The Relationship between the Physical Fitness and Academic Performance of Students in Douala, Cameroon: A Cross-Sectional Study

Background: Academic success in Cameroon is more focused on the pedagogical aspects of classical subjects such as mathematics and English. Physical and sports education is only a recreational activity in the Cameroonian school context. The aim of this study was to investigate the relationship between physical fitness (cardiorespiratory fitness and motor skills) and academic performance. Methods: In this cross-sectional study, a total of 643 pupils with a mean age of 12.4±1.3 years were included. The cardiorespiratory fitness (VO2 pic) was measured using the 20 m shuttle run test. Motor skills (e.g. speed and agility) were assessed with 4x10 m shuttle test. The students ‘academic performance in trimestral average, science and literacy was evaluated based on school records. Results: Boys had significantly higher anthropometrics (height and weight) and performance parameters (VO2 pic and duration). As far as teaching disciplines are concerned, significant differences also existed between the genders. There was no significant association in terms of VO2 pic and literacy (r=0.017; P=0.6625), english (r=0.052; P=0.1879), and mathematics (r=0.070; P=0.0767) subjects. However, in science (r=0.080; P=0.0418) and trimestral average (r=0.087; P=0.0273) subjects, a significant association with VO2 pic was found. Besides, significant relationships were observed between the duration of the physical and sport education activity and the academic performance. Higher VO2 pic values were found in younger students (r=0.252; P=0.0001). For all grades, VO2 pic decreased with age. Conclusion: The minor effects of physical fitness on academic performance among young Cameroonian pupils were linked to specific socio-cultural and socio-economic contexts. This study showed the beneficial effects of extra-curricular activities on academic performance.