Fraile-Martinez Oscar, García-Montero Cielo, Fraile-Martinez Marcos, Pekarek Leonel, Barrena-Blázquez Silvestra, López-González Laura, Álvarez-Mon Miguel Ángel, Pekarek Tatiana, Casanova Carlos, Álvarez-Mon Melchor, Diaz Raul, Saez Miguel A, Ortega Miguel A
Department of Medicine and Medical Specialties (CIBEREHD), Faculty of Medicine and Health Sciences, University of Alcalá, Alcala de Henares, Spain.
Ramón y Cajal Institute of Sanitary Research (IRYCIS), Madrid, Spain.
Front Psychol. 2024 May 16;15:1387162. doi: 10.3389/fpsyg.2024.1387162. eCollection 2024.
The connection between physical activity and cognitive function has become a focus of attention in educational research in recent years. Regular exercise has been shown to have significant positive effects on physical health, but it also appears to have a significant impact on cognitive function and academic performance. Of all the exercise modalities, resistance training has drawn interest for its ability to improve cerebral abilities in addition to physical well-being. However, there is limited available knowledge exploring the relationship between resistance training regimens and academic performance. This narrative review aims to investigate the underlying mechanisms linking resistance training to academic performance. Firstly, we will examine the biological mechanisms and psychosocial links that potentially connect resistance training to academic performance to find and describe the different mechanisms by which resistance training improves academic performance. In the next part of the work, we delve into the existing observational and intervention studies that have explored the relationship between resistance training and academic performance. Lastly, we provide practical recommendations for including resistance training in institutional education settings, emphasizing the need of dispelling myths and addressing barriers to increase participation as well as the relevance of considering key training variables and adaptation of protocols to developmental stages, always guided by a properly trained professional. Overall, the available evidence supports that resistance training provides potential benefits to the academic performance of youth students with many biological and psychosocial factors that explain this relationship. However, most of the studies are observational, and broader interventional studies are needed to understand and maximize the benefits of this type of physical exercise.
近年来，体育活动与认知功能之间的联系已成为教育研究的关注焦点。经常锻炼已被证明对身体健康有显著的积极影响，但它似乎也对认知功能和学业成绩有重大影响。在所有运动方式中，抗阻训练除了能促进身体健康外，还因其改善大脑功能的能力而受到关注。然而，关于抗阻训练方案与学业成绩之间关系的现有知识有限。本叙述性综述旨在研究将抗阻训练与学业成绩联系起来的潜在机制。首先，我们将研究可能将抗阻训练与学业成绩联系起来的生物学机制和心理社会联系，以找出并描述抗阻训练提高学业成绩的不同机制。在工作的下一部分，我们将深入探讨现有探索抗阻训练与学业成绩之间关系的观察性研究和干预性研究。最后，我们为在学校教育环境中纳入抗阻训练提供实用建议，强调需要消除误解、解决障碍以增加参与度，以及考虑关键训练变量和根据发育阶段调整训练方案的重要性，始终要在专业人员的适当指导下进行。总体而言，现有证据支持抗阻训练对青年学生的学业成绩有潜在益处，有许多生物学和心理社会因素可以解释这种关系。然而，大多数研究都是观察性的，需要更广泛的干预性研究来理解并最大化这类体育锻炼的益处。
