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Purpose: The purpose of this study was to examine whether physical activity, fitness, and motor skills have an indirect association with math performance via cognitive outcomes and if so, through which aspects of cognition? Methods: This study comprised 311 6th–9th grade adolescents (12–17 years [M age = 14.0 years], 59% girls) from seven schools throughout Finland in 2015. Math performance was measured via a teacher‐rated math achievement and the Basic Arithmetic test. Cognitive functions were measured by broad cognitive test battery. Physical activity was assessed with a self‐reported questionnaire and a hip‐worn accelerometer. Aerobic fitness was estimated using a maximal 20‐m shuttle run test, muscular fitness with curl‐up and push‐up tests, and motor skills with a 5‐leaps test and a throwing‐catching combination test. Structural equation modeling was applied to examine the associations. Results: In both boys and girls, motor skills had a positive indirect association with math outcomes through visuospatial working memory. Among girls, muscular fitness had a positive indirect association with math outcomes through visuospatial working memory. Aerobic fitness was positively associated with math achievement, but the indirect path via cognition was not observed. Self‐reported physical activity had a borderline indirect positive association with math outcomes through visuospatial working memory. Accelerometer‐based physical activity did not correlate with math performance. Conclusion: Motor skills and muscular fitness had indirect positive associations with math performance, mediated by visuospatial working memory. The results give support to the viewpoints that the connections between motor skills, fitness, and physical activity to academic skills are mediated via specific cognitive skills. [ABSTRACT FROM AUTHOR]

Supplemental digital content is available in the text. Purpose: This study aimed to examine both independent and dependent longitudinal associations of physical fitness (PF) components with academic achievement. Methods: A total of 954 fourth to seventh graders (9–15 yr [ M age = 12.5 yr], 52% girls) from nine schools throughout Finland participated in a 2-yr follow-up study. Register-based academic achievement scores (grade point average [GPA]) and PF were assessed in the spring of 2013–2015. Aerobic fitness was measured with a maximal 20-m shuttle run test, muscular fitness with curl-up and push-up tests, and motor skills with a 5-leaps test and a throwing–catching combination test. Structural equation modeling was applied to examine the longitudinal associations adjusting for age, gender, pubertal stage, body fat percentage, learning difficulties, and mother's education. Results: The changes in aerobic and muscular fitness were positively associated with the changes in GPA (B = 0.27, 99% confidence interval [CI] = 0.06–0.48; B = 0.36, 99% CI = 0.11–0.63, respectively), whereas the changes in motor skills were not associated with the changes in GPA. Better motor skills in year 2 predicted better GPA a year later (B = 0.06, 99% CI = 0.00–0.11; B = 0.06, 99% CI = 0.01–0.11), whereas aerobic and muscular fitness did not predict GPA. GPA in year 1 predicted both aerobic (B = 0.08, 99% CI = 0.01–0.15) and muscular (B = 0.08, 99% CI = 0.02–0.15) fitness, and motor skills (B = 0.08, 99% CI = 0.02–0.15) a year later. Conclusion: The changes in both aerobic and muscular fitness were positively associated with the changes in academic achievement during adolescence, whereas the changes in motor skills had only borderline significant association. However, better motor skills, although not systematically, independently predicted better academic achievement 1 yr later, whereas aerobic or muscular fitness did not. Better academic achievement predicted better motor skills, aerobic fitness, and muscular fitness. Developmental changes in adolescence may induce parallel and simultaneous changes in academic achievement and PF. [ABSTRACT FROM AUTHOR]