Department of Human Movement Science, Seoul Women's University, Seoul, South Korea.
BMC Public Health. 2012 Apr 2;12:258. doi: 10.1186/1471-2458-12-258.
Recently, physical activity (PA) was found to improve cognitive and memory functions in the brain; however, no epidemiological studies have specifically investigated this phenomenon in the Korean adolescent student population. The purpose of this study was to investigate the effects of various types of PA undertaken at various frequencies, on the academic performance of Korean adolescent students.
A total of 75,066 adolescent students (39,612 males and 35,454 females) from the 7th to the 12th grades took part in the 5th Korea Youth Risk Behavior Web-based Survey (KYRBWS-V) project, conducted in 2009. Using data acquired by that survey, potential relations between PA and academic performance were explored in this current study through multivariate logistic regression analysis incorporating adjustment for covariate variables including age, body mass index, the parents' education level, and the income status of the family.
Compared with boys who did not regularly participate in any vigorous PA, those who did so 2, 3, or 4 times a week had greater odds of reporting an average or above-average academic performance. Compared with boys who did not participate in any moderate PA, those who did so 1, 2, 3, 4, or ≥5 times a week also had greater odds of reporting an average or above-average academic performance. Interestingly, when compared with boys who did not participate in any strengthening exercises, those undertaking strengthening exercises ≥5 times a week had lesser odds of reporting a below-average academic performance. Compared with girls who did not regularly participate in any vigorous PA, those who did so ≥5 times a week had greater odds of reporting an average or above-average academic performance. Compared with girls who did not participate in any moderate PA, those that did so 2 or 3 times a week had greater odds of reporting an average or above-average academic performance. Interestingly, when compared with girls who did not regularly participate in any strengthening exercises, those undertaking strengthening exercises ≥5 times a week had lesser odds of reporting a below-average academic performance.
Our analyses of the relevant data from the KYRBWS-V suggested that vigorous PA was positively correlated with academic performance in the case of boys, and moderate PA was positively correlated with academic performance in both boys and girls. However, strengthening exercises were not positively correlated with academic performance in boys or girls. Furthermore, when undertaken 5 or more times a week, vigorous PA in boys and strengthening exercises in both boys and girls were negatively correlated with academic performance. The results from this study are potentially relevant to the development of future education policies in Korean schools, particularly with regard to early intervention strategies designed to identify and counteract potential factors contributing to academic underachievement.
最近的研究发现，身体活动（PA）可以改善大脑的认知和记忆功能；然而，目前还没有专门针对韩国青少年学生群体的流行病学研究来调查这种现象。本研究的目的是调查不同类型和频率的 PA 对韩国青少年学生学业成绩的影响。
共有 75066 名 7 至 12 年级的青少年学生（男生 39612 名，女生 35454 名）参加了 2009 年进行的第五次韩国青少年风险行为网络调查（KYRBWS-V）项目。本研究通过多元逻辑回归分析，利用该调查获得的数据，在调整了年龄、体重指数、父母教育水平和家庭收入状况等协变量后，探讨了 PA 与学业成绩之间的潜在关系。
与不规律参加任何剧烈 PA 的男生相比，每周规律参加 2、3 或 4 次剧烈 PA 的男生报告平均或以上学业成绩的可能性更大。与不规律参加任何中度 PA 的男生相比，每周规律参加 1、2、3、4 或≥5 次中度 PA 的男生报告平均或以上学业成绩的可能性也更大。有趣的是，与不规律参加任何强化运动的男生相比，每周进行≥5 次强化运动的男生报告学业成绩较差的可能性更小。与不规律参加任何剧烈 PA 的女生相比，每周规律参加≥5 次剧烈 PA 的女生报告平均或以上学业成绩的可能性更大。与不规律参加任何中度 PA 的女生相比，每周规律参加 2 或 3 次中度 PA 的女生报告平均或以上学业成绩的可能性更大。有趣的是，与不规律参加任何强化运动的女生相比，每周进行≥5 次强化运动的女生报告学业成绩较差的可能性更小。
我们对 KYRBWS-V 相关数据的分析表明，剧烈 PA 与男生的学业成绩呈正相关，而中度 PA 与男女生的学业成绩均呈正相关。然而，强化运动与男女生的学业成绩均无正相关。此外，当每周进行 5 次或以上时，男生的剧烈 PA 和男女生的强化运动与学业成绩呈负相关。本研究的结果可能与韩国学校未来教育政策的制定有关，特别是制定早期干预策略，以识别和对抗可能导致学业成绩不佳的潜在因素。
