Hansen, David M.Herrmann, Stephen D.Lambourne, KateLee, JaehoonDonnelly, Joseph E.2017-06-222017-06-222014-12Hansen, D. M., Herrmann, S. D., Lambourne, K., Lee, J., & Donnelly, J. E. (2014). Linear/Nonlinear Relations of Activity and Fitness with Children’s Academic Achievement. Medicine and Science in Sports and Exercise, 46(12), 2279–2285. http://doi.org/10.1249/MSS.0000000000000362https://hdl.handle.net/1808/24569This is an an accepted manuscript and not the final published version.ABSTRACT: A growing research base suggests the benefits of physical activity (PA) and aerobic fitness for children extend beyond overall health/well-being to include academic achievement (AA). The majority of research studies on relations of PA and fitness with AA have utilized linear-only analytic approaches, thereby precluding the possibility that PA and fitness could have a differing impact on AA for those more/less active or fit. OBJECTIVE: Evaluate both linear and non-linear associations of PA and aerobic fitness with children’s AA among a sample of 687 2nd and 3rd grade students from 17 Midwest schools. STUDY DESIGN: Using baseline data (fall 2011) from a larger 3-year intervention trial, multi-level regression analyses examined the linear and non-linear associations of AA with PA and with PACER laps (i.e., aerobic fitness), controlling for relevant covariates. RESULTS: Fitness, but not PA, had a significant quadratic association with both spelling and math achievement. Results indicate that 22–28 laps on the PACER was the point at which the associated increase in achievement per lap plateaued for spelling and math. CONCLUSIONS: Increasing fitness could potentially have the greatest impact on children’s AA for those below the 50th fitness percentile on the PACER.Academic PerformanceWeschsler Individual Achievement TestAccelerometerAerobic FitnessChildrenPACERArticle10.1249/MSS.0000000000000362PMC4211996openAccess