Physical activity and sedentary behavior associated with learning outcomes and cognition in adult distance learners

Abstract

Physical activity and sedentary behavior appear to be related to learning outcomes in children and to cognition across the whole lifespan. Research in adults, concerning physical activity and sedentary behavior and their relationship with learning outcomes, is not apparent. Therefore, we investigated if and how they are related in adults participating in distance education. The study was executed among Open University (NL) students in a cross-sectional survey-research. Opposed to our hypothesis physical activity was a negative predictor for learning outcomes. Possibly, time spent on physical activity in this specific group of students could detract from the time they spent on learning, as it is likely that their spare time is limited. Also, opposed to our hypothesis, sedentary behavior was positively associated with learning outcomes. As spare time is likely to be scarce it could be that time spent learning adds to the time spent sitting, as it is highly likely that most students will study sitting. Thus, possibly resulting in sedentary behavior being a positive predictor for learning outcomes. As expected, physical activity and sedentary behavior appeared to be each independent and separate constructs as they both added uniquely to the regression model. These results ask for more elaboration on the exact effects of physical activity and sedentary behavior on learning in adults