Relationships between physical activity, sedentary time, aerobic fitness, motor skills and executive function and academic performance in children
Relationships between physical activity, sedentary time, aerobic fitness, motor skills and executive function and academic performance in children
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DOI：
10.1016/j.mhpa.2017.01.001
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发表时间：
2017-03-01
影响因子：
4.7
通讯作者：
Ommundsen, Yngvar
中科院分区：
文献类型：
--
作者：
Aadland, Katrine Nyvoll;Moe, Vegard Fusche;Ommundsen, Yngvar
背景资料：有证据表明，身体活动、有氧健身和运动技能与执行功能和学业成绩之间存在弱正相关关系。缺乏评估其对执行功能和学习成绩的相对重要性的研究。本研究的目的是检查独立协会为中度到剧烈的体力活动和久坐不动的时间，有氧健身，运动技能与执行功能和学业performance.Method：线性混合模型被用来分析横截面数据从697名儿童从57所学校在挪威。没有观察到中度到剧烈的体力活动和执行功能或学习成绩之间的关系。久坐的时间与男孩的执行功能（标准化回归系数（beta）0.17-0.21，p < 0.05）和英语学习成绩（beta 0.22，p < 0.05）有关。有氧健身仅与男孩的执行功能（β 0.16-0.21，p < 0.05）和学习成绩（β 0.17-0.21，p < 0.05）相关。运动技能与女孩（β 0.16-0.25，p < 0.01）和男孩（β 0.13-0.22，p < 0.05）的大多数执行功能指标以及女孩的学习成绩（β 0.13-0.16，p < 0.05）相关。有氧健身和运动技能的性别特异性协会。因此，旨在提高有氧健身和运动技能的综合体育活动可能会对执行功能和学习成绩产生积极影响。(C)2017爱思唯尔有限公司版权所有
Background: There is evidence for weak positive relationships between physical activity, aerobic fitness, and motor skills to executive functions and academic achievement. Studies assessing their relative importance to executive functions and academic performance are lacking. The purpose of this study was to examine the independent associations for moderate to vigorous physical activity and sedentary time, aerobic fitness, and motor skills with executive functions and academic performance in 10-year-old children.Method: A linear mixed model was used to analyze cross-sectional data from 697 children from 57 schools in Norway.Results: No relationships were observed between moderate to vigorous physical activity and executive functions or academic performance. The time spent sedentary was related to executive functions (standardized regression coefficient (beta) 0.17-0.21, p < 0.05) and academic performance in English (beta 0.22, p < 0.05) in boys. Aerobic fitness was associated with executive functions (beta 0.16-0.21, p < 0.05) and academic performance (beta 0.17-0.21, p < 0.05) in boys only. Motor skills were associated with most measures of executive functions in both girls (beta 0.16-0.25, p < 0.01) and boys (beta 0.13-0.22, p < 0.05) and academic performance in girls (beta 0.13-0.16, p < 0.05).Conclusions: The strongest independent associations were observed for motor skills to executive functions. Sex-specific associations were observed for aerobic fitness and motor skills. Thus, comprehensive physical activity targeted to increase both aerobic fitness and motor skills may have the potential to positively affect executive functions and academic performance. (C) 2017 Elsevier Ltd. All rights reserved.