Table 3.

Fitness-related associations in white matter volume and academic performance^† in overweight/obese children from the ActiveBrains and FITKids2 projects.

Fitness-related component	Brain Regions (mm3)	Mathematics		Math calculation skills		Reading		Writing		Written expression		Science		Total achievement
		b	P	b	P	b	P	b	P	b	P	b	P	b	P
ActiveBrains
Cardiorespiratory fitness (mL/kg/min)	Inferior temporal gyrus	0.034	0.718	-0.006	0.950	-0.095	0.320	0.071	0.465	0.207	0.030	0.144	0.140	-0.010	0.913
	Inferior fronto-opercular gyrus	0.114	0.217	0.163	0.079	-0.014	0.886	0.030	0.756	0.036	0.710	0.091	0.350	0.035	0.705
Motor fitness (s-1)	Insular cortex	0.199	0.031	0.258	0.005∗	0.063	0.511	0.116	0.233	0.057	0.553	0.150	0.122	0.132	0.155
	Caudate	0.054	0.561	0.093	0.317	0.034	0.720	0.030	0.755	0.100	0.917	0.108	0.264	0.041	0.657
	Superior temporal gyrus	0.132	0.155	0.156	0.093	0.113	0.237	0.080	0.412	0.035	0.719	0.194	0.044	0.139	0.133
	Supramarginal gyrus	0.155	0.094	0.154	0.098	0.174	0.065	0.083	0.393	0.074	0.443	0.208	0.031	0.166	0.071
Muscular fitness (z-score)	Caudate	0.134	0.147	0.189	0.040	0.107	0.260	0.164	0.087	0.090	0.346	0.228	0.017	0.151	0.100
	Cerebellum IX	0.112	0.230	0.118	0.208	0.142	0.136	0.020	0.838	0.117	0.225	0.199	0.040	0.115	0.215
FITKids2
Cardiorespiratory fitness (mL/kg/min)	Inferior temporal gyrus	0.114	0.485	-0.041	0.802	0.092	0.556	-0.043	0.780	-0.016	0.916	–	–	0.117	0.455
	Cingulate gyrus	-0.025	0.889	-0.113	0.521	0.003	0.986	-0.056	0.741	-0.069	0.677	–	–	0.031	0.857
	Middle Occipital Gyrus	0.153	0.365	0.061	0.715	0.070	0.664	0.041	0.799	0.016	0.919	–	–	0.112	0.490
	Fusiform Gyrus	0.192	0.237	0.136	0.398	0.094	0.545	-0.132	0.392	-0.142	0.348	–	–	0.086	0.585

Values are standardized regression coefficients (β). Analyses were adjusted by sex, peak height velocity offset (years), parent education university level (neither/one/both) and body mass index (kg/m²). ^†Academic performance was assessed by the Spanish version of the Woodcock-Johnson III in the ActiveBrains project and by the Kaufman Test of Educational Abilities in the FITKids2 project. Statistically significant values are shown in bold (P < 0.05), and borderline significant values are shown in italics (P < 0.1); ^∗This was the only association that remained significant when P-values were adjusted for multiple comparisons using the Benjamini and Hochberg method to control for the false discovery rate.