A new article in the International Journal of Behavioral Nutrition and Physical Activity investigated the association between GCSE results and three aspects of the way that teenagers had spent their time when they were 14.5 years old:
Screen time sedentary behaviour (TV/films, internet, computer games)
The study was based on 845 teenagers from Cambridgeshire and Suffolk. Data was taken from the ROOTS study, which aims to determine the relative contributions of genetic, physiological, psychological, and social variables to well-being and mental health during adolescence. Trained researchers administered questionnaires, conducted physical measurements, and gave instructions regarding physical activity measurements at participating schools.
The participants’ median daily screen time was approximately 1.9 hours. The authors found that teenagers reporting an extra hour of daily screen time at 14.5 years old achieved 9.3 fewer GCSE points (almost two grades lower) at 16. All three separate screen behaviours were independently negatively associated with academic performance.
However, participants doing an extra hour of daily homework and reading (up to four hours/day) achieved 23.1 more GCSE points (an increase of four grades). Physical activity did not appear to be either detrimental or beneficial to academic performance.
Other findings included that boys were more active and less sedentary than girls, and boys reported more screen time but less non-screen sedentary time than girls. Girls had higher academic performance than boys.
The authors noted some limitations in the study, including the possibility that less-academic pupils are likely to be doing the less-academic subjects and may be given less homework.
Source: Revising on the Run or Studying on the Sofa: Prospective Associations Between Physical Activity, Sedentary Behaviour, and Exam Results in British Adolescents (2015), International Journal of Behavioral Nutrition and Physical Activity, 12(106).