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Schmid DG, Scott NM, Tomporowski PD. Physical Activity and Children's Episodic Memory: A Meta-Analysis. Pediatr Exerc Sci 2024; 36:155-169. [PMID: 38065088 DOI: 10.1123/pes.2023-0020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 09/06/2023] [Accepted: 09/08/2023] [Indexed: 07/18/2024]
Abstract
PURPOSE The purpose of this review was to evaluate the effects of physical activity on children's free recall, cued recall, and recognition episodic memory and to explore potential moderating factors. METHODS The following databases were searched: PubMed, ERIC, APA Psych Info, CINHAL, SPORTDiscus, and Google Scholar. Studies were included if: (1) participants were aged 4-18 years, (2) participants were typically developed, (3) participants were randomized to groups, (4) interventions employed gross movements, (5) sedentary group was used for control, (6) memory tests were quantitative, and (7) employed acute or chronic intervention. RESULTS 14 studies met inclusion criteria resulting in the analysis of data from 7 free recall, 7 cued recall, and 8 recognition memory tests. Physical activity was found to have a positive influence on tests free (g = 0.56), cued recall (g = 0.67), and no influence on tests of recognition (g = 0.06). While some moderator analyses were significant, the authors do not consider these results to be meaningful in application. CONCLUSIONS The effects of acute and chronic physical activity enhance specific aspects of long-term episodic memory. These findings suggest physical activity interventions developed for children may be expected to benefit some, but not all, types of memory processing.
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Affiliation(s)
- Daphne G Schmid
- Kinesiology Department, University of Georgia, Athens, GA,USA
| | - Nathan M Scott
- Kinesiology Department, University of Georgia, Athens, GA,USA
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Morales JS, Alberquilla Del Río E, Valenzuela PL, Martínez-de-Quel Ó. Physical Activity and Cognitive Performance in Early Childhood: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Sports Med 2024; 54:1835-1850. [PMID: 38598150 DOI: 10.1007/s40279-024-02020-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/11/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Growing evidence suggests that physical activity (PA) could improve cognitive performance in youths, but whether these effects occur from early childhood remains unclear. OBJECTIVE To summarize evidence on the effects of PA interventions on cognitive performance in early childhood. METHODS We performed a systematic search in PubMed, Scopus, Web of Science and PsycINFO (from inception to 6 September 2023) for randomized controlled trials assessing the effects of PA interventions (≥ 3 weeks) on cognitive-related outcomes in early childhood (3-6 years). We conducted a random-effects meta-analysis when five or more studies assessed a given outcome. The potential moderating role of participant (e.g., age) and intervention characteristics (e.g., duration, volume, intensity, cognitive engagement) was also assessed. RESULTS We found a total of 24 studies (N = 3483 children) that were deemed to be of overall fair methodological quality. PA interventions were supervised and lasted between 3 and 24 weeks. The most common session duration was 30 min, with a frequency of two sessions per week. Pooled analyses revealed that PA interventions have positive effects on all analysed outcomes, including attention (standardized mean difference (SMD) = 0.49, 95% confidence interval (CI) 0.18-0.79, p = 0.002), inhibition (SMD = 0.45, 95% CI 0.06-0.84, p = 0.022), working memory (SMD = 0.50, 95% CI 0.18-0.82, p = 0.002), cognitive flexibility (SMD = 0.39, 0.15-0.62, p = 0.002) and vocabulary (SMD = 1.18, 0.19-2.16, p = 0.019). Sensitivity analyses confirmed the benefits in all cases except for inhibition (p = 0.062). No consistent differences were found relating to any moderator variable. CONCLUSIONS Although further research is warranted, our findings suggest that PA interventions may improve cognitive performance in early childhood, particularly in the domains of attention, inhibition, working memory, cognitive flexibility and vocabulary. These findings might support the implementation of PA interventions from early childhood. PROSPERO REGISTRATION CRD42021249319.
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Affiliation(s)
- Javier S Morales
- MOVE-IT Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cádiz, Cádiz, Spain
- Biomedical Research and Innovation Institute of Cádiz (INiBICA) Research Unit, Puerta del Mar University Hospital, University of Cádiz, Cádiz, Spain
| | | | - Pedro L Valenzuela
- Physical Activity and Health Research Group ('PaHerg'), Research Instituto de Investigación Hospital 12 de Octubre ('imas12'), Centro de Actividades Ambulatorias, 7ª Planta, Bloque D. Av. de Córdoba s/n, 28041, Madrid, Spain.
- Systems Biology Department, University of Alcalá, Madrid, Spain.
| | - Óscar Martínez-de-Quel
- Faculty of Education, Complutense University of Madrid, Madrid, Spain
- Faculty of Physical Activity and Sport Sciences (INEF), Technical University of Madrid, Madrid, Spain
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Bapoğlu Dümenci SS, Aral N, Gürsoy F, Demir E, Kadan G, Tosun S, Öz NS, Hafızoğlu G, Tosun C, Çelik Ş, Geçen M, Yelek Ö, Hepgül S, Yazgan EÖ, Çekiç Y. Non-depleting energy in the museum. Front Psychol 2023; 14:1286669. [PMID: 38023048 PMCID: PMC10659027 DOI: 10.3389/fpsyg.2023.1286669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 10/09/2023] [Indexed: 12/01/2023] Open
Abstract
The present study aimed to uncover whether the renewable energy education carried out in a museum has an impact on awareness of renewable energy and the environment among children and their parents. The study was carried out with two groups of 65 children aged 6 years and their parents (n = 47). The findings revealed significant differences between the pretest and posttest in favor of the pretest and between pretest and follow-up test in favor of follow-up test, but there was no significant difference between posttest and follow-up test. We determined It was observed that the children had a considerable willingness to participate in the sessions and used the names of renewable energy sources in their follow-up drawings or their remarks on the drawings. Moreover, given the parents' statements, we discovered that the children acquired considerable awareness of the environment and efficient energy consumption and became acting more consciously toward renewable energy sources.
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Affiliation(s)
| | - Neriman Aral
- Faculty of Health Sciences, Ankara University, Ankara, Türkiye
| | - Figen Gürsoy
- Faculty of Health Sciences, Ankara University, Ankara, Türkiye
| | - Emin Demir
- Faculty of Health Sciences, Tarsus University, Mersin, Türkiye
| | - Gül Kadan
- Faculty of Health Sciences, Çankırı Karatekin University, Çankırı, Türkiye
| | - Selim Tosun
- Faculty of Health Sciences, Ankara University, Ankara, Türkiye
| | - Nur Sena Öz
- Faculty of Health Sciences, Ankara University, Ankara, Türkiye
| | | | - Cansel Tosun
- Graduate School of Educational Sciences, Gazi University, Ankara, Türkiye
| | - Şule Çelik
- Mineral Research and Exploration General Directorate, Ankara, Türkiye
| | - Mehmet Geçen
- Mineral Research and Exploration General Directorate, Ankara, Türkiye
| | - Özge Yelek
- Faculty of Health Sciences, Ankara University, Ankara, Türkiye
| | - Seda Hepgül
- Faculty of Health Sciences, Ankara University, Ankara, Türkiye
| | - Eda Özge Yazgan
- Nursing Department, Faculty of Health Sciences, Malatya Turgut Özal University, Malatya, Türkiye
| | - Yasemin Çekiç
- Faculty of Health Sciences, Ankara University, Ankara, Türkiye
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Mavilidi MF, Pesce C, Mazzoli E, Bennett S, Paas F, Okely AD, Howard SJ. Effects of Cognitively Engaging Physical Activity on Preschool Children's Cognitive Outcomes. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2023; 94:839-852. [PMID: 35522990 DOI: 10.1080/02701367.2022.2059435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 03/24/2022] [Indexed: 06/14/2023]
Abstract
Research combining physical activity with the training of cognitive skills such as executive functions is emerging as a novel and fruitful intervention approach for children. Purpose: This study aimed to examine the impact of an intervention program including cognitively engaging physical activity on preschool children's cognitive outcomes and physical activity. Methods: Children (N = 144, 65 female; Mage = 4.41 years, SD = 0.61), randomly assigned to one of three groups: cognitively engaging physical activity (CPA; i.e., storytelling, cognitive activities, and motor tasks, n = 55), cognition (i.e., storytelling and cognitive activities without motor tasks, n = 48), or control (i.e., traditional storytelling, n = 41). Sessions lasted approximately 17 minutes, conducted twice a week, for 6 weeks. Children's executive function, self-regulation, and related outcomes (i.e., numeracy) were assessed at baseline and again-along with perceived enjoyment-at the end of the program. Accelerometers measured children's physical activity during each session. Teachers completed a logbook for each session, and two fidelity checks per preschool took place by the researcher. Main analyses used linear mixed models adjusted for covariates (age, sex) and clustering at the preschool level. Results: Results showed no significant group by time interaction for executive function, self-regulation, numeracy, enjoyment. During the sessions, children in the CPA group were more physically active than children in the cognition and control groups. Conclusion: While we did not find the expected amplified cognitive benefits, making storytelling more active has the potential to meet two needs (increase cognitive stimulation and physical activity levels) in one deed.
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Affiliation(s)
| | | | | | | | - Fred Paas
- University of Wollongong
- Erasmus University Rotterdam
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5
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A Pilot Movement Integrity with Intelligent Play Program (MIIP): Effects on Math Performance and Enjoyment for Preschoolers in China. CHILD & YOUTH CARE FORUM 2022. [DOI: 10.1007/s10566-022-09707-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Goldstein TR, Stutesman M, Thompson B. Moving with puppets: Preschool children’s gesture with puppets during pretense. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Jylänki P, Mbay T, Hakkarainen A, Sääkslahti A, Aunio P. The effects of motor skill and physical activity interventions on preschoolers' cognitive and academic skills: A systematic review. Prev Med 2022; 155:106948. [PMID: 34974071 DOI: 10.1016/j.ypmed.2021.106948] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Revised: 11/18/2021] [Accepted: 12/27/2021] [Indexed: 12/14/2022]
Abstract
The present systematic review aimed to investigate the methodological quality and the effects of fundamental motor skills and physical activity interventions on cognitive and academic skills in typically developing 3 to 7-year-old children. The review was conducted and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. A literature search was carried out in April 2020 using seven electronic databases. The methodological quality of the studies was assessed with the Effective Public Health Practice Project (EPHPP) Quality Assessment Tool. Cohen's d effect size calculations and post hoc power analyses were conducted for the included studies. A total of 35 studies, representing 2472 children met the inclusion criteria. Two of the studies demonstrated a strong methodological quality, while 24 were considered as methodologically weak. The majority (71%) of the included studies demonstrated the beneficial effects of the intervention on cognitive and academic skills. The most evidence was found for executive functions, language, and numeracy, and the effects were largest in enhancing memory. The effects were larger on cognitive and academic skills in the combined interventions compared to only fundamental motor skill and physical activity interventions, while fundamental motor skill interventions had larger effects than physical activity interventions. These findings indicate that it may be possible to support typically developing preschoolers' cognitive and academic learning with fundamental motor skill and physical activity interventions. However, most of the studies in this field have a weak methodological quality and thus, the presented evidence was considered weak in nature.
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Affiliation(s)
- Pinja Jylänki
- Faculty of Educational Sciences, University of Helsinki, Siltavuorenpenger 5, 00170 Helsinki, Finland.
| | - Theo Mbay
- Faculty of Educational Sciences, University of Helsinki, Siltavuorenpenger 5, 00170 Helsinki, Finland
| | - Airi Hakkarainen
- Open University, University of Helsinki, Yliopistonkatu 3, 00100 Helsinki, Finland
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, Keskussairaalantie 4, 40600 Jyväskylä, Finland
| | - Pirjo Aunio
- Faculty of Educational Sciences, University of Helsinki, Siltavuorenpenger 5, 00170 Helsinki, Finland
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Ludyga S, Gerber M, Kamijo K. Exercise types and working memory components during development. Trends Cogn Sci 2022; 26:191-203. [PMID: 35031211 DOI: 10.1016/j.tics.2021.12.004] [Citation(s) in RCA: 24] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 12/08/2021] [Accepted: 12/18/2021] [Indexed: 12/11/2022]
Abstract
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.
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Affiliation(s)
- Sebastian Ludyga
- Department of Sport, Exercise & Health, University of Basel, Basel, Switzerland.
| | - Markus Gerber
- Department of Sport, Exercise & Health, University of Basel, Basel, Switzerland
| | - Keita Kamijo
- Faculty of Liberal Arts and Sciences, Chukyo University, Nagoya, Japan
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Vazou S, Mavilidi MF. Cognitively Engaging Physical Activity for Targeting Motor, Cognitive, Social, and Emotional Skills in the Preschool Classroom: The Move for Thought preK-K Program. Front Psychol 2021; 12:729272. [PMID: 34912267 PMCID: PMC8666441 DOI: 10.3389/fpsyg.2021.729272] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Accepted: 10/22/2021] [Indexed: 11/13/2022] Open
Abstract
Despite the growing body of research indicating that integrated physical activity with learning benefits children both physically and cognitively, preschool curricula with integrated physical activities are scarce. The "Move for Thought (M4T) preK-K" program provides activities on fundamental motor skills that are integrated with academic concepts, executive function, and social-emotional skills in the preschool environment. The aim of this study was to evaluate the feasibility, usability, and effectiveness of the M4T preK-K program over an eight-week period in 16 preschool centers (N=273; M age=4.22 SD=0.61) that were randomly assigned to the intervention (8 M4T; n=138; M age=4.31 SD=0.61) and the control (8 traditional; n=135; M age=4.13 SD=0.60) group. In both groups, teacher ratings of children's attention, behavioral control, and social skills (i.e., cooperation, assertion, and self-control) in the classroom, as well as children's perceived motor skill competence and executive functions, were collected before and after the intervention. A daily teacher log measured intervention fidelity and perceived experiences with the program. Results showed a significant improvement on attention scores for children in the M4T preK-K group, compared to the control group. No significant differences emerged for behavioral control, social skills, executive functions, and perceived motor competence among groups. A significant time effect was evident for executive functions, with both groups improving over time. Further, the program was well-received, easy to implement in the preschool classroom and with high rates of satisfaction for both children and teachers. The M4T preK-K program is promising in helping teachers prepare preschool children for future educational success.
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Affiliation(s)
- Spyridoula Vazou
- Department of Kinesiology, Iowa State University, Ames, IA, United States
| | - Myrto F. Mavilidi
- Early Start/School of Education, University of Wollongong, Keiraville, NSW, Australia
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Mavilidi MF, Bennett S, Paas F, Okely AD, Vazou S. Parents' and Early Childhood Educators' Perceptions on Movement and Learning Program Implementation. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:11913. [PMID: 34831669 PMCID: PMC8618571 DOI: 10.3390/ijerph182211913] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/14/2021] [Revised: 11/08/2021] [Accepted: 11/11/2021] [Indexed: 11/30/2022]
Abstract
There is currently limited evidence on parents' and early childhood educators' perspectives on implementing programs that combine cognitive and motor tasks in early childhood. An online survey was distributed across Australia through social network platforms and emails at preschool centres, asking 65 parents of preschool children and early childhood educators about their preferences on program delivery, duration, and mode. Responses from the survey were evaluated in order to develop and pilot a 4 week home-based (n = 5 parents) and a 6 week school-based program (n = 5 educators) including cognitively engaging physical activity, requesting parents' and educators' perspectives, respectively, about the program components. Results from the online survey showed a preference for programs with online (e.g., video-based) compared to traditional delivery (e.g., books), emphasising the potential benefits on children's physical activity levels, sleep, and cognitive function. However, after piloting the program, educators preferred to use the book version instead of the video. This program has the potential to become part of daily regular practice. Barriers reported include logistics issues (i.e., book size), connectivity issues with internet, and the need for varying activities.
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Affiliation(s)
- Myrto F. Mavilidi
- School of Education, University of Wollongong, Wollongong, NSW 2522, Australia; (S.B.); (F.P.)
- Early Start, University of Wollongong, Wollongong, NSW 2522, Australia;
| | - Sue Bennett
- School of Education, University of Wollongong, Wollongong, NSW 2522, Australia; (S.B.); (F.P.)
- Early Start, University of Wollongong, Wollongong, NSW 2522, Australia;
| | - Fred Paas
- School of Education, University of Wollongong, Wollongong, NSW 2522, Australia; (S.B.); (F.P.)
- Early Start, University of Wollongong, Wollongong, NSW 2522, Australia;
- Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, 3025 Rotterdam, The Netherlands
| | - Anthony D. Okely
- Early Start, University of Wollongong, Wollongong, NSW 2522, Australia;
- School of Health & Society, University of Wollongong, Wollongong, NSW 2522, Australia
| | - Spyridoula Vazou
- Department of Kinesiology, Iowa State University, Ames, IA 50011, USA;
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Rosenbaum J, Hascoët JM, Hamon I, Petel A, Caudron S, Ceyte H. Body Mobility and Attention Networks in 6- to 7-Year-Old Children. Front Psychol 2021; 12:743504. [PMID: 34777134 PMCID: PMC8579035 DOI: 10.3389/fpsyg.2021.743504] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Accepted: 10/04/2021] [Indexed: 11/24/2022] Open
Abstract
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.
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Affiliation(s)
| | - Jean-Michel Hascoët
- Université de Lorraine, DevAH, Nancy, France
- Université de Lorraine, CHRU, Maternité Régionale, Département de Néonatologie, Nancy, France
| | - Isabelle Hamon
- Université de Lorraine, DevAH, Nancy, France
- Université de Lorraine, CHRU, Maternité Régionale, Département de Néonatologie, Nancy, France
| | | | - Sébastien Caudron
- Université Grenoble Alpes, Université Savoie Mont Blanc, CNRS, LPNC, Grenoble, France
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St Laurent CW, Burkart S, Andre C, Spencer RMC. Physical Activity, Fitness, School Readiness, and Cognition in Early Childhood: A Systematic Review. J Phys Act Health 2021; 18:1004-1013. [PMID: 34140418 PMCID: PMC9297301 DOI: 10.1123/jpah.2020-0844] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 04/19/2021] [Accepted: 04/20/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND Early childhood is an important age for brain and cognitive development. Given the support of physical activity and fitness on cognition and academic performance in older children, more research has emerged recently focusing on younger children. In this systematic review, the authors review the relations between physical activity/fitness and academic-related (ie, school readiness and cognitive) outcomes in early childhood. METHODS A search was conducted from PubMed, PsycINFO, Web of Science, ERIC databases, and reference lists for articles that had participants aged less than 6 years were written in English, and were in peer-reviewed journals. Articles were excluded if the design was a case study or case series report. The Grading Recommendations Assessment, Development and Evaluation framework was followed to assess the quality of evidence by study design. RESULTS Sixty-eight articles reporting on 72 studies (29 observational and 43 experimental) were included. The majority of study effects were mixed, and the quality of evidence varied from very low to low. CONCLUSIONS A clear consensus about the role of physical activity and fitness on academic-related outcomes in early childhood is still lacking given the high heterogeneity in methodological approaches and overall effects. Additional high-quality studies are needed to determine what specific dosages of physical activity are impactful at this age.
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Vasilopoulos F, Ellefson MR. Investigation of the associations between physical activity, self-regulation and educational outcomes in childhood. PLoS One 2021; 16:e0250984. [PMID: 34010304 PMCID: PMC8133416 DOI: 10.1371/journal.pone.0250984] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Accepted: 04/16/2021] [Indexed: 12/04/2022] Open
Abstract
It is common knowledge that physical activity leads to physiological and psychological benefits. The current study explored the association between physical activity and self-regulation longitudinally and the indirect relationship this may have on academic achievement, using secondary data on primary and secondary school children from the Millennium Cohort Study, a cohort of infants born in 2000–2001 in the United Kingdom. There are two main findings. First, there is a positive link between physical activity and emotional (not behavioural) regulation both concurrently and longitudinally across all three time points, 7-years-old, 11-years-old and 14-years-old. The relationship was negative for emotional regulation and negligible for behavioural regulation when controlling for socioeconomic status. Second, across two time points (due to data availability), physical activity positively predicted academic achievement through emotional regulation for 7-year-olds and behavioural regulation in 11-year-olds. The impact of this relationship was more pronounced when controlling for socioeconomic status. Together these findings indicate that emotional regulation is linked to physical activity in early childhood. Subsequently, emotion regulation predicts academic attainment, suggesting that early interventions might focus on attention rather than behaviour.
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Affiliation(s)
- Fotini Vasilopoulos
- Faculty of Education, University of Cambridge, Cambridge, United Kingdom
- Department of Psychological Sciences, University of London, London, United Kingdom
- * E-mail:
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Physically active learning in preschoolers: Improved self-regulation, comparable quantity estimation. Trends Neurosci Educ 2021; 22:100150. [PMID: 33845979 DOI: 10.1016/j.tine.2021.100150] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Revised: 01/28/2021] [Accepted: 01/28/2021] [Indexed: 12/21/2022]
Abstract
BACKGROUND Providing physical activity during the school day may mitigate increasingly sedentary lifestyles among children. Young children may be susceptible to interference during learning and consolidation when performing physical activity concurrently with academic instruction. METHODS Preschoolers (N = 72, mean age 5.1 ± 0.8 years, 50% female) completed a quantity estimation task before, following, and one week after engaging in either a 20-min physically active or sedentary lesson. Physical activity intensity and volume were measured using heart rate and pedometer step counts, respectively. Off-task behavior was recorded prior to and following the lesson. RESULTS Children exhibited similar learning and retention, but an added benefit of physically active lessons was a 1900% step increase and a 58% reduction in off-task behavior. CONCLUSION Providing physically active lessons instead of sitting for extended periods of time in early childhood classrooms reduces sedentary behavior and improves self-regulation while not interfering with educational outcomes.
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Veldman SLC, Chin A Paw MJM, Altenburg TM. Physical activity and prospective associations with indicators of health and development in children aged <5 years: a systematic review. Int J Behav Nutr Phys Act 2021; 18:6. [PMID: 33413484 PMCID: PMC7791660 DOI: 10.1186/s12966-020-01072-w] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2020] [Accepted: 12/14/2020] [Indexed: 01/23/2023] Open
Abstract
BACKGROUND Early childhood is a critical period for growth and development, yet the association with physical activity during this important period is unknown. The aim of this review is to critically summarize the evidence on the prospective associations between physical activity and health and development in children aged < 5 years. METHODS A systematic search in three electronic databases (Pubmed, PsycINFO, and Sportdiscus) was conducted to identify prospective studies examining the associations between physical activity (all types; specified by quantity) and health indicators (body composition, cardiometabolic health, bone health and risks/harm) or development (motor, cognitive and social-emotional development) in young children (mean age < 5 years at baseline). Two independent researchers assessed the methodological quality using the 'Quality Assessment Tool for Quantitative Studies' (EPHPP). This tool covers eight quality criteria: selection bias, study design, confounders, blinding, data collection methods, withdrawals and drop-outs, intervention integrity and data-analysis. RESULTS Thirty-nine studies, predominantly conducted in preschoolers (ages 3-5 years), were included of which nine were rated as high methodological quality. There was moderate evidence for a positive association between physical activity and motor (n = 11 studies) and cognitive development (n = 10 studies) based on consistent findings from studies having low-to-moderate methodological quality. There was insufficient evidence for an association between physical activity and body composition (n = 15 studies), cardiometabolic health indicators (n = 7 studies), social-emotional development (n = 2 studies) and bone health (n = 2 studies) based on inconsistent findings from studies having weak-to-high methodological quality. CONCLUSIONS There is a need for more high-quality research in order to determine the dose-response relationship between physical activity and health and development in early childhood. Special attention should be paid to studies in children below the age of 3 years.
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Affiliation(s)
- Sanne L C Veldman
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam University Medical Center, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
| | - Mai J M Chin A Paw
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam University Medical Center, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Teatske M Altenburg
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam University Medical Center, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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16
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Battaglia G, Giustino V, Tabacchi G, Alesi M, Galassi C, Modica C, Palma A, Bellafiore M. Effectiveness of a Physical Education Program on the Motor and Pre-literacy Skills of Preschoolers From the Training-To-Health Project: A Focus on Weight Status. Front Sports Act Living 2020; 2:579421. [PMID: 33367276 PMCID: PMC7750875 DOI: 10.3389/fspor.2020.579421] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 11/16/2020] [Indexed: 02/01/2023] Open
Abstract
Many studies reported a positive relationship between motor skills, cognitive functions, and school performance in school-age children; however, little is known in preschool children. The aim of the present study was to demonstrate the effectiveness of a physical education program (PEP) on locomotor, object control skills, and pre-literacy cognitive functions in a wide population of preschoolers and verify whether weight status could influence these abilities. In the context of the Training-to-Health Project, a sample of 1,029 preschoolers was recruited in kindergartens from the urban area of Palermo (Italy). Their gross motor and pre-literacy skills were tested before (PRE) and after (POST) following 16 weeks (2 h/week) of a PEP, which included ludic-motor activities aimed at developing body awareness and fundamental motor and perceptual-sensory skills. Analyses of variance (ANOVA) were performed to assess the skills before and after the intervention and to evaluate the effect of different categories of weight status on the examined variables. Regression analyses were conducted to confirm the hypothesized interrelationship between motor and pre-literacy skills in the considered sample. Both locomotor/object control and pre-literacy skills were significantly higher in children after the PEP (p < 0.05). We found 23% of overweight children and no significant difference between weight status classes in both PRE and POST PEP groups. In the POST group, higher locomotor and object control skills were mostly associated with better pre-literacy skills. This study shows that PEP was effective in improving both motor and pre-literacy skills in preschoolers independently from age and gender, while weight status did not affect these skills suggesting that this program can be administrated indifferently in children with different categories of weight status. Therefore, PEP could be a decisive education strategy to enhance motor and cognitive learning in preschool children and to achieve successful academic outcomes.
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Affiliation(s)
- Giuseppe Battaglia
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Valerio Giustino
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Garden Tabacchi
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Marianna Alesi
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Claudia Galassi
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Carmen Modica
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Antonio Palma
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Marianna Bellafiore
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
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17
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Schmidt M, Mavilidi MF, Singh A, Englert C. Combining physical and cognitive training to improve kindergarten children’s executive functions: A cluster randomized controlled trial. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101908] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
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18
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Alesi M, Costa S, Bianco A, Pepi A. A teacher-led motor programme to enhance pre-literacy and motor skills in kindergarten children. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1789860] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Marianna Alesi
- Department of Psychology, Educational Science and Human Movement, University of Palermo, Sicily, Italy
| | - Sebastiano Costa
- Dipartimento di Psicologia, University of Campania Luigi Vanvitelli, Caserta, Italy
| | - Antonino Bianco
- Department of Psychology, Educational Science and Human Movement, University of Palermo, Sicily, Italy
- Regional Sports School of CONI Sicilia, Sicily, Italy
| | - Annamaria Pepi
- Department of Psychology, Educational Science and Human Movement, University of Palermo, Sicily, Italy
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19
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Aadland E, Tjomsland HE, Johannessen K, Nilsen AKO, Resaland GK, Glosvik Ø, Lykkebø O, Stokke R, Andersen LB, Anderssen SA, Pfeiffer KA, Tomporowski PD, Størksen I, Bartholomew JB, Ommundsen Y, Howard SJ, Okely AD, Aadland KN. Active Learning Norwegian Preschool(er)s (ACTNOW) - Design of a Cluster Randomized Controlled Trial of Staff Professional Development to Promote Physical Activity, Motor Skills, and Cognition in Preschoolers. Front Psychol 2020; 11:1382. [PMID: 32719636 PMCID: PMC7350704 DOI: 10.3389/fpsyg.2020.01382] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2019] [Accepted: 05/25/2020] [Indexed: 02/05/2023] Open
Abstract
INTRODUCTION There is a dearth of high-quality evidence on effective, sustainable, and scalable interventions to increase physical activity (PA) and concomitant outcomes in preschoolers. Specifically, there is a need to better understand how the preschool context can be used to increase various types of physically active play to promote holistic child development. The implementation of such interventions requires highly competent preschool staffs, however, the competence in promoting PA is often low. The main aim of the ACTNOW study is therefore to investigate the effects of professional development for preschool staffs on child PA and developmental outcomes. METHODS The study will be conducted in Norway 2019-2022 and is designed as a two-arm (intervention, control) cluster randomized controlled trial (RCT) with 7- and 18-months follow-ups. We aim to recruit 60 preschools and 1,200 3- to 5-years-old children to provide sufficient power to detect effect sizes (ESs) between 0.20 and 0.30. The intervention is nested within two levels: the preschool and the child. Central to the ACTNOW intervention are opportunities for children to engage in a variety of "enriched," meaningful, and enjoyable physically active play that supports the development of the whole child. To this end, the main intervention is a 7-month professional development/education module for preschool staff, aimed to provide them with the necessary capacity to deliver four core PA components to the children (moderate-to-vigorous PA, motor-challenging PA, cognitively engaging play, and physically active learning). We will include a range of child-level outcomes, including PA, physical fitness, adiposity, motor skills, socioemotional health, self-regulation, executive function, and learning. At the preschool level, we will describe implementation and adaptation processes using quantitative and qualitative data. DISCUSSION Professional development of staff and a whole-child approach that integrates PA with cognitively engaging play and learning activities in the preschool setting may provide a feasible vehicle to enhance both physical and cognitive development in young children. ACTNOW is designed to test this hypothesis to provide a sustainable way to build human capital and provide an early solution to lifelong public health and developmental challenges. CLINICAL TRIAL REGISTRATION www.ClinicalTrials.gov identifier NCT04048967.
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Affiliation(s)
- Eivind Aadland
- Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Hege Eikeland Tjomsland
- Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Kjersti Johannessen
- Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Ada Kristine Ofrim Nilsen
- Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Geir Kåre Resaland
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Øyvind Glosvik
- Department of Pedagogy, Religion and Social Studies, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Osvald Lykkebø
- Department of Strategic Initiatives, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Rasmus Stokke
- Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Lars Bo Andersen
- Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Sigmund Alfred Anderssen
- Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
- Department of Sports Medicine, Norwegian School of Sport Sciences, Oslo, Norway
| | - Karin Allor Pfeiffer
- Department of Kinesiology, Michigan State University, East Lansing, MI, United States
| | | | - Ingunn Størksen
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
| | - John B. Bartholomew
- Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX, United States
| | - Yngvar Ommundsen
- Department of Coaching and Psychology, Norwegian School of Sport Sciences, Oslo, Norway
| | - Steven James Howard
- Early Start and School of Education, University of Wollongong, Wollongong, NSW, Australia
| | - Anthony D. Okely
- Early Start and School of Education, University of Wollongong, Wollongong, NSW, Australia
- Illawarra Health and Medical Research Institute, Wollongong, NSW, Australia
| | - Katrine Nyvoll Aadland
- Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
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20
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The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs. SUSTAINABILITY 2020. [DOI: 10.3390/su12124922] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.
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21
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McGowan AL, Ferguson DP, Gerde HK, Pfeiffer KA, Pontifex MB. Preschoolers exhibit greater on-task behavior following physically active lessons on the approximate number system. Scand J Med Sci Sports 2020; 30:1777-1786. [PMID: 32426888 DOI: 10.1111/sms.13727] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Revised: 05/01/2020] [Accepted: 05/11/2020] [Indexed: 01/26/2023]
Abstract
OBJECTIVE To determine how the dual-task nature of incorporating physical activity with instructional activities immediately impacts acuity of the approximate number system and on-task behavior in preschoolers. METHODS Using a randomized within-participants repeated-measures crossover design, 51 children completed an approximate number system task before and after either 20-min of physically active instruction corresponding to 38% heart rate reserve (HRR; light-to-moderate intensity) or conventional sedentary instruction at corresponding to 21% HRR (very light intensity). RESULTS Findings revealed that preschool-aged children exhibited similar learning and greater on-task behavior following a single bout of physically active instruction relative to conventional sedentary instruction. Overall, preschoolers accrued 931.3 ± 8.2 more steps and an additional 9 minutes at or above light-intensity activity during the physically active instruction. CONCLUSION Accordingly, these findings suggest that the dual-task nature of physically active learning does not compromise learning, reduces the need for redirecting off-task behavior, and ultimately allows children to avoid sedentary behavior in educational contexts.
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Affiliation(s)
- Amanda L McGowan
- Department of Kinesiology, Michigan State University, East Lansing, MI, USA
| | - David P Ferguson
- Department of Kinesiology, Michigan State University, East Lansing, MI, USA
| | - Hope K Gerde
- Human Development and Family Studies, Michigan State University, East Lansing, MI, USA
| | - Karin A Pfeiffer
- Department of Kinesiology, Michigan State University, East Lansing, MI, USA
| | - Matthew B Pontifex
- Department of Kinesiology, Michigan State University, East Lansing, MI, USA
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22
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Tomporowski PD, Qazi AS. Cognitive-Motor Dual Task Interference Effects on Declarative Memory: A Theory-Based Review. Front Psychol 2020; 11:1015. [PMID: 32670130 PMCID: PMC7326112 DOI: 10.3389/fpsyg.2020.01015] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Accepted: 04/23/2020] [Indexed: 11/13/2022] Open
Abstract
Bouts of exercise performed either prior to or immediately following study periods enhance encoding and learning. Empirical evidence supporting the benefits of interventions that simultaneously pair physical activity with material to be learned is not conclusive, however. A narrative, theory-based review of dual-task experiments evaluated studies in terms of arousal theories, attention theories, cognitive-energetic theories, and entrainment theories. The pattern of the results of these studies suggests that cognitive-motor interference can either impair or enhance memory of semantic information and the manner in which physical activity impacts working memory within executive processing appears to explain disparate outcomes. The integration and timing of physical movements in concert with the type of information to be encoded and remembered appears to be a critical requirement for learning. These observations have implications for the role of physical activity in education, rehabilitation, and gerontological settings.
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23
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Amico G, Schaefer S. Running During Encoding Improves Word Learning for Children. Front Psychol 2020; 11:684. [PMID: 32373027 PMCID: PMC7186412 DOI: 10.3389/fpsyg.2020.00684] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2020] [Accepted: 03/20/2020] [Indexed: 11/24/2022] Open
Abstract
The learning of new information is an important task in everyday life, especially at a young age. Acute physical exercise can facilitate cognitive processes in multiple ways, and previous studies have shown that memory can profit from physical exercise before and during the encoding of vocabulary. The current study investigates the interplay of movement and vocabulary learning and also addresses lifespan differences in these effects. Participants were recruited in a recreational basketball club. Children (n = 24, Mage = 12.3 years; 13 girls), young adults (n = 30, Mage = 21.5 years; 17 women), and older adults (n = 24, Mage = 59.3 years; 9 women) learned 20 new pseudo-words, which corresponded to a German word. In a between-subjects design, encoding took place either while standing, while running, or while running and dribbling a basketball. Recall was assessed three times throughout the learning session and on the following day. In children, more words could be remembered in the running condition compared to the standing condition. There were no differences between conditions for the young and older adults. Age-dependent reasons for this pattern of results are discussed and embedded into the literature of physical exercise. Our result suggests that implementing learning activities into children’s physical education or exercise activities could be beneficial.
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Affiliation(s)
- Gianluca Amico
- Department of Sport Sciences, Saarland University, Saarbrücken, Germany
| | - Sabine Schaefer
- Department of Sport Sciences, Saarland University, Saarbrücken, Germany
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Effects of an Acute Physical Activity Break on Test Anxiety and Math Test Performance. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17051523. [PMID: 32120880 PMCID: PMC7084198 DOI: 10.3390/ijerph17051523] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Revised: 02/20/2020] [Accepted: 02/25/2020] [Indexed: 12/27/2022]
Abstract
(1) Background: Test anxiety has been found to negatively affect students' mental health and academic performance. A primary explanation for this is that anxiety-related thoughts occupy working memory resources during testing that cannot be used for test-related processes (such as information retrieval and problem-solving). The present intervention study investigated whether physical activity could decrease anxiety levels and improve maths test performance in sixth-grade children. (2) Methods: Sixty-eight children of 11-12 years from two primary schools in New South Wales, Australia were categorised as low or high anxious from their scores on a trait-anxiety questionnaire. After this assessment, they were randomly assigned to the activity break condition, in which they had to do several physical activities of moderate intensity (i.e., star jumps) for 10 min, or the control condition, in which they played a vocabulary game for 10 min. The outcome measures were children's anxiety levels at the beginning, during, and at the end of the test, invested mental effort, perceived task difficulty and maths test performance. (3) Results: Results showed that regardless of the condition, low anxious students performed better on the maths test than high anxious children. No differences were found for any of the variables between the activity break condition and the control condition. (4) Conclusions: Although test anxiety was not reduced as expected, this study showed that short physical activity breaks can be used before examinations without impeding academic performance.
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25
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Using Physical Activity to Enhance Health Outcomes Across the Life Span. J Funct Morphol Kinesiol 2020; 5:jfmk5010002. [PMID: 33467218 PMCID: PMC7739320 DOI: 10.3390/jfmk5010002] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/28/2019] [Revised: 12/31/2019] [Accepted: 01/02/2020] [Indexed: 12/11/2022] Open
Abstract
Physical activity has been widely recognized as one of the primary determinants that proliferates positive psychophysiological health in individuals. Despite the numerous benefits of engaging in physical activity, a majority of the global population continues to be physically inactive or sedentary. The aim of this brief commentary is to capture the benefits of engaging in regular physical activity across the life span. In particular, this paper will highlight the benefits of engaging in regular physical activity with respect to age, gender, atypical populations, and lifestyle. Future research and recommendations have also been addressed.
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Norris E, van Steen T, Direito A, Stamatakis E. Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: a systematic review and meta-analysis. Br J Sports Med 2019; 54:826-838. [PMID: 31619381 DOI: 10.1136/bjsports-2018-100502] [Citation(s) in RCA: 86] [Impact Index Per Article: 17.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/10/2019] [Indexed: 01/12/2023]
Abstract
OBJECTIVE This review provides the first meta-analysis of the impact of physically active lessons on lesson-time and overall physical activity (PA), as well as health, cognition and educational outcomes. DESIGN Systematic review and meta-analysis of controlled studies. Six meta-analyses pooled effects on lesson-time PA, overall PA, in-class educational and overall educational outcomes, cognition and health outcomes. Meta-analyses were conducted using the metafor package in R. Risk of bias was assessed using the Cochrane tool for risk of bias. DATA SOURCES PubMed, Embase, PsycINFO, ERIC and Web of Science, grey literature and reference lists were searched in December 2017 and April 2019. STUDIES ELIGIBILITY CRITERIA Physically active lessons compared with a control group in a randomised or non-randomised design, within single component interventions in general school populations. RESULTS 42 studies (39 in preschool or elementary school settings, 27 randomised controlled trials) were eligible to be included in the systematic review and 37 of them were included across the six meta-analyses (n=12 663). Physically active lessons were found to produce large, significant increases in lesson-time PA (d=2.33; 95% CI 1.42 to 3.25: k=16) and small, increases on overall PA (d=0.32; 95% CI 0.18 to 0.46: k=8), large, improvement in lesson-time educational outcomes (d=0.81; 95% CI 0.47 to 1.14: k=7) and a small improvement in overall educational outcomes (d=0.36; 95% CI 0.09 to 0.63: k=25). No effects were seen on cognitive (k=3) or health outcomes (k=3). 25/42 studies had high risk of bias in at least two domains. CONCLUSION In elementary and preschool settings, when physically active lessons were added into the curriculum they had positive impact on both physical activity and educational outcomes. These findings support policy initiatives encouraging the incorporation of physically active lessons into teaching in elementary and preschool setting. TRIAL REGISTRATION NUMBER CRD42017076933.
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Affiliation(s)
- Emma Norris
- Centre for Behaviour Change, University College London, London, UK
| | - Tommy van Steen
- Institute of Security and Global Affairs, Leiden University, Leiden, The Netherlands
| | - Artur Direito
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Emmanuel Stamatakis
- School of Public Health, University of Sydney, Sydney, New South Wales, Australia
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Thompson BN, Goldstein TR. Children Learn From Both Embodied and Passive Pretense: A Replication and Extension. Child Dev 2019; 91:1364-1374. [PMID: 31541473 DOI: 10.1111/cdev.13309] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Research suggests that children can learn new information via pretense. However, a fundamental problem with existing studies is that children are passive receivers of the pretense rather than active, engaged participants. This preregistered study replicates previous learning from pretense findings (Sutherland & Friedman, 2012, Child Development), in which children are passive observers of pretense, and extends to two additional conditions that require children to partially (with puppets) or fully (with costumes) embody a character. Children (N = 144, 24-79 months) learned equally well, and better than those in the control condition, from all three play scenarios. At a 2-week follow-up, learning was equally retained across embodiment conditions for older, but not younger, preschoolers. Future research should consider embodiment's role for more complex material.
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Integrating Juggling with Math Lessons: A Randomized Controlled Trial Assessing Effects of Physically Active Learning on Maths Performance and Enjoyment in Primary School Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16142452. [PMID: 31295904 PMCID: PMC6678161 DOI: 10.3390/ijerph16142452] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/05/2019] [Revised: 06/30/2019] [Accepted: 07/05/2019] [Indexed: 11/16/2022]
Abstract
There are tentative indications that physical activity (PA) during school time can be beneficial for children's academic performance. So far, most studies have focused on the effects of moderate-to-vigorous PA, for example, in the form of energizers or extra physical education lessons. Little is known about the effects of physically active learning, in which PA is integrated with the academic content of the lessons, especially in preadolescent children. Moreover, there is a lack of knowledge regarding the enjoyment of physically active learning in this age group. Therefore, the aim of the current study was to assess the effects of integrating juggling with math practice in primary school children, on (1) multiplication memorization performance and (2) enjoyment during the math lessons. We conducted a cluster randomized controlled trial, in which 312 children (mean age 10.4 years) from nine Dutch primary schools participated. Fourteen classes were randomly assigned to either a group that learned juggling whilst practicing multiplication tables (intervention group), or to a group that practiced the same multiplication tables while sedentary (control group). Both interventions had a duration of 5 weeks and consisted of 20 short lessons (4 lessons per week, 5 to 8 min). We used mixed-model analyses to examine the effect of the intervention on multiplication memorization performance. Group (control or intervention) was used as the fixed factor, and class and school as random intercepts. Analyses were adjusted for pretest multiplication performance, age, gender, general motor skill level, physical activity behavior (PAQ-C), and academic math performance. No significant intervention effect on multiplication performance were observed. However, the math-juggling program significantly increased enjoyment of children during the math lessons. We can conclude that the intervention did not improve, but neither deteriorated children's math performance. The increased enjoyment in the math-juggling group can serve as an important starting point for structurally incorporating physical activities in the classroom setting.
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Bedard C, St John L, Bremer E, Graham JD, Cairney J. A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children. PLoS One 2019; 14:e0218633. [PMID: 31237913 PMCID: PMC6592532 DOI: 10.1371/journal.pone.0218633] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2019] [Accepted: 06/04/2019] [Indexed: 01/22/2023] Open
Abstract
Objectives Despite the relationship between physical activity (PA) and learning outcomes, the school system has not been able to support the inclusion of PA throughout the day. A solution to this problem integrates PA into the academic classroom. The objective of this review is to determine the impact of active classrooms compared to traditional sedentary classrooms on educational outcomes of school-aged children. Design We searched ERIC, PubMed, PsychINFO, and Web of Science, reference lists of included studies for randomised controlled studies. Independent reviewers screened the texts of potentially eligible studies and assessed the risk of bias. Data were pooled using random-effects models on standardized mean differences. Results This review identified 25 studies examining educational outcomes, including approximately 6,181 students. Risk of bias was assessed as either some or high risk of bias for most of the studies and outcomes. Pooled data from 20 studies and 842 participants measuring academic performance shows a small positive effect of active classrooms compared with traditional, sedentary classrooms (SMD = 0.28, 95% CI: 0.09 to 0.47). Conclusions Physically active classrooms may slightly improve academic achievement compared to the traditional sedentary lessons. Future research is needed to ensure that studies are adequately powered, employ appropriate methods of randomization, and measure a wide range of important student outcomes across the full spectrum of the school-age.
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Affiliation(s)
- Chloe Bedard
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
- INfant and Child Health (INCH) Lab, Department of Family Medicine, Master University, Hamilton, Ontario, Canada
- * E-mail:
| | - Laura St John
- INfant and Child Health (INCH) Lab, Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Ontario, Canada
| | - Emily Bremer
- INfant and Child Health (INCH) Lab, Department of Family Medicine, Master University, Hamilton, Ontario, Canada
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Ontario, Canada
| | - Jeffrey D. Graham
- INfant and Child Health (INCH) Lab, Department of Family Medicine, Master University, Hamilton, Ontario, Canada
| | - John Cairney
- INfant and Child Health (INCH) Lab, Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Ontario, Canada
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Mavilidi MF, Lubans DR, Morgan PJ, Miller A, Eather N, Karayanidis F, Lonsdale C, Noetel M, Shaw K, Riley N. Integrating physical activity into the primary school curriculum: rationale and study protocol for the "Thinking while Moving in English" cluster randomized controlled trial. BMC Public Health 2019; 19:379. [PMID: 30947708 PMCID: PMC6449912 DOI: 10.1186/s12889-019-6635-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2018] [Accepted: 03/07/2019] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The current and declining physical activity levels of children is a global concern. Integrating physical activity into the school curriculum may be an effective way not only to improve children's physical activity levels but also enhance educational outcomes. Given the recent national focus in Australia on improving the literacy levels of children in primary school, and an increasing proportion of time spent on explicitly teaching these skills, integrating physical activity into English could be a viable strategy to improve literacy levels and physical activity at the same time. The aim of this study is to evaluate the impact of the 'Thinking While Moving in English' (TWM-E) program on children's physical activity, on-task behavior in the classroom, academic achievement, and executive function. METHODS Grade 3-4 children from 10 public schools in New South Wales, Australia will be randomly allocated to intervention (n = 5) or control (n = 5) groups. All teachers will receive 1-day workshop of registered professional learning and a TWM-E equipment pack (e.g., chalk, lettered bean bags). Intervention schools will be asked to adapt their English lessons to embed movement-based learning in their daily program for three 40-min lessons per week, over a six-week period. The primary outcome is children's physical activity levels across the school day (measured using accelerometry). Secondary outcomes are children's on-task behavior during English lessons, academic achievement in English, and executive function. A detailed process evaluation will be undertaken including questionnaires, fidelity checks, and teacher and student interviews. DISCUSSION The TWM-E program has the potential to improve primary school children's physical activity levels, along with academic outcomes (on-task behavior, cognition, and academic achievement), and provide stakeholders with exemplar lessons and guidelines which illustrate how to teach English to children whilst they are moving. TRIAL REGISTRATION Australian and New Zealand Clinical trial Register ACTRN12618001009202 Date registered: 15/06/2018 retrospectively registered.
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Affiliation(s)
- Myrto F Mavilidi
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, NSW 2308, Australia.
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, NSW 2308, Australia
| | - Philip J Morgan
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, NSW 2308, Australia
| | - Andrew Miller
- School of Education, Faculty of Education and Arts, University of Newcastle, University Drive, Newcastle, 2308, Australia
| | - Narelle Eather
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, NSW 2308, Australia
| | - Frini Karayanidis
- School of Psychology, Faculty of Science, University of Newcastle, University Drive, Newcastle, 2308, Australia
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Faculty of Health Sciences, Australian Catholic University, Level 9 & 10, 33 Berry Street, North Sydney, 2060, Australia
| | - Michael Noetel
- Institute for Positive Psychology and Education, Faculty of Health Sciences, Australian Catholic University, Level 9 & 10, 33 Berry Street, North Sydney, 2060, Australia
| | - Kylie Shaw
- School of Education, Faculty of Education and Arts, University of Newcastle, University Drive, Newcastle, 2308, Australia
| | - Nicholas Riley
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, NSW 2308, Australia
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Mavilidi MF, Ruiter M, Schmidt M, Okely AD, Loyens S, Chandler P, Paas F. A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning: The Importance of Relevancy and Integration. Front Psychol 2018; 9:2079. [PMID: 30464752 PMCID: PMC6234858 DOI: 10.3389/fpsyg.2018.02079] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Accepted: 10/09/2018] [Indexed: 11/13/2022] Open
Abstract
Engaging in regular physical activity can have substantial cognitive and academic benefits for children, and is generally promoted for its beneficial effects on children's physical and mental health. Although embodied cognition research has convincingly shown the integral relationship of the human body and mind, in schools physical activity and cognitive activity are typically treated as unrelated processes. Consequently, most physical activities used are neither sufficiently relevant for nor fully integrated into the learning tasks. In reviewing the literature regarding the integration of physical activity into education to promote cognition and learning, two main lines of research emerged: exercise and cognition research vs. embodied cognition research. In this narrative review, we describe these two separately evolved schools of thought, highlighting their differences and commonalities. In categorising the existing studies on a 2 × 2 matrix, concerning the two main categories of relevance for and integration into the learning task, it becomes clear where the different foci lie, and how both lines of research could profit from learning from each other. Finally, a new instructional model that integrates task-relevant physical activities into the cognitive/learning task is proposed to inform both further research and educational practice.
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Affiliation(s)
- Myrto Foteini Mavilidi
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Newcastle, NSW, Australia
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Margina Ruiter
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Mirko Schmidt
- Institute of Sport Science, Universität Bern, Bern, Switzerland
| | - Anthony D. Okely
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Sofie Loyens
- University College Roosevelt, Utrecht University, Middelburg, Netherlands
| | - Paul Chandler
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Fred Paas
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands
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Mavilidi MF, Lubans DR, Eather N, Morgan PJ, Riley N. Preliminary Efficacy and Feasibility of the "Thinking While Moving in English": A Program with Integrated Physical Activity into the Primary School English Lessons. CHILDREN (BASEL, SWITZERLAND) 2018; 5:E109. [PMID: 30103471 PMCID: PMC6111322 DOI: 10.3390/children5080109] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Revised: 08/03/2018] [Accepted: 08/08/2018] [Indexed: 12/12/2022]
Abstract
Background: The physical, cognitive, and learning benefits of physical activity for children have already been established. However, many schools are failing to provide children with sufficient activity at school due to a crowded school curriculum. Physical activity interventions that integrate physical activity with learning is a way to enhance physical and cognitive benefits without loss of academic time. This study evaluated the preliminary efficacy and feasibility of "Thinking While Moving in English", a primary school program that integrates physical activity into English lessons. Method: Two classes of Grade 4 students (n = 55, 10⁻11 years old) were randomly assigned to the intervention (n = 29) or control (n = 26) conditions. The program components consisted of 3 × 40 min physically active academic lessons per week, delivered over a 4-week period. The following measures were taken at baseline and immediate post-intervention: on-task behavior, cognition (inhibition and working memory), and learning outcomes (spelling and grammar). Results: Results revealed significant improvements in on-task behavior and spelling in the intervention group, compared to the control group. There were no observed improvements in cognitive outcomes or grammar. Conclusions: This study provides preliminary evidence for the efficacy of physically active English lessons to enhance children's educational outcomes.
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Affiliation(s)
- Myrto F Mavilidi
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
| | - Narelle Eather
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
| | - Philip J Morgan
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
| | - Nicholas Riley
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
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Herold F, Hamacher D, Schega L, Müller NG. Thinking While Moving or Moving While Thinking - Concepts of Motor-Cognitive Training for Cognitive Performance Enhancement. Front Aging Neurosci 2018; 10:228. [PMID: 30127732 PMCID: PMC6089337 DOI: 10.3389/fnagi.2018.00228] [Citation(s) in RCA: 112] [Impact Index Per Article: 18.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2018] [Accepted: 07/09/2018] [Indexed: 12/17/2022] Open
Abstract
The demographic change in industrial countries, with increasingly sedentary lifestyles, has a negative impact on mental health. Normal and pathological aging leads to cognitive deficits. This development poses major challenges on national health systems. Therefore, it is necessary to develop efficient cognitive enhancement strategies. The combination of regular physical exercise with cognitive stimulation seems especially suited to increase an individual's cognitive reserve, i.e., his/her resistance to degenerative processes of the brain. Here, we outline insufficiently explored fields in exercise-cognition research and provide a classification approach for different motor-cognitive training regimens. We suggest to classify motor-cognitive training in two categories, (I) sequential motor-cognitive training (the motor and cognitive training are conducted time separated) and (II) simultaneous motor-cognitive training (motor and cognitive training are conducted sequentially). In addition, simultaneous motor-cognitive training may be distinguished based on the specific characteristics of the cognitive task. If successfully solving the cognitive task is not a relevant prerequisite to complete the motor-cognitive task, we would consider this type of training as (IIa) motor-cognitive training with additional cognitive task. In contrast, in ecologically more valid (IIb) motor cognitive training with incorporated cognitive task, the cognitive tasks are a relevant prerequisite to solve the motor-cognitive task. We speculate that incorporating cognitive tasks into motor tasks, rather than separate training of mental and physical functions, is the most promising approach to efficiently enhance cognitive reserve. Further research investigating the influence of motor(-cognitive) exercises with different quantitative and qualitative characteristics on cognitive performance is urgently needed.
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Affiliation(s)
- Fabian Herold
- Research Group Neuroprotection, German Center for Neurodegenerative Diseases (DZNE), Magdeburg, Germany
| | - Dennis Hamacher
- Department of Sport Science, Institute III, Otto von Guericke University Magdeburg, Magdeburg, Germany
| | - Lutz Schega
- Department of Sport Science, Institute III, Otto von Guericke University Magdeburg, Magdeburg, Germany
| | - Notger G. Müller
- Research Group Neuroprotection, German Center for Neurodegenerative Diseases (DZNE), Magdeburg, Germany
- Center for Behavioral Brain Sciences (CBBS), Magdeburg, Germany
- Department of Neurology, Medical Faculty, Otto von Guericke University Magdeburg, Magdeburg, Germany
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Singh AS, Saliasi E, van den Berg V, Uijtdewilligen L, de Groot RHM, Jolles J, Andersen LB, Bailey R, Chang YK, Diamond A, Ericsson I, Etnier JL, Fedewa AL, Hillman CH, McMorris T, Pesce C, Pühse U, Tomporowski PD, Chinapaw MJM. Effects of physical activity interventions on cognitive and academic performance in children and adolescents: a novel combination of a systematic review and recommendations from an expert panel. Br J Sports Med 2018; 53:640-647. [PMID: 30061304 DOI: 10.1136/bjsports-2017-098136] [Citation(s) in RCA: 220] [Impact Index Per Article: 36.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2017] [Revised: 04/15/2018] [Accepted: 06/20/2018] [Indexed: 01/10/2023]
Abstract
OBJECTIVE To summarise the current evidence on the effects of physical activity (PA) interventions on cognitive and academic performance in children, and formulate research priorities and recommendations. DESIGN Systematic review (following PRISMA guidelines) with a methodological quality assessment and an international expert panel. We based the evaluation of the consistency of the scientific evidence on the findings reported in studies rated as of high methodological quality. DATA SOURCES PubMed, PsycINFO, Cochrane Central, Web of Science, ERIC, and SPORTDiscus. ELIGIBILITY CRITERIA FOR SELECTING STUDIES PA-intervention studies in children with at least one cognitive or academic performance assessment. RESULTS Eleven (19%) of 58 included intervention studies received a high-quality rating for methodological quality: four assessed effects of PA interventions on cognitive performance, six assessed effects on academic performance, and one on both. All high-quality studies contrasted the effects of additional/adapted PA activities with regular curriculum activities. For cognitive performance 10 of 21 (48%) constructs analysed showed statistically significant beneficial intervention effects of PA, while for academic performance, 15 of 25 (60%) analyses found a significant beneficial effect of PA. Across all five studies assessing PA effects on mathematics, beneficial effects were reported in six out of seven (86%) outcomes. Experts put forward 46 research questions. The most pressing research priority cluster concerned the causality of the relationship between PA and cognitive/academic performance. The remaining clusters pertained to PA characteristics, moderators and mechanisms governing the 'PA-performance' relationship and miscellaneous topics. CONCLUSION There is currently inconclusive evidence for the beneficial effects of PA interventions on cognitive and overall academic performance in children. We conclude that there is strong evidence for beneficial effects of PA on maths performance.The expert panel confirmed that more 'high-quality' research is warranted. By prioritising the most important research questions and formulating recommendations we aim to guide researchers in generating high-quality evidence. Our recommendations focus on adequate control groups and sample size, the use of valid and reliable measurement instruments for physical activity and cognitive performance, measurement of compliance and data analysis. PROSPERO REGISTRATION NUMBER CRD42017082505.
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Affiliation(s)
- Amika S Singh
- Department of Public and Occupational Health and the Amsterdam Public Health Research Institute, VU University Medical Center, Amsterdam, The Netherlands
| | - Emi Saliasi
- Department of Public and Occupational Health and the Amsterdam Public Health Research Institute, VU University Medical Center, Amsterdam, The Netherlands
| | - Vera van den Berg
- Department of Public and Occupational Health and the Amsterdam Public Health Research Institute, VU University Medical Center, Amsterdam, The Netherlands
| | | | - Renate H M de Groot
- Welten Institute - Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, The Netherlands
| | - Jelle Jolles
- Centre for Brain & Learning, Faculty of Psychology and Education, LEARN! Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Lars B Andersen
- Department of Teacher Education and Sport, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Richard Bailey
- International Council of Sport Science and Physical Education, Berlin, Germany
| | - Yu-Kai Chang
- Department of Physical Education, National Taiwan Normal University, Taipei, Taiwan, Republic of China
| | - Adele Diamond
- Program in Developmental Cognitive Neuroscience, Department of Psychiatry, University of British Columbia, Vancouver, Canada
| | - Ingegerd Ericsson
- Department of Sport Sciences, Faculty of Learning and Society, Malmö University, Malmö, Sweden
| | - Jennifer L Etnier
- Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, North Carolina, USA
| | - Alicia L Fedewa
- Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, Kentucky, USA
| | - Charles H Hillman
- Department of Psychology, Department of Physical Therapy, Movement, & Rehabilitation Sciences, Northeastern University, Boston, Massachusetts, USA
| | - Terry McMorris
- Department of Sport and Exercise Science, Institute for Sport, University of Chichester, Chichester, UK
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, Italian University Sport and Movement "Foro Italico", Rome, Italy
| | - Uwe Pühse
- Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland
| | | | - Mai J M Chinapaw
- Department of Public and Occupational Health and the Amsterdam Public Health Research Institute, VU University Medical Center, Amsterdam, The Netherlands
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Effect of Mini-Trampoline Physical Activity on Executive Functions in Preschool Children. BIOMED RESEARCH INTERNATIONAL 2018; 2018:2712803. [PMID: 29862258 PMCID: PMC5971292 DOI: 10.1155/2018/2712803] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/06/2018] [Revised: 03/18/2018] [Accepted: 04/05/2018] [Indexed: 11/18/2022]
Abstract
The study investigated the effect of mini-trampoline physical activity on the development of executive functions (EF) in Chinese preschool children. Fifty-seven children aged 3–5 were randomly assigned to an intervention group (n = 29) and a control group (n = 28). The children in the intervention and control group had the same classes and care service in the preschool, but children in the intervention group had an extra 20 min of trampoline training after school for 5 school days per week in the 10-week intervention. Spatial conflict arrow (SCA), animal Go/NoGo (GNG), working memory span (WMS), and flexible item selection (FIS) were used to assess children's EF before and after the intervention. Results revealed that no significant differences emerged in the SCA, GNG, WMS, and FIS tests between two groups postintervention. Findings indicated that a 10-week trampoline PA training may not be sufficient to trigger the improvement of preschool children's EF. Future research with larger representative samples is warranted to discern the dose-response evidence in enhancing young children's EF through physical activity.
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Schaefer S. Embodiment Helps Children Solve a Spatial Working Memory Task: Interactions with Age and Gender. JOURNAL OF COGNITIVE ENHANCEMENT 2018. [DOI: 10.1007/s41465-018-0081-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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Immediate and delayed effects of integrating physical activity into preschool children’s learning of numeracy skills. J Exp Child Psychol 2018; 166:502-519. [DOI: 10.1016/j.jecp.2017.09.009] [Citation(s) in RCA: 47] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2017] [Revised: 08/19/2017] [Accepted: 09/07/2017] [Indexed: 01/01/2023]
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Zeng N, Ayyub M, Sun H, Wen X, Xiang P, Gao Z. Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review. BIOMED RESEARCH INTERNATIONAL 2017; 2017:2760716. [PMID: 29387718 PMCID: PMC5745693 DOI: 10.1155/2017/2760716] [Citation(s) in RCA: 143] [Impact Index Per Article: 20.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/07/2017] [Revised: 11/05/2017] [Accepted: 11/20/2017] [Indexed: 11/23/2022]
Abstract
OBJECTIVE This study synthesized literature concerning casual evidence of effects of various physical activity programs on motor skills and cognitive development in typically developed preschool children. METHODS Electronic databases were searched through July 2017. Peer-reviewed randomized controlled trials (RCTs) examining the effectiveness of physical activity on motor skills and cognitive development in healthy young children (4-6 years) were screened. RESULTS A total of 15 RCTs were included. Of the 10 studies assessing the effects of physical activity on motor skills, eight (80%) reported significant improvements in motor performance and one observed mixed findings, but one failed to promote any beneficial outcomes. Of the five studies investigating the influence of physical activity on cognitive development, four (80%) showed significant and positive changes in language learning, academic achievement, attention, and working memory. Notably, one indicated no significant improvements were observed after the intervention. CONCLUSIONS Findings support causal evidence of effects of physical activity on both motor skills and cognitive development in preschool children. Given the shortage of available studies, future research with large representative samples is warranted to explore the relationships between physical activity and cognitive domains as well as strengthen and confirm the dose-response evidence in early childhood.
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Affiliation(s)
- Nan Zeng
- School of Kinesiology, University of Minnesota-Twin Cities, 1900 University Ave. SE, Minneapolis, MN 55455, USA
- Department of Physical Education, Qujing Normal University, Sanjiang Road, Qujing, Yunnan 655011, China
| | - Mohammad Ayyub
- College of Biological Sciences, University of Minnesota-Twin Cities, Minneapolis, MN, USA
| | - Haichun Sun
- College of Education, University of South Florida, 4202 E. Fowler Avenue, EDU105, Tampa, FL 33620-5650, USA
| | - Xu Wen
- Department of Physical Education, College of Education, Zhejiang University, 148 Tianmushan Road, Hangzhou 310028, China
| | - Ping Xiang
- College of Education and Human Development, Texas A&M University, Harrington Education Center Office Tower, 4222 TAMU, 540 Ross Street, College Station, TX 77843, USA
| | - Zan Gao
- School of Kinesiology, University of Minnesota-Twin Cities, 1900 University Ave. SE, Minneapolis, MN 55455, USA
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