Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, SA5001, Australia.
Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, SA5001, Australia.
J Sport Health Sci. 2022 Jul;11(4):521-529. doi: 10.1016/j.jshs.2020.12.004. Epub 2021 Jan 6.
Few studies have investigated associations between academic achievement and meeting recommendations from the 24-hour (24-h) movement guidelines. The specific guidelines associated with the most benefit academic achievement are unknown. Utilizing both self-report and objective movement data, this study examined associations between academic achievement and meeting individual recommendations and combinations of recommendations from the 24-h movement guidelines (sleep, physical activity, and screen time).
Data from CheckPoint, a cross-sectional study nested between Waves 6 and 7 of the Longitudinal Study of Australian Children, were used. Movement behaviors were measured using 24-h wrist-worn accelerometry (GENEActiv (Activinsights, Kimbolton, UK)) and were self-reported by children using the Multimedia Activity Recall for Children and Adolescents. Academic achievement was measured using a nationally administered standardized test in literacy and numeracy. Analysis of covariance, with t tests with sequential Bonferroni adjustments, was used to compare academic achievement with all possible combinations of meeting recommendations, adjusting for demographic confounders. Two models were considered: guideline compliance assessed by self-report (n = 1270, mean age = 11.99 years, 52% males) and by accelerometry (for moderate-to-vigorous intensity physical activity (MVPA) and sleep)) and self-report (screen time) in combination (n = 927, mean age = 11.97 years, 52% males).
Literacy achievement significantly differed based on self-report (F = 3.08, p = 0.003) and accelerometer derived (F = 2.40, p = 0.02) guideline compliance. Numeracy achievement significantly differed based on self-report (F = 2.92, p = 0.005) but not accelerometer derived guideline compliance (F = 0.80, p = 0.58). When assessed by self-report, children who met all guidelines (t = -4.05, p = 0.0001) or met the screen time and sleep guidelines in combination (t = -5.02, p < 0.001) had superior literacy achievement. Meeting the self-report MVPA guideline in any combination was associated with higher numeracy scores (p < 0.05). Post-hoc analyses showed no differences in academic achievement for any category of accelerometer derived guideline compliance.
The findings suggest that limiting recreational screen time is important for literacy achievement and that encouraging compliance with the MVPA guideline is important for numeracy achievement.
很少有研究调查学业成绩与 24 小时（24-h）运动指南建议之间的关联。与学业成绩最相关的具体指南尚不清楚。本研究利用自我报告和客观运动数据，考察了与满足 24 小时运动指南（睡眠、身体活动和屏幕时间）的个别建议和组合建议相关的学业成绩之间的关联。
使用了澳大利亚儿童纵向研究第 6 波和第 7 波之间嵌套的 CheckPoint 的横断面研究数据。运动行为使用 24 小时腕戴加速度计（GENEActiv（Activinsights，金伯尔顿，英国））进行测量，并由儿童使用多媒体活动回忆进行自我报告儿童和青少年。学业成绩使用全国管理的读写和计算标准化测试进行衡量。协方差分析，使用带有连续 Bonferroni 调整的 t 检验，用于比较满足建议的所有可能组合与学业成绩的关系，调整了人口统计学混杂因素。考虑了两种模型：自我报告评估的指南遵守情况（n=1270，平均年龄=11.99 岁，52%为男性）和加速度计评估的中等到剧烈强度体力活动（MVPA）和睡眠）和自我报告（屏幕时间）的组合（n=927，平均年龄=11.97 岁，52%为男性）。
读写成绩显著因自我报告（F=3.08，p=0.003）和加速度计衍生（F=2.40，p=0.02）指南遵守情况而有所不同。计算成绩显著因自我报告（F=2.92，p=0.005）而有所不同，但不因加速度计衍生的指南遵守情况（F=0.80，p=0.58）而有所不同。当通过自我报告评估时，满足所有指南的儿童（t=-4.05，p=0.0001）或满足屏幕时间和睡眠指南组合的儿童（t=-5.02，p<0.001）的读写成绩更好。以任何组合满足自我报告的 MVPA 指南与更高的计算分数相关（p<0.05）。事后分析显示，任何加速度计衍生的指南遵守情况类别对学业成绩均无差异。
研究结果表明，限制娱乐性屏幕时间对读写成绩很重要，鼓励遵守 MVPA 指南对计算成绩很重要。
