摘要：ObjectiveSport may promote academic performance through physiological and psychosocial mechanisms. We aimed to examine the association between sports participation and academic performance in Aboriginal and Torres Strait Islander children.MethodsParticipants were from four successive waves of Australia’s Longitudinal Study of Indigenous Children (n = 303, baseline age 5–6 y). Cumulative sports participation was regressed against academic performance from two standardised tests.ResultsChildren participating in sport at all four waves performed significantly better than children participating in sport in 0, 2 or 3 waves in Progressive Achievement Test (PAT) Maths (110 vs. 103, 105 and 105,p = 0.007, 0.02 and 0.02, respectively), and better than children participating at two waves in National Assessment Program – Literacy and Numeracy (NAPLAN) numeracy (438 vs. 409,p = 0.006). There were no significant differences in PAT reading or NAPLAN literacy.ConclusionSports participation appears to be associated with subsequent better numeracy (2–7 months of learning) in a sample of Australian indigenous children. Fostering sports participation among indigenous children may be an avenue for reducing disadvantage.
