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 ηp2 > 0.10).The largest gender effect was calculated for PHV (p < 0.
001, ηp2 = 0.45).PHV was markedly higher for males (1.65 ± 0.90) than for females (0.
36 ± 0.37).Females 8 Piece Outdoor Sectional 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, ηp2 = 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 Fencing 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.