Longitudinal associations of physical activity and pubertal development with academic achievement in adolescents

作     者：Eero A.Haapala Henna L.Haapala Heidi Syvaoja Tuija H.Tammelin Taija Finni Noona Kiuru Eero A.Haapala;Henna L.Haapala;Heidi Syv?oja;Tuija H.Tammelin;Taija Finni;Noona Kiuru

作者机构：Faculty of Sport and Health SciencesUniversity of JyvaskylaFI-40014Finland Department of PhysiologyInstitute of BiomedicineSchool of MedicineUniversity of Eastern FinlandKuopio CampusFI-70211Finland LIKES Research Centre for Physical Activity and HealthJyvaskylaFI-40700Finland Department of PsychologyFaculty of Education and PsychologyUniversity of JyvaskylabJyvaskylaFI-40014Finland 

出 版 物：《Journal of Sport and Health Science》 (运动与健康科学（英文）)

年 卷 期：2020年第9卷第3期

页      面：265-273页

核心收录：

学科分类：1002[医学-临床医学] 100216[医学-运动医学] 10[医学] 

基　　金：supported by the Academy of Finland(#266851) 

主　　题：Adolescents Brain Children Cognition Exercise Maturity Physical activity 

摘      要：Objective: We sought to investigate the longitudinal associations of moderate-to-vigorous physical activity(MVPA) and pubertal development with academic achievement in ***: A total of 635 adolescents(283 boys, 352 girls) aged 11-13 years participated in the study. MVPA was assessed by the Health Behaviour in School-aged Children study questionnaire, and pubertal development was assessed by the Pubertal Development Scale at beginning of the 6 th grade(baseline) and end of the 7 th grade(follow-up). Grade point average(GPA) at the end of Grades 5 and 7 was computed from data acquired from the school registers. The data were analyzed using linear regression and analyses of ***: In boys, MVPA was positively associated with GPA at baseline after adjustment for age(b = 0.144, 95% confidence interval(CI):0.028-0.260, p = 0.028). In girls, the Pubertal Development Scale was positively associated with GPA at baseline(b = 0.104, 95%CI: -0.004 to0.211, p = 0.058) and follow-up(b = 0.104, 95%CI: -0.002 to 0.211, p = 0.055) after adjustment for age, and these associations strengthened after further adjustment for MVPA(p 0.05). Adolescents who were inactive at baseline or at baseline and follow-up had lower GPA during followup than their continuously highly active peers(mean difference = -0.301, 95%CI: -0.543 to -0.058, p = 0.009) and all other adolescents(mean difference = -0.247, 95%CI: -0.475 to -0.019, p = 0.029). These differences were greater in girls than in ***: Lower levels of MVPA were associated with lower GPA in boys at baseline. Girls who were continuously inactive had lower GPA over the follow-up period than those who were continuously active. Finally, earlier pubertal development was associated with better academic achievement in girls.