Rico-González Markel, Martín-Moya Ricardo, Carlos-Vivas Jorge, Giles-Girela Francisco Javier, Ardigò Luca Paolo, González-Fernández Francisco Tomás
Department of Didactics of Musical, Plastic and Corporal Expression, University of the Basque Country-UPV-EHU, 48940 Leioa, Spain.
Department of Physical Education and Sports, Faculty of Education and Sport Sciences, Campus of Melilla, University of Granada, 52006 Melilla, Spain.
J Funct Morphol Kinesiol. 2025 Jul 16;10(3):272. doi: 10.3390/jfmk10030272.
The perceived importance of physical practice and its contribution to students' academic success have evolved considerably throughout the history of the modern educational system. The purpose of this study was to understand the relationship between physical fitness (measured as VOmax) and cognitive abilities (attention and concentration) and academic performance in different subjects: sciences, letters, language, arts, and physical education. Fifty Spanish male students who participated in extracurricular sports activities (mean age (SD): 11.59 ± 1.30; range: 9-15 years) were included in the analysis. The 6 min walk test was used to assess physical fitness (6MWT), while for selective attention and concentration, the students completed the D2 test, which is usually considered to analyse the visual ability to select the most relevant stimulus of an exercise and ignore precisely the most irrelevant stimuli. Correlation the individual contribution analyses revealed no significant associations between VOmax and academic performance in sciences (r = 0.04, = 0.77), humanities (r = 0.00, = 0.98), language (r = 0.03, = 0.83), or arts (r = 0.04, = 0.76). Similarly, no relationship was found between VOmax and overall academic performance (r = 0.10, = 0.46), or cognitive abilities. However, a small positive correlation was observed between VOmax and physical education scores. Physical fitness showed no significant association with cognitive abilities or academic performance in most subjects, although a small positive correlation with physical education scores was observed. These findings emphasise the importance of promoting physical activity for its health and physical benefits. However, future research should explore broader cognitive outcomes and include more diverse and representative samples.
在现代教育体系的历史进程中，体育锻炼的感知重要性及其对学生学业成功的贡献已经有了相当大的发展。本研究的目的是了解身体素质（以最大摄氧量衡量）与认知能力（注意力和专注力）之间的关系，以及在不同学科（科学、文学、语言、艺术和体育）中的学业表现。分析纳入了50名参加课外体育活动的西班牙男学生（平均年龄（标准差）：11.59 ± 1.30；范围：9至15岁）。采用6分钟步行测试来评估身体素质（6MWT），而对于选择性注意力和专注力，学生们完成了D2测试，该测试通常用于分析选择一项练习中最相关刺激并准确忽略最不相关刺激的视觉能力。相关性和个体贡献分析显示，最大摄氧量与科学学科（r = 0.04，p = 0.77）、人文学科（r = 0.00，p = 0.98）、语言学科（r = 0.03，p = 0.83）或艺术学科（r = 0.04，p = 0.76）的学业表现之间没有显著关联。同样，在最大摄氧量与整体学业表现（r = 0.10，p = 0.46）或认知能力之间也未发现关系。然而，观察到最大摄氧量与体育成绩之间存在小的正相关。身体素质在大多数学科中与认知能力或学业表现没有显著关联，尽管观察到与体育成绩存在小的正相关。这些发现强调了促进体育活动对健康和身体益处的重要性。然而，未来的研究应该探索更广泛的认知结果，并纳入更多样化和有代表性的样本。
