自1995年教育部建立體適能檢測常模後，體適能成為我國學術研究及政府制定政策時之重要指標，並日漸關注體適能對各階段學生學業與非學業表現之影響。本文主要針對大專校院學生體適能表現之影響因素，以及體適能表現對於大專校院學生學業表現、非學業表現和畢業後生涯選擇關聯性進行探究。查過往國內外文獻，多以高中以下階段學生為研究對象，且體適能表現與學業成績關聯之研究具不一致結果，心肺能力與學業成績表現多數呈現正相關，惟受限資料侷限性，缺少家庭社經背景、入學管道等資料，體適能項目與各成就關聯應須更嚴謹研究，以避免估計偏誤。
本研究以國立清華大學2012年至2019年 (計8年間) 校務資料進行實證研究，除體適能測驗成績、學業表現成績外，控制父母教育程度、學生入學管道、低收入戶等變數，使研究更臻完善。研究方法以線性迴歸模型及多元選擇模型討論影響體適能之因素、畢業總成績及班級總排名之相關性，另以二元選擇模型及排序性選擇模型研究與社團、打工、交換學生、國際志工參與、每週平均社團參與及打工時間之關係，最後以二元選擇模型進行畢業後升學或就業之相關性研究。實證結果得到除坐姿體前彎以外，其餘各項體適能對應能力確實在不同面向影響學生學業、非學業表現，其中心肺耐力、肌耐力及肌力為關鍵能力，可提供政府及學校制定相關體育決策參考。

Since Ministry of Education formulated physical fitness norms in 1995, physical fitness became an important indicator in development of policies and academic researches, which has greatly influenced academic and non-academic performance of all students. However, the correlation between fitness performance and educational achievement was not clear in previous researches. Therefore, this study aims to examine the association between physical fitness and academic/non-academic performance.
Although several studies had investigated the association between physical fitness and academic achievement in school-age children (almost under 18), the research on the relationship between physical fitness performance and academic performance had mixed results. Most of researches indicated the cardiovascular function and academic performance were positively correlated, but most results had been plagued by a variety of data acquisition limitations.
This study uses both the administration and survey data of National Tsing Hua University from 2012 to 2019 to perform empirical investigations. In addition to fitness test scores and academic performance, education level of parents, university entrance program and low-income are included as control variables in this study. Linear regression model and multinomial probit model are used to discuss the factors that affect fitness performance and academic achievement. The binary choice model and the ordered probit model are used to study the participation behavior of school clubs, part-time jobs, exchange students, and international volunteers. Finally, the binary choice model is used to assess the correlation of employment or further study after graduation.
Our empirical results show that in addition to the sit and reach test, all fitness abilities do affect the student’s academic and non-academic performance in different ways. Cardiovascular function, stamina and muscle strength are identified as key abilities, which can provide government and schools with policy making for physical education.

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