GICAFE "Physical Activity and Exercise Sciences Research Group", University of Balearic Islands, 07122 Balearic Islands, Spain.
PROFITH "PROmoting FITness and Health through Physical Activity" Research Group, Department of Physical and Sports Education, Sports and Health University Research Institute (iMUDS), Faculty of Sport Sciences, University of Granada, 18071 Granada, Spain.
Int J Environ Res Public Health. 2020 Jun 16;17(12):4307. doi: 10.3390/ijerph17124307.
The current evidence for a relation between children's heart rate measures and their academic performance and executive functioning is infancy. Despite several studies observing dose-response effects of physical activity on academic performance and executive function in children, further research using objective measures of the relative intensity of physical activity (e.g., heart rate) is warranted. The present study aimed to inspect associations between heart rate response and various academic performance indicators and executive function domains. A total of 130 schoolchildren between the ages of 9 and 13 years (M = 10.69, SD 0.96 years old; 56.9% boys) participated in a cross-sectional study. Children's heart rate data were collected through participation in physical education classes using the polar Team hardware and software. One week before heart rate measures, academic performance was obtained from the school records in maths, Spanish language, Catalan language, physical education, and Grade point average. Executive function was measured by two domains, cognitive flexibility with the Trail Making Test and inhibition with the Stroop test. Associations between children's heart rate data and academic performance and executive function were analyzed using regression models. Academic performance was found to be positively related to four heart rate measures (β range, 0.191 to 0.275; all < 0.040). Additionally, the hard heart rate intensity level was positively related to two academic indicators (β range, 0.183 to 0.192; all < 0.044). Three heart rate measures were associated with two cognitive flexibility subdomains (β range, -0.248 to 0.195; all < 0.043), and three heart rate measures were related to one inhibition subdomain (β range, 0.198 to 0.278; all < 0.028). The results showed slight associations of heart rate responses during physical education lessons with academic performance but did not clearly indicate associations with executive function. Future experimental studies testing associations between different bouts of intensity levels are needed to disentangle the relationship with brain function during childhood.
目前，有关儿童心率测量与学业成绩和执行功能之间关系的证据来自婴儿期。尽管有几项研究观察到体育活动对儿童学业成绩和执行功能的剂量反应效应，但仍需要进一步使用相对强度的体力活动（例如心率）的客观测量来进行研究。本研究旨在检查心率反应与各种学业成绩指标和执行功能领域之间的关联。共有 130 名 9 至 13 岁的学童（M=10.69，SD=0.96 岁；56.9%为男生）参加了一项横断面研究。通过参与体育课使用 polar Team 硬件和软件收集儿童的心率数据。在进行心率测量前一周，从学校记录中获得了数学、西班牙语、加泰罗尼亚语、体育和平均绩点的学业成绩。执行功能通过两个领域进行测量，认知灵活性采用连续作业测试，抑制性采用斯特鲁普测试。使用回归模型分析了儿童心率数据与学业成绩和执行功能之间的关联。研究发现，学业成绩与四项心率测量呈正相关（β范围为 0.191 至 0.275；均 < 0.040）。此外，高强度心率水平与两个学业指标呈正相关（β范围为 0.183 至 0.192；均 < 0.044）。三项心率测量与两个认知灵活性子领域相关（β范围为-0.248 至 0.195；均 < 0.043），三项心率测量与一个抑制子领域相关（β范围为 0.198 至 0.278；均 < 0.028）。结果表明，体育课中心率反应与学业成绩有轻微关联，但与执行功能的关联不明确。需要进行未来的实验研究，以测试不同强度水平之间的关联，以厘清儿童期大脑功能的关系。
