Revising on the run or studying on the sofa: prospective associations between physical activity, sedentary behaviour, and exam results in British adolescents

Table 2 Adjusted associations between academic achievement and physical activity/sedentary variables from multiple multilevel linear regression models

		Total points^a
		Β (95 % CI)	P value
In separate models
Sedentary time	(hr/day)	6·9 (1·5, 12·4)	0·016
MVPA	(min/day)	−1·8 (−7·5, 3·8)	0·497
Screen time	(hr/day)	−9·3 (−14·3, −4·3)	0·001
Non-screen sedentary	(hr/day)	23·1 (14·6, 31·6)	<0·001
Mutually adjusted
Sedentary time	(hr/day)	6·2 (0·6, 11·9)	0·033
MVPA	(min/day)	1·0 (−5·7, 5·8)	0·996
Screen time	(hr/day)	−9·1 (−14·5, −3·7)	0·003
Non-screen sedentary	(hr/day)	24·7 (17·3, 32·0)	<0·001
Quadratic functions
Non-screen sedentary quadratic	(hr/day)^2	−8·3 (−12·3, −4·3)	<0·001
Non-screen sedentary	(hr/day)	67·6 (44·8, 90·3)	<0·001

All models clustered for school and adjusted for MFQ, BMI z-score, deprivation, season of physical activity measurement, and sex
^aCalculated to include GCSE and GNVQ results e.g., for GCSEs A* = 58, A = 52…G = 16, and similar for GNVQ grades
Sedentary hr/day spent <1.5 METS
MVPA mean mins/day spent in moderate and vigorous physical activity above 4 METS
Screen time sedentary includes self-reported time spent in TV/DVD, Internet and Computer games
Non Screen time sedentary includes self-reported time spent in homework and reading
Quadratic functions are only shown if significant

ISSN: 1479-5868