Pagani Linda S, Harandian Kianoush, Gauthier Benoit, Kosak Laurie-Anne, Necsa Beatrice, Tremblay Mark S
School of Psycho-Education, Université de Montréal, Montreal, CANADA.
Art and Sciences Faculty, Applied Human Sciences Program, Université de Montréal, Montreal, CANADA.
Med Sci Sports Exerc. 2024 Nov 1;56(11):2184-2194. doi: 10.1249/MSS.0000000000003511. Epub 2024 Aug 5.
School-aged children experience successive academic demands that increase over time. Extracurricular sport develops skills that involve physical movement, social rules, formal practice, and rational competition. This may facilitate success.
Using a prospective-longitudinal birth cohort of 746 girls/721 boys, we examined prospective associations between middle childhood sport participation with subsequent indicators of academic success in adolescence. We hypothesized that persistent participation would promote long-term achievement indicators.
Mothers reported on whether the child participated in sporting activities with a coach/instructor from ages 6 to 10 yr. Developmental trajectories of participation were generated using longitudinal latent class analysis and then used to predict outcomes. From ages 12 to 17 yr, youth self-reported on academic indicators of success over the last 6 months. These were linearly regressed on trajectories of participation in sport, while controlling for preexisting and concurrent child/family confounds.
Children's sport participation from kindergarten to fourth grade predicted long-term chances of academic success in boys and girls, above and beyond individual/family confounders. Consistent participation predicted increments indicators of future success and reductions in academic failure and dropout risk through to the senior year of secondary school, ranging from 9.1% to 21.3% for girls and 11.7% to 22.9% for boys.
We provide compelling and timely evidence of long-term associations between children's sport participation and subsequent indicators of academic success in typically developing boys and girls by late adolescence. Persistent sport involvement in sport increased educational prospects by late adolescence, potentially improving opportunities for success in emerging adulthood.
学龄儿童面临着随着时间推移不断增加的学业要求。课外体育运动能培养涉及身体运动、社会规则、正规训练和理性竞争的技能。这可能有助于取得成功。
我们以一个有746名女孩/721名男孩的前瞻性纵向出生队列作为研究对象，考察了童年中期体育活动参与情况与青少年期学业成功后续指标之间的前瞻性关联。我们假设持续参与运动会促进长期成就指标。
母亲们报告孩子在6至10岁期间是否参加了有教练/指导员指导的体育活动。使用纵向潜在类别分析得出参与情况的发展轨迹，然后用其预测结果。在12至17岁期间，青少年自我报告过去6个月的学业成功指标。在控制了已存在的和同时期的儿童/家庭混杂因素的情况下，将这些指标与体育活动参与轨迹进行线性回归分析。
从幼儿园到四年级的儿童体育活动参与情况预测了男孩和女孩学业成功的长期可能性，超出了个体/家庭混杂因素的影响。持续参与运动预测了未来成功指标的增加以及学业失败和辍学风险的降低，直至高中最后一年，女孩的增幅为9.1%至21.3%，男孩为11.7%至22.9%。
我们提供了有力且及时的证据，证明在典型发育的男孩和女孩中，儿童体育活动参与情况与青少年期学业成功后续指标之间存在长期关联。持续参与体育运动在青少年后期增加了教育前景，可能改善了成年初期成功的机会。
