This research paper investigated the impact of sports participation on academic performance among school-aged children and adolescents, employing a mixed-methods approach that integrated a systematic literature review with original quantitative analysis. The systematic literature review synthesized findings from 50 relevant studies published in peer-reviewed journals within the last decade, revealing a generally positive association between sports involvement and academic achievement. Effect sizes ranged from small to moderate, reflecting variations in methodology, sample characteristics, and measures of academic performance across studies.

In addition to the literature review, original quantitative analysis was conducted using data from the "Youth Sports and Academic Achievement Longitudinal Study" (YSALS), which comprised a sample of 1,000 students aged 10-18 years. Descriptive statistics demonstrated that students who participated in sports more frequently tended to have higher GPA scores, supporting the notion of a positive relationship between sports involvement and academic performance.

Multivariate regression analysis further confirmed this relationship, controlling for gender, socioeconomic status, and prior academic achievement. Subgroup analyses indicated consistency across gender and socioeconomic status, with variations by type of sport. These findings underscored the importance of considering individual and contextual factors when examining the sports-academic performance relationship.

Overall, the results of this study contributed to a deeper understanding of the complex interplay between sports participation and academic achievement. By elucidating the mechanisms underlying this relationship, policymakers, educators, and parents can make informed decisions to promote both physical activity and academic success among youth. Future research should continue to explore potential moderators and mediators to optimize interventions and policies aimed at enhancing the well-being and development of young individuals.