Relationship Between Physical Activity and Academic Concentration in Primary School Pupils in Nasarawa State

This study investigates the relationship between physical activity levels and academic concentration among primary school pupils in Nasarawa State, North Central Nigeria. Growing evidence in educational psychology suggests that regular physical activity enhances cognitive functioning, including attention, working memory, and executive control, which are foundational to academic concentration. However, physical education is frequently deprioritised in Nigerian primary schools due to examination pressures and infrastructural limitations. The study employs a cross-sectional survey design, involving 300 Primary 4 and 5 pupils from six schools in Lafia and Keffi Local Government Areas. The Physical Activity Questionnaire for Children and a classroom concentration rating scale (teacher-administered) were used as instruments. Data were analysed using Spearman rank correlation and analysis of variance. Results indicate a moderate positive relationship between daily physical activity duration and teacher-rated concentration in class. Pupils who engaged in at least 30 minutes of structured physical activity daily demonstrated significantly better concentration scores than sedentary peers. The relationship was stronger among male pupils. Recess duration and school sports participation emerged as the most significant activity variables associated with concentration. These findings support neurological models linking aerobic activity to prefrontal cortex function and executive attention. The Nasarawa State Universal Basic Education Board is encouraged to protect physical education hours in primary school timetables and to develop low-cost activity programmes for schools without sports facilities. Keywords: physical activity, academic concentration, primary school, Nasarawa State, cognitive development.