论文研究-大学生的心肺健康，与健康有关的身体素质和学习成绩资源-CSDN文库

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Advances in Physical Education, 2020, 10, 42-53

https://www.scirp.org/journal/ape

ISSN Online: 2164-0408

ISSN Print: 2164-0386

DOI:

10.4236/ape.2020.101005 Feb. 14, 2020 42 Advances in Physical Education

Cardiorespiratory Fitness, Health-Related

Physical Fitness and Academic Performance

in College Students

Chung Bing Yang

, Te Hung Tsao

Department of Physical Education and Kinesiology, National Dong Hwa University, Taiwan, China

The Center for Physical and Health Education, National Sun Yat-Sen University, Taiwan, China

Abstract

Whether cardiorespiratory fitness (CRF) and physical fitness affect academic

performance in college first-

year students is a concerning issue. Therefore,

the goal of this study was to examine the relationship between academic per-

formance and CRF and the components of physical fitness in college first-yea

students. A total of 98 college first-year students (female: 30, male: 68) parti-

cipated in this study. The CRF was measured using a gas analyzer on a tread-

mill and physical fitness included body mass index, sit-

up in one minute,

standing long jump, sit-and-reach, 800 (female) and 1600-

m (male) run/walk.

The two assessments were scheduled by an interval of 7 -

10 days. The grade

point average (GPA) in formal grade report was provided by each participant

after the completion of the first academic year. The data were analyzed by an

independent t-test and the relationships between variables were analyzed by

Pearson

product

moment

correlation. The results displayed that males were

significantly higher than females in CRF (

< 0

.05). For physical fitness, the

BMI, sit-up in one minute, standing long jump were significantly higher in

males than in females. However, females were signif

icantly higher than males

in the number of sit-and-reach (

< 0.05). For academic performance, the GPA

displayed similar between different genders. After regression analyses, the CRF

was significantly related with academic performance and explained 56% of

the

variance for GPA in male college freshmen. However, neither CRF nor the com-

ponents of physical fitness showed any significant relationship with academic

performance in females. In conclusion, the CRF accounted for the variance of

academic performance i

n male. However, a similar result was not found in

the female part.

Keywords

Maximal Oxygen Consumption, Grade Point Average, Running Performance

How to cite this paper:

Yang, C. B.,

Tsao

, T. H. (2020). Cardiorespiratory Fitness,

Health

-Related Physical Fitness and Academic

Performance in College Students

Advances

in Physical Education

, 10,

42-53.

https://doi.org/10.4236/ape.2020.101005

Received:

January 10, 2020

Accepted:

February 11, 2020

Published:

February 14, 2020

20 by author(s) and

Scientific

Research Publishing Inc.

This work is licensed under the Creative

Commons Attribution International

License (CC BY

4.0).

http://creativecommons.org/licenses/by/4.0/

Open Access

C. B. Yang, T. H. Tsao

DOI:

10.4236/ape.2020.101005 43 Advances in Physical Education

1. Introduction

Many college students face physiological, psychological and environmental chal-

lenges during the first year in college because of the transition from adolescence

to adulthood (Dyson & Renk, 2006). In addition, learning and study demanding

during college were different from those during senior high school. Of the changes

in physiology and physique, the alteration in body weight should be alert. The

study (Butler, Black, Blue, & Gretebeck, 2004) indicated that although the changes

in physical activity and food intake occurred during the period of the first year

in college, a decrease in physical activity was the main factor for an increase in

body weight. On the other hand, physical inactivity or sedentary lifestyle is one of

important contributors to lower cardiorespiratory fitness (Armstrong et al., 2006),

which is associated with many diseases, such as hypertension, insulin resistance,

and stroke (Healy, Matthews, Dunstan, Winkler, & Owen, 2011; Wilmot et al.,

2012). Therefore, the issues of cardiorespiratory fitness and physical activity are

important for college students.

In general, cardiorespiratory fitness (CRF) is measured using individual’s max-

imum rate of oxygen consumption (VO

max) during incremental exercise. In

addition to being in association with physical activity, CRF was also significantly

positively related with cognition (Åberg et al., 2009; Voss et al., 2011). Further-

more, the improvement in cognitive capacity was related with the enhancement

in CRF by physical activity or exercise intervention in healthy elders or those

with mild cognitive impairment (Reiter et al., 2015; Smith et al., 2013; Voss et al.,

2013). There were several possible factors for the improvement of cognition due

to the intervention of exercise, such as an increase in cortical thickness (Reiter et

al., 2015), maintenance or improvement of brain function and structure (Bur-

zynska et al., 2014; Colcombe et al., 2006), and an increase in brain blood flow

(Burdette et al., 2010) although further studies are warranted for precise mechan-

isms. Recent studies indicated (De Almeida Santana et al., 2017; García-Hermoso,

Esteban-Cornejo, Olloquequi, & Ramírez-Vélez, 2017) that CRF was significant-

ly related with academic performance in children and young teenagers.

One recent study (Hὃtting & Rὃder, 2013) indicated that low physical fitness

might negatively affect academic learning in college-aged women. It was possible

that poor academic learning resulted in lower academic performance. Currently,

many studies have investigated the effect of health-related physical fitness on aca-

demic performance in children and adolescents. The results showed that the im-

provement in academic performance was associated with the elevation of physi-

cal fitness due to the intervention of exercise, in addition to a significant relation-

ship between academic performance and physical fitness (Blom, Alvarez, Zhang,

& Kolbo, 2011; De Greeff et al., 2014; Van Dusen, Kelder, Kohl, Ranjit, & Perry,

2011; Welk et al., 2010). Taken the above-mentioned studies collectively, al-

though many studies have examined the association between CRF and academic

performance and the effect of CRF via exercise intervention on academic per-

formance of children and teenagers, there are few studies exploring college stu-

C. B. Yang, T. H. Tsao

DOI:

10.4236/ape.2020.101005 44 Advances in Physical Education

dents in similar aspects. As a result, the aim of this study was to examine the as-

sociation between CRF and academic performance in college freshmen. Based

on significant associations between academic performance and CRF and physi-

cal fitness in children and adolescents, the hypothesis of this study was that a

significant relationship between CRF and academic performance existed in col-

lege freshmen.

2. Methods

2.1. Participants

This study was approved by the institutional review board of local hospital (An

Tai Hospital, Pingtung). The information of inviting participants was announced

in the bullet boards of campus activities. The criteria of inclusion were as follows:

possible participants were enrolled in the first year of undergraduate college, but

they were not the member of any college or club sport team. No cardiometabolic

or muscuoskeleton disease was diagnosed. In addition, those who smoke or have

alcohol use habit were excluded in this study. There were 110 (37 females/73

males) expressing their interest in this research. The participants and their legal

guardians provided their written consent before enrolling in this study.

2.2. Health-Related Physical Fitness

Body mass index

The height and body mass of all participants were measured using wall-mounted

tape measures and electronic scales, respectively. All participants were barefoot

and dressed in swimming suit during measurements. The body mass index (BMI)

was calculated as body mass (kg) divided by height squared (m

Sit-up in one minute

The number of sit-up in one-minute was used for assessing the muscular

strength. Each participant lay on a mat with crossed their arms placing on their

chest. In addition, the participant bent their knees with personal comfortable

angle. When they conducted this test, one assistant maintained the participant’s

feet firmly on the ground. The standard sit-up was that the participant must touch

their knees using their elbows and return his/her back on the ground. The assis-

tant counted the number of sit-up the participant completed.

Standing long jump

The standing long jump was the representative of explosive strength of the

lower body. Each participant stood behind the starting line with their feet ap-

proximately personal shoulder width and jumped horizontally as far as he/she

could. When jumping, the participant must take off and land with two feet to-

gether. The jump distance was recorded by centimeter using a tape ruler.

Sit-and-reach

The sit-and-reach was assessed for the lower-extremity flexibility. Before mea-

suring, each participant sat on the floor with their legs fully extended and the

ruler was placed between the two legs. Next, the participant was asked to slowly

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