Awareness between the Association of Physical Activity and Academic Achievement in Lansing Community College Students

Abstract

Currently, college students are not participating in the recommended amount of physical activity despite recent studies demonstrating physical activity improves academic achievement. There is little research regarding whether students know about the cognitive benefits of physical activity. The purpose of this study was to determine knowledge of Lansing Community College (LCC) students regarding the association between physical activity and academic achievement. All LCC students were eligible to participate in a cross-sectional online survey to determine knowledge of perceived health benefits of physical activity, perceived barriers to physical activity, and current physical activity participation. Participants consisted of 612 students enrolled at LCC during the fall 2010 semester. Student demographics, knowledge, self rated health status, physical activity benefits, barriers and participation were assessed using frequency, correlation, and Chi-Square analysis. The results demonstrated only 30% of student's perceived improved grades as a health benefit. A major finding indicated student knowledge regarding specific cognitive benefits increased the probability that students would participate in physical activity. The most significant physical activity barrier encountered by LCC students was lack of time (36%). LCC students are well below the recommended guidelines of weekly physical activity with only 14% participating in moderate, and 5% participating in vigorous physical activity. Although studies have shown that physical activity improves academic achievement, students are not aware of it. Knowing the relationship between physical activity and cognition would improve students' academic success and improve their overall health.