Physical fitness predicts the academic achievement over one-school year follow-up period in adolescents

The purposes of this study were to examine how fitness at the baseline could predict both academic achievement and academic achievement changes one school year in advance. A total of 194 adolescents (mean age: 14.15 ± 0.97 years old, 112 boys) who attended secondary school participated in our study. Cardiorespiratory fitness was measured with the 20 m endurance shuttle-run test. We also assessed the lower-limbs muscular strength with the standing long jump test and flexibility with the sit-and-reach test. The academic achievement was assessed by school grades. We performed linear regression analyses. Additionally, we examined the relationship between fitness and changes in the academic performance following the same statistical methodology. Cardiorespiratory fitness was positively associated with mathematics one school year in advance (p = 0.025). Cardiorespiratory fitness was also positively associated with changes in Spanish language (p = 0.005), mathematics (p = 0.023), and the grade point average (p = 0.006). Muscular strength was also positively associated with changes in Spanish language (p = 0.040) and mathematics (p = 0.010), while flexibility was associated with changes in Spanish language (p = 0.039) and the grade point average (0.027). Our results suggest that cardiorespiratory fitness was positively associated with academic achievement in adolescents.     

Aerobic fitness and academic achievement: A systematic review and meta-analysis

ABSTRACT

This study aims to quantify the association between aerobic fitness and academic achievement, and determine how different aerobic fitness tests and individual demographic characteristics may modify this association. It includes 41 cross-sectional and 7 longitudinal studies focusing on children and adolescents, from MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, Cochrane Database and Web of Science. Pooled effect sizes (ES) were estimated for the association between aerobic fitness and specific domains of academic achievement. Subgroup analyses and meta-regressions were based on aerobic fitness tests and demographic characteristics. The ES for the association between aerobic fitness with language/reading-skills, mathematics-related skills and composite scores, were 0.23 (95% CI: 0.12; 0.34); 0.27 (95% CI: 0.19; 0.36) and 0.28 (95% CI: 0.12; 0.45), respectively. Subgroup analyses by aerobic fitness test modified these associations; additionally, analyses by sex or age showed differences between boys and girls as well as between children and adolescents. Finally, meta-regressions revealed a slight effect of body mass index on these associations. Cardiorespiratory fitness is positively associated with academic achievement. Associations were dependent on demographic and aerobic fitness test characteristics, being stronger in boys than in girls, and in children than in adolescents.

Systematic review registration: PROSPERO CRD42017069677     

Cross-sectional and longitudinal relationship between physical fitness and academic achievement in Japanese adolescents

Abstract

Although cross-sectional studies regarding the relationship between physical fitness and academic achievement among Japanese children have been previously reported, no longitudinal study has yet been reported for Japanese children. The purpose of this study was to examine the cross-sectional and longitudinal relationships between physical fitness and academic achievement among Japanese adolescents. This cohort study included 1,189 seventh- and ninth-grade students from two schools. The follow-up period was 2 years. A physical fitness test involving eight test items (hand grip, sit-ups, sit and reach, side-to-side jump, 20-m shuttle run, 50-m dash, standing broad jump and handball throwing) was conducted to evaluate the fitness of the participants. Academic achievement in Japanese, mathematics and a foreign language (English) was assessed at baseline and follow-up using cumulative guidance records. Participants were classified into low–low, high–low, low–high, and high–high groups based on physical fitness test results at baseline and follow-up. Compared with the groups showing low fitness levels, those showing high fitness levels for all items of the physical fitness test expect handball throwing had increased odds of showing high academic achievement levels in all three subjects at baseline and/or follow-up compared with the low-fitness groups. Sit-ups and 20-m shuttle run in the high–high and low–high groups were related to higher academic achievement levels at follow-up compared with those in the low–low group for both boys and girls. Therefore, this study suggests that various physical fitness outcomes are positively associated with high academic achievement levels for Japanese children.     

Physical activity and academic achievement in children: A historical perspective

As the focus on academic achievement has increased, physical activity (PA) opportunities in schools have decreased in the United States. In an attempt to discover how the decline in PA may affect academic achievement, researchers have been studying the effects of PA on cognition and academic achievement in children for more than 50 years. This review takes a historical perspective on the science of PA and academic achievement prior to and during the past 5 years. A total of 125 published articles were included and reviewed. Fifty-three of these articles were published in the past 5 years. In recent years, the overall quality of the studies has increased, but the results continue to be inconsistent. Many use cross-sectional designs and the methods vary substantially. The majority of conclusions show a positive effect of PA on constructs related to academic achievement. Future studies should use strong study designs to examine the types and doses of PA needed to produce improvements in academic achievement.     

The impact of physical activity and fitness on academic achievement and cognitive performance in children

The potential for physical activity and fitness to improve cognitive function, learning and academic achievement in children has received attention by researchers and policy makers. This paper reports a systematic approach to identification, analysis and review of published studies up to early 2009. A three-step search method was adopted to identify studies that used measures of physical activity or fitness to assess either degree of association with or effect on a) academic achievement and b) cognitive performance. A total of 18 studies including one randomised control trial, six quasi-experimental and 11 correlational studies were included for data extraction. No studies meeting criteria that examined the links between physical activity and cognitive function were found. Weak positive associations were found between both physical activity and fitness and academic achievement and fitness and elements of cognitive function, but this was not supported by intervention studies. There is insufficient evidence to conclude that additional physical education time increases academic achievement; however there is no evidence that it is detrimental. The quality and depth of the evidence base is limited. Further research with rigour beyond correlational studies is essential.     

Development and validation of an energy-balance knowledge test for fourth- and fifth-grade students

A valid test measuring children’s energy-balance (EB) knowledge is lacking in research. This study developed and validated the energy-balance knowledge test (EBKT) for fourth and fifth grade students. The original EBKT contained 25 items but was reduced to 23 items based on pilot result and intensive expert panel discussion. De-identified data were collected from 468 fourth and fifth grade students enrolled in four schools to examine the psychometric properties of the EBKT items. The Rasch model analysis was conducted using the Winstep 3.65.0 software. Differential item functioning (DIF) analysis flagged 1 item (item #4) functioning differently between boys and girls, which was deleted. The final 22-item EBKT showed desirable model-data fit indices. The items had large variability ranging from ?3.58 logit (item #10, the easiest) to 1.70 logit (item #3, the hardest). The average person ability on the test was 0.28 logit (SD = .78). Additional analyses supported known-group difference validity of the EBKT scores in capturing gender- and grade-based ability differences. The test was overall valid but could be further improved by expanding test items to discern various ability levels. For lack of a better test, researchers and practitioners may use the EBKT to assess fourth- and fifth-grade students’ EB knowledge.     

Objectively measured sedentary time and academic achievement in schoolchildren

This study aimed to evaluate the relationship between objectively measured total sedentary time and academic achievement (AA) in Portuguese children. The sample comprised of 213 children (51.6% girls) aged 9.46 ± 0.43 years, from the north of Portugal. Sedentary time was measured with accelerometry, and AA was assessed using the Portuguese Language and Mathematics National Exams results. Multilevel linear regression models were fitted to assess regression coefficients predicting AA. The results showed that objectively measured total sedentary time was not associated with AA, after adjusting for potential confounders.     

体育行为与体质健康

以体育行为为切入点,运用综合评定法和调查问卷法,通过分析以运动频率、运动时间和运动强度作为分组依据的不同组别间体质状况水平的差别,进而探索有效提高体质水平的锻炼方式,为社会提供有价值的参考依据。研究结果表明,每周体育锻炼频率在3次以上、锻炼时间在30分钟以上和中等强度的锻炼方式,可以有效的提高体质健康水平。但40-59岁年龄段不同组别间差别不明显,其更深层次的原因有待于进一步的研究。     

自我效能感与CUBA队员文化素质的提高

CUBA培养的大学生运动员是具有高级文化修养的篮球人才,“育人”是CUBA赖以发展的宗旨。培养和提高队员的自我效能感,应有效激发学习动机,尊重队员的主体地位,建立平等、理解的师生关系,提升教练员的文化素养和人格魅力。     

体育教育专业大学生成就目标、学业效能与专业承诺的关系

采用成就目标量表、学业效能量表和专业承诺量表,考察129名体育教育专业大学生的成就目标、学业效能和专业承诺的关系.研究结果表明:(1)掌握定向与专业承诺4个维度都呈显著正相关,能力效能与情感承诺、理想承诺和规范承诺呈显著正相关;(2)性别、生源地、运动专项影响成就目标、学业效能与专业承诺的关系;(3)掌握目标对情感承诺、规范承诺和继续承诺都有显著的正性预测关系,能力效能对理想承诺具有显著的正性预测关系.     

Mediating effect of aerobic fitness on the association between physical activity and academic achievement among adolescents: A cross-sectional study in Okinawa,Japan

The purpose of this study was to examine the potential role of aerobic fitness (AF) as a mediator of the association between physical activity (PA) and academic achievement (AA) among Japanese junior high school students. A cross-sectional data was collected from 608 7th grade students enrolled at five public junior high schools in two suburban municipalities in Okinawa, Japan. Self-reported PA was assessed using the Patient-Centred Assessment and Counselling for Exercise plus Nutrition questionnaire. The 20-meter shuttle run test was performed to determine AF. AA was evaluated using the overall grade point average. Family structure, parental education level, and achievement motives were the self-reported covariates. The results of the bootstrapped mediation analysis indicated that PA had a direct effect on AF, which in turn influenced the AA among boys. After adjusting for AF, the association between PA and AA disappeared while the association of AF with AA still remained. However, neither PA nor AF was associated with the AA of girls. Therefore, the hypothesis that AF might mediate the relationship between PA and AA was supported for boys. Promoting AF, as a result of engaging to PA could positively influence AA particularly in boys.     

Effects of a school-based karate intervention on academic achievement,psychosocial functioning,and physical fitness:A multi-country cluster randomized controlled trial

Purpose:To examine the effects of a school-based karate intervention on academic achievement,psychosocial functioning,and physical fitness in children aged 7-8 years.Methods:Twenty schools in 5 different European countries(2 second-grade classrooms per school) participated in a cluster randomized controlled trial(Sport at School trial).Participants were assigned to either a control group,which continued with their habitual physical education lessons,or to an intervention group,which replaced the...     

当代大学生组合式健身的初探

从近年来我国大学生体质健康测试结果看,大学生的身体素质明显下降.通过运动生理学方法手段及运动训练学研究方式,在研究中发现单项锻炼效果不佳,组合式健身可以根据不同人群的体质问题进行设计和实践,能将组合中不同项目的价值、特点,以及机能的有机结合,内在机能之间起到互补和相互促进的作用,使之达到良好的锻炼效果.初步分析认为:探讨出一套甚至更多适合中国当代大学生的组合式健身方法十分必要,对提高我国大学生体质现状研究具有重要的意义与价值.     

Fitness,physical activity and academic achievement in overweight/obese children

ABSTRACT

The aim of this study was to examine the associations of fitness and physical activity with academic achievement in children with overweight/obesity. A total of 106 (10.0 ± 1.1y, 61 boys) children participated. The fitness components were assessed by field and laboratory-based tests. Physical activity was measured via accelerometry. The academic achievement was assessed by a standardised test and school-grades. Field-based cardiorespiratory fitness was associated with language skills (ß-standardised- ranging from 0.281 to 0.365, p < 0.01). The field-based muscular strength was associated with grade point average, natural and social sciences, and foreign language (ß = 0.280–0.326, all p ≤ 0.01). Speed-agility was associated with some language-related skills (ß = 0.325–0.393, all p ≤ 0.01). The laboratory-based muscular strength also showed an association with mathematics skills (ß = 0.251–0.306, all p ≤ 0.01). Physical activity did not show significant association with academic achievement (p > 0.01). Overall, the significant associations observed for muscular strength and speed/agility were attenuated and disappeared in many cases after additional adjustments for body mass index and cardiorespiratory fitness, indicating that these associations are inter-dependent. Our study contributes by indicating that other fitness components apart from cardiorespiratory fitness, such as muscular strength and speed-agility, are positively associated with academic achievement. However, these associations appear to be dependent on body mass index and cardiorespiratory fitness.     

Physical fitness in children with developmental coordination disorder

The protective effects of physical activity and fitness on cardiovascular health have clearly been shown among normally developed children. However data are currently lacking pertaining to children with developmental coordination disorder (DCD). The purpose of this study was to examine differences in fitness measures, body composition, and physical activity among children with and without DCD. A cross-sectional design was implemented examining 261 children (118 girls, 143 boys) ages 4-12 years (mean age 7.8 +/- 1.9 years). Children were categorized as having DCD if they scored less than or equal to the 5th percentile (n=71) or between the 6th and the 15th percentile (n=5) on the Movement Assessment Battery for Children (MABC; Henderson & Sugden, 1992). The typically developing children had scores between the 16th and the 50th percentile (n=16) or above the 50th percentile (n=3) on the MABC. The age-related body mass index was used to characterize body composition. Physical fitness was assessed with a 6-min run, 20-m sprint, jump-and-reach test, medicine ball throw, curl-ups, and sit-and-reach test. Physical activity was estimated with a questionnaire. The percentage of overweight and obese children ages 10-12 years were significantly higher in the DCD groups (severe: 50%, moderate: 23.1%) than in the typically developing groups (medium: 5.6%, high: 0%; p < .05). Significant interactions (MABC x Age Group) were found for the fitness tests (p values < .05), except flexibility; whereby specifically, compared to the children in the typically developing groups children in the DCD groups ages 4-6 years achieved significantly worse results for the 20-m sprint, and children of the DCD groups ages 10-12 years achieved significantly worse results for the 6-min run, jump-and-reach test, and medicine ball throw. The study demonstrates poorer performance in fitness tests with high demands on coordination in children with DCD compared to their typically developing peers. Furthermore, the differences in fitness increased with age between children in the DCD groups versus the typically developing groups.     

Longitudinal associations of physical activity and pubertal development with academic achievement in adolescents

Objective: We sought to investigate the longitudinal associations of moderate-to-vigorous physical activity(MVPA) and pubertal development with academic achievement in adolescents.Methods: A total of 635 adolescents(283 boys, 352 girls) aged 11-13 years participated in the study. MVPA was assessed by the Health Behaviour in School-aged Children study questionnaire, and pubertal development was assessed by the Pubertal Development Scale at beginning of the 6 th grade(baseline) and end of the 7 th grade(follow-up). Grade point average(GPA) at the end of Grades 5 and 7 was computed from data acquired from the school registers. The data were analyzed using linear regression and analyses of covariance.Results: In boys, MVPA was positively associated with GPA at baseline after adjustment for age(b = 0.144, 95% confidence interval(CI):0.028-0.260, p = 0.028). In girls, the Pubertal Development Scale was positively associated with GPA at baseline(b = 0.104, 95%CI: -0.004 to0.211, p = 0.058) and follow-up(b = 0.104, 95%CI: -0.002 to 0.211, p = 0.055) after adjustment for age, and these associations strengthened after further adjustment for MVPA(p < 0.05). Adolescents who were inactive at baseline or at baseline and follow-up had lower GPA during followup than their continuously highly active peers(mean difference = -0.301, 95%CI: -0.543 to -0.058, p = 0.009) and all other adolescents(mean difference = -0.247, 95%CI: -0.475 to -0.019, p = 0.029). These differences were greater in girls than in boys.Conclusion: Lower levels of MVPA were associated with lower GPA in boys at baseline. Girls who were continuously inactive had lower GPA over the follow-up period than those who were continuously active. Finally, earlier pubertal development was associated with better academic achievement in girls.     

Physical activity, cardiovascular fitness, and adiposity in children

With cardiovascular fitness (CVF) as the dependent variable, relationships with habitual level of physical activity, age, gender, and body mass index (BMI) were investigated in a sample of 93 high adiposity and 93 low adiposity children, ages 8 to 13. A physical activity score (PAS) was computed for each child from a 2-day observation period. A physical working capacity index from cycle ergometry (PWC170) was the measure of CVF. Low and high adiposity samples were classified by a median split (42.9 mm) on the sum of three skinfold measures (tricep, suprailiac, subscapula). For the high adiposity sample, PAS, age, BMI, and gender were significant and the overall model was significant (p less than .001), accounting for 38% of variance in PWC170. In the low adiposity sample, gender (p less than .04) was significantly related to CVF, but the overall model was not significant (p less than .35). PAS, thus, was a significant predictor of CVF among the high adiposity children, but not the low adiposity children. Mechanisms that may account for this difference include greater work for equal activity among the obese, a ceiling effect on CVF among the low adiposity children, or differences in hormonal or metabolic factors mediating the activity-CVF relationship.     

北京市小学生健身工程的实验研究

在北京市两个区共18所小学进行小学生健身工程的实验,为当前北京市小学体育教学内容的改革提供了一个新的思路,同时也为解决我国小学生体能和运动能力下降,有效增强学生运动能力提供了新的视角和方法。活动内容不仅符合小学生的身心发展的实际需要,而且具有可行性、安全性和有效性,并为创编《学校体操》提供了分类方法和内容的框架。小学生健身工程活动内容既可以调动体育教师和学生“教”与“学”的积极性、主动性,而且能够充分发挥师生的能动性和创造性。     

传统养生功法在成都市健身俱乐部开展现状及发展对策研究

运用文献资料法、问卷调查法、访谈法等研究方法对当前传统体育养生运动在成都市体育健身俱乐部的开展现状进行调查分析,指出制约其发展的因素,提出相应的对策建议。旨在促进传统养生功法在体育健身俱乐部的可持续发展,发挥传统养生功法在全民健身中积极作用,实现对传统体育养生市场化推广。