Physical Activity Levels and Their Relationship with Academic Achievement among School Children aged 10-14 Years

Physical activity is widely recognized for its role in improving physical health; however, its influence on cognitive development and academic achievement among school children has gained increasing attention in recent years. Modern educational systems often emphasize academic outcomes while unintentionally neglecting structured physical activity, which is a crucial component of holistic development. The present study aims to examine the relationship between physical activity levels and academic achievement among school children aged 10–14 years. A cross-sectional research design was adopted, and a total of 400 students were selected from government and private schools using a stratified random sampling technique. Physical activity levels were assessed using a standardized physical activity questionnaire, while academic achievement was evaluated through recent school examination scores. Statistical analysis included descriptive statistics, Pearson’s correlation coefficient, and independent t-tests. The results revealed a significant positive relationship between physical activity levels and academic achievement. Students who participated regularly in moderate to vigorous physical activity demonstrated significantly higher academic scores than their less active counterparts. The findings strongly suggest that physical activity contributes not only to physical fitness but also to cognitive efficiency, concentration, and academic success. The study emphasizes the need for educational policymakers and school administrators to integrate structured physical activity programs into the daily school routine to enhance students’ academic as well as overall development.