Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis

Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt?

Substantial evidence shows that the current level of children’s physical activity (PA) is insufficient. Schools along with academic lessons can offer an effective avenue to increase children’s physical activity and decrease sedentary time. Teacher training in movement integration (MI) has been emphasized as an important strategy in facilitating less sedentary and more physically active lessons. The aim of this study was to explore the design process for developing a teacher training module for MI and its implementation within the comprehensive, school-based, physical activity program. Flexible co-creation methods with teachers were applied. Process evaluation was conducted through individual feedback surveys, observations in schools, evaluating the teacher’s MI mapping timetable, group feedback, and a follow-up study. The two-day module, a practical and flexible approach, ready-to-use resources, allocated time and autonomy for practice, communication with other teachers, and a whole school approach aligned with teachers’ needs are identified as key elements. A follow-up study after the training showed significant changes in teachers’ practices regarding the use of MI in the classroom. The study offers important insights into the design process and its successes and failures. The lessons learnt, a final model of designed seminars, and a toolbox of materials are presented.

Training Willpower: Reducing Costs and Valuing Effort

The integrative model of effortful control presented in a previous article aimed to specify the neurophysiological bases of mental effort. This model assumes that effort reflects three different inter-related aspects of the same adaptive function. First, a mechanism anchored in the salience network that makes decisions about the effort that should be engaged in the current task in view of costs and benefits associated with the achievement of the task goal. Second, a top-down control signal generated by the mechanism of effort that modulates neuronal activity in brain regions involved in the current task to filter pertinent information. Third, a feeling that emerges in awareness during effortful tasks and reflects the costs associated with goal-directed behavior. The aim of the present article is to complete this model by proposing that the capacity to exert effortful control can be improved through training programs. Two main questions relative to this possible strengthening of willpower are addressed in this paper. The first question concerns the existence of empirical evidence that supports gains in effortful control capacity through training. We conducted a review of 63 meta-analyses that shows training programs are effective in improving performance in effortful tasks tapping executive functions and/or self-control with a small to large effect size. Moreover, physical and mindfulness exercises could be two promising training methods that would deserve to be included in training programs aiming to strengthen willpower. The second question concerns the neural mechanisms that could explain these gains in effortful control capacity. Two plausible brain mechanisms are proposed: (1) a decrease in effort costs combined with a greater efficiency of brain regions involved in the task and (2) an increase in the value of effort through operant conditioning in the context of high effort and high reward. The first mechanism supports the hypothesis of a strengthening of the capacity to exert effortful control whereas the second mechanism supports the hypothesis of an increase in the motivation to exert this control. In the last part of the article, we made several recommendations to improve the effectiveness of interventional studies aiming to train this adaptive function."Keep the faculty of effort alive in you by a little gratuitous exercise every day."James (1918, p. 127).

The Role of Brain-Derived Neurotrophic Factor (BDNF) in the Relation between Physical Activity and Executive Functioning in Children

Physical activity (PA) can improve children’s executive functioning (EF), which might be caused by increased levels of brain-derived neurotrophic factor (BDNF). This study investigated whether acute and/or chronic PA leads to increased BDNF levels and enhanced EF in children. Methods: In total, 47 children (mean age 9.69 ± 0.60; 46.8% boys) participated. Children performed a maximal exercise test to measure acute PA. Before and after, BDNF was collected and EF was measured. Chronic PA was proxy-reported. Repeated Measures ANOVAs were performed to study the effect of acute PA on BDNF and EF. Mediation analyses were performed to investigate the mediation effect of BDNF on the association between chronic PA and BDNF. Results: A borderline significant effect of acute PA on BDNF was found (F = 3.32, p = 0.075) with an increase in BDNF (+29.58 pg/mL) after acute PA. A significant effect was found for performance on inhibition tasks (Flanker (accuracy +5.67%, p = 0.034) and Go/No-Go (+0.15%, p = 0.022)). No effect of acute PA was found on the EF outcomes. No significant correlation between chronic PA and EFs nor BDNF was found. Conclusions: Acute PA might increase BDNF and improve some EFs (i.e., inhibition) in children. Chronic PA was not associated with EF nor BDNF. Trial Registration Number: NCT02503579.

Association Between Ideal Cardiovascular Health and Executive Function in Chinese Primary School Children

Aims: Little information exists on the associations of cardiovascular health, a new metric proposed by the American Heart Association, and executive function, particularly in children. We aimed to explore this topic.

Methods: We studied 3,798 children aged 6–12 years from 5 schools in Guangzhou, China. The executive function of children was evaluated using parent reports of the Behavioral Rating Inventory of Executive Function, which included 2 composite indexes and 8 subscale scores. We calculated the number of ideal cardiovascular health (range: 0–7) based on smoking, body mass index, physical activity (PA), diet, blood pressure, cholesterol, and glucose. A generalized linear mixed model was used to assess the association of the number of ideal cardiovascular health metrics and executive function.

Results: Compared with children exhibiting 1–3 ideal cardiovascular health metrics, decreases of 1.37–2.63 points (indicating better performance) in metacognition index and its 5 subscale indexes (initiate, working memory, plan/organize, organization of materials, and monitor) were observed in children who attained 5 or 6–7 ideal metrics (all p for trend <0.001). Ideal diet and ideal PA were independently associated with lower indexes of behavioral regulation and metacognition.

Conclusions: The number of ideal cardiovascular health was positively associated with performance of executive function in children.

Can exercise shape your brain? A review of aerobic exercise effects on cognitive function and neuro-physiological underpinning mechanisms

It is widely accepted that physical exercise can be used as a tool for the prevention and treatment of various diseases or disorders. In addition, in the recent years, exercise has also been successfully used to enhance people's cognition. There is a large amount of research that has supported the benefits of physical exercise on human cognition, both in children and adults. Among these studies, some have focused on the acute or transitory effects of exercise on cognition, while others have focused on the effects of regular physical exercise. However, the relation between exercise and cognition is complex and we still have limited knowledge about the moderators and mechanisms underlying this relation. Most of human studies have focused on the behavioral aspects of exercise-effects on cognition, while animal studies have deepened in its possible neuro-physiological mechanisms. Even so, thanks to advances in neuroimaging techniques, there is a growing body of evidence that provides valuable information regarding these mechanisms in the human population. This review aims to analyze the effects of regular and acute aerobic exercise on cognition. The exercise-cognition relationship will be reviewed both from the behavioral perspective and from the neurophysiological mechanisms. The effects of exercise on animals, adult humans, and infant humans will be analyzed separately. Finally, physical exercise intervention programs aiming to increase cognitive performance in scholar and workplace environments will be reviewed.

The effectiveness of school physical education on students' cognitive competence: a systematic review and meta-analysis

INTRODUCTION

School physical education plays an important role in improving the cognitive competencies of students. The theoretical background related to how school physical education positively influences students' cognitive domains has been consistently structured; however, there are few previous studies that have systematically analyzed how physical education interventions produce positive outcomes related to learners' cognitive competencies. The aim of the present study was to analyze the effectiveness of physical education interventions on students' cognitive competencies.

EVIDENCE ACQUISITION

The study involved searching for related quantitative research studies through electronic research databases including SPORTDiscus, ScienceDirect, and MEDLINE Patent Applications and conducting a screening process considering the purpose of the meta-analysis. The present study assessed for a risk of bias, extracted data, and conducted a meta-analysis to determine the effectiveness of physical education interventions.

EVIDENCE SYNTHESIS

According to the results of the meta-analysis, school physical education has a significant impact on students' cognitive competencies such as intelligence and academic achievement. In terms of the characteristics of the interventions, the effectiveness of aerobic exercise rooted in physical education was more significant than that of model-based physical education or traditional physical education.

CONCLUSIONS

Based on the results of the meta-analysis, the present study concluded that school physical education has a statistically significant impact on changing students' cognitive conditions; however, there is need for a follow-up study on how the contents of school physical education and the methods of teaching have distinct effects on students' cognitive competencies.

“Cognition, Intelligence and Movement”: Extracurricular Physical Activity as a Promoter of Intelligence in Schoolchildren

The main objective of this study was to assess the existence of significant relationships between motor capacity, academic performance and intelligence in a sample of 67 pre-adolescent children, between the ages of 8 and 11 years. Speed tests were carried out (10 × 5 m shuttle run and plate tapping test), and academic grades in Spanish Language and Literature, Mathematics, Natural Sciences, Foreign Language (English) and Physical Education were considered. The Raven test was administered to estimate the intelligence of the subjects. The results showed significant correlations, mainly between the motor capacities and intelligence variables but not with academic performance. Significant differences were also observed in subjects who participated in sports, with better results in motor capacities and intelligence tests compared to those who did not. The data reveal that engaging in intense physical activity and sports in general may improve academic performance.

Effects of the Type of Sports Practice on the Executive Functions of Schoolchildren

There is a close relationship between the development of complex motor skills and executive functions during childhood. This study aimed to analyze the differences in different dimensions of executive functions in children practicing an open-skill sport (handball) and a closed-skill sport (athletics) and controls who did not participate in sports activities after a 12-week intervention period. School-aged male and female subjects (n = 90; mean ± standard deviation = 11.45 ± 0.68 years) participated in a non-randomized controlled study. Data analysis was performed using the STATA V.15 statistical software. The athletics intervention promoted semantic fluency (p = 0.007), whereas handball increased inhibition (p = 0.034). Additionally, physical activity improved in both intervention groups (p = < 0.001), whereas sprint performance improved in the handball group following intervention (p = 0.008), lower body muscular power improved in athletics (p = 0.04), and evidence of improvement in upper body muscular strength was noted in handball (p = 0.037). In turn, an increase in the Physical Activity Questionnaire for older Children score showed an association with the Standard Ten scores of executive functions. In conclusion, compared to controls, both athletics and handball induced meaningful improvements in physical activity and executive functions. However, sport-specific adaptations were noted after athletics (i.e., semantic fluency and lower body muscular power) and handball (i.e., inhibition, sprint, and upper-body muscular strength).

Anthropometric Parameters, Physical Activity, Physical Fitness, and Executive Functions among Primary School Children

Physical activity during childhood and adolescence favors brain development and cognitive functioning, particularly the executive functions. This study aimed to assess potential associations between anthropometric parameters, physical activity, physical fitness, and executive functions among elementary school children returning to school after the COVID-19 lockdown in Chile. School-age male and female participants (n = 90; age, 10−12 years) participated in the study. To determine the association between variables, a multivariable linear regression analysis was performed. Higher fat-related anthropometric indexes were associated with lower working memory, cognitive flexibility, planning, and attention (r = −0.55 to −0.22; p = 0.031 to <0.001). In contrast, higher physical activity levels, better sprint performance, higher lower-body muscular power, and greater upper-body muscular strength were associated with better working memory, cognitive flexibility, inhibition, planning, and/or attention (r = 0.19 to −0.54; p = 0.04 to <0.001). Current results consistently suggest the need for adequate levels of physical activity, physical fitness, and anthropometric parameters among the school-age population to promote healthy and adequate executive functions.

The Efficacy of Physical Activity for Children with Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Randomized Controlled Trials

BACKGROUND

This systematic review and meta-analysis assesses the efficacy of regular, moderate to vigorous physical activity (MVPA) for attention deficit hyperactivity disorder (ADHD) in children and adolescents in randomized controlled trials (RCTs).

METHODS

RCTs including children and adolescents with clinically diagnosed ADHD, implementing regular MVPA, and assessing ADHD core-symptoms on a valid rating scale post-intervention (primary outcome) were included. Outcomes were pooled through random-effects meta-analysis. Prospero registration: CRD42019142166.

RESULTS

MVPA had a small effect on total ADHD core symptoms (n = 11; g = -0.33; 95% CI [-0.63; -0.02]; p = .037).

CONCLUSIONS

MVPA could serve as an alternative treatment for ADHD. New RCTs are necessary to increase the understanding of the effect regarding frequency, intensity, type of MVPA interventions, and differential effects on age groups.

A Sustainable Swedish School Intervention with Extra Aerobic Exercise—Its Organization and Effects on Physical Fitness and Academic Achievement

A large majority of Swedish children do not reach the recommended daily activity level. Some, but not all, studies show that extra physical activity may have positive effects on children’s school performance, physical fitness and health. The present purpose was to offer pupils from the 7th to the 8th grade extra aerobic exercise led by physical education teachers and to evaluate the effects on aerobic fitness, muscle strength, school grades and health. The hypothesis was that extra aerobic exercise would improve physical fitness, school grades and health. In the two-year project, 122 pupils aged 13–14 years from three schools constituted an aerobic group with 30 min extra exercise sessions (≥70% maximal heart rate) twice weekly. A control group of 26 pupils was included. All 148 pupils also had regular 60 min physical education lessons (2/week). A moderate to large significant effect size (via partial eta-squared) of the interaction effect for the aerobic group compared to the control group over time was generally seen for aerobic fitness, the muscle strength test with push-ups, school grades in Swedish, English and physical education, and in average school grade for four school subjects combined, thus also including mathematics. Within the aerobic group, significant improvements were also shown for aerobic fitness, endurance and strength of abdominal and leg muscles, and the total physical test index during the two-year project. The control group showed no corresponding improvement in these parameters. Improvements in school grades were generally seen among both sexes in the aerobic group, whereas improvements in physical capacity were distinctly more pronounced among boys and seldom among girls. A similar pattern with significant improvement in several school grades was noted in all three intervention schools, although one of the schools had a distinctly larger proportion of children who immigrated to Sweden. The aerobic group showed significantly higher ratings (with a small to moderate effect size) on several questions about physical self-perception than the control group at the end of the 8th grade. This teacher-led school intervention generated a sustainable project with improvements in physical fitness and school grades. The project might act as an inspiration for other schools to increase physical activity to improve physical fitness and possibly school grades.

The Role of Physical Activity, Enjoyment of Physical Activity, and School Performance in Learning Motivation among High School Students in Hungary

The goal of this study was to analyze the role of physical activity, enjoyment of physical activity, and school performance in the dimensions of learning motivation (Cognitive Domain, Affective Domain, Moral Domain, Adult Pressure). A total of 249 high school students were involved in this study, ranging in age from 14 to 19 years old. A self-administered questionnaire was filled out by the participants, including questions about sociodemographic background and school performance. The International Physical Activity Questionnaire was used to assess physical activity. Learning motivation was measured by the School Motivation Inventory. The Physical Activity Enjoyment Scale was used to determine the enjoyment of physical activity. Path analyses were chosen as a statistical method to understand the associations between the variables. Our findings reveal that learning motivation was associated with school performance and enjoyment of physical activity. Physical activity did not show any direct relationship with learning motivation, but it was positively associated with school performance and enjoyment of physical activity, hence showing an indirect relationship with learning motivation. Another important finding was the role of physical activity enjoyment. It has a preventive role concerning pressure from adults since such enjoyment strengthens the intrinsic motivation of students. We believe our findings highlight the benefits of physical activity and enjoyment of physical activity in learning environments.

A Longitudinal Examination of Withholding All or Part of School Recess on Children's Physical Activity and Sedentary Behavior: Evidence from a Natural Experiment

School recess is a daily opportunity for school-age students to be physically active. However, in some territories teachers often use recess for other purposes (e.g., children's poor classroom behavior might be punished with reduced time for recess). This study aimed to examine the impact of such practices on children's physical activity (PA) and the relationships between PA, gender, body mass index (BMI), and academic achievement. Forty-six first-grade students from two natural classrooms wore an accelerometer over the course of 6 weeks to measure their metabolic equivalent of task (METs) and sedentary behavior during school recess. Gender, age, BMI, the classroom to which students belonged, and academic achievement were also analyzed in two Generalized Estimating Equations models. Results revealed that boys achieved more METs and spent less time participating in sedentary behavior than girls during recess. Children within a healthy weight range of BMI yielded more METs than underweight and overweight/obese children. Academic achievement was positively associated with the METS and negatively with the sedentary behavior. Finally, withholding all or part of school recess significantly reduced children's PA and extended their sedentary behavior. The literature indicates that school recess plays an important role in promoting numerous children's health outcomes. Therefore, students should not be excluded from participation in all or part of recess.

The relationship between physical fitness and academic performance among Chinese college students

OBJECTIVE

The present study aimed to examine the relationship between physical fitness and academic performance, after controlling for potential confounds.

PARTICIPANTS

The sample comprised 2,324 college students representing three Chinese universities.

METHODS

Physical fitness was measured using the Chinese National Student Physical Fitness Standard; academic performance (ie, Grade Point Average) and lifestyle behaviors were assessed using questionnaires. Academic performance and overall physical fitness were used to divide participants into three categories: low, moderate, and high.

RESULTS

Several physical fitness indicators systematically differed across the three academic performance categories. Additionally, overall physical fitness was positively associated with academic performance, even after controlling for the effects of lifestyle behaviors; those who belonged to the high overall physical fitness group had lower odds ratios of low academic performance than those belonging to the low overall physical fitness group.

CONCLUSIONS

Poor academic performance was related to low overall physical fitness . The probability of having poor academic performance was significantly lower among students with high physical fitness than those with low physical fitness.

Physical Activity and Executive Function in Children With ADHD: The Mediating Role of Sleep

This study examined the mediating role of sleep in the relationship between physical activity and executive function in children with attention deficit hyperactivity disorder (ADHD). Fifty-six children with ADHD were recruited from Shenzhen Children's Hospital. Participants wore an accelerometer for seven consecutive days to measure physical activity and sleep quality. Activity counts were analyzed to measure moderate-to-vigorous physical activity (MVPA). Four sleep parameters, including sleep latency (SL), sleep efficiency, total sleep time, and wake after sleep onset were recorded from the actigraph. Three core executive functions, inhibitory control; working memory (WM); and cognitive flexibility (CF), were assessed from computer-based tasks: the flanker task, and the Tower of London and Trail Making Tests, respectively. The regression results showed that MVPA was negatively associated with SL (-0.169; 95%CI [-0.244, -0.112]). WM (total scores) was positively related to MVPA (0.028, 95%CI [0.008, 0.048]), but negatively related to SL (-0.105, 95%CI [-0.167, -0.030]). CF (part B errors) was negatively associated with MVPA (-0.031, 95%CI [-0.055, -0.005]) and positively correlated with SL (0.184, 95%CI [0.092, -0.260]). The indirect effect of SL was found for MVPA and WM (0.018, 95%CI [0.015, 0.034]), supporting the indirect partial mediation. Similarly, the indirect effect of SL was found between MVPA and CF (-0.031, 95%CI [-0.060, -0.012]), supporting the indirect partial mediation. The mediating role of SL in children with ADHD suggests that the intensity of physical activity plays a key role in linking sleep quality and executive function in this group.

Exercise types and working memory components during development

Working memory is crucial to learning and academic success. Exercise has been found to benefit working memory in late life, but its effects during cognitive development are less clear. Building on findings that working memory is supported by the motor system, we highlight the sensitivity of different working memory components to acute and long-term exercise in children and adolescents. We also consider how the specific skill demands of endurance and coordinative exercise influence this sensitivity. Distinct effects of these exercise types are further linked with neurocognitive and neuroendocrine pathways. Our review suggests long-term rather than acute benefits of exercise for children and adolescents' working memory, which are more pronounced and specific for exercise with high coordinative demands.

ABBaH teens: Activity Breaks for Brain Health in adolescents: study protocol for a randomized crossover trial

BACKGROUND

Physical activity breaks are widely being implemented in school settings as a solution to increase academic performance and reduce sitting time. However, the underlying physiological mechanisms suggested to improve cognitive function from physical activity and the frequency, intensity, and duration of the breaks remain unknown. This study will investigate the effects of frequent, short physical activity breaks during prolonged sitting on task-related prefrontal cerebral blood flow, cognitive performance, and psychological factors. Additionally, the moderating and mediating effects of arterial stiffness on changes in cerebral blood flow will be tested.

METHODS

This is a protocol for a randomized crossover study that will recruit 16 adolescents (13-14 years old). Participants will undergo three different conditions in a randomized order, on three separate days, involving sitting 80 min with a different type of break every 17 min for 3 min. The breaks will consist of (1) seated social breaks, (2) simple resistance activities, and (3) step-up activities. Before and after the 80-min conditions, prefrontal cerebral blood flow changes will be measured using functional near-infrared spectroscopy (primary outcome), while performing working memory tasks (1-, 2-, and 3-back tests). Arterial stiffness (augmentation index and pulse wave velocity) and psychological factors will also be assessed pre and post the 80-min interventions.

DISCUSSION

Publication of this protocol will help to increase rigor in science. The results will inform regarding the underlying mechanisms driving the association between physical activity breaks and cognitive performance. This information can be used for designing effective and feasible interventions to be implemented in schools.

TRIAL REGISTRATION

www.ClinicalTrials.gov , NCT04552626 . Retrospectively registered on September 21, 2020.

Perspectives of International Experts on Collaborative Tiered School-Based Physiotherapy Service Delivery

AIMS

The purpose of this Phase II study is to identify the perceived strengths and weaknesses of a collaborative tiered school-based physiotherapy (PT) service delivery model, considering its core attributes and tiered interventions identified in the first phase of the study (Phase I), and explore the potential facilitators and barriers to implementing the model internationally.

METHODS

Three focus group discussions were conducted with international experts (n = 16) Discussions focused on the core attributes and tiered interventions of the model in Phase I. Data were analyzed using a framework approach and SWOT (strengths, weaknesses, opportunities, and threats) analysis.

RESULTS

Themes surrounding the perceived characteristics of the model included comprehensiveness, guiding document, collaborative approach, and inclusiveness. Additional themes were related to the implementation that included governance, professional roles, workload, implementation in different countries, advocacy, and available opportunities. A framework table was tabulated to present the strengths and weaknesses of the service delivery model and available opportunities, and potential barriers to implementation.

CONCLUSIONS

This study revealed international perspectives regarding a proposed collaborative tiered school-based PT service delivery model and presented a framework to guide clinicians, researchers, and policymakers for the implementation of tiered approaches.Relationships between health and education have been more pronounced in recent years, and interactions between healthcare and the education system have evolved (Zajacova & Lawrence, 2018). Recent recommendations of the World Health Organization (WHO) and UNESCO suggest that "every school should be a health-promoting school", and provided intervention guidelines for the global standards for health-promoting schools (WHO., 2021a). In the meantime, education sectors in different countries have shifted inclusive education policy, with a focus not only on students with disabilities, but all students (Whitley & Hollweck, 2020). In conjunction with the changes in both education and school health services (WHO., 2021b), researchers in the field of speech-language therapy (SLT), occupational therapy (OT) (Camden et al., 2021), and physiotherapy (PT) (Cinar et al., 2021), have been exploring tiered approaches to delivering services in schools, and searching for collaborative strategies to encourage interaction between stakeholders in health and education sectors.

Influence of body mobility on attention networks in school-aged prematurely born children: A controlled trial

School-aged prematurely born children (PC) have a higher risk of academic difficulties, which may be partly explained by attention difficulties. It has been suggested that children's attentional performance might be influenced by their body posture and spontaneous body motion. The aim of this study (ClinicalTrials.gov - NCT03125447) was to test the influence of three body mobility conditions on the three functions of attention (alertness, orienting, and executive control) among school-aged PC vs. term-born children (TC). Notably, 21 PC and 21 TC performed the Attention Network Test for Children in three body mobility conditions, namely, sitting and standing imposed fixed postures and a free-to-move condition. The children's median reaction times were compared between trials (1) with and without alerting cues, (2) with valid and invalid orienting cues, and (3) with and without distracting information, to calculate the performance of alertness, orienting, and executive control, respectively. Results showed that with distracting information, PC exhibited significantly slower responses in the standing-still posture than in the sitting-still posture (1,077 ± 240 vs. 1,175 ± 273 ms, p < 0.05), but not TC. No difference was observed with the free-to-move condition. PC and TC did not significantly differ in alertness or orienting, regardless of body mobility condition. These data suggest that PC must use executive resources to stand still and maintain position, which impairs their performance during executive tasks. We speculate that these results may be related to less developed postural control and motor inhibition in PC.

Effects of Physical Activity and Micronutrients on Cognitive Performance in Children Aged 6 to 11 Years: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Background and Objectives: Cognitive performance is essential for children, given this is a critical stage of brain growth and development. This systematic review and meta-analysis aimed to ascertain if physical activity or micronutrients impact cognitive performance in children. Materials and Methods: Electronic databases (PubMed and Scopus^®) were searched for relevant articles published between 2012 and 2021. We emphasized randomized controlled trials (RCTs) that examined the effect of physical activity and micronutrients on cognitive performance. Data from eligible studies were gathered and evaluated using random-, fixed- or pooled-effects models with 95% confidence intervals (95% CI). Results: Physical activity appeared to improve both Mathematics (d = 1.12, 95% CI: 0.56, 1.67) and attention (d = 0.65, 95% CI: 0.15, 1.14) performances. The micronutrient vitamin B12 had a positive effect on Mathematics (d = 2.39, 95% CI: 0.79, 3.98), English (d = 5.29, 95% CI: 2.76, 7.83), Geography (d = 5.29, 95% CI: 2.76, 7.83), Science (d = 3.39, 95% CI: 2.62, 4.16) and Arts (d = 3.32, 95% CI: 1.84, 4.79). Zinc was found to positively affect English (d = 3.78, 95% CI: 0.44, 7.13), Geography (d = 4.77, 95% CI: 0.56, 8.98) and Arts (d = 2.39, CI: 0.33, 4.45). Iron positively affected Mathematics (d = 1.29, 95% CI: 0.54, 2.06), English (d = 1.29, 95% CI: 0.44, 7.13), Geography (d = 4.77, 95% CI: 0.56, 8.98) and Arts (d = 2.39, 95% CI: 0.33, 4.45). Conclusions: A more comprehensive intervention with a specific dose/level of physical activity, an increased range of cognitive performance, and a well-designed study design that accounts for dietary intake and other health outcomes are required for future studies.

The Effect of an 8-Week Aerobic Dance Program on Executive Function in Children

In the current study, we examined the effect of an aerobic dance program as part of physical education (PE) classes on aspects of primary school children's executive functions (EFs) (inhibition, working memory, and cognitive flexibility). Participants were 41 children (21 boys and 20 girls; M age =10.30, SD = 0.50 years, M height = 134.09, SD= 3.9 cm; M weight = 35.61, SD = 7.85 kg) who were divided into an experimental group (EG) and a no-PE control group (CG). The EG followed an aerobic dance intervention as part of their PE program (45 minute sessions two days per week over eight weeks). Participants in both groups performed EF tests before and after the intervention period to evaluate their mental flexibility, inhibition, and working memory. A two-way mixed model repeated measures ANOVA revealed a significant effect of the aerobic dance program on participants' cognitive flexibility (i.e., on Trails Making Tests _B-A times and committed errors) (p <0.001), and on Stroop measures of inhibition (corrected number of words and corrected errors) (p <0.001 and p <0.01, respectively), with post-hoc analyses showing an improved performance by the EG in working memory (digit recall score) from pre-test to post-test and in comparsion to the CG (p < 0.001). Thus, this 8-week aerobic dance program promoted EF development among primary school children.

The Influence of Cultural Experiences on the Associations between Socio-Economic Status and Motor Performance as Well as Body Fat Percentage of Grade One Learners in Cape Town, South Africa

Fundamental movement skills (FMS), physical fitness (PF) and body fat percentage (BF%) are significantly related to socio-economic status (SES). However, it remains unclear why previous studies have had different findings regarding the direction of the association between SES and FMS, PF and BF%. A suggested explanation is that the direction of the link can be influenced by cultural experiences and traditions. Therefore, the aim of the current study was to investigate links between SES and FMS, PF, BF% of Grade One learners from two different ethno-geographic areas in Cape Town, South Africa. Grade One children (n = 191) (n = 106 boys and n = 85 girls; age (6.7 ± 0.33)) from different socio-economic areas in Cape Town, South Africa, were selected to participate in the study. South African schools are classified into five different quintiles (1 = poorest and 5 = least poor public schools). For this study, two schools were selected, one from quintile 2 and the other from quintile 5. BF% was assessed according to Slaughter's equation. FMS were measured using the Gross Motor Development Test-2 (TGMD-2) and PF via five tests: 1. dynamic strength of lower limb (broad jump); 2. dynamic strength of upper limb and trunk (throwing a tennis ball); 3. speed agility (4 × 10 m shuttle running); 4. cardiorespiratory fitness (20 m shuttle run endurance test (Leger test)) and 5. flexibility (sit and reach test). An analysis of covariance (ANCOVA) found that BF% and WHtR were significantly greater in children with higher SES (Z = 6.04 p < 0.001; Hedg = 0.54), (Z = 3.89 p < 0.001; Hedg = 0.32). Children with lower SES achieved significantly better TGMD-2 standard scores in the locomotor subtest, compared to their peers with higher SES. In the object control subtest, no significant SES-related difference was found. However, ANCOVA showed that girls performed better in FMS than boys. In PF, the main effect of SES was observed in dynamic strength of trunk and upper limb (throwing) and flexibility, where children with lower SES performed significantly better. No significant difference was found in cardiorespiratory performance (CRP) (Beep test), even though children with lower SES achieved better results. Results from the current study suggest that links between SES, PF, FMS and body fat percentage in children seem to be dependent on cultural and traditional experiences. These experiences should therefore be included as an important factor for the development of programmes and interventions to enhance children's lifelong motor behaviour and health strategies.

The Association Between Regular Physical Exercise, Sleep Patterns, Fasting, and Autophagy for Healthy Longevity and Well-Being: A Narrative Review

This narrative review of the literature assessed whether regular physical exercise and sleep patterns, fasting and autophagy, altogether can be an adequate strategy for achieving healthy longevity and well-being within different stage of life. There are a large number of studies dealing with well-being and healthy longevity; however, few of them have given us a specific formula for how to live long and healthy. Despite all the advances that have been made to create adequate physical exercise programs, sleep patterns or nutritional protocols, the relation between different types of fasting, nutritional supplementation as well as regular physical exercise and sleep patterns have not yet been satisfactorily resolved to cause the best effects of autophagy and, therefore, well-being and healthy longevity. In this way, future studies should clarify more efficiently the relationship between these variables to understand the association between regular physical exercise, sleep patterns, fasting and autophagy for healthy longevity and well-being.

Inattention and hyperactivity symptoms in childhood predict physical activity in adolescence

BACKGROUND

Physical activity has been documented to influence several aspects of physical and mental health. Growing evidence shows that physical activity can improve attention. Less is known about how symptoms of inattention and hyperactivity / impulsivity in childhood are associated with physical activity in adolescence. We aimed to explore this relationship further.

METHODS

We used a cohort of 3949 Swedish children (1884 boys and 2065 girls) with data collected at ages 9 (or 12) and 15. We investigated the influence of symptoms of inattention and hyperactivity / impulsivity in childhood - age 9/12 (inattention and hyperactivity/impulsivity separately) on self-rated physical activity at age 15, using multiple logistic regression models. We considered potential confounders such as sex, parental education level, physical activity in childhood and neurodevelopmental comorbidity. A cluster robust sandwich estimator was applied to adjust the standard errors for the nested twin data when computing the regression models.

RESULTS

Symptoms of inattention in childhood (9/12) predicted less physical activity in adolescence (age 15) (OR = 0.83 CI = 0.78-0.89), whereas the opposite was true for hyperactivity/impulsivity (OR = 1.08 CI = 1.02-1.10). These associations still remained when taking possible confounders into account including neurodevelopmental and neurodevelopmental related comorbidity.

CONCLUSIONS

These findings support the importance of helping children and adolescents with inattention symptoms to engage in physical activity in suitable settings.

The beneficial effects of physical exercise on visuospatial working memory in preadolescent children

The relationship between physical exercise and improvement in specific cognitive domains in children and adolescents who play sport has been recently reported, although the effects on visuospatial abilities have not yet been well explored. This study is aimed at evaluating in school-age children practicing artistic gymnastics the visuospatial memory by using a table version of the Radial Arm Maze (table-RAM) and comparing their performances with those ones who do not play any sport. The visuospatial performances of 14 preadolescent girls practicing artistic gymnastics aged between 7 and 10 years and those of 14 preadolescent girls not playing any sport were evaluated in the table-RAM forced-choice paradigm that allows disentangling short-term memory from working memory abilities. Data showed that the gymnasts obtained better performances than control group mainly in the parameters evaluating working memory abilities, such as within-phase errors and spatial span. Our findings emphasizing the role of physical activity on cognitive performances impel to promote physical exercise in educational and recreational contexts as well as to analyse the impact of other sports besides gymnastics on cognitive functioning.

The Current Status of Neuroprotection in Congenital Heart Disease

Neurological deficits are a serious and common sequelae of congenital heart disease (CHD). While their underlying mechanisms have not been fully characterized, their manifestations are well-known and understood to persist through adulthood. Development of therapies to address or prevent these deficits are critical to attenuate future morbidity and improve quality of life. In this review, we aim to summarize the current status of neuroprotective therapy in CHD. Through an exploration of present research in the pre-operative, intra-operative, and post-operative phases of patient management, we will describe existing clinical and bench efforts as well as current endeavors underway within this research area.

Participation in organized sport and disruptive behavior in childhood: A prospective, population-based study

Child disruptive behavior refers to ongoing patterns of disorganized, uncooperative, and defiant behavior. Sport involvement promotes positive child development. However, few longitudinal studies have tested the association between organized sport participation and the behavioral components of disruptive behavior. First, we aim to examine the link between inattentive, hyperactive, aggressive, and oppositional behavior at age 4 years and trajectories of organized sport participation from ages 6 to 10 years. Then, we compare children, according to trajectory membership, on outcome differences on these same behaviors at age 12 years. Data are from the Quebec Longitudinal Study of Child Development (N = 1492). Child behavior was assessed by questionnaires completed by mothers at age 4 years and teachers at age 12 years. Preschool child inattention as perceived by mothers, significantly reduced the odds of middle childhood organized sport participation by 7% (95% CI = 1.00-1.15). Low or inconsistent participation in organized sport was subsequently associated with increased inattention (d = 0.28) by the end of sixth grade. These findings are above and beyond individual and family characteristics and baseline behavior. No other associations were statistically significant. Inattentive children who participated less in organized sport showed a greater likelihood toward increases in attention deficit by the end of sixth grade. To improve engagement from these children, coaches and trainers should use strategies that support positive experiences such as developing a one-to-one alliance with the child, favoring social cooperation through team spirit, and focusing on the performance experience rather than the outcome of winning or losing.

Healthy body, healthy mind: Long-term mutual benefits between classroom and sport engagement in children from ages 6 to 12 years

Past research suggests that the relationship between health and schooling is axiomatic. Physical activity, including sport participation, putatively facilitates school performance. However, the direction of this link lacks clarity. We examine the mutual links between sport and classroom engagement in 452 boys and 514 girls from ages 6 to 12 years. Participants are from the Quebec Longitudinal Study of Child Development, a prospective-longitudinal birth cohort. First, trajectories of classroom engagement from ages 6 to 10 years, assessed by teachers, were generated using latent class analysis. Second, analyses of covariance (ANCOVAs) compared leisure time physical activity, self-reported by children at age 12 years, across trajectories of classroom engagement. Third, ANCOVAs compared classroom engagement, measured by teachers at age 12 years, across trajectories of extracurricular sport between ages 6 to 10 years. We identified two classroom engagement trajectories: ‘High’ (77%) and ‘Moderate’ (23%). For girls, being in the ‘High’ trajectory predicted significantly higher levels of physical activity (F(1, 966) = 5.21, p < .05). For boys, being in the ‘Consistent participation’ extracurricular sport trajectory predicted significantly higher levels of classroom engagement (F(1, 966) = 6.29, p < .05). Our analyses controlled for pre-existing individual and family factors. Our findings suggest that sport participation and engaged classroom behavior positively influence each other during childhood. They support the pertinence of investing financial resources in youth intervention so that children can develop their potential both in sporting contexts and in the classroom to foster optimal growth and development.

Effects of physical exercise in children with attention deficit/hyperactivity disorder

Attention deficit hyperactivity disorder (ADHD) is one of the most commonly neurodevelopmental disorders with a complex symptomatology in children, and frequently suffer from deficits in executive functions and motor abilities. Although medication-based treatments usually have a positive effect, possible side effects may result in a need for an adjunctive intervention. Present studies show positive effect of physical exercise on cognitive function. Therefore, the purpose of the current study is thoroughly examine the effects of physical exercise in children with ADHD. Preliminary evidence shows both acute and chronic physical exercise are beneficial to ADHD symptoms, executive function, and motor abilities. Benefits of acute exercise may gradually accumulate over time. Such benefits reflect the positive correlation between cognition and physical activity, and these benefits will also lead to changes in executive function after long-term training. Aerobic could induce to increase the neurotransmitter ie. serotonin, dopamine, brain-derived neurotrophic factor (BDNF) and brain blood flow. Perceptual motor and meditation could lead to neuroplasticity in nerve cells and synaptic connections; furthermore, strengthening the sensory-motor base contributes to the improvement of attention. An exercise program for children with ADHD include to moderate to high intensity interval training and cognitive tasks are suitable. The preliminary state of the evidence supports physical exercise as an adjunctive treatment for ADHD at this time.

School physical activity policies and associations with physical activity practices and behaviours: A systematic review of the literature

The development and implementation of school policies is considered a key strategy for the promotion of physical activity (PA) in children and adolescents. This study aimed to systematically review and synthesise existing literature focusing on the associations between formal written school-based PA policies and (a) school PA practices and (b) PA behaviours of school-aged children and adolescents. Fifty-one papers reporting on 52 studies met the eligibility criteria. All but two studies were from high income countries, most used cross-sectional designs and demonstrated fair methodological quality, and just over a third examined language aspects of policies. Findings predominantly indicated a lack of or inconclusive associations between the various characteristics examined and PA outcomes. Inconclusive associations were identified between both PA practice and behaviour outcomes and state level policies, policies focusing on PE and school-day PA, and in studies examining language aspects of policies. Inconclusive associations with both types of outcomes were more likely to be identified compared to a lack of associations in studies using self-report measures and in studies not providing information about the quality of exposure and outcome measures used. Overall, findings highlight the need for further research that acknowledges the complex relationship between school policies and PA outcomes and employs robust methodological approaches to enhance our understanding of this area.

Effects of school-based before-school physical activity programmes on children's physical activity levels, health and learning-related outcomes: a systematic review

OBJECTIVE

To review and evaluate the impact of school-based, before-school physical activity (PA) programmes on children's PA levels, health and learning-related outcomes.

DESIGN

Systematic review.

DATA SOURCES

PubMed, PsycINFO, Scopus, Embase and ERIC were searched in January 2021. ELIGIBILITY CRITERIA FOR SELECTING STUDIES: (1) Original research published in English, (2) sample included typically developing school-age children and/or adolescents, (3) examined school-based PA programmes delivered before school, (4) included a comparator and (5) reported associations with PA, physical health, learning-related and/or psychosocial outcomes. Studies examining before-school active transport or sport were excluded.

RESULTS

Thirteen articles representing 10 studies were included (published 2012-2020); seven conducted in primary schools. Programmes ranged between 3 weeks and 6 months, primarily operating daily and for 25-40 min. One study examined a programme informed by theory; six incorporated fidelity measures. Data synthesis, considering consistency of findings, showed indeterminate associations for the domains of physical health, learning-related and psychosocial outcomes. Among subdomains, synthesis showed positive associations with before-school and daily PA, cardiorespiratory and muscular fitness, readiness to learn and an inverse association with adiposity. Risk of bias was high/serious or insufficiently detailed across studies and outcome domains, except PA, which included moderate-risk studies.

CONCLUSION

There is limited available evidence on school-based, before-school PA programmes, with some positive associations at domain and subdomain levels. Continued research is justified to understand the role of before-school programmes for facilitating PA. Future research should follow recommended practice for intervention design and process evaluation, and address under-represented contexts, including secondary schools.

PROSPERO REGISTRATION NUMBER

CRD42020181108.

Exercise Intervention for Academic Achievement Among Children: A Randomized Controlled Trial

OBJECTIVES

Physical inactivity is an important health concern worldwide. In this study, we examined the effects of an exercise intervention on children's academic achievement, cognitive function, physical fitness, and other health-related outcomes.

METHODS

We conducted a population-based cluster randomized controlled trial among 2301 fourth-grade students from 10 of 11 public primary schools in 1 district of Ulaanbaatar between February and December 2018. Schools were allocated to an intervention or control group with 5 schools each by using urban and mixed residential area stratified block randomization. The intervention group received a 3-minute high-intensity interval exercise program that included jumps, squats, and various steps implemented twice weekly over 10 weeks for 10 to 25 minutes per session. The control group received the usual physical education class. The primary outcome was academic achievement assessed by scores on the national examination. A linear mixed-effects model was applied. The difference between preintervention and post intervention was compared by least-squares means, estimated on the basis of the interaction of group, measurement time point, and school location. Only 1 statistician, responsible for the analysis, was blinded.

RESULTS

Of 2301 students, 2101 (1069 intervention; 1032 control) were included in the analysis. Intervention group members in an urban area showed an 8.36-point improvement (95% confidence interval: 6.06 to 10.66) in academic scores when compared with the control group, whereas those in a mixed residential area showed a 9.55-point improvement (95% confidence interval: 6.58 to 12.51). No intervention-associated injuries were observed.

CONCLUSIONS

The exercise program significantly improved children's academic achievement.

Body Mobility and Attention Networks in 6- to 7-Year-Old Children

Learning in 6- to 7-year-old children is strongly influenced by three functions of attention: alertness, orienting, and executive control. These functions share a close relationship with body mobility, such as the posture adopted or a request to stay still during tasks. The aim of this study (ClinicalTrials.gov) was to analyze the influence of body posture (standing versus sitting) and the influence of these imposed postures compared to a free body mobility on attention functions in 6- to 7-year-old children. Twenty-one children (11 girls) with a mean age of 6.7±0.6years performed the Attention Network Test for Children in three-body mobility conditions: sitting still, standing still, and free to move. Three attentional scores were calculated which would separately reflect performance of alertness, orienting, and executive control. Overall, no difference in alertness performance was found between the three bodily mobility conditions. In addition, our results suggest a general poor orienting performance in children, whatever the body mobility condition, which might be related to their young age. Finally, children improved their executive control performance when they stood still, probably due to an improvement in arousal and mental state.

Differential effects of long-term aerobic versus cognitively-engaging physical activity on children's visuospatial working memory related brain activation: A cluster RCT

Different types of physical activity are thought to differentially affect children's brain activation, via physiological mechanisms, or by activating similar brain areas during physical and cognitive tasks. Despite many behavioral studies relying on these mechanisms, they have been rarely studied. This study looks at both mechanisms simultaneously, by examining effects of two physical activity interventions (aerobic vs. cognitively-engaging) on children's brain activation. Functional Magnetic Resonance Imaging (fMRI) data of 62 children (48.4% boys, mean age 9.2 years) was analyzed. Children's visuospatial working memory related brain activity patterns were tested using a Spatial Span Task before and after the 14-week interventions consisting of four physical education lessons per week. The control group followed their regular program of two lessons per week. Analyses of activation patterns in SPM 12.0 revealed no activation changes between pretest and posttest (p > .05), and no differences between the three conditions in pretest-posttest changes in brain activation (p > .05). Large inter-individual differences were found, suggesting that not every child benefited from the interventions in the same way. To get more insight into the assumed mechanisms, further research is needed to understand whether, when, for whom, and how physical activity results in changed brain activation patterns.

Physical Activity, Fitness, and Executive Functions in Youth: Effects, Moderators, and Mechanisms

Over the last decade, a growing body of research has examined the link between physical activity, fitness, and cognitive function in children and adolescents. Physical activity experimental research conducted with children and adolescents has identified selectively greater effects for tasks requiring higher order executive functions. As such, the primary aim of our chapter is to provide an overview of findings from systematic reviews and meta-analyses that have examined the effects of physical activity on measures of executive function in child and adolescent populations. We begin our chapter with definitions of key concepts associated with physical activity, fitness and cognitive function. We then provide a synthesis of systematic reviews and meta-analyses that have examined the acute and chronic effect of physical activity on EFs. Following this, we discuss the quantitative (e.g., time, intensity) and qualitative (e.g., type) characteristics of physical activity that may moderate effects. The next section focuses on the neurobiological, psychosocial and behavioral mechanisms responsible for the effect of physical activity on executive functions. We conclude by highlighting the limitations of the existing evidence base and providing recommendations for future research.

A two-week running intervention reduces symptoms related to depression and increases hippocampal volume in young adults

This study examined the effects of a two-week running intervention on depressive symptoms and structural changes of different subfields of the hippocampus in young adults from the general population. The intervention was realized in small groups of participants in a mostly forested area and was organized into seven units of about 60 min each. The study design included two intervention groups which were tested at three time points and which received the intervention time-delayed: The first group between the first and the second time point, and the second group between the second and the third time point (waiting control group). At each test session, magnetic resonance imaging (MRI) was performed and symptoms related to depression were measured by means of the Center for Epidemiological Studies Depression (CES-D) Scale. Results revealed a significant reduction of CES-D scores after the running intervention. The intervention also resulted in significant increases in the volume of the hippocampus, and reductions of CES-D scores right after the intervention were associated with increases in hippocampal volume. These findings add important new evidence on the beneficial role of aerobic exercise on depressive symptoms and related structural alterations of the hippocampus.

Implementation Quality Impacts Fourth Grade Students' Participation in Physically Active Academic Lessons

It is important to assess implementation of active learning interventions to maximize their impact. Implementation quality, or how well one engages program participants, has been less studied than other implementation components (e.g., dose, fidelity). This cross-sectional, exploratory study examined associations between teacher engagement behaviors, quality of teacher engagement (i.e., teacher feedback), and student physical activity outcomes during active classroom lessons. This study used data from the Texas Initiatives for Children's Activity and Nutrition (I-CAN!) randomized controlled trial. Fixed effects regressions investigated the impact of teacher engagement behaviors on student physical activity outcomes. Bivariate correlations examined associations between teacher feedback and student physical activity outcomes. A latent profile analysis explored whether there were subsets of teachers with similar feedback profiles. The final analytic sample included 82 teachers. Teacher-directed changes and teacher participation in physical activity were each associated with higher ratings for how many and how often children were active during lessons. Teacher participation in physical activity was also significantly related to higher ratings for student physical activity intensity (all p < .05). Physical Activity Reinforcement and Technical Instruction feedback were positively associated with activity intensity (r = - .20, p < .05 and r = .34, p < .01, respectively). Technical Instruction feedback was positively associated with how many (r = .25, p < .01) and how often (r = .41, p < .01) students were active during lessons. Negative feedback was negatively associated with how often (r = - .25, p < .05) students were active and activity intensity (r = - .25, p < .05). Game Instruction was negatively related to how often students were active (r = -.23, p < .05). All teachers were represented by high levels of Game Instruction and Classroom Management feedback, moderate levels of Content Reinforcement and Content Instruction feedback, and low levels of Negative, Technical Instruction, and Physical Activity Reinforcement feedback. These data did not indicate the existence of multiple feedback profiles. Findings suggest that teacher engagement and feedback to students during active lessons can promote student physical activity. Teachers are primarily responsible for implementing school-based interventions, so it is critical to develop strategies that increase their ability to implement them successfully. Opportunities to maximize intervention delivery, such as co-designing with teachers, should be utilized when designing school-based, physical activity interventions.

Self-Efficacy, Self-Regulation and Mathematics Performance of Competitive Junior Rowers vs. Regular Students

Abstract. Young athletes face mental challenges both in competitive sports and in school. High self-efficacy and self-regulation competence contribute to an individual’s ability to successfully master these challenges. The present study links the domains of competitive sports and academic education by investigating the relationships of self-efficacy and self-regulation to performance in mathematics lessons. Here, we compare competitive rowers ( n = 239) and “regular” students ( n = 171; total N = 410). The competitive rowers showed a higher subjective expectation of self-efficacy, which in both groups had a positive effect on mathematics grades. While self-regulation had a mediating effect on the competitive rowers in this context, we observed no significant effect for the regular students. The study provides evidence that competitive athletes are apt to use psychosocial resources fostered by professional sports training across domains.

Fostering Holistic Development with a Designed Multisport Intervention in Physical Education: A Class-Randomized Cross-Over Trial

Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development.

Gender Differences in Attention Adaptation after an 8-Week FIFA 11+ for Kids Training Program in Elementary School Children

School-based exercise intervention is recognized as an optimal tool for enhancing attentional performance in healthy school children. However, gender differences in the training adaptation regarding attentional capacities have not been elucidated clearly in the current literature. This study aimed to investigate the effects of an 8-week Fédération Internationale de Football Association (FIFA) 11⁺ for Kids training program on attentional performance in schoolboys and girls. Based on a quasi-experimental design, fifty-two children registered in year five of elementary school were assigned into the following groups: training boys (n = 13), training girls (n = 13), control boys (n = 13), and control girls (n = 13). The training groups undertook an 8-week FIFA 11⁺ Kids intervention with a training frequency of five times per week, whereas the control groups were deprived of any exercise during the study period. All the participants maintained their regular physical activity and weekly physical education (PE) lessons (two 50-min lessons per week of school curriculum) during the training period. The Chinese version of the Attention Scale for Elementary School Children (ASESC) test was used for attentional assessment at the baseline and one week after the interventional period. The Kruskal–Wallis H test was used for between-group comparison, whereas the Wilcoxon signed-rank test was used for within-group comparison. Significant differences in total scale, focused attention, selective attention, and alternating attention were found in group comparisons (p < 0.001). Furthermore, the training children significantly increased their values in relation to total scale, focused attention, sustained attention, and selective attention (p < 0.05). Only training girls significantly improved their divided attention after the training period (p < 0.001, MD = −0.77, ES = −0.12). In conclusion, the FIFA 11⁺ for Kids is an effective school-based exercise intervention for attentional improvement in school children. The schoolgirls demonstrated a positive outcome regarding divided attention after the interventional period.

Comparison of the Sustainability Effects of High-Intensity Interval Exercise and Moderate-Intensity Continuous Exercise on Cognitive Flexibility

This study examined the immediate and sustained effects of high-intensity interval exercise (HIIE) and moderate-intensity continuous exercise (MICE) on cognitive flexibility in young adults. Participants (n = 56) engaged in (1) a session of HIIE, involving 10 sets of one-minute treadmill running at an intensity targeting 90% heart rate reserve (HRR) interspersed with self-paced walking at 50% HRR; (2) a session of MICE, involving a 20 min treadmill running at an intensity of 40-59% HRR; and (3) a control session, involving 24 min of resting on separate days in a counterbalanced order. Using a more-odd shifting task, cognitive flexibility was assessed before the intervention (t0), immediately after the session (t1), and then at 30 min (t2) after the session. During the more-odd shifting task, the switch cost of response time (RT) immediately after the HIIE was significantly reduced compared to that before exercise, suggesting beneficial effects on cognitive flexibility. Additionally, the impacts of HIIE were maintained for 30 min post-exercise. However, improved cognitive flexibility was not observed until 30 min after the MICE intervention. HIIE might represent a time-efficient approach for enhancing cognitive flexibility.

The Effects of Exercise Interventions on Executive Functions in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review and Meta-analysis

BACKGROUND

Both chronic and acute exercise interventions have reported positive effects on executive functions (EFs) in general populations. However, data on changes in EFs in children and adolescents with autism spectrum disorder (ASD) in response to exercise interventions are still unclear.

OBJECTIVE

This systematic review and meta-analysis aimed to synthesize available empirical studies concerning the effects of exercise interventions on EFs in children and adolescents with ASD.

METHODS

In accordance with the Preferred Reporting Items for Systematic Review and Meta-analyses guidelines, the electronic databases CINAHL Complete (via EBSCOhost), SPORTDiscus with Full Text (via EBSCOhost), MEDLINE (via EBSCOhost), Web of Science, ProQuest, and Education Resources Information Center (ERIC; via EBSCOhost) were searched from inception to January 2021. Two authors independently extracted data and conducted a risk-of-bias analysis using the Physiotherapy Evidence Database scale. Randomized controlled trials/quasi-experimental designs that used acute or chronic exercise interventions and assessed EFs through neurocognitive tasks or questionnaires among children and adolescents with ASD were included. In total, 259 articles were identified, of which 15 full texts were independently assessed for eligibility by two authors. In total, 14 articles underwent systematic review, and seven were selected for meta-analysis.

RESULTS

Overall, chronic exercise interventions had a small to moderate positive effect on overall EFs in children and adolescents with ASD (g = 0.342; 95% confidence interval [CI] 0.084-0.600; p < 0.01). Regarding domain-specific EFs, chronic exercise interventions had a small to moderate positive effect on cognitive flexibility (g = 0.312; 95% CI 0.053-0.570; p < 0.01) and inhibitory control (g = 0.492; 95% CI 0.188-0.796; p < 0.01). However, our review found a non-significant effect size (g = 0.212; 95% CI - 0.088 to 0.512) on working memory.

CONCLUSIONS

Chronic exercise interventions appear to have beneficial effects on overall EFs in children and adolescents with ASD, particularly in relation to cognitive flexibility and inhibitory control.

The relationship between white matter microstructure, cardiovascular fitness, gross motor skills, and neurocognitive functioning in children

Recent evidence indicates that both cardiovascular fitness and gross motor skill performance are related to enhanced neurocognitive functioning in children by influencing brain structure and functioning. This study investigates the role of white matter microstructure in the relationship of both cardiovascular fitness and gross motor skills with neurocognitive functioning in healthy children. In total 92 children (mean age 9.1 years, range 8.0-10.7) were included in this study. Cardiovascular fitness and gross motor skill performance were assessed using performance-based tests. Neurocognitive functioning was assessed using computerized tests (working memory, inhibition, interference control, information processing, and attention). Diffusion tensor imaging was used in combination with tract-based spatial statistics to assess white matter microstructure as defined by fractional anisotropy (FA), axial and radial diffusivity (AD, RD). The results revealed positive associations of both cardiovascular fitness and gross motor skills with neurocognitive functioning. Information processing and motor response inhibition were associated with FA in a cluster located in the corpus callosum. Within this cluster, higher cardiovascular fitness and better gross motor skills were both associated with greater FA, greater AD, and lower RD. No mediating role was found for FA in the relationship of both cardiovascular fitness and gross motor skills with neurocognitive functioning. The results indicate that cardiovascular fitness and gross motor skills are related to neurocognitive functioning as well as white matter microstructure in children. However, this study provides no evidence for a mediating role of white matter microstructure in these relationships.

Objectively measured physical activity and academic performance in school-aged youth: The UP&DOWN longitudinal study

To examine the longitudinal relationships between objectively measured total volume and specific intensities of physical activity (PA) with academic performance in a large sample of youth aged 6-18 years. A longitudinal study of 1046 youth (10.04 ± 3.10 years) from Spain was followed over 2 years. PA (volume and intensity) was measured by accelerometry. Academic performance was assessed through grades reported on the transcript at the end of the academic year (Mathematics, Language, an average of these two core subjects, and grade point average [GPA]). Longitudinal relationships between PA and four indicators of academic performance were examined using covariance and regression analyses, adjusted for a variety of confounders. Youth Quartile 2 for PA volume at baseline obtained better scores than those who participated in Quartiles 1 or 4 volumes of PA in GPA 2 years later (p = 0.006). There were generally no longitudinal associations between specific PA intensities and any of the academic performance indicators (all p > 0.170). However, a change in light PA over 2 years was inversely associated with three academic indicators in youth (β_range , -.103 to - 090; all P < 040). Findings suggest that participants in Quartile 2 volume of PA had a better GPA in comparison with Quartiles 1 and 4 volumes of PA during youth, but there was no association with changes in PA volume over time. PA intensity was generally unrelated to academic performance during youth. However, there was an inverted u-shape relationship between light PA changes and GPA.