Gallotta Maria Chiara, Bonavolontà Valerio, Zimatore Giovanna, Curzi Davide, Falcioni Lavinia, Migliaccio Silvia, Guidetti Laura, Baldari Carlo
Department of Physiology and Pharmacology "Vittorio Erspamer", Sapienza University of Rome, Rome, Italy.
Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, L'Aquila, Italy.
Front Psychol. 2024 Jul 22;15:1412266. doi: 10.3389/fpsyg.2024.1412266. eCollection 2024.
First, to examine the relationship between primary school children's academic achievement and healthy lifestyle habits. Second, to evaluate the effectiveness of two different 5-month physical education interventions (traditional physical education vs. coordinative physical education) on children's academic achievement. Third, to examine whether variations of anthropometric variables, fitness level, gross motor coordination, physical activity level, sedentary time, attentional performance, fruit and vegetable consumption, meal frequency and type of physical education intervention could predict children's academic achievement variations.
Before and after the intervention, Italian language and mathematics skills, anthropometric variables (weight, height, body fat percentage, BMI), physical fitness (aerobic fitness, muscular strength, flexibility), gross motor coordination, attentional performance (processing speed, concentration performance, performance accuracy, attentional and inhibitory control), physical activity level, sedentary time and eating habits (meal frequency, fruit and vegetable consumption) were assessed in 161 Italian primary school children, randomly assigned to a traditional physical education group or to a coordinative physical education group.
Physical activity level, gross motor coordination and aerobic fitness moderately predicted mathematics skill (R = 17%). Moreover, physical activity level, aerobic fitness and muscular strength moderately predicted Italian language skill (R = 21%). Intervention type differently affected academic achievement. Specifically, Italian language and mathematics skills significantly improved only after traditional intervention. Fruit consumption increase was positively associated with the improvement in academic achievement. Coordinative physical education intervention was associated with a lower probability of improvement in Italian language and mathematical skills.
Motor ability and lifestyle habits may have a positive influence on academic achievement in children. Unexpectedly, traditional physical education intervention resulted to be more effective on both Italian language and mathematical skills.
第一，研究小学生学业成绩与健康生活方式习惯之间的关系。第二，评估两种不同的为期5个月的体育教育干预措施（传统体育教育与协调性体育教育）对儿童学业成绩的有效性。第三，研究人体测量变量、体能水平、粗大运动协调性、身体活动水平、久坐时间、注意力表现、水果和蔬菜摄入量、进餐频率以及体育教育干预类型的变化是否能够预测儿童学业成绩的变化。
在干预前后，对161名意大利小学生进行了评估，这些学生被随机分配到传统体育教育组或协调性体育教育组，评估内容包括意大利语和数学技能、人体测量变量（体重、身高、体脂百分比、体重指数）、身体素质（有氧适能、肌肉力量、柔韧性）、粗大运动协调性、注意力表现（处理速度、注意力集中表现、表现准确性、注意力和抑制控制）、身体活动水平、久坐时间以及饮食习惯（进餐频率、水果和蔬菜摄入量）。
身体活动水平、粗大运动协调性和有氧适能适度预测了数学技能（R = 17%）。此外，身体活动水平、有氧适能和肌肉力量适度预测了意大利语技能（R = 21%）。干预类型对学业成绩的影响不同。具体而言，仅在传统干预后，意大利语和数学技能有显著提高。水果摄入量的增加与学业成绩的提高呈正相关。协调性体育教育干预与意大利语和数学技能提高的可能性较低相关。
运动能力和生活方式习惯可能对儿童的学业成绩有积极影响。出乎意料的是，传统体育教育干预在意大利语和数学技能方面都更有效。
