This study analyzed the correlation between elementary school students’ body composition, physical activity, physical fitness, movement ability, and academic achievement. Movements ranged from simple actions to complex movements requiring executive functioning. In total, 110 fourth graders (60 boys, 50 girls) participated in this experiment. Body composition (BMI, % of body fat), physical activity (pedometer), physical fitness (muscular strength, endurance, power, flexibility, and VO₂max), and complex movement abilities (Illinois Agility test, soda pop hand test, and soda pop foot test) were measured. Regression modeling of body composition and fitness/activity variables was able to account for 30.5% of the variation of total academic scores in females, but only 4.3% in males. No individual tests were reliably correlated with multiple academic outcomes in males. However, hand and foot soda pop times, as well as Illinois Agility scores, were repeatedly correlated with academic outcomes in females, each correlating with 4 of the 6 academic scores. Body composition and physical activity level did not correlate with academic achievement, and simple physical fitness showed a low correlation with academic achievement in both boys and girls. On the other hand, complex, cognitively demanding movements such as the Illinois Agility, soda pop hand, and soda pop foot tests had consistent correlations with academic achievement in girls, but not in boys.

中文翻译：

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一组四年级学生的身体素质，复杂与简单运动以及学业成绩之间的关联

这项研究分析了小学生的身体组成，体育活动，身体素质，运动能力和学习成绩之间的相关性。动作范围从简单的动作到需要执行功能的复杂动作。总共有110名四年级学生（60名男孩，50名女孩）参加了该实验。身体成分（BMI，身体脂肪百分比），身体活动（计步器），身体健康（肌肉力量，耐力，力量，柔韧性和VO _2）最大值），并测量了复杂的运动能力（伊利诺伊州敏捷度测试，苏打汽水手测试和苏打汽水脚测试）。身体成分和健身/活动变量的回归模型能够解释女性总学业成绩变化的30.5％，而男性仅为4.3％。没有一项个体测试与男性的多项学业成绩可靠相关。但是，手足苏打水的流行时间以及伊利诺伊州敏捷度得分与女性的学业成绩反复相关，每项都与6个学术成绩中的4个相关。身体成分和体育活动水平与学业成绩无关，而简单的身体素质与男孩和女孩的学业成绩之间的相关性较低。另一方面，复杂的，对认知要求较高的运动，例如伊利诺伊州的敏捷性，