École de Psychoéducation, Université de Montréal 90, Vincent d'Indy, Local C-466, Montréal, Québec H2V 2S9, Canada; Unité d'épidémiologie, INRS - Institut Armand-Frappier 531, Boulevard des Prairies, Laval, Québec H7V 1B7, Canada.
École de Psychoéducation, Université de Montréal 90, Vincent d'Indy, Local C-466, Montréal, Québec H2V 2S9, Canada; Institut de recherche en santé publique de l'Université de Montréal (IRSPUM) 7101, Avenue du Parc, Bureau 3187-03, Montréal, Québec H3N 1X9, Canada.
Prev Med. 2019 Jan;118:135-141. doi: 10.1016/j.ypmed.2018.10.017. Epub 2018 Oct 22.
For many children, leisure time represents a privileged moment to engage in physical activity. This study aims to examine prospective associations between kindergarten participation in leisure-time physical activity and academic performance by the end of sixth grade. Gender-specific associations are also explored. Participants are from the Quebec Longitudinal Study of Child Development, a 1997-1998 birth cohort from the province of Quebec, Canada (n = 2837). When children were age 6 (2004), mothers reported on their child's participation in three types of leisure-time physical activity (sports, other structured physical activities, and unstructured physical activities). At age 12 (2010), children's academic indicators were reported by teachers and by children themselves. Academic outcomes were then linearly regressed on leisure-time physical activity participation, while controlling for individual and family confounders. Unstructured physical activities were the most popular among both girls and boys. Sports were the second most popular activity among boys, whereas other structured physical activities were the second most popular among girls. Higher overall participation in leisure-time physical activity at age 6 was associated with better teacher-reported grades in language and math (β = 0.075 and β = 0.102, respectively) and self-reported grades in language (β = 0.103), as well as with higher classroom engagement (β = 0.077,) at age 12. Regression coefficients are standardized. All the associations were significant (p ≤ .05). Promoting leisure-time physical activity may be an effective way to encourage children to be active and to help them improve their academic performance, both leading to long-term wider benefits.
对于许多孩子来说，闲暇时间是进行体育活动的宝贵时刻。本研究旨在探讨幼儿园阶段闲暇时间体育活动与六年级结束时学业成绩之间的前瞻性关联，并探索其性别特异性关联。参与者来自魁北克儿童发展纵向研究，这是一个来自加拿大魁北克省的 1997-1998 年出生队列（n=2837）。当孩子 6 岁（2004 年）时，母亲报告了他们孩子参加三种类型的闲暇时间体育活动（运动、其他结构化体育活动和非结构化体育活动）的情况。在 12 岁（2010 年）时，教师和孩子自己报告了孩子的学业指标。然后，在控制个体和家庭混杂因素的情况下，将学业成绩线性回归到闲暇时间体育活动的参与情况上。非结构化体育活动在男孩和女孩中都最受欢迎。运动是男孩中第二受欢迎的活动，而其他结构化体育活动是女孩中第二受欢迎的活动。6 岁时整体参与闲暇时间体育活动水平较高与教师报告的语言和数学成绩（β=0.075 和 β=0.102）以及自我报告的语言成绩（β=0.103）较好以及12 岁时课堂参与度较高（β=0.077）相关。回归系数是标准化的。所有关联均具有统计学意义（p≤0.05）。促进闲暇时间体育活动可能是一种鼓励孩子积极参与并帮助他们提高学业成绩的有效方法，从而带来长期的广泛收益。
