Fiziksel Aktivite, Oksidatif Stres Biyobelirteçlerini Artırır ve İlkokul Öğrencilerinde Akademik Başarıyı Geliştirir
DOI:
https://doi.org/10.5281/zenodo.15109968Anahtar Kelimeler:
Fiziksel aktivite, oksidatif stres, akademik performans, çocukÖzet
Bu çalışma, fiziksel aktivite (PA), oksidatif stres biyobelirteçleri ve akademik performans arasındaki ilişkiyi araştıran kavramsal bir model geliştirmeyi amaçlamıştır. Çalışmaya ilkokuldan toplam 200 çocuk (100 erkek ve 100 kız, 10-11 yaş aralığında) katılmış ve rastgele olarak dört gruba ayrılmıştır: erkek egzersiz grubu (boy+Ex), egzersiz yapmayan erkek grubu (boy+non Ex), kız egzersiz grubu (girl+Ex) ve egzersiz yapmayan kız grubu (girl+non Ex). Katılımcılar 12 haftalık bir koşu bandı programına katılmıştır Oksidatif stres, lipid peroksidasyonu (MDA düzeyleri) ile değerlendirilmiştir. Akademik stresi değerlendirmek için Algılanan Stres Ölçeği kullanılmış, akademik performans ise dikkat ve stres düzeyleriyle ilişkili olarak ölçülmüştür. Bulgulara göre, erkek egzersiz grubu ile egzersiz yapmayan erkek grubu arasında MDA (mmol/L) düzeylerinde anlamlı farklar bulunmuştur; ayrıca, erkek egzersiz grubundaki ortalama MDA düzeyi, kız egzersiz grubuna kıyasla anlamlı şekilde daha yüksektir. Toplam kolesterol (TC) >200 mg/dl düzeyinde, egzersiz yapan erkek grubunda, egzersiz yapmayan erkek grubuna kıyasla anlamlı bir artış gözlenmiştir. TC ortalama düzeyleri açısından da erkek egzersiz grubu ile kız egzersiz grubu arasında anlamlı farklar bulunmuştur. LDL >100 mg/dl, HDL ve TG >150 mg/dl <40 mg/dl düzeyleri arasında gruplar arasında anlamlı fark tespit edilmemiştir. Akademik stres düzeyleri cinsiyete göre farklılık göstermemiştir. Ancak, akademik performans kız egzersiz grubunda anlamlı düzeyde daha yüksektir. Sonuç olarak, oksidatif stresin akademik başarıyla doğrudan ilişkili olmadığını; buna karşın fiziksel aktivitenin akademik performansla bağımsız bir ilişki gösterdiğini ortaya koymaktadır.
Referanslar
Abdullah, B., Jaafar, W. M. W., & Ayub, A. F. M. (2012). The development of gross motor analysis system software: A preliminary concept. Procedia - Social and Behavioral Sciences, 64, 501–506.
Alghadir, A. H., Gabr, S. A., & Al-Eisa, E. S. (2016). Effects of moderate aerobic exercise on cognitive abilities and redox state biomarkers in older adults. Oxidative Medicine and Cellular Longevity, 2016(1), Article 2545168. https://doi.org/10.1155/2016/2545168
Alghadir, A. H., Gabr, S. A., Anwer, S., & Al-Eisa, E. (2016). Fatigue and oxidative stress response to physical activity in type 2 diabetic patients. International Journal of Diabetes in Developing Countries, 36(1), 59–64.
Aouadi, R., Alanazi, H. M. N., & Tim, G. (2015). Impact of physical exercise on reactive time and cognitive function in mentally deficient adolescents. Journal of Clinical Trials, 5(1), 206.
Avloniti, A., Chatzinikolaou, A., Deli, C. K., Vlachopoulos, D., Gracia-Marco, L., Leontsini, D., ... & Fatouros, I. G. (2017). Exercise-induced oxidative stress responses in the pediatric population. Antioxidants, 6(1), 6. https://doi.org/10.3390/antiox6010006
Best, J. R. (2010). Effects of physical activity on children's executive function: Contributions of experimental research on aerobic exercise. Developmental Review, 30(4), 331–551. https://doi.org/10.1016/j.dr.2010.08.001
Booth, F. W., Roberts, C. K., Thyfault, J. P., Ruegsegger, G. N., & Toedebusch, R. G. (2017). Role of Inactivity in Chronic Diseases: Evolutionary Insight and Pathophysiological Mechanisms. Physiological Reviews, 97(4), 1351–1402. https://doi.org/10.1152/physrev.00019.2016
Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106(4), 676–713. https://doi.org/10.1037/0033-295X.106.4.676
Caputo, V., Pacilli, M. G., Arisi, I., Mazza, T., Brandi, R., Traversa, A., ... & Macrì, S. (2020). Genomic and physiological resilience in extreme environments are associated with a secure attachment style. Translational Psychiatry, 10(1), 185. https://doi.org/10.1038/s41398-020-00869-4
Carmeli, E., Imam, B., Bachar, A., & Merrick, J. (2012). Inflammation and oxidative stress as biomarkers of premature aging in persons with intellectual disability. Research in Developmental Disabilities, 33(2), 369–375.
Chaddock, L., Erickson, K. I., Prakash, R. S., Kim, J. S., Voss, M. W., VanPatter, M., ... & Kramer, A. F. (2010). A neuroimaging investigation of the association between aerobic fitness, hippocampal volume, and memory performance in preadolescent children. Brain Research, 1358, 172–183.
Chaput, J. P., Willumsen, J., Bull, F., Chou, R., Ekelund, U., Firth, J., ... & Katzmarzyk, P. T. (2020). 2020 WHO guidelines on physical activity and sedentary behaviour for children and adolescents aged 5–17 years: Summary of the evidence. International Journal of Behavioral Nutrition and Physical Activity, 17(1), 141. https://doi.org/10.1186/s12966-020-01037-z
Cooper, S. B., Dring, K. J., Morris, J. G., Sunderland, C., Bandelow, S., & Nevill, M. E. (2018). High intensity intermittent games-based activity and adolescents’ cognition: Moderating effect of physical fitness. BMC Public Health, 18(1), 603. https://doi.org/10.1186/s12889-018-5514-6
de Greeff, J. W., Hartman, E., Mullender-Wijnsma, M. J., Bosker, R. J., Doolaard, S., & Visscher, C. (2014). Physical fitness and academic performance in primary school children with and without a social disadvantage. Health Education Research, 29(5), 853–860.
Dubuc, M. M., Aubertin-Leheudre, M., & Karelis, A. D. (2020). Relationship between interference control and working memory with academic performance in high school students: The Adolescent Student Academic Performance longitudinal study (ASAP). Journal of Adolescence, 80, 204–213. https://doi.org/10.1016/j.adolescence.2020.03.001
Erickson, K. I., Hillman, C. H., Stillman, C. M., Ballard, R. M., Bloodgood, B., Conroy, D. E., Macko, R. F., Marquez, D. X., Petruzzello, S. J., & Powell, K. E. (2019). Physical activity, cognition, and brain outcomes: A review of the 2018 physical activity guidelines. Medicine & Science in Sports & Exercise, 51(6), 1242–1251. https://doi.org/10.1249/MSS.0000000000001936
Fisher, G. G., Chaffee, D. S., Tetrick, L. E., Davalos, D. B., & Potter, G. G. (2017). Cognitive functioning, aging, and work: A review and recommendations for research and practice. Journal of Occupational Health Psychology, 22(3), 314–336. https://doi.org/10.1037/ocp0000086
Hafedh, M., & Parnow, A. (2022). Exercise training improves memory and produces changes in the adrenal gland morphology in the experimental autoimmune encephalomyelitis. Endocrine Regulations, 56(1), 31–37.
Hanushek, E. A. (2012). The economic value of education and cognitive skills. In S. L. Desimone & M. M. Kline (Eds.), Handbook of Education Policy Research (pp. 39–56). Routledge.
Hillman, C. H., Buck, S. M., Themanson, J. R., Pontifex, M. B., & Castelli, D. M. (2009). Aerobic fitness and cognitive development: Event-related brain potential and task performance indices of executive control in preadolescent children. Developmental Psychology, 45(1), 114–129. https://doi.org/10.1037/a0014437
James, J., Pringle, A., Mourton, S., & Roscoe, C. M. P. (2023). The effects of physical activity on academic performance in school-aged children: A systematic review. Children, 10(6), 1019. https://doi.org/10.3390/children10061019
Khan, N. A., & Hillman, C. H. (2014). The relation of childhood physical activity and aerobic fitness to brain function and cognition: A review. Pediatric Exercise Science, 26(2), 138–146. https://doi.org/10.1123/pes.2013-0125
Llorente-Cantarero, F. J., Aguilar-Gómez, F. J., Leis, R., Bueno, G., Rupérez, A. I., Anguita-Ruiz, A., ... & Gil-Campos, M. (2021). Relationship between physical activity, oxidative stress, and total plasma antioxidant capacity in Spanish children from the GENOBOX study. Antioxidants, 10(2), 320. https://doi.org/10.3390/antiox10020320
Peake, J. M., Markworth, J. F., Nosaka, K., Raastad, T., Wadley, G. D., & Coffey, V. G. (2015). Modulating exercise-induced hormesis: Does less equal more? Journal of Applied Physiology, 119(3), 172–189. https://doi.org/10.1152/japplphysiol.01055.2014
Phan, D. V., Chan, C. L., Pan, R. H., Yang, N. P., Hsu, H. C., Ting, H. W., & Lai, K. R. (2018). A study of the effects of daily physical activity on memory and attention capacities in college students. Journal of Healthcare Engineering, 2018, 2942930. https://doi.org/10.1155/2018/2942930
Reitznerová, A., Šuleková, M., Nagy, J., Marcinčák, S., Semjon, B., Čertík, M., & Klempová, T. (2017). Lipid peroxidation process in meat and meat products: A comparison study of malondialdehyde determination between modified 2-thiobarbituric acid spectrophotometric method and reverse-phase high-performance liquid chromatography. Molecules, 22(11), 1988. https://doi.org/10.3390/molecules22111988
Shephard, R. J. (1997). Curricular physical activity and academic performance. Pediatric Exercise Science, 9(2), 113–126.
Sohail, N. (2013). Stress and academic performance among medical students. Journal of the College of Physicians and Surgeons Pakistan, 23(1), 67–71.
Stults-Kolehmainen, M. A., & Sinha, R. (2014). The effects of stress on physical activity and exercise. Sports Medicine, 44(1), 81–121. https://doi.org/10.1007/s40279-013-0090-5
Sutkowy, P., Woźniak, A., Mila-Kierzenkowska, C., Szewczyk-Golec, K., Wesołowski, R., Pawłowska, M., & Nuszkiewicz, J. (2021). Physical activity vs. redox balance in the brain: Brain health, aging and diseases. Antioxidants, 11(1), 95. https://doi.org/10.3390/antiox11010095
Tapia, G., Cancino, J., Castro, M., Núñez, Ó., Pavez, R., Villagrán, C., ... & Zbinden, H. (2022). Regular exercise reduces stress and improves attention levels and academic performance of university students during final exams. SSRN. https://doi.org/10.2139/ssrn.4075700
Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 10. https://doi.org/10.1186/1479-5868-5-10
van der Niet, A. G., Hartman, E., Smith, J., & Visscher, C. (2014). Modeling relationships between physical fitness, executive functioning, and academic achievement in primary school children. Psychology of Sport and Exercise, 15(4), 319–325. https://doi.org/10.1016/j.psychsport.2014.02.010
Whiteman, A. S., Young, D. E., He, X., Chen, T. C., Wagenaar, R. C., Stern, C. E., & Schon, K. (2014). Interaction between serum BDNF and aerobic fitness predicts recognition memory in healthy young adults. Behavioural Brain Research, 259, 302–312. https://doi.org/10.1016/j.bbr.2013.11.023
İndir
Yayınlanmış
Nasıl Atıf Yapılır
Sayı
Bölüm
Lisans
Telif Hakkı (c) 2025 InnovatioSports Journal

Bu çalışma Creative Commons Attribution 4.0 International License ile lisanslanmıştır.