Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review.
Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review.
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DOI：
10.1249/mss.0000000000000901
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发表时间：
2016-06
影响因子：
4.1
通讯作者：
Szabo-Reed AN
中科院分区：
文献类型：
--
作者：
Donnelly JE;Hillman CH;Castelli D;Etnier JL;Lee S;Tomporowski P;Lambourne K;Szabo-Reed AN
儿童体力活动（PA）、健康、认知功能和学业成绩之间的关系受到广泛关注。 PA 在提高认知和学业成绩方面的效用是有希望的，但还不确定；因此，这一立场立场将从现有的科学中提供澄清。回答以下问题：（1）5-13岁儿童中，PA和体质是否影响认知、学习、大脑结构和大脑功能？ (2) 在 5-13 岁儿童中，PA、体育教育和运动项目会影响标准化成绩测试表现和注意力/注意力吗？在同行评审期刊上以英文发表的主要来源文章。包含有关 PA、健身或体育 (PE)/运动参与和认知、学习、大脑功能/结构、学业成绩或注意力/注意力数据的文章。进行了两次单独的搜索，以确定关注以下方面的研究：（1）认知、学习、大脑结构和大脑功能； (2) 标准化成绩测试表现和注意力/注意力。检索了 PubMed、ERIC、PsychInfo、SportDiscus、Scopus、Web of Science、Academic Search Premier 和 Embase（1990 年 1 月至 2014 年 9 月）符合纳入标准的研究。 64 项研究符合第一次搜索的纳入标准（认知/学习/大脑），73 项研究符合第二次搜索的纳入标准（学术成就/浓度）。文章按研究设计分为横断面试验、纵向试验、急性试验或干预试验。几个重要的研究参数存在相当大的异质性，因此通过研究设计综合并呈现结果。大多数研究都支持这样的观点：身体健康、单次 PA 和 PA 干预有益于儿童的认知功能。关于 PA 对学习的影响的证据有限，只有一项横断面研究符合纳入标准。有证据表明，PA 与支持实验室任务期间复杂认知过程的大脑区域有关。虽然与学业成绩相关的横断面和纵向研究取得了良好的结果，但从评估 PA 对学业成绩的益处的对照实验中获得的结果是好坏参半，还需要额外的、精心设计的研究。符合本次综述纳入标准的证据存在局限性，包括缺乏随机对照试验、动力充足的研究有限、缺乏参与者特征信息、未能对结果测量采取盲法、PA 与测量结果的接近性以及缺乏对已知混杂因素的责任。因此，由于多种设计限制，许多研究被列为高偏倚风险。本系统综述发现的证据表明，体力活动、健康、认知和学业成绩之间存在正相关关系。然而，研究结果并不一致，PA 的许多要素对认知的影响仍有待探索，例如类型、数量、频率和时间。关于如何最好地将 PA 纳入学校，仍然存在许多问题，例如与提高学业成绩相关的活动休息与主动课程。无论如何，文献表明没有迹象表明 PA 的增加会对认知或学业成绩产生负面影响，并且 PA 对于生长发育和总体健康很重要。根据现有证据，作者得出结论，PA 对认知以及大脑结构和功能具有积极影响；然而，需要进行更多研究来确定机制和长期影响以及将实验室研究结果转化为学校环境的策略。因此，证据类别评级为 B。文献表明 PA 和 PE 对学业成绩具有中性影响。因此，由于文献和当前可用信息的限制，学术成就的证据类别评级为 C。
The relation among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. To answer the following questions: (1) among children aged 5-13, do PA and physical fitness influence cognition, learning, brain structure, and brain function? (2) among children aged 5-13, do PA, physical education, and sports programs influence standardized achievement test performance and concentration/attention? Primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness or physical education (PE)/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Two separate searches were performed to identify studies that focused on (1) cognition, learning, brain structure, and brain function; and (2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990- September 2014) for studies that met inclusion criteria. Sixty-four met inclusion criteria for the first search (cognition/learning/brain) and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters, therefore results were synthesized and presented by study design. A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited evidence was available concerning the effects of PA on learning, with only one cross-sectional study meeting the inclusion criteria. Evidence indicates that PA has a relation to areas of the brain that support complex cognitive processes during laboratory tasks. While favorable results have been obtained from cross-sectional and longitudinal studies related to academic achievement, the results obtained from controlled experiments evaluating the benefits of PA on academic performance are mixed and additional, well-designed studies are needed. Limitations in evidence meeting inclusion criteria for this review include a lack of randomized controlled trials, limited studies that are adequately powered, lack of information on participant characteristics, failure to blind for outcome measures, proximity of PA to measurement outcomes, and lack of accountability for known confounders. Therefore, many studies were ranked as high risk for bias due to multiple design limitations. The present systematic review found evidence to suggest that there are positive associations among PA, fitness, cognition, and academic achievement. However, the findings are inconsistent and the effects of numerous elements of PA on cognition remain to be explored, such as type, amount, frequency, and timing. Many questions remain regarding how to best incorporate PA within schools, such as activity breaks versus active lessons in relation to improved academic achievement. Regardless, the literature suggests no indication that increases in PA negatively affect cognition or academic achievement and PA is important for growth and development and general health. Based on the evidence available, the authors concluded that PA has a positive influence on cognition as well as brain structure and function; however, more research is necessary to determine mechanisms and long-term impact as well as strategies to translate laboratory findings to the school environment. Therefore the Evidence Category rating is B. The literature suggests that PA and PE have a neutral effect on academic achievement. Thus, due to the limitations in the literature and the current information available, the Evidence Category rating for academic achievement is C.