RELATIONSHIP BETWEEN OBJECTIVELY MEASURED PHYSICAL ACTIVITY AND ACADEMIC ACHIEVEMENT IN FEMALE UNIVERSITY STUDENTS IN THE UNITED ARAB EMIRATES

V. Raigangar¹, A. Javed², B. Zidan², Z. Ahmed², M. Nayel², S. Muwafi², L.M. Walton³

¹University of Brighton, Physiotherapy, Eastbourne, United Kingdom, ²University of Sharjah, Physiotherapy, Sharjah, United Arab Emirates, ³University of Scranton, Physiotherapy, Pennsylvania, United States

Background: Physical activity (PA) done regularly has been proven to prevent any non-communicable diseases such as cancers, cardiac diseases, obesity, etc., while maintaining healthy body weight. Sedentary behavior (SB) refers to certain activities in a reclining, seated, or lying position that do not increase energy expenditure substantially above the resting level. Together, decreased PA and increased SB are on the rise due to change to online learning and subsequently hybrid learning due to COVID-19 which can impact academic achievement.

Purpose: The purpose of this study was to examine the relationship between PA and SB with academic achievement (measured as cumulative grade point average) between fully online and hybrid learning at a University in the United Arab Emirates.

Methods: This comparative cross-sectional study involved convenience sampling of 38 female undergraduate Health Sciences students following ethical approval and online informed consent. Objective physical activity was collected using activPAL™, a body-worn physical activity monitor on the right thigh, with results averaged over 7 days to determine total sedentary bouts, standing time and physical activity (light or moderate to vigorous physical activity- MVPA). Academic achievement was measured by a change in cumulative grade point average (CGPA) over two semesters from all completed courses.

Results: University female health sciences students (mean age 19.8±2.2) spent 600±180 minutes/week in sitting bouts with the proportion of time in >4hours being the highest. Also, there was no relationship between sedentary bouts and academic achievement comparing between online or hybrid learning. Furthermore, there was a significant improvement in CGPA between online and hybrid learning (t=1.8, p=0.04). On examining associations between SB variables and academic achievement using linear regression, no relationships were found with online or hybrid learning. However, 31 students (81.6%) demonstrated light physical activity, with only 7 students participating in MVPA during hybrid learning.

Conclusions: University female health sciences students in the UAE spend a large amount of time in sitting bouts with sparse MVPA particularly during online or hybrid learning. Although, there was significant improvement in CGPA with hybrid learning, type of learning did not impact levels of MVPA or time spent in sitting.

Implications: Given that University students spend a large amount of their time in sedentary activities either during online or hybrid learning, promoting interruptions during such prolonged bouts via short breaks may enhance cognitive performance and hence academic achievement. Furthermore, active interventions during in person classes can be added both as a fun element and to increase participation in MVPA. Future research by comparison between males and females and different majors may highlight key differences.

Funding acknowledgements: No funding was received for this study

Keywords:
Physical activity
Academic achievement
Female University students

Topics:
Health promotion & wellbeing/healthy ageing/physical activity
COVID-19

Did this work require ethics approval? Yes

Institution: University of Sharjah

Committee: Research Ethics committee

Ethics number: 21-05-17-01-S