more likely than students not achieving that standard to meet academic standards for both mathematics and English Language Arts in both 5th and 8th grades. Adjustment for CRF attenuated, but did not eliminate, the influence of upper body muscular strength on academic outcomes. Conclusions These findings indicate that UMSE is positively associated with academic achievement in elementary and middle school students. Future research should include experimental trials examining the effects of increasing muscular strength on academic achievement.