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Exercise and Academic Achievement in Children: Effects of Acute Class-Based Circuit Training

机译：儿童的运动和学业成就：急性基于电路的电路训练的影响

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Purpose. For schools, the increasingly imposed requirement to achieve well in academic tests puts increasing emphasis on improving academic achievement. While treadmill exercise has been shown to have beneficial effects on cognitive function and cycling ergometers produce stronger effect sizes than treadmill running, it is impractical for schools to use these on a whole-class basis. There is a need to examine if more ecologically valid modes of exercise might have a similar impact on academic achievement. Circuit training is one such modality shown to benefit cognitive function and recall ability and is easily operationalised within schools. Methods. In a repeated measures design, twenty-six children (17 boys, 8 girls) aged 10-11 years (mean age 10.3; SD ± 0.46 years) completed the Wide Range Achievement Test (WRAT 4) at rest and following 30 minutes of exercise. Results. Standardised scores for word reading were significantly higher post exercise (F(1,18) = 49.9, p = 0.0001) compared to rest. In contrast, standardised scores for sentence comprehension (F(1,18) = 0.078, p = 0.783), spelling (F(1,18) = 4.07, p = 0.06) mathematics (F(1,18) = 1.257, p = 0.277), and reading (F(1,18) = 2.09, p = 0.165) were not significantly different between rest and exercise conditions. Conclusions. The results of the current study suggest acute bouts of circuit based exercise enhances word reading but not other areas of academic ability in 10-11 year old children. These findings support prior research that indicates acute bouts of exercise can selectively improve cognition in children.
机译：目的。对于学校来说，要想在学术考试中取得优异成绩，要求越来越高的要求越来越强调提高学业成绩。虽然跑步机运动已显示出对认知功能的有益作用，而自行车测功机产生的效果要比跑步机强大，但学校在全班基础上使用这些功能是不切实际的。有必要检查更生态有效的锻炼方式是否会对学业成绩产生类似影响。巡回训练就是一种这样的方式，它被证明有益于认知功能和回忆能力，并且很容易在学校内实施。方法。通过重复测量设计，年龄在10-11岁（平均年龄10.3; SD±0.46岁）的26名儿童（17名男孩，8名女孩）在休息和运动30分钟后完成了广泛成就测试（WRAT 4）。 。结果。运动后，单词阅读的标准分数明显高于其他人（F（1,18）= 49.9，p = 0.0001）。相反，句子理解（F（1,18）= 0.078，p = 0.783），拼写（F（1,18）= 4.07，p = 0.06）数学的标准成绩（F（1,18）= 1.257，p = 0.277）和休息条件和运动条件下的读数（F（1,18）= 2.09，p = 0.165）没有显着差异。结论。当前的研究结果表明，基于回路的运动会增加10-11岁儿童的单词阅读能力，但不能增强其他方面的学习能力。这些发现支持以前的研究，表明急性运动可以选择性地提高儿童的认知能力。

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