LIKES Research Centre for Physical Activity and Health, Jyväskylä, Finland.
Gerontology Research Center, Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland.
Scand J Med Sci Sports. 2021 Dec;31(12):2310-2321. doi: 10.1111/sms.14049. Epub 2021 Oct 5.
The purpose of this study was to examine whether physical activity, fitness, and motor skills have an indirect association with math performance via cognitive outcomes and if so, through which aspects of cognition?
This study comprised 311 6th-9th grade adolescents (12-17 years [M age = 14.0 years], 59% girls) from seven schools throughout Finland in 2015. Math performance was measured via a teacher-rated math achievement and the Basic Arithmetic test. Cognitive functions were measured by broad cognitive test battery. Physical activity was assessed with a self-reported questionnaire and a hip-worn accelerometer. Aerobic fitness was estimated using a maximal 20-m shuttle run test, muscular fitness with curl-up and push-up tests, and motor skills with a 5-leaps test and a throwing-catching combination test. Structural equation modeling was applied to examine the associations.
In both boys and girls, motor skills had a positive indirect association with math outcomes through visuospatial working memory. Among girls, muscular fitness had a positive indirect association with math outcomes through visuospatial working memory. Aerobic fitness was positively associated with math achievement, but the indirect path via cognition was not observed. Self-reported physical activity had a borderline indirect positive association with math outcomes through visuospatial working memory. Accelerometer-based physical activity did not correlate with math performance.
Motor skills and muscular fitness had indirect positive associations with math performance, mediated by visuospatial working memory. The results give support to the viewpoints that the connections between motor skills, fitness, and physical activity to academic skills are mediated via specific cognitive skills.
本研究旨在探讨身体活动、体能和运动技能是否通过认知结果与数学表现间接相关，如果是，是通过哪些认知方面产生关联？
本研究于 2015 年在芬兰的七所学校中纳入了 311 名 6 至 9 年级青少年（12-17 岁[平均年龄 14.0 岁]，59%为女生）。数学表现通过教师评定的数学成绩和基本算术测试进行测量。认知功能通过广泛的认知测试进行评估。身体活动通过自我报告问卷和佩戴在髋部的加速度计进行评估。有氧健身通过最大 20 米往返跑测试进行评估，肌肉力量通过仰卧起坐和俯卧撑测试进行评估，运动技能通过 5 次跳跃测试和投掷接球组合测试进行评估。采用结构方程模型来检验关联。
在男孩和女孩中，运动技能均通过视空间工作记忆对数学成绩产生积极的间接关联。在女孩中，肌肉力量通过视空间工作记忆对数学成绩产生积极的间接关联。有氧健身与数学成绩呈正相关，但认知方面的间接关系未被观察到。自我报告的身体活动与数学成绩通过视空间工作记忆呈正相关，具有边缘显著性。基于加速度计的身体活动与数学表现不相关。
运动技能和肌肉力量与数学表现存在间接的正相关，这与视空间工作记忆有关。这些结果支持了以下观点，即运动技能、体能和身体活动与学术技能之间的联系是通过特定的认知技能介导的。
