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dc.contributor.authorSaevarsson, Elvar
dc.contributor.authorSvansdottir, Erla
dc.contributor.authorArngrimsson, Sigurbjorn
dc.contributor.authorSveinsson, Thorarinn
dc.contributor.authorJohannsson, Erlingur
dc.coverage.spatialIcelandnb_NO
dc.date.accessioned2019-02-08T09:52:03Z
dc.date.available2019-02-08T09:52:03Z
dc.date.created2018-09-12T14:44:56Z
dc.date.issued2018
dc.identifier.citationSaevarsson, E., Svansdottir, E., Arngrimsson, S., Sveinsson, T., & Johannsson, E. (2018). Different cardiorespiratory fitness expressions based on the maximal cycle ergometer test show no effect on the relation of cardiorespiratory fitness to the academic achievement of nine-year-olds. Plos One, 13(7), 1-11.nb_NO
dc.identifier.issn1932-6203
dc.identifier.urihttp://hdl.handle.net/11250/2584542
dc.description.abstractThe relationship between cardiorespiratory fitness and academic achievement has been inconclusive. The results may depend on how cardiorespiratory fitness is expressed. The aim of this study is to explore the impact of different cardiorespiratory fitness expression methods, measured by the maximal cycle ergometer test, on the relationship between cardiorespiratory fitness and academic achievement. A cross-sectional study consisting of 303 Icelandic 4th grade students (163 girls) was conducted. Cardiorespiratory fitness was assessed using a graded maximal cycle ergometer test and scores of standardized tests in Icelandic and math obtained from the Icelandic National Examination Institute. Cardiorespiratory fitness was measured as absolute power output in watts in a maximal progressive cycle ergometer test. To adjust for different body sizes, the power output was scaled to body weight, body height, body surface area, and allometrically expressed body weight. In addition, linear regression scaling was also used to adjust for different body sizes. No significant relationship was found between any of the cardiorespiratory fitness expressions and academic achievement, using both univariate and multivariate linear regression analyses. The use of different methods to express cardiorespiratory fitness does not significantly affect the association with the academic achievement of fourth grade students.nb_NO
dc.language.isoengnb_NO
dc.publisherPLOSnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleDifferent cardiorespiratory fitness expressions based on the maximal cycle ergometer test show no effect on the relation of cardiorespiratory fitness to the academic achievement of nine-year-oldsnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.rights.holder© 2018 Saevarsson et al.nb_NO
dc.subject.nsiVDP::Medisinske Fag: 700::Idrettsmedisinske fag: 850::Treningslære: 851nb_NO
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Andre pedagogiske fag: 289nb_NO
dc.source.volume13nb_NO
dc.source.journalPLoS ONEnb_NO
dc.source.issue7nb_NO
dc.identifier.doi10.1371/journal.pone.0200643
dc.identifier.cristin1608933
cristin.unitcode203,1,32,0
cristin.unitnameSenter for utdanningsforskning - Bergen
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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