Association Between Swimming Activity and Academic Performance Among Higher Education Students: A Cross-Sectional Study

Swimming offers unique physiological and psychological benefits that may enhance academic performance in higher education students. However, empirical evidence specifically linking swimming activity to academic outcomes remains limited. A primary, cross-sectional, quantitative correlative study was conducted with 250 higher education students (mean age 20.0 years, SD = 2.21; 53.2% female) in Greece. Swimming activity was measured using the Global Physical Activity Questionnaire (GPAQ). Academic performance was assessed via the Academic Achievement Questionnaire (AAQ), comprising three factors: Study Performance, Handling Study Demands, and Social Adaptation. Data were analysed using Spearman correlations, Kruskal–Wallis tests, and multiple linear regression. Students reported swimming 1.94 days per week (SD = 1.83) for 0.98 h per session (SD = 0.82). Mean swimming intensity was 1446.53 MET·min/week (SD = 1569.65). Swimming activity varied significantly by monthly family income (H(3) = 31.37, p < 0.001) and parental education level (H(4) = 14.22, p = 0.007). However, swimming activity did not emerge as a significant independent predictor of academic performance in multivariate models when controlling for health and commitment covariates. While swimming activity demonstrates socioeconomic patterning among higher education students, its direct association with academic performance is concurrently associated with other factors including lifestyle and commitment. Interventions promoting swimming should address accessibility barriers to maximise potential academic benefits.