The Relationship Between 24-Hour Movement Behaviours And Executive Function And Academic Performance In Primary School Students

In China’s Compulsory Education Physical Education and Health Curriculum Standards(2022 edition),it is clearly proposed that students should develop healthy behavior habits and a good lifestyle.Studies have shown that regular physical activity,minimal screen time and adequate sleep have significant effects on children’s growth and development,cognitive and mental health.Executive function plays a key role in cognitive development and is closely related to academic achievement.Childhood is a sensitive stage of rapid development of executive function,which is easily affected by lifestyle and social environment,and has strong plasticity.As the senior grade of primary school in Shanghai,schools and families pay more and more attention to academic achievement.Research objectives: This study aims to understand the basic situation of 24-hour movement behaviours,different combinations,executive function and academic performance of primary school students in Shanghai,and explore the relationship between 24-hour movement behaviours and executive function and academic performance.To enrich the research of the 24-hour movement behavior guide,to provide a new perspective for the development of elementary school students’ executive function and academic performance.Research methods: Firstly,the literature data method was used to search and sort the required literature in many databases at home and abroad.Secondly,2630 students in grade 4 and Grade 5 of 8 primary schools in 4 districts of Shanghai(Jing ’an District,Yangpu District,Pudong District and Jiading District)were surveyed by questionnaire.Finally,1989 was included in the analysis,with an average age of 9.83±0.74 years old.Finally,descriptive statistics were used to analyze demographic characteristics of sample size,24-hour movement behavior,executive function and academic performance.The Pearson Chi-square test was used to calculate demographic differences in 24-hour movement behavior and academic performance.Nonparametric tests were used to analyze demographic differences in executive function.Partial correlation was used to analyze the correlation between 24-hour movement behavior and executive function and academic performance.Regression analysis meeting the 24-hour movement behavior guidelines and executive function and academic performance was performed using a generalized linear model.Research results:(1)In the basic situation of 24-hour movement behaviours,13.4%of respondents satisfied with MVPA,85.2% satisfied with ST,84.7% satisfied with SL,72.9% satisfied with ST+SL,12.2% satisfied with MVPA+ST,11.4% satisfied with MVPA+SL,only 10.3% satisfied with the 24-hour movement behaviours guideline.There are significant statistical differences in grade,family economic level,mother education level and only child.(2)In the basic case of executive function,the average BRI score was 37.53±8.588,the average MI score was 69.69±16.838,and the average total score was 107.22±24.302,showing statistically significant differences in gender,parenting style,family economic level and father’s education level.(3)In the basic situation of academic performance,the academic performance above the average level was 42.6%,and the academic performance below the average level was 57.4%,with significant statistical differences in gender,family economic level,father’s education level,mother’s education level and grade.(4)Regression analysis showed that the executive function level of primary school students who did not meet any recommended amount was lower(B = 0.943,95%CI = 0.427～1.460,p <0.001),compared to meeting the 24-hour activity behavior guidelines,Only the recommended amount of ST(B =-0.644,95%CI =-1.057 ～-0.231,p = 0.002)and only SL(B =-0.869,95%CI =-1.295 ～-0.443,p <0.001)the lower the children’s academic performance.Conclusions:(1)The proportion of primary school students in Shanghai who meet the24-hour movement behaviours guideline is very low,only 10.3%,which is mainly related to the lack of MVPA time of primary school students,only 13.4%,and the situation of meeting the recommended amount of ST and SL is better,85.2% and 84.7%,respectively.(2)There are significant differences in the executive function of primary school students in Shanghai in terms of gender,parenting style and family economic level.Primary school students with "girls","parents raising" and "family economic level is better" have better executive function performance.Meeting the 24-hour movement behaviours guide has a positive effect on the development of primary school students’ executive function.(3)There are significant differences in the academic performance of primary school students in Shanghai in terms of grade,gender,family economic level and parents’ education level.Primary school students in Grade Four,girls,better family economic level and higher parents’ education level have better academic performance.There is a certain relationship between satisfying the 24-hour movement behaviours guide and the academic performance of primary school students.But it’s not significant overall.