Clinics of Pediatric Endocrinology, Ankara University School of Medicine, Ankara, Turkey.
Department of Pediatrics, Division of Adolescent Medicine, Hacettepe University Faculty of Medicine, Ankara, Turkey.
Int J Adolesc Med Health. 2020 Nov 2;33(6):429-436. doi: 10.1515/ijamh-2019-0184.
Physical activity and sports can be used to reduce stress and anxiety by increasing aerobic capacity and muscle endurance, gain positive behavioral changes and improve their self-discipline, use time well, adopt positive lifestyle such as regular eating and sleeping, which will result in an increase in school success. There are no comprehensive study that examines the academic performance of licensed student athletes and the factors influencing their success rates. The aim of this study was to evaluate the academic performance and related factors in licensed athletes.
One hundred eleven licensed athletes at junior high school level were enrolled. Participants filled out questionnaires specifically designed to assess for factors affecting academic performance, where personal and familial factors as well as school performance was taken into consideration. Their academic success rates were evaluated out of mean grade points before as well as after professional sports activities. Academic fields that were graded were, namely, mathematics, life sciences, language, and grammar studies as well as social sciences. Fifty one of participants lived in Ankara (Group 1) and the other 60 lived in Kahramanmaraş (Group 2). The effects of sport and other factors that may affect school success in all groups and between the groups were evaluated before and after sports.
The age of the athletes were 14.1 ± 2.3 years, 49.5% were male. The grades of athletes before they started competing in professional sports were 80.4 ± 10.6 for mathematics, 80.5 ± 12.5 for sciences, 82.7 ± 9.5 for language studies, and 83.6 ± 9.3 for social sciences. Following a mean period of 4.3 ± 3.1 years of professional sports, the grades of athletes were, with the same order for respective discipline were, 81.6 ± 10.9, 82.4 ± 11.9, 84.3 ± 9.4, and 85.5 ± 8.5. Following sports activities, academic performance in life sciences, language, and grammar studies as well as social sciences showed a significant improvement where grades for mathematics did not show any significant change (p=0.054). The most important factor that improves school performance is the financial status of the family. In Group 1 demonstrated grade improvements following sports activities only in social sciences, whereas Group 2 athletes showed such an improvement for all the disciplines (p<0.05).
Licensed athletes' school success during the junior high school period showed a significant increase after sports in this study. The most important factors that affected the academic performance were the socioeconomic status of the family.
通过提高有氧能力和肌肉耐力、获得积极的行为改变和提高自律能力，运动可以减轻压力和焦虑。此外，还可以合理利用时间，养成定期进食和睡眠等积极的生活方式，从而提高学业成绩。目前还没有全面研究审查持照学生运动员的学业成绩和影响他们成功率的因素。本研究旨在评估持照运动员的学业表现和相关因素。
共纳入 111 名初中水平的持照运动员。参与者填写了专门设计的问卷，评估影响学业表现的因素，包括个人和家庭因素以及学校表现。评估他们在参加专业体育活动前后的平均绩点的学业成功率。评分的学科包括数学、生命科学、语言和语法研究以及社会科学。其中 51 名参与者居住在安卡拉（第 1 组），60 名居住在卡赫拉曼马拉什（第 2 组）。评估所有组和组间运动和其他可能影响学业成功的因素对运动前后的影响。
运动员的年龄为 14.1±2.3 岁，男性占 49.5%。运动员在开始参加职业体育比赛前的成绩分别为数学 80.4±10.6，科学 80.5±12.5，语言研究 82.7±9.5，社会科学 83.6±9.3。在经历了平均 4.3±3.1 年的职业体育生涯后，运动员的成绩分别为数学 81.6±10.9，科学 82.4±11.9，语言 84.3±9.4 和社会科学 85.5±8.5。参加体育活动后，生命科学、语言和语法研究以及社会科学的学业成绩显著提高，而数学成绩没有显著变化（p=0.054）。提高学业成绩的最重要因素是家庭的经济状况。第 1 组仅在社会科学方面表现出体育活动后的成绩提高，而第 2 组运动员在所有学科中均表现出这种提高（p<0.05）。
在这项研究中，初中阶段持照运动员在参加体育活动后学业成绩显著提高。影响学业成绩的最重要因素是家庭的社会经济地位。
