Chomitz Virginia R, Slining Meghan M, McGowan Robert J, Mitchell Suzanne E, Dawson Glen F, Hacker Karen A
Institute for Community Health, Lecturer on Medicine, Harvard Medical School,Boston, MA 02141, USA.
J Sch Health. 2009 Jan;79(1):30-7. doi: 10.1111/j.1746-1561.2008.00371.x.
To determine relationships between physical fitness and academic achievement in diverse, urban public school children.
This cross-sectional study used public school data from 2004 to 2005. Academic achievement was assessed as a passing score on Massachusetts Comprehensive Assessment System (MCAS) achievement tests in Mathematics (fourth, sixth, and eighth grade, n = 1103) and in English (fourth and seventh grade, n = 744). Fitness achievement was assessed as the number of physical fitness tests passed during physical education (PE). Multivariate logistic regression analyses were conducted to assess the probability of passing the MCAS tests, controlling for students' weight status (BMI z score), ethnicity, gender, grade, and socioeconomic status (school lunch enrollment).
The odds of passing both the MCAS Mathematics test and the MCAS English test increased as the number of fitness tests passed increased (p < .0001 and p < .05, respectively).
Results show statistically significant relationships between fitness and academic achievement, though the direction of causation is not known. While more research is required, promoting fitness by increasing opportunities for physical activity during PE, recess, and out of school time may support academic achievement.
确定不同城市公立学校儿童的身体素质与学业成绩之间的关系。
这项横断面研究使用了2004年至2005年的公立学校数据。学业成绩通过马萨诸塞州综合评估系统（MCAS）数学（四年级、六年级和八年级，n = 1103）和英语（四年级和七年级，n = 744）成绩测试的及格分数来评估。体能成绩通过体育课程（PE）中通过的体能测试数量来评估。进行多变量逻辑回归分析以评估通过MCAS测试的概率，并控制学生的体重状况（BMI z评分）、种族、性别、年级和社会经济地位（学校午餐注册情况）。
随着通过的体能测试数量增加，通过MCAS数学测试和MCAS英语测试的几率均增加（分别为p < .0001和p < .05）。
结果显示身体素质与学业成绩之间存在统计学上的显著关系，尽管因果关系方向尚不清楚。虽然需要更多研究，但通过增加体育课程、课间休息和校外时间的体育活动机会来促进体能，可能有助于学业成绩。
