Support towards physical activity and academic performance regardless of parental socio-educational status

Abstract

The aim was to determine if parental influence on adolescent children’s physical activity (PA) is related with academic performance (AP) in Mathematics and Spanish Language. A sample of 570 pairs of parents and children participated in this study. The Parental Influence on Physical Activity® questionnaire was used. Numerical marks in Mathematics and Spanish Language were requested from high schools. Linear regression and ANCOVA analysis were used for control of the variables (age, BMI, cardiovascular capacity of adolescents, and family socio-educational status). The results showed that adolescents with a higher parental instrumental support towards PA, and girls with higher physically active parents, have better AP in Spanish Language, regardless of family socio-educational status. Parental support towards children’s PA may thus be another important factor in the promotion of AP in adolescents. It is suggested that parents practice PA within family context and provide systematic instrumental support towards their children’s PA.