Abstract
Background: The perceived importance of physical practice and its contribution to students' academic success have evolved considerably throughout the history of the modern educational system. Aim: The purpose of this study was to understand the relationship between physical fitness (measured as VO(2)max) and cognitive abilities (attention and concentration) and academic performance in different subjects: sciences, letters, language, arts, and physical education. Method: Fifty Spanish male students who participated in extracurricular sports activities (mean age (SD): 11.59 ± 1.30; range: 9-15 years) were included in the analysis. The 6 min walk test was used to assess physical fitness (6MWT), while for selective attention and concentration, the students completed the D2 test, which is usually considered to analyse the visual ability to select the most relevant stimulus of an exercise and ignore precisely the most irrelevant stimuli. Results: Correlation the individual contribution analyses revealed no significant associations between VO(2)max and academic performance in sciences (r = 0.04, p = 0.77), humanities (r = 0.00, p = 0.98), language (r = 0.03, p = 0.83), or arts (r = 0.04, p = 0.76). Similarly, no relationship was found between VO(2)max and overall academic performance (r = 0.10, p = 0.46), or cognitive abilities. However, a small positive correlation was observed between VO(2)max and physical education scores. Conclusions: Physical fitness showed no significant association with cognitive abilities or academic performance in most subjects, although a small positive correlation with physical education scores was observed. These findings emphasise the importance of promoting physical activity for its health and physical benefits. However, future research should explore broader cognitive outcomes and include more diverse and representative samples.