Independent and Combined Influence of the Components of Physical Fitness on Academic Performance in Youth

Esteban‐Cornejo, Irene; Tejero-González, Carlos Ma; Martínez‐Gómez, David; del-Campo, J.; González-Galo, Ana; Moledo, Carmen Padilla; Sallis, James F.; Veiga, Óscar L.

doi:10.1016/j.jpeds.2014.04.044

Cited by 110 publications

(83 citation statements)

References 52 publications

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“…Study participants were most frequently children from the early year levels of school (i.e., pre-kindergarten to year 2), with 44 studies (80%) reporting outcomes for academic performance and motor proficiency in children at these year levels. Only seven (13%) studies [41,42,43,44,45,46,47] involved school students in high school (i.e., year 7 to 12). Socioeconomic status (SES) of study participants varied, with several studies undertaken specifically in socio-economically disadvantaged communities [48,49,50,51,52,53,54].…”

Section: Resultsmentioning

confidence: 99%

Relationships Between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

Macdonald

Milne

Orr

et al. 2018

IJERPH

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Positive associations exist between physical activity, cognition, and academic performance in children and adolescents. Further research is required to examine which factors underpin the relationships between physical activity and academic performance. This systematic review aimed to identify, critically appraise, and synthesize findings of studies examining relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. A systematic search of electronic databases was performed to identify relevant studies. Fifty-five eligible articles were critically appraised and key data was extracted and synthesized. Findings support associations between several components of motor proficiency and academic performance in mathematics and reading. There was evidence that fine motor proficiency was significantly and positively associated with academic performance in mathematics and reading, particularly during the early years of school. Significant positive associations were also evident between academic performance and components of gross motor proficiency, specifically speed and agility, upper-limb coordination, and total gross motor scores. Preliminary evidence from a small number of experimental studies suggests motor skill interventions in primary school settings may have a positive impact on academic performance in mathematics and/or reading. Future research should include more robust study designs to explore more extensively the impact of motor skill interventions on academic performance.

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Section: Resultsmentioning

confidence: 99%

Relationships Between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

Macdonald

Milne

Orr

et al. 2018

IJERPH

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“…-Actividad física extraescolar: La práctica de AF aeróbica o motora en horario extraescolar también puede ser beneficiosa para el rendimiento cognitivo de los jóvenes (Esteban-Cornejo et al, 2014), por lo que el fomento de esta práctica desde los estamentos públicos y desde las familias es crucial.…”

Section: Discussionunclassified

“…Se preguntó directamente a las madres usando un cuestionario (Esteban-Cornejo et al, 2014). Además, se tuvo en cuenta el sexo y la edad (Ruiz-Ariza et al, 2015).…”

Section: Variables De Confusion Controladasunclassified

“…7 de ellos fueron transversales (Bass et al, 2013;Coe et al, 2013;Esteban-Cornejo et al, 2014;Janak et al, 2014;Planinsec y Pisot, 2006;Sardinha et al, 2014;Welk et al, 2010), 3 de intervención (Ardoy et al, 2014;Budde et al, 2008;Travlos, 2010), y 2 longitudinales (Chen et al, 2013;London y Castrechini, 2011). 1 tuvo un doble diseño transversal y longitudinal (Aberg et al, 2009).…”

Section: Figura 1 Flujo De Artículos a Través Del Proceso De Búsquedaunclassified

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Actividad Física Como Estrategia Educativa Para Mejorar El Rendimiento Escolar

Ruiz‐Ariza¹

2017

Revista INFAD de Psicología

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RESUMENActualmente existe una gran preocupación social por los bajos niveles de rendimiento escolar entre los jóvenes españoles en comparación con otros países europeos. La práctica de actividad físi-ca (AF) ha sido utilizada recientemente como estimulante para mejorar el rendimiento cognitivo de los jóvenes y repercutir positivamente sobre el académico (Ruiz-Ariza et al., 2017). El presente trabajo pretende conceptualizar dicha relación entre AF y cognición, así como asociar diferentes cualidades físicas con un mejor o peor rendimiento escolar, y poder así tomar decisiones sobre el tipo de AF más adecuado a fomentar desde el ámbito educativo y también familiar. Usamos regresiones lineales múltiples ajustando por edad, sexo, índice de masa corporal y nivel de estudios de las madres, para observar la relación entre cada componente de condición física, y el rendimiento escolar. Nuestros hallazgos van en la línea de la literatura previa, y muestran que una mayor condición física se asocia con mejor rendimiento escolar (Santana et al., 2016). La práctica de AF aumenta la producción de irisina en el músculo, una proteína que es clave para el cerebro y el aprendizaje. Además, un mayor fitness mejora el factor neurotrófico derivado del cerebro, el riego sanguíneo cerebral, la producción de neuronas y la conexión entre ellas (Adkins et al. 2006), mejorando las funciones ejecutivas y estimulando el aprendizaje. Como conclusión, nuestro trabajo sugiere que es necesario potenciar la práctica diaria de AF desde los Centros educativos, así como concienciar a las familias y a la sociedad en general de su promoción. Además, nuevas metodologías activas de enseñanza se presentan como una oportunidad para incluir el movimiento en cualquier asignatura y aumentar la motivación por la clase, conectar emociones, y liberar el estrés o la ansiedad, sacán-dole un mayor rendimiento a cada materia, y obteniendo un mayor rendimiento total.Palabras clave Actividad física, cognición, rendimiento escolar, metodologías activas, aprendizaje activo.

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“…It is proposed to use 5-and 15-minute run as indicators of aerobic capacity [9]. It is shown that muscle strength is not associated with academic achievement [15]. As informative indicators of students' health are considered both weight-for-height index and the results of Genchi and Ruffier tests [8].…”

mentioning

confidence: 99%

Informative indices of physical and functional state of young men during the process of adaptation to learning

Tulyakova

Avdeeva

2018

PPS

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Purpose:to determine indicators of physical development, physical readiness, functional condition of young men in the process of adaptation to learning. Material:The students of university (n=78, age 18-20 years) were examined. An examination was conducted at the beginning of the first and second years of study. It was studied 8 indexes and 5 indexes for physical development. Results:it is established that during the first year of study there is an increase in: weight-growth indices; endurance factor; adaptive capacity; diastolic pressure; running record on 1000 m. The vital capacity of the lungs decreased; life index; time of hanging on a bar. Conclusions:indicators of students' adaptation to learning are suggested to be: body mass index (physical development index); running on 1000 m (the indicator of physical readiness); coefficient of endurance (indicator of functional state).

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Independent and Combined Influence of the Components of Physical Fitness on Academic Performance in Youth

Cited by 110 publications

References 52 publications

Relationships Between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

Relationships Between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

Actividad Física Como Estrategia Educativa Para Mejorar El Rendimiento Escolar

Informative indices of physical and functional state of young men during the process of adaptation to learning

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