Physical Education and Gender Differences in Physical Activity, Sedentary Behavior Related to Academic Success of Science-Related Courses for Children in the State of Qatar

Background: This cross-sectional study examined gender differences in physical activity (PA), body mass index, sedentary behavior (SB), and academic performance (AP) in school-aged children in Qatar. Methods: Fifty-two schoolchildren (age: 11.9 +/- 0.6 years) were assigned to gender-adjusted groups (female; n = 29). AP was calculated using the grade point averages (GPA) in Mathematics, Science, and Arabic. Additionally, the Short Form of the International Physical Activity Questionnaire (IPAQ) was utilized. Results: Four parameters (peak height velocity [PHV], science, Arabic, vigorous PA) showed relevant gender effects (p < 0.05 and eta(2)(p) > 0.10). The largest gender effect was calculated for PHV (p < 0.001, eta(2)(p) = 0.45). PHV was markedly higher for males (1.65 +/- 0.90) than for females (0.36 +/- 0.37). Females showed a higher performance level in science (82.9 +/- 8.61 vs. 77.0 +/- 8.76) and Arabic (80.9 +/- 8.25 vs. 73.0 +/- 8.22). A significant gender difference (p = 0.002, eta(2)(p) = 0.18) was evident for vigorous MET-minutes/week (males: 1318 +/- 932 vs. females: 646 +/- 525). In conclusion, males exhibited the greatest amount of moderate and vigorous PA. Females spent the greatest time sitting. Arabic was different by gender, and science AP was dependent upon gender. Conclusions: These data suggest subjects in middle school are sensitive to gender, but not necessarily influenced by PA or SB at this age. Encouraging a school-based program and an after-school health club characterized by gender sensitive strategies consisting of a health class and physical education curriculum support the unique needs, interests of academic performance, and motor skills to improving health related fitness for girls compared to boys.