Department of Health, Human Performance and Recreation, University of Arkansas, Fayeteville, AR, USA.
School of Physiotherapy and Exercise Science, Curtin University, Perth, Australia.
BMC Public Health. 2020 Apr 17;20(1):520. doi: 10.1186/s12889-020-08620-w.
Current guidelines suggest too little sleep, too little physical activity, and too much sedentary time are associated with poor health outcomes. These behaviours may also influence academic performance in school children. The primary purpose of this study was to examine the relationships between sleep, physical activity, or sedentary behaviours and academic performance in a school with a well-developed and integrated technology use and well-being program.
This was a cross-sectional survey of students (n = 934, Grades 5-12) in an Australian school with a bring-your-own device (tablet or laptop computer) policy. Students reported sleep, physical activity, and sedentary (screen and non-screen) behaviours. Academic performance was obtained from school records. Linear regressions were used to test the association between behaviours and academic performance outcomes.
Seventy-four percent of students met sleep guidelines (9 to 11 h for children 5-13 years and 8 to 10 h for 14-17 year olds), 21% met physical activity guidelines (60 min of moderate-to-vigorous physical activity every day), and 15% met screen time guidelines (no more than 2 h recreational screen time per day); only 2% met all three. There were no associations between meeting sleep guidelines and academic performance; however later weekend bedtimes were associated with poorer academic performance (- 3.4 points on the Average Academic Index, 95%CI: - 5.0, - 1.7, p < .001). There were no associations between meeting physical activity guidelines and academic performance. Meeting screen guidelines was associated with higher Average Academic Index (5.8, 95%CI: 3.6, 8.0, p < .001), Maths 7.9, 95%CI: 4.1, 11.6, p < .001) and English scores (3.8, 95%CI: 1.8, 5.8, p < .001) and higher time in sedentary behaviours was associated with poorer academic performance, including total sedentary behaviours in hrs/day (5.8 points on Average Academic Index, 95%CI: 3.6, 8.0, p < .001. Meeting at least two of the three behaviour guidelines was associated with better academic performance.
Sleep and sedentary behaviours were linked to academic performance. School communities should emphasize comprehensive wellness strategies to address multiple behaviours to maximize student health and academic success.
目前的指南建议，睡眠不足、身体活动不足和久坐时间过长与健康状况不佳有关。这些行为也可能影响在校儿童的学业成绩。本研究的主要目的是在一所拥有完善的综合技术使用和健康计划的学校中，研究睡眠、身体活动或久坐行为与学业成绩之间的关系。
这是一项对澳大利亚一所学校（5-12 年级）学生（n=934 人）的横断面调查，该学校实行自带设备（平板电脑或笔记本电脑）政策。学生报告了睡眠、身体活动和久坐（屏幕和非屏幕）行为。学业成绩从学校记录中获得。线性回归用于测试行为与学业成绩结果之间的关联。
74%的学生符合睡眠指南（5-13 岁儿童 9-11 小时，14-17 岁儿童 8-10 小时），21%符合身体活动指南（每天 60 分钟中等至剧烈身体活动），15%符合屏幕时间指南（每天不超过 2 小时娱乐性屏幕时间）；只有 2%的人同时符合这三项。符合睡眠指南与学业成绩之间没有关联；然而，周末晚睡与较差的学业成绩相关（平均学业指数降低 3.4 分，95%CI：-5.0，-1.7，p<0.001）。符合身体活动指南与学业成绩之间没有关联。符合屏幕指南与较高的平均学业指数（5.8，95%CI：3.6，8.0，p<0.001）、数学（7.9，95%CI：4.1，11.6，p<0.001）和英语成绩（3.8，95%CI：1.8，5.8，p<0.001）相关，而久坐行为时间的增加与学业成绩较差相关，包括每天久坐行为总时间（平均学业指数增加 5.8 分，95%CI：3.6，8.0，p<0.001）。符合三项行为指南中的至少两项与更好的学业成绩相关。
睡眠和久坐行为与学业成绩相关。学校社区应强调全面的健康策略，以解决多种行为问题，从而最大限度地提高学生的健康和学业成功。
