Effects of Physical Activity on Children's Executive Function: Contributions of Experimental Research on Aerobic Exercise

Physical Activity and Children's Episodic Memory: A Meta-Analysis

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.

A quantitative analysis of fidgeting in ADHD and its relation to performance and sustained attention on a cognitive task

Introduction

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder where hyperactivity often manifests as fidgeting, a non-goal-directed motoric action. Many studies demonstrate fidgeting varies under different conditions as a self-regulating mechanism for attention and alertness during cognitively demanding tasks. Fidgeting has also been associated with reaction time variability. However, a lack of standard variables to define and quantify fidgeting can lead to discrepancies in data and interpretability issues across studies. Furthermore, little is known about fidgeting in adults with ADHD compared to youth. This study aims to design a framework to quantify meaningful fidgeting variables and to apply them to test the relation between fidgeting and performance on a cognitive task, the Flanker, in adults with ADHD.

Method

Our study included 70 adult participants diagnosed with ADHD, aged 18-50 years (30.5 ± 7.2 years). Screening included a structured clinical interview, childhood, current self and current observer ratings of ADHD symptoms. Actigraphy devices were attached to the left wrist and right ankle during completion of a cognitive control, attention task (the Flanker). Laboratory testing was subsequently completed on a single day. The relation between task performance, reaction time variability and fidgeting was examined.

Results and Discussion

Our analysis revealed increased fidgeting during correct trials as defined by our new variables, consistent with previous observations. Furthermore, differences in fidgeting were observed between early and later trials while the percentage of correct trials were not significantly different. This suggests a relation between the role of fidgeting and sustaining attention. Participants with low reaction time variability, that is, those with more consistent reaction times, fidgeted more during later trials. This observation supports the theory that fidgeting aids arousal and improves sustained attention. Finally, a correlation analysis using ADHD-symptom rating scales validated the relevance of the fidget variables in relation to ADHD symptom severity. These findings suggest fidgeting may be a compensatory mechanism that aids in sustained attention for those with ADHD, although alternative explanations exist.

Conclusion

Our study suggests that fidgeting may aid in sustained attention during the attention-demanding, cognitive control processes for adults with ADHD, with more fidgeting observed during correct trials and among participants with lower reaction time variability. Furthermore, the newly defined fidget variables were validated through a significant correlation with ADHD rating scales. By sharing our implementation of fidget variables, we hope to standardize and encourage further quantitative research into the role of fidgeting in ADHD.

Effects of aquatic exercise intervention on executive function and brain-derived neurotrophic factor of children with autism spectrum disorder

BACKGROUND

Limited knowledge exists regarding the effectiveness of aquatic exercise intervention for improving executive function (EF) in children with autism spectrum disorder (ASD). Additionally, the impact of aquatic exercise on brain-derived neurotrophic factor (BDNF) in children with ASD requires further investigation.

AIMS

This study aimed to explore the effects of a 12-week aquatic exercise intervention on core EF and BDNF levels in children with ASD.

METHODS AND PROCEDURES

Thirty children with ASD were assigned to an experimental or control group. The experimental group underwent a 12-week aquatic exercise intervention, while the control group engaged in supervised free activities. Pre- and post-intervention assessments measured EF and BDNF levels.

OUTCOMES AND RESULTS

The experimental group showed significant improvements (p < 0.05) in inhibition control, cognitive flexibility, and BDNF levels. However, working memory did not significantly improve. The control group exhibited no significant changes in EF or BDNF levels.

CONCLUSIONS AND IMPLICATIONS

Aquatic exercise appears to be a beneficial intervention for cognitive development in children with ASD, as it enhances inhibition control, cognitive flexibility, and BDNF levels in children with ASD. Furthermore, the observed improvements in EF following aquatic exercise intervention in children with ASD may be associated with increased BDNF levels.

Direct and indirect effects of physiological, psychological and cognitive variables on academic achievement in children

BACKGROUND

Associations between cardiorespiratory fitness (CRF), screen time, psychological well-being, executive functions, and academic achievement have been reported, however, few studies have analysed models considering the effect of all these variables on academic achievement. This study aims to analyse the direct and indirect associations of mothers' education level, CRF, screen time, psychological well-being, executive functions, with academic achievement in schoolchildren, by sex.

METHODS

This was a cross-sectional analysis of MOVI-daFit! study including 519 schoolchildren (49.52% girls) aged 9-11 years old. Executive functions were assessed with the NIH Toolbox, CRF with the 20-m shuttle run test, academic achievement through the final academic grades in language and mathematics and mother's education level, screen time and well-being by questionnaires.

RESULTS

Structural equation modelling revealed that in boys cognitive flexibility had a significant direct effect on academic achievement and screen time a total significant effect on academic achievement. In girls, CRF was associated with inhibition and psychological well-being, and this was associated with academic achievement.

CONCLUSIONS

Physiological, psychological, and behavioural variables act together to impact academic achievement, and that differences by sex might exist. Thus, strategies to enhance academic achievement in schoolchildren should consider psychological well-being, CRF, screen time, and sex differences.

IMPACT

Physiological, psychological, and behavioural variables, such as cardiorespiratory fitness, screen time, psychological well-being, and cognition all together have an impact on academic achievement, with differences by sex. Previous studies have demonstrated the separate effect of these variables, however, to date, this is the first study that analyses all together in the same model their impact on academic achievement, by sex. This study shows that in boys cognitive flexibility and screen time impact academic achievement. In girls, cardiorespiratory fitness is highly associated with psychological well-being, and this, in turn, was associated with academic achievement.

Effects of acute aerobic exercise on resting state functional connectivity of motor cortex in college students

This study intends to inspect the effects of acute aerobic exercise (AE) on resting state functional connectivity (RSFC) in motor cortex of college students and the moderating effect of fitness level.

METHODS

20 high fitness level college students and 20 ordinary college students were recruited in public. Subjects completed 25 min of moderate- and high-intensity acute aerobic exercise respectively by a bicycle ergometer, and the motor cortex's blood oxygen signals in resting state were monitored by functional Near Infrared Spectroscopy (fNIRS, the Shimadzu portable Light NIRS, Japan) in pre- and post-test.

RESULTS

At the moderate intensity level, the total mean value of RSFC pre- and post-test was significantly different in the high fitness level group (pre-test 0.62 ± 0.18, post-test 0.51 ± 0.17, t(19) = 2.61, p = 0.02, d = 0.58), but no significant change was found in the low fitness level group. At the high-intensity level, there was no significant difference in the difference of total RSFC between pre- and post-test in the high and low fitness group. According to and change trend of 190 "edges": at the moderate-intensity level, the number of difference edges in the high fitness group (d = 0.58, 23) were significantly higher than those in the low fitness group (d = 0.32, 15), while at high-intensity level, there was a reverse trend between the high fitness group (d = 0.25, 18) and the low fitness group (d = 0.39, 23).

CONCLUSIONS

moderate-intensity AE can cause significant changes of RSFC in the motor cortex of college students with high fitness, while high fitness has a moderating effect on the relationship between exercise intensity and RSFC. RSFC of people with high fitness is more likely to be affected by AE and show a wider range of changes.

Recreational gymnastics exercise of moderate intensity enhances executive function in Chinese preschoolers: A randomized controlled trial

The current study aimed to investigate the impact of recreational gymnastics on executive function in Chinese preschoolers, with a focus on gymnastics potential to enhance core components of executive function. A total of 63 preschool children who received full-time education were randomly assigned to either an intervention group (N = 31, mean age = 66.27 months, SD = 3.12 months) or a control group (N = 32, mean age = 66.79 months, SD = 3.34 months). The intervention group engaged in recreational gymnastics for 60 min, three times a week for 12 weeks. Meanwhile, the control group continued with their typical outdoor activities at kindergarten and did not participate in any organized sports. The intervention program was primarily conducted through group play and was facilitated by teachers who underwent standardized training. Various simple and complex tasks were utilized to evaluate delay gratification (Snack delay and Wrapped gift), inhibitory control (Stop signal task and Circle drawing task), working memory (Letter memory task and Keep track task), and cognitive flexibility (Go/No-Go task and Dots task). The analysis of covariance revealed that the children who participated in the intervention outperformed the control group on most simple and complex executive function tasks. Specifically, these children demonstrated an enhanced ability to regulate persistent responses, process and update information, and manage high cognitive conflict. The findings of this investigation lend support to the hypothesis that moderate-intensity recreational gymnastics is an efficacious means of enhancing executive function in early childhood. Future research should employ a larger sample size, incorporate a long-term follow-up design, and utilize a multi-method approach to further substantiate the impact of moderate-intensity gymnastics on the executive function of young children, as well as to investigate its underlying mechanism and generalizability.

Executive function and spatial abilities in physically active children: an explorative study

BACKGROUND

Regular physical activity has consistently shown promise in improving cognitive functioning among children. However, there is a shortage of comprehensive studies that delve into these benefits across various cognitive domains. This preliminary investigation aimed to discern potential disparities in cognitive performance between active and sedentary children, with a specific focus on inhibitory control, cognitive flexibility, and visuo-spatial working memory abilities.

METHODS

The study employed a cross-sectional design encompassing 26 children (mean age 9.53 ± 2.20 years), categorized into two groups: Active and Sedentary. Executive functions were assessed using the NEPSY-II, while visuo-spatial working memory abilities were evaluated through the table version of the Radial Arm Maze (table-RAM) task. All outputs were analyzed with One-way ANOVAS or Kruskal-Wallis Tests to assess differences between Active and Sedentary children in both executive functioning and visuo-spatial working memory processes.

RESULTS

The findings revealed that the Active group outperformed the sedentary group in inhibitory control (F1,23 = 4.99, p = 0.03*), cognitive flexibility (F1,23 = 5.77, p = 0.02*), spatial span (F1,23 = 4.40, p = 0.04*), and working memory errors (F1,23 = 8.59, p = 0.01**). Both spatial span and working memory errors are parameters closely associated with visuo-spatial working memory abilities.

CONCLUSIONS

Although preliminary, these results offer evidence of a positive link between physical activity and cognitive functioning in children. This indicates the importance of promoting active behaviors, especially within educational environments.

Motor development-focused exercise training enhances gross motor skills more effectively than ordinary physical activity in healthy preschool children: an updated meta-analysis

Purpose

The growth of certain human brain structures peaks at early ages, and complex motor interventions could positively facilitate this process. This study aims to offer an updated meta-analysis regarding the effectiveness of motor development-focused exercise training on gross motor skills in preschool children.

Methods

We searched English- and Chinese-language electronic databases as of March 2024. The main eligibility criteria were as follows: participants were healthy children aged 3 to 6 years old, and the experimental design was a randomized controlled trial, with the control arm participating in either free play or ordinary physical education curriculum. We conducted a Hartung-Knapp random-effects meta-analysis of the standardized mean difference for locomotor, object control, or gross motor quotient.

Results

The search identified 23 eligible studies, of which approximately 75% were considered to have a low risk of bias. Compared with active control, exercise training showed a large to very large effect size. Cohen's d values were 1.13, 1.55, and 1.53 for locomotor, object control, and gross motor quotient, respectively. From a probabilistic viewpoint, these effect sizes correspond to events that are "very likely to occur" and "almost sure to occur." Due to variations in intervention programs, all outcome measures showed high heterogeneity.

Conclusion

This updated meta-analysis offers a realistic synthesis of the current evidence, leading to the conclusion that targeted motor skill exercise training can almost certainly enhance preschool children's gross motor skills. Practical implications are discussed regarding the refinement of the instructional framework and the dissemination of these findings in preschool settings.

Associations between Fluid Intelligence and Physical Fitness in School Children

Previous research has highlighted that active lifestyles that contribute to improved physical fitness are positively related to cognitive functioning in children and adolescents. Specifically, the increase in physical condition at school age is considered relevant because it is related to better cognitive ability and greater academic performance. Thus, the aim of this study was to analyze the relationships between explosive strength, speed-agility, and fluid reasoning in schoolchildren. To achieve this objective, an associative, comparative, and predictive design was used in this research. A total of 129 children participated in this study (age: M = 9.48; SD = 0.99). To assess fluid reasoning, the Raven test's Standard Progressive Matrices Subtest and the Wechsler Intelligence Scale for Children (WISC-V) were used. To assess physical fitness, the speed-agility test and the horizontal jump test (ALPHA-fitness battery tests), as well as the ball throw test (2 kg), were used. The results showed that the speed-agility test significantly predicted WISC-V Fluid Reasoning Index scores, and the medicine ball toss test significantly predicted Raven test scores. The results obtained highlight the associations between physical condition at these ages and fluid intelligence. This suggests that promoting active lifestyles that improve physical fitness could have a positive impact on children's cognitive health.

Effects of physically active maths lessons on children's maths performance and maths-related affective factors: Multi-arm cluster randomized controlled trial

BACKGROUND

Physical activity (PA) may benefit academic performance, but it is unclear what kind of classroom-based PA is optimal for learning.

AIM

We studied the effects of physically active maths lessons on children's maths performance and maths-related effects, and whether gender and previous mathematical or motor skills modify these effects.

SAMPLE

A total of 22 volunteered teachers and their pupils with signed consent (N = 397, mean age: 9.3 years, 51% females) participated in a 5-month, teacher-led, multi-arm, cluster-randomized controlled trial.

METHODS

The intervention included a PAL group (20 min of physically active learning in each 45-min lesson), a breaks group (two 5-min PA breaks in each 45-min lesson) and a control group (traditional teaching). Maths performance was assessed with a tailored curriculum-based test. Maths-related enjoyment, self-perceptions and anxiety were measured with a self-reported questionnaire. The individual-level intervention effects were tested via covariate-adjusted linear mixed-effect models with school classes serving as random effects.

RESULTS

Changes in maths performance or self-perceptions did not differ between the intervention groups. Maths anxiety in learning situations increased in the PAL group (effect .28, 95% CI = .01-.56); there was no change in the other groups. Subgroup analyses suggested that maths anxiety increased in the PAL group among children in the two lowest tertiles of motor skills. It decreased in the highest tertile. Enjoyment decreased in the breaks group among pupils in the lowest motor skill tertile.

CONCLUSIONS

Physically active maths lessons did not affect maths performance or self-perceptions but had divergent effects on maths anxiety and enjoyment, depending on motor skills.

Incorporating Evidence-Based Gamification and Machine Learning to Assess Preschool Executive Function: A Feasibility Study

Computerized assessments and digital games have become more prevalent in childhood, necessitating a systematic investigation of the effects of gamified executive function assessments on performance and engagement. This study examined the feasibility of incorporating gamification and a machine learning algorithm that adapts task difficulty to individual children's performance into a traditional executive function task (i.e., Flanker Task) with children ages 3-5. The results demonstrated that performance on a gamified version of the Flanker Task was associated with performance on the traditional version of the task and standardized academic achievement outcomes. Furthermore, gamification grounded in learning science and developmental psychology theories applied to a traditional executive function measure increased children's task enjoyment while preserving psychometric properties of the Flanker Task. Overall, this feasibility study indicates that gamification and adaptive machine learning algorithms can be successfully incorporated into executive function assessments with young children to increase enjoyment and reduce data loss with developmentally appropriate and intentional practices.

Changes in concentration performance and alternating attention after short-term virtual reality training in E-athletes: a pilot study

In the dynamic landscape of e-sports, where intense competitive gaming demands high cognitive abilities, concentration performance and alternating attention play a pivotal role. E-sports encompass diverse genres, each requiring specific cognitive functions. Maintaining unwavering focus is crucial, as split-second decisions can determine victory. The study explores the potential of Virtual Reality (VR) training to enhance concentration performance and alternating attention, shedding light on the importance and possibilities of optimizing cognitive abilities for e-athletes. VR training emerges as a promising intervention, offering immersive environments for cognitive exercises. The study investigates the impact of VR training on concentration performance and alternating attention in amateur e-athletes, utilizing standardized tests. A randomized controlled trial with 66 participants reveals significant improvements in the VR training group, highlighting the adaptability and plasticity of cognitive processes. The findings suggest that VR training can enhance concentration abilities, providing valuable insights for e-sports and potentially extending to other fields requiring sustained attention and rapid task-switching. The study underscores the convergence of cognitive psychology, neuroscience, and VR technology, paving the way for innovative training methodologies and advancements in e-sports performance.

Physical training improves inhibitory control in children aged 7-12 years: An fNIRS study

Physical exercise plays a crucial role in the development of cognition and brain functions in children. Inhibitory control is an advanced cognition that affects children's life and learning. In the current study, the relationship between physical training and inhibitory control was explored. In total, 80 children were randomly but equally assigned to the experimental and control groups. The experimental group underwent physical training (volleyball) for 60 min, thrice a week for 12 weeks. In contrast, the control group did not undergo any training and continued with their daily routines. The flanker task and functional near-infrared spectroscopy (fNIRS) were employed to investigate the effects of 12-week physical training on inhibitory control and changes in the oxy-Hb concentration in the prefrontal cortex (PFC) during the task. The behavioral results revealed that the experimental group performed better on the flanker task (e.g., shorter response time [F(1,74) = 18.420, p < 0.001, ηp2 = 0.199] and higher accuracy [F(1,74) = 15.00, p < 0.001, ηp2 = 0.169] than the control group. The oxy-Hb concentration in the right dorsolateral PFC (R-DLPFC) was higher and the activation level of this region was higher during the flanker task [F(1,74) = 6.216, p < 0.05, ηp2 = 0.077]. Moreover, the McNemar test revealed improved cognitive performance in response time or accuracy and R-DLPFC activation induced by physical exercise coincided significantly (χ2 = 5.49, p < 0.05; χ2 = 6.081, p < 0.05). These findings suggest that the R-DLPFC is likely the neural substrate for improved cognitive performance elicited by 12-week physical training.

The Effects of Single-Bout Exercise Interventions with Different Exercise Modalities on Executive Function in Youths

BACKGROUND

This study aimed to investigate how single-bout open-skill exercise (OSE), closed-skill exercise (CSE), and mixed-skill exercise intervention (MSE) influence executive function.

METHOD

A total of 120 students aged between 18 and 25 were separated into three groups: closed-skill exercise, open-skill exercise, and mixed-skill exercise. A task-switching test was performed before and after a single bout of exercise intervention. The simple reaction time, choice reaction time, switch cost, and correction rate were tested in a task-switching test. The results were analyzed via a two-way analysis of variance, with a significance level of α = 0.05, to compare the effects of the intervention.

RESULTS

Only open-skill exercise exhibited a significant effect on the simple reaction time (p < 0.05). In terms of choice reaction time and switch cost, all three intervention groups exhibited significant improvements, with no significant differences observed between the three groups (p < 0.05). The correction rate did not show a significant effect post-intervention, and no significant differences were observed between the groups. The correction rate showed no significant effect after the intervention or between groups.

CONCLUSION

All three types of exercise can shorten choice reaction time and switch cost, but only OSE can reduce simple reaction time.

Interactive Relations of Body Mass Index, Cardiorespiratory Fitness, and Sex to Cognitive Function in Older Adults

OBJECTIVE

The course of cognitive aging is influenced by multiple health factors. This cross-sectional study investigated the interactive relations between body mass index (BMI), maximum oxygen consumption (VO2max), and sex on neuropsychological outcomes in community-dwelling predominantly older adults.

METHODS

Participants were 164 healthy adults [M (SD) = 64.6 (12.5) years, 56% men, 87% white] who participated in an investigation of cardiovascular risk factors and brain health. Multivariable regression analysis, adjusted for age, education, ethnicity, smoking, alcohol consumption, and depression, examined the interactive relations of BMI, VO2max, and sex to multiple neuropsychological outcomes.

RESULTS

Significant BMI*VO2max*sex interactions for Grooved Pegboard dominant (p = .019) and nondominant (p = .005) hands revealed that men with lower VO2max (l/min) displayed worse performance with each hand as BMI increased (p's < .02). A significant BMI*sex interaction for Logical Memory-Delayed Recall (p = .036) (after adjustment for blood glucose) showed that men, but not women, with higher BMI demonstrated worse performance (p = .036). Lastly, significant main effects indicated that lower VO2max was related to poorer logical memory, and higher BMI was associated with poorer Trail Making B and Stroop interference scores (p's < .05).

CONCLUSIONS

Among men, higher cardiorespiratory fitness may protect against the negative impact of greater BMI on manual dexterity and motor speed, making VO2max a target for intervention. Higher BMI is further associated with poorer executive function and verbal memory (in men), and lower VO2max is associated with poorer verbal memory.

Resistance exercising on unstable surface leads to Pupil Dilation

BACKGROUND

Chronic resistance training and acute resistance exercises improve physical performance and can enhance cognitive performance. However, there is still uncertainty about the mechanism(s) responsible for cognitive improvement following resistance training and exercise. Recent findings suggest that resistance exercise has metabolic as well as cognitive demands, which potentially activate similar neural circuitry associated with higher-order cognitive function tasks. Exercising on unstable devices increases the coordinative and metabolic demands and thus may further increase cognitive activation during resistance exercise. The measurement of pupil diameter could provide indications of cognitive activation and arousal during resistance exercise. Pupil dilation is linked to the activity in multiple neuromodulatory systems (e.g., activation of the locus coeruleus and the release of the neurotransmitter norepinephrine (LC-NE system)), which are involved in supporting processes for executive control. Therefore, the purpose of this study was to compare the cognitive activation measured by pupil diameter during an acute bout of resistance exercise on stable and unstable surfaces.

METHODS

18 participants (23.5 ± 1.5 years; 10 females) performed ten kettlebell squats in a preferred repetition velocity in stable and unstable (BOSU® Balance Trainer) ground conditions. Pupil diameter was recorded with eye tracking glasses (SMI ETG) during standing (baseline) and during squatting. Raw pupil data were cleaned of artifacts (missing values were linearly interpolated) and subjected to a subtractive baseline correction. A student t-test was used to compare mean pupil diameter between ground conditions.

RESULTS

The mean pupil diameter was significantly greater during squats in the unstable condition than in the stable condition, t (17) = -2.63, p =.018, Cohen's dZ = -0.62; stable: 0.49 ± 0.32 mm; unstable: 0.61 ± 0.25 mm).

CONCLUSION

As indicated by pupil dilation, the use of unstable devices can increase the cognitive activation and effort during acute bouts of resistance exercise. Since pupil dilation is only an indirect method, further investigations are necessary to describe causes and effects of neuromodulatory system activity during resistance exercise. Resistance training with and without surface instability can be recommended to people of all ages as a physically and cognitively challenging training program contributing to the preservation of both physical and cognitive functioning.

Developmental associations of fundamental motor skills and executive functions in preschoolers - The role of the physical activity and the effects on early numeracy

BACKGROUND

Physical activity, fundamental motor skills, executive functions and early numeracy have shown to be related, but very little is known about the developmental relations of these factors.

PROCEDURE

We followed 317 children (3-6 years) over two years. Fundamental motor skills and executive functions (inhibition+switching, updating) were measured at all time points (T1, T2, T3) and physical activity at T1 and early numeracy at T3.

MAIN FINDINGS

Children with better fundamental motor skills at T1 developed slower in inhibition and switching. Fundamental motor skills developed faster in children who had better initial inhibition and switching ability. Vigorous physical activity at T1 was associated with a weaker initial inhibition and switching. The initial level and the developmental rate of updating were related to better early numeracy skills.

CONCLUSIONS

Findings indicate that fundamental motor skills and executive functions are developmentally related, and updating is an important predictor for early numeracy in preschoolers.

Comparative efficacy of physical activity types on executive functions in children and adolescents: A network meta-analysis of randomized controlled trials

OBJECTIVES

This study investigates the impact of various physical activity (PA) types on executive functions (EFs) in children and adolescents.

DESIGN

A systematic review and network meta-analysis of randomized clinical trials.

METHODS

We searched databases such as PubMed, Embase, Cochrane, and Web of Science up to April 2023, including randomized controlled trials involving 6 distinct PA types for healthy children and adolescents. The Cochrane risk of bias tool was used to assess the risk of bias, and a random-effects model in STATA 17.0 was used to calculate standardized mean differences (SMDs) and 95 % confidence intervals (CI).

RESULTS

Ball Games emerged as the most effective modality for improving updating accuracy, securing a SUCRA score of 94.4 %, and for reducing inhibition reaction time, with a SUCRA score of 94.8 %. Cognitively Engaging Physical Activity led in improving inhibition accuracy with a SUCRA score of 71.7 %. Dance excelled in improving update accuracy and reducing shifting reaction time, with SUCRA scores of 86.6 % and 99.5 %, respectively.

CONCLUSIONS

PA has a significant benefit in EFs in children and adolescents, however the size of the effect varies by type of PA. Ball Games emerged as the most efficacious modality for enhancing updating accuracy and for expediting inhibition reaction time. Cognitively Engaging Physical Activity proved to be the preeminent strategy for improving inhibition accuracy. Dance was distinguished as the optimal approach for improving updating accuracy and reducing shifting reaction time.

24-Hour movement behaviors and executive functions in preschoolers: A compositional and isotemporal reallocation analysis

This cross-sectional study explored the relationship between 24-hour movement behaviors and executive function (EF) in preschool children. A total of 426 Han Chinese preschoolers (231 males; 3.8 ± 0.6 years old) from Zhuhai, Guangdong Province, China were selected from October 2021 to December 2021. Accelerometers were used to measure physical activity (PA) and sedentary behavior (SB), while sleep duration was obtained via a parent-report questionnaire. Components of EF (cognitive flexibility, inhibitory control, and working memory) were assessed using computerized behavioral tasks. The daily composition was significantly associated with inhibitory control and working memory. Inhibitory control improvements were linked to the addition of moderate-to-vigorous physical activity (MVPA) at the expense of SB and sleep. The reallocation between MVPA, SB, sleep, and light physical activity yielded a significant association with working memory.

Impact of chronic physical activity on individuals' creativity

There is growing evidence to suggest that physical activity positively influences cognitive processes. A similar trend is seen in the literature examining the relationship between acute physical activity and creativity. Nevertheless, certain questions persist: Does engaging in physical activity over an extended period (chronic) influence creativity? If it does, what is the duration of this impact? The present study uses Randomized Controlled Trials (RCT) to examine whether chronic physical activity for 6 weeks can improve individual creativity vis-à-vis a control group that performs regular class activity without any physical activity. It also assesses whether the effect of chronic physical activity on creativity endures after 2 weeks of ceasing the interventions. The study involves 49 school students who were randomly assigned to either the experimental or the control conditions. Their creativity, operationalized as divergent thinking is measured using the Alternate Uses Task. The measurements are taken before the intervention, again 6 weeks later, and once more, after 2 weeks of cessation of interventions. The results indicate that after 6 weeks of engaging in physical activity, the participants showed improvements in both the fluency and originality components of divergent thinking when compared to the control group. Furthermore, the results demonstrate a lingering effect of physical activity on the originality component of divergent thinking. The findings lend some support to the strength model of self-control. The implications for research and practice are further discussed in the study.

The Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children

Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this network of relationships together. This study aimed to examine the relationship between PA and mathematics achievement, and the mediating effects of FMS and spatial abilities, in primary school children. Using a cross-sectional design, data were collected from 182 children (aged 7 to 8 years old) across four schools in England. Objective moderate-to-vigorous PA (MVPA) levels and subjective parental reports of their children's PA participation were collected. Children's FMS were assessed, along with their performance on four spatial ability tasks and a mathematics test. Mediation analyses revealed no significant mediation effects of FMS and spatial abilities on the positive significant relationship between MVPA and mathematics achievement; however, spatial ability partially mediated the relationship between FMS and mathematics achievement. These results suggest that FMS and spatial ability may not be related to MVPA in this network of relationships, but children with more mature FMS perform better in mathematics due to them performing better on specific spatial ability tasks.

The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes

BACKGROUND

Motor competence has important developmental associations with aspects of physical health, but there has been no synthesis of longitudinal associations with cognitive and social-emotional health.

OBJECTIVES

The first aim was to present a conceptual model that positions motor competence as a mediator between physical activity and cognitive and social-emotional outcomes. The second aim was to synthesize the association of motor competence and cognitive and social-emotional development using longitudinal observational and experimental evidence, in particular to (i) identify the role of task, individual, and environmental characteristics in moderating the association between motor and cognitive and social-emotional outcomes and (ii) synthesize the strength of evidence pertaining to domain-specific relationships.

METHODS

This systematic review was registered with the International Prospective Register of Systematic Reviews (PROSPERO) and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement for reporting systematic reviews and meta-analyses. Five electronic databases (PubMed, Web of Science, Scopus, PsycINFO, and SPORTDiscus) were systematically searched. Following study screening and risk-of-bias assessment by two authors, 49 eligible studies were identified for inclusion and grouped by study design. Evidence for domain-specific paths between motor competence and cognitive and social-emotional outcomes was synthesized by calculating the significant analyses in the hypothesized direction, divided by the total number of analyses for that path. These percentages were then collated for each domain outcome. This collated influence was classified as either no association (0-33%), written as '0', or indeterminate/inconsistent (34-59%), written as '?' If there were fewer than three studies in the domain, the strength of evidence was classified as insufficient (I).

RESULTS

Of the 49 studies, 35% were able to satisfy six or more of the seven risk-of-bias criteria. Longitudinal observational evidence about domain-specific and global associations of motor competence and cognitive and social-emotional development is indeterminate. The included studies also did not provide evidence for a consistent moderating role of age and sex. Some preliminary experimental evidence does support the role of motor competence in moderating the influence of cognitively enriched physical activity on cognitive outcomes, especially working memory and social-emotional skills. However, too few studies were appropriately designed to acknowledge the moderating role of contextual mechanisms.

CONCLUSIONS

Between-study heterogeneity means it was not possible to identify definitive domain- and construct-specific relationships between motor competence and cognitive and social-emotional outcomes. To further develop our understanding, it is important that researchers acknowledge the complexity of these relationships within rigorous study designs.

Social Isolation, Physical Activity, and Subsequent Changes in Cognition Among Middle- and Older-Aged Adults: Results From the Canadian Longitudinal Study on Aging

OBJECTIVE

The objectives of this study were to a) evaluate associations between social isolation and change in cognition over a 3-year period, and b) evaluate whether physical activity mediates the association between social isolation and cognition change.

METHODS

Using baseline and follow-up 1 data from the Canadian Longitudinal Study on Aging, latent change score models, incorporating direct and indirect pathways, were constructed to estimate the indirect effect of social isolation on cognitive change through physical activity. Multigroup models were constructed based on age group (45-65 versus 65+ years) and sex to allow for varying estimates across age and sex. The final analytic sample included 51,338 participants.

RESULTS

Indirect effects of social isolation on cognition through physical activity were evident in men and women 65+ years old for memory change ( = -0.005 [99.9% confidence interval = -0.007 to -0.002], p < .001 in both groups) and in male adults 65+ years old for executive function change ( = -0.01 [99.9% confidence interval = -0.02 to -0.006], p < .001). Statistically significant indirect effects were not observed for adults between 45 and 65 years old.

CONCLUSIONS

Social isolation is associated with diminished physical activity, and in turn, diminished physical activity is associated with decline in memory in older women and men, with larger declines in executive function in older men. Public health initiatives to promote physical activity-perhaps incorporating social interaction-among older adults experiencing social isolation could be one way to mitigate the negative impact of social isolation on cognitive health.

Effects of 12-week aerobic exercise with different frequencies on executive function in preschool children: a cluster randomized controlled trial

OBJECTIVE

To explore the effects of a 12-week aerobic exercise program with different frequencies on executive functions (EFs) in preschool children.

METHOD

Four kindergartens, comprising 126 preschool children in Shanghai, were enrolled in this 12-week cluster randomized controlled trial with a 12-week follow-up period. Kindergartens were allocated to high-frequency (three times a week) or low-frequency (once a week) exercise groups using stratified block randomization. Three core sub-EFs, including inhibition, working memory, and cognitive flexibility, were assessed at baseline, post-intervention, and the 12-week follow-up.

RESULTS

Compared to baseline, both groups showed significant improvements in inhibition and working memory after the intervention and at the 12-week follow-up. However, only the high-frequency exercise group demonstrated a significant improvement in cognitive flexibility after the follow-up period. Nonetheless, there were no significant differences in the core sub-functions of EFs between the two groups at the end of the intervention or the follow-up periods.

CONCLUSION

A 12-week aerobic exercise of three times a week was insufficient to significantly improve EFs in preschool children compared to once a week. Future studies are needed to examine the dose-response relationship of aerobic exercise on EFs and to verify the effects of different exercise modalities on EFs in preschool children.

Associations between Gross and Fine Motor Skills, Physical Activity, Executive Function, and Academic Achievement: Longitudinal Findings from the UK Millennium Cohort Study

Accumulating evidence from behavioral studies and neuroscience suggests that motor and cognitive development are intrinsically intertwined. To explore the underlying mechanisms of this motor-cognition link, our study examined the longitudinal relationship of early motor skills and physical activity with later cognitive skills. The sample was 3188 children from the United Kingdom Millennium Cohort Study, followed at 9 months and 5, 7, and 11 years. Early motor skills were examined at 9 months. Children's daily physical activity level was measured using accelerometers at 7 years and a questionnaire was conducted at 11 years. Cognitive skills, including executive function and academic achievement, were measured at age 11. The results suggest that gross motor skills were positively associated with spatial working memory, whereas fine motor skills were predictive of good English and science outcomes. Moderate-to-vigorous activity was found to be negatively associated with English performance, although self-reported activity frequency was positively linked to math. Our results highlight the significant role of both gross and fine motor skills in cognitive development. This study also elucidates the limitations of using activity intensity to assess the impact of motor activity on children's cognitive development, suggesting that attention to the effects of specific types of physical activity would better elucidate the motor/cognition link.

Associations of physical activity and history of sports participation with subjective and objective measures of executive functioning in university students

This study examined how physical activity and history of sports participation affect subjective and objective executive functioning in university students. A total of 215 university students aged 18-25 (81% female) completed a virtual assessment of executive function. The correlates were age, sex, physical activity, and history of sports participation. Structural equation modeling was used to examine objective executive function using a three-factor model (shifting, updating, inhibition). The Executive Function Index (EFI) was used to measure subjective executive functioning, and linear regression was used to examine total EFI scores. Physical activity (b = 0.12, p < .01) was a significant correlate of subjective but not objective executive functioning. Male sex and history of sports participation were significantly positively related to the objective measure of inhibition (b = 0.64, p < .01; b = 0.18, p < .05). These findings suggest that subjective and objective measures of executive functioning should be differentiated when investigating their relationship with physical activity and history of sports participation.

Associations of physical activity dose and movement quality with executive functions in socioeconomically disadvantaged children aged 5-6 years

BACKGROUND

Growing up in areas of high deprivation can negatively impact children's movement behaviours and cognitive development. Enhancing the quantity and quality of children's movement experiences is believed to enhance cognitive development. This study investigated the association of three different modes of movement assessment, movement proficiency and divergent movement ability (collectively understood as motor competence) and PA dose with executive function in a low socio-economic demographic. Demographics, motor competence, and a combination of motor competence and physical activity were hypothesized to be significantly predictor of executive functions.

METHOD

In this cross-sectional study, 360 children aged 5-6 years from deprived areas were assessed using three movement assessments: wrist-worn accelerometery for physical activity dose, Test of Gross Motor Development-3 for movement proficiency, and divergent movement assessment. Executive function, including inhibitory control, working memory, and cognitive flexibility, was measured using the NIH Toolbox on an iPad. Multiple linear regression models were designed to evaluate the independent and combined association of demographics, movement competence and physical activity variables with executive function.

RESULTS

The regression analysis, with demographic factors only, explained 12% of EF variance (r2 = 0.12 95%CI 0.06-0.18). In addition to this demographics the model with divergent movement explained 19% of EF variance (r2 = 0.19 95% CI = 0.12-0.28), the model with movement proficiency explained 16% of EF variance (r2 = 0.16 95% CI = 0.08-0.26) and the model with PA dose explained 13% of EF variance (r2 = 0.13 95% CI = 0.07-0.20). In these models both divergent movement and proficiency were significant predictors, whilst physical activity variables were not. The final models, combining motor competence and physical activity variables, explained 24% and 23% of EF variance (r2 = 0.24 CI = 0.14-0.33 and r2 = 0.23 CI = 0.14-0.32). In these models, motor competence variables were significant predictors, and only vigorous physical activity and Euclidean Norm Minus One emerged as significant PA dose predictors.

DISCUSSION

These findings emphasise that motor competence and physical activity variables better predict executive functions when they are combined. When considered individually both motor competence variables were significant predictors of executive function whilst physical activity variables were not. Importantly, among the two movement competence facets, divergent movement assessment exhibited the strongest association with executive function. Future interventions should consider how to facilitate both movement and cognitive development in children. Future interventions should consider both the interplay of movement quality and quantity and the importance of environments that invite children's exploratory movement behavior.

Effects of Coordinative Exercise on Sustained Attention and Perceptual Discrimination in Elementary School Physical Education

Purpose: This study examined the effects of coordinative exercise on children's sustained attention and perceptual discrimination in a school-based physical education (SBPE) setting. Methods: Seventy-three children received an intervention of moderate-to-vigorous intensity coordinative exercise, and 75 children participated in a moderate-to-vigorous intensity physical activity as part of a regular physical education class. Two neuropsychological tests of executive function (EF) were used to assess attention and perceptual discrimination functions before and after each treatment. Results: The results found that coordinative exercise significantly improved the performances on sustained attention and perceptual discrimination, as evidenced by enhanced response accuracy and improved speed of responding. Specifically, higher progressions in task performance were seen following coordinative exercise relative to regular physical activity. Conclusion: These findings suggest that coordinative exercise could enable more robust improvements in sustained attention and perceptual discrimination among children. Overall, we conclude that structured coordinative exercise, implemented in SBPE settings, may be a promising alternative to promote children's cognitive abilities.

Mobile Electroencephalography Reveals Differences in Cortical Processing During Exercises With Lower and Higher Cognitive Demands in Preadolescent Children

PURPOSE

The aim of this study was to examine whether cortical activity changes during exercise with increasing cognitive demands in preadolescent children.

METHOD

Twenty healthy children (8.75 [0.91] y) performed one movement game, which was conducted with lower and higher cognitive demands. During a baseline measurement and both exercise conditions, cortical activity was recorded using a 64-channel electroencephalographic system, and heart rate was assessed. Ratings of perceived excertion and perceived cognitive engagement were examined after each condition. To analyze power spectral density in the theta, alpha-1, and alpha-2 frequency bands, an adaptive mixture independent component analysis was used to determine the spatiotemporal sources of cortical activity, and brain components were clustered to identify spatial clusters.

RESULTS

One-way repeated-measures analyses of variance revealed significant main effects for condition on theta in the prefrontal cluster, on alpha-1 in the prefrontal, central, bilateral motor, bilateral parieto-occipital, and occipital clusters, and on alpha-2 in the left motor, central, and left parieto-occipital clusters. Compared with the lower cognitive demand exercise, cortical activity was significantly higher in theta power in the prefrontal cluster and in alpha-1 power in the occipital cluster during the higher cognitive demand exercise.

CONCLUSION

The present study shows that exercise complexity seems to influence cortical processing as it increased with increasing cognitive demands.

Effects of 2-year dietary and physical activity intervention on cognition in children-a nonrandomized controlled trial

BACKGROUND AND OBJECTIVE

We investigated the effects of a combined dietary and PA intervention on cognition in children and whether changes in diet quality, PA, sedentary behavior (SB), and sedentary time (ST) are associated with changes in cognition.

METHODS

We conducted a 2-year nonrandomized controlled trial in 504 children aged 6-9 years at baseline. The children were allocated to a combined dietary and PA intervention group (n = 237) or a control group (n = 160) without blinding.

INTERVENTIONS

The children and their parents allocated to the intervention group had six dietary counseling sessions of 30-45 min and six PA counseling sessions of 30-45 min during the 2-year intervention period. The children were also encouraged to participate in after-school exercise clubs. Cognition was assessed by the Raven's Colored Progressive Matrices. We assessed dietary factors by 4 days food records and computed the Baltic Sea Diet Score (BSDS) as a measure of diet quality. PA and ST were assessed by a combined heart rate and body movement monitor, types of PA and SB by a questionnaire.

RESULTS

The intervention had no effect on cognition. Increased BSDS and consumption of low-fat milk and decreased consumption of red meat and sausages were associated with improved cognition over 2 years. Increased organized sports, ST, and reading were positively, while unsupervised PA, computer use, and writing were negatively associated with cognition.

CONCLUSION

Combined dietary and PA intervention had no effect on cognition. Improved diet quality and increased organized sports and reading were associated with improved cognition.

Chinese university students' preferences for physical activity incentive programs: a discrete choice experiment

Purpose

This study aims to explore and compare Chinese university students' preferences for various physical activity motivation programs.

Patients and methods

A cross-sectional study was conducted in China from February 25 to March 25, 2022. Participants anonymously completed an online questionnaire based on a DCE. A total of 1,358 university students participated in the survey. The conditional logit model (CLM), willingness to accept (WTA), and propensity score matching (PSM) were used to assess college students' preferences for different attributes and levels of physical activity incentive programs.

Results

Respondents identified the number of bonus, exercise time, and academic rewards as the three most significant attributes of the athletic incentive program. The importance of each attribute varied based on individual characteristics such as gender and BMI. In CLM, college students displayed a preference for a "¥4" bonus amount (OR: 2.04, 95% CI 1.95-2.13), "20 min" of exercise time (OR: 1.85, 95% CI 1.79-1.92), and "bonus points for comprehensive test scores" as academic rewards (OR: 1.33, 95% CI 1.28-1.37). According to the WTA results, college students were willing to accept the highest cost to obtain academic rewards tied to composite test scores.

Conclusion

The number of bonus, exercise time, and academic rewards emerge as the three most crucial attributes of physical activity incentive programs. Furthermore, college students with different characteristics exhibit heterogeneity in their preferences for such programs. These findings can guide the development of programs and policies aimed at motivating college students to engage in physical activities.

Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children

Background/Objective

The aim of this study was to examine the effects of school-based intervention integrating physical literacy (PL) into active school recesses (ASR) on physical fitness (i.e., body composition, 20-m shuttle run, 50-m run, rope skipping, sit and reach, handgrip) and academic achievement (i.e., academic result of Chinese and Mathematics) in Chinese children.

Methods

A total of 357 children (mean age: 7.8 ± 0.7 years; boys: 50.4%) were recruited from two schools and these two schools were randomly assigned as the intervention group (IG) and the control group (CG), respectively. The IG consisted of 155 children (mean age: 7.9 ± 0.7 years, boys: 51.0%), and 202 children (mean age: 7.8 ± 0.7 years; boys: 50%) were allocated to the CG. Children in the IG received a 10-week intervention integrating PL that was conducted during ASR. In the CG, children's regular school activity was remained during the intervention period. Generalized estimating equation was performed to compare the levels of physical fitness and academic achievement between the IG and the CG after intervention.

Results

Regarding physical fitness, there was a significant group × time interaction on 20-m shuttle run (β = -3.89, 95% CI [-5.08; -2.71], p < 0.001) and handgrip (β = -0.70, 95% CI [-1.20; -0.20], p = 0.006). After intervention, children in the IG had a greater increase than the CG (p < 0.001) in terms of 20-m shuttle run and handgrip. In addition, the post-test analysis indicated that performance of children in the IG was significantly greater than those in the CG (20-m shuttle run: p < 0.001, handgrip: p = 0.002). There was a significant group × time interaction on academic result of Chinese (β = -1.21, 95% CI [-1.91; -0.56], p = 0.001) and academic result of Mathematics (β = 16.71, 95% CI [15.14; 18.143], p < 0.001). Statistically significant positive difference in post-test was observed in academic result of Mathematics between the IG and the CG (p = 0.012).

Conclusion

The results of this intervention study indicate that intervention integrating PL into ASR could bring a promising effect on physical fitness and academic achievement in children. It is recommended that future studies are necessary to assess the effects of ASR-based PL intervention on physical and cognitive outcomes using a wide range of sample.

A Literature Review on the Effects of Exergames on Executive Function in Youth

Exergames (video games that promote cognitive and physical activity simultaneously) benefit executive function in elderly populations. It has been suggested that exergames may induce larger effects than cognitive or exercise training alone, but few reviews have synthesized the causal factors of exergames on executive function from experimental research with youth. This review investigates (1) the various types of exergames and associated comparison conditions (2) the executive function outcome assessments commonly utilized in exergame research with youth (3) the efficacy of exergames by evaluating experimental studies that compared exergaming to cognitive, exercise, and passive control conditions inclusive of effect sizes and (4) the potential mechanisms underlying the changes in executive function induced from exergames. Eligible outcome data were available from 607 participants across ten studies, with the age of participants ranging from 4-21 (M age = 10.46 ). The findings indicate that exergames improve aspects of executive function from both acute and chronic studies. Despite the high variability of exergame contexts, dosage, populations, and outcome assessments, improvements in executive function comparing exergaming to passive control conditions were exhibited across all studies. While there is evidence of exergaming demonstrating advantages over passive control conditions, evidence is mixed when comparing exergaming to sedentary cognitive and exercise comparison conditions. Potential sources of these mixed results and future directions to address current gaps in the field are identified. As video game and technology use grows exponentially and concerns of childhood sedentary behavior and play deprivation increase, evidence-based practices that promote both physical and cognitive activity are needed.

Acute effects of moderate-intensity continuous physical exercise performed with different amounts of muscle mass on executive function in healthy young adults: a randomized trial

We examined the effect of amount of muscle mass involved in moderate-intensity continuous physical exercise on executive function. To this end, fifty-five participants completed two acute physical exercise sessions on an airbike ergometer using the upper and lower limbs simultaneously and only the upper limbs, and a resting control session in a randomized order. The physical exercise session lasted 30 min and was performed at moderate intensity (between 64 %-76 % of maximal heart rate evaluated in graded maximal exercise testing). Participants took the Stroop test (congruent and incongruent trials) before and after the sessions to assess executive performance. For the congruent trial, both physical exercise interventions improved executive function performance (pre vs. post, p-value = 0.002 and 0.003 for physical exercise with upper limbs and physical exercise with upper and lower limbs, respectively). Furthermore, executive function performance was higher after the physical exercise interventions than after the control session (p-value = 0.002 and 0.004 for physical exercise with upper limbs and physical exercise with upper and lower limbs, respectively). For the incongruent trial, both physical exercise interventions also improved executive function performance (pre vs. post, p-value < 0.001 for physical exercise with upper limbs and physical exercise with upper and lower limbs, respectively). However, there were no significant differences after both physical exercise interventions and resting control session (p-value = 0.175). Executive function (congruent trial) was positively impacted by acute aerobic physical exercise regardless of the amount of muscle mass involved (upper limbs or upper plus lower limbs). Therefore, we recommend aerobic physical exercise with less or more muscle mass involved to improve cognitive function.

The effects of equine-assisted activities on execution function in children aged 7-8 years: A randomized controlled trial

BACKGROUND

This study examines the effects of equine-assisted activity (EAA) training on executive functioning (EF) (inhibitory control, working memory, and cognitive flexibility) in children aged 7-8 years.

METHODS

Twenty-Four healthy children aged 7-8 years with a 1:1 ratio of boys to girls were randomly divided into EAA group (EAAG) or control group (CG). The subjects in EAAG were trained for 12 weeks, and CG participated in normal daily activities. All subjects conducted the Flanker, 1-Back, and More-odd shifting tasks at rest and recorded the average reaction times (RTs) and accuracy data of each task.

RESULTS

After 12 weeks of EAA intervention, EAAG showed a highly significant increase (p < .01) in mean RTs and accuracy in the Flanker and More-odd shifting tasks and a highly significant increase (p < .01) in accuracy only in 1-Back.

CONCLUSION

These findings suggest that 12-week EAA training can be effective in improving EF and promoting cognitive performance in children aged 7-8 years.

Can 16 Minutes of HIIT Improve Attentional Resources in Young Students?

Attentional resources are a cornerstone of both cognitive and academic performance. The purpose of this study was to analyse the effect of high-intensity interval training (HIIT) sessions on selective attention and visuoperceptual ability in young students. A total of 134 students (12.83 ± 1.23 years) joined this study. They were randomly assigned to a control group (CG) (n = 67), which watched a documentary, or an experimental group (EG) (n = 67), which performed 16 min of HIIT. Attention and visuoperceptual ability were assessed through the Perception of Similarities and Differences test (Caras-R test). A repeated-measures two-way ANOVA analysis was conducted. The CG showed an increased number of errors compared to the EG (p < 0.001) and showed a lower Impulsivity Control Index (p < 0.001) after the investigation. The EG, meanwhile, showed an increased number of hits (p < 0.001), Impulsivity Control Index (p < 0.001), and attentional efficacy (p < 0.001). In addition, the EG showed a decreased number of errors (p < 0.001) and omissions (p < 0.01). In conclusion, 16 min of HIIT was time-effective in improving selective attention and visuoperceptual ability in young students. These results show the importance of physical exercise and the promotion of physical activity breaks during the academic day to improve learning processes.

Acceptability and effectiveness of the "Education in Action-ABALL1" intervention program in primary school-aged children

Background

Research has consistently shown the benefits of developing intervention programs in educational settings, enhancing the learning process and socioemotional skills. There is a growing investment in creating and supporting a healthy school environment, prioritizing learning through play. This study aimed to assess the acceptability and effectiveness of an innovative intervention approach-"Education in Action-ABALL1"-focused on promoting literacy and numeracy skills and socioemotional competencies of second-grade children.

Methods

A total of 113 children aged between 7 and 9 participated in the study and were allocated into two groups: intervention (N = 69) and control (N = 44). The intervention consisted of 24 educational games aligned with the mathematics and Portuguese curricula, applied for 3 months, twice a week; two self-report instruments were used to measure aptitudes for school learning and socioemotional skills, considering two assessment moments: before and after the program implementation. In addition, a focus group involving a subsample of children and teachers who followed the intervention in different school cohorts was carried out.

Results

Our results suggested a positive effect of the program concerning children's academic skills, showing a significant improvement in terms of the pre-post-intervention scores in the intervention group (Cohen's d = 0.95). Moreover, the qualitative findings also indicate the high acceptability of the program among children and head teachers, who reported a positive effect on the acquisition and consolidation of reading, writing, and arithmetic skills and on the promotion of teamwork, empathy, autonomy, and self-reflection.

Conclusion

Overall, the "Education in Action-ABALL1" program provides a promising intervention based on learning through play directly impacting second-grade children's academic, emotional, and interpersonal skills. Further studies are required to understand the transdisciplinary capacity of this intervention approach and its effectiveness at different school levels and curricula.

Do acute and chronic physical activity interventions affect the cognitive function of preschool children? A meta-analysis

This meta-analysis aims to investigate the effects of acute and chronic physical activity (PA) interventions on multiple domains of cognitive function (CF) in preschool children. Electronic databases (PsycINFO, PubMed, SPORTDiscus, Embase, Web of Science, MEDLINE, and ERIC) were searched for relevant studies between January 2000 and February 2022. Studies that examined the effects of acute or chronic physical activity interventions on CF in preschool children aged 2-6 years were included. A total of 16 articles were eligible for this meta-analysis. Results showed that there was no effect of acute PA interventions on CF (Hedges' g = 0.04; 95% CI = -0.12, 0.19). Chronic PA interventions had a moderate and positive effect on overall CF (Hedges' g = 0.49; 95% CI = 0.29, 0.69), a large effect on perception (Hedges' g = 1.19; 95% CI = 0.64, 1.75), and a moderate effect on inhibitory control (Hedges' g = 0.73; 95% CI = 0.22, 1.24). The moderator analyses showed that overall CF performance was significantly moderated by intervention modality and assessment of cognitive outcomes, and no other moderator (study design, sample size, frequency, duration, and session length) was found to have an effect. Chronic PA intervention might be a promising way to promote multiple aspects of CF, especially executive function and perception. Future studies should explore the effect of different intensities of PA on the CF of preschool children to discern the most effective PA prescription to, in turn, enhance the CF of preschool children.

Boosting inhibition control process by knitting at school

Across two experiments, the presented research explored the impact of a knitting bout on elementary school pupils' inhibition abilities. They proposed an accurate measure of the pupils' inhibition abilities through the use of a stop-signal paradigm. In order to take into account, the differentiation between cool and hot inhibitions abilities, the emotional content of the stimuli was manipulated across experiments. Neutral materials were used in Experiment 1 when emotionally charged materials were in Experiment 2. The findings of both experiments highlighted a beneficial impact of the knitting bout on children's inhibition abilities. While the results of Experiment 1 showed an optimization of inhibition abilities for the knitting session group in comparison to the control group, Experiment 2 revealed a disappearance of the effect of the emotional content on these abilities as well. Proposals as to why EF could be sensitive to knitting practice are discussed.

Change in Sleep Latency as a Mediator of the Effect of Physical Activity Intervention on Executive Functions Among Children with ADHD: A Secondary Analysis from a Randomized Controlled Trial

This study aimed to explore the potential mediating role of sleep quality in the effect of physical activity (PA) intervention for improving executive functions (EFs) in children with attention-deficit hyperactivity disorder (ADHD). Participants aged 6 to 12 years old with a formal ADHD diagnosis were recruited from a local hospital. A total of 80 eligible children with ADHD were randomized to an intervention group for 12 consecutive weeks of PA training (three times per week, 60 min per session) (n = 40; Mage = 8.37, 75% boys) or a wait-list control group (n = 40; Mage = 8.29, 80% boys). Three core EFs (inhibitory control, working memory, and cognitive flexibility) were assessed by neurocognitive tasks, and sleep quality was measured by the Chinese version of the Pittsburgh Sleep Quality Index. The bootstrapping method was used to test PA intervention effects on EFs and on potential variables of sleep quality after intervention and to test whether there were indirect effects of the intervention on EFs via mediators of sleep. The results showed that the PA intervention had a direct effect on sleep latency reduction (β = - 0.26, 95%CI - 0.47 to - 0.06) and cognitive flexibility improvement (decrease in completion time) (β = - 0.30, 95%CI - 0.50 to - 0.09). Furthermore, change in sleep latency significantly mediated the effects of PA intervention on cognitive flexibility (β = - 0.084, 95%CI - 0.252 to - 0.001). The findings suggest that sleep latency could be a crucial behavioral mediator of PA intervention in improving cognitive flexibility among children with ADHD.

Multi-level meta-analysis of whether fostering creativity during physical activity interventions increases their impact on cognitive and academic outcomes during childhood

Neuroplasticity research supports the idea that varied practice and new environments promote cognitive engagement and enhance learning. Expanding on a meta-analysis of the effect of physical activity interventions on cognition and academic outcomes, we reviewed and quantified the impact of task and environmental factors that foster creative physical activity. Interventions were considered as fostering creative physical activity to a greater extent if (1) they were varied, (2) relied less on technical acquisition, instruction or demonstration, (3) involved open spaces, props, or open-ended instructions, and (4) involved interactions with peers. A wide range of physical activities were considered, from dance to aerobic exercise across 92 studies in 5-12-year-old children. Creativity ratings of physical activity interventions were varied but did not associate with greater beneficial effects on executive functions (k = 45), academic achievement (k = 47), or fluid intelligence (k = 8). Studies assessing on-task behaviour (k = 5) tended not to foster creativity, while reversely studies assessing creativity tended to foster creative physical activities (k = 5). As a group, three studies that fostered more creative PA showed a small significant negative summary effect on cognitive flexibility. Considering qualitative differences in the physical activities performed in schools will improve our understanding of their mechanisms of impact. Future research should consider using more varied measures, including more proximal outcomes that involve body movements (e.g., a Simon Says task to measure inhibitory control).

Achievement in Fundamental Movement Skills, Spatial Abilities, and Mathematics among Lower Key Stage 2 Children

Research has demonstrated links between sport and mathematics learning, and their relationship with spatial abilities in children. This study explored the association between the development of fundamental movement skills (FMS) and mathematics achievement, and whether the understanding of specific spatial concepts mediated these relationships. Overall, 154 Year 3 children (69 males, 85 females, aged 7-8 years) from four schools in England completed an FMS assessment involving six skills; four spatial tasks assessing intrinsic-static, intrinsic-dynamic, extrinsic-static, and extrinsic-dynamic spatial abilities; and a mathematics test assessing numerical, geometrical, and arithmetical abilities. Overall FMS ability (a combined score across the six skills) was significantly positively correlated to overall mathematics achievement. This relationship was mediated by children's performance on the intrinsic-static spatial ability test. These findings suggest that children who have more mature FMS perform better in mathematics tasks, and this could be due to more developed intrinsic-static spatial ability. However, further research is necessary to determine the mediation effects of intrinsic-dynamic and extrinsic-static spatial ability.

The mediating role of neurocognitive functions in the relation between physical competencies and academic achievement of primary school children

Previous studies into associations between physical, neurocognitive and academic skills have reported inconsistent results. This study aimed to get more insight into these relations by examining all three domains simultaneously, testing a complete mediational model including measures of physical competencies (cardiovascular fitness and motor skills), neurocognitive skills (attention, information processing, and core executive functions), and academic achievement (reading, mathematics, and spelling). Dutch primary school students (n = 891, 440 boys, mean age 9.17 years) were assessed on the Shuttle Run Test (cardiovascular fitness), items of the Körperkoordinationstest für Kinder and Bruininks-Oseretsky Test-II (fundamental motor skills), computerized neurocognitive tests, and standardized academic achievement tests. A multilevel structural equation model showed that physical competencies were only indirectly related to academic achievement, via specific neurocognitive functions depending on the academic domain involved. Results provide important implications, highlighting the importance of well-developed physical competencies in children.

Acute exercise and children's cognitive functioning: What is the optimal dose of cognitive challenge?

Acute bouts of exercise have the potential to benefit children's cognition. Inconsistent evidence on the role of qualitative exercise task characteristics calls for further investigation of the cognitive challenge level in exercise. Thus, the study aim was to investigate which "dose" of cognitive challenge in acute exercise benefits children's cognition, also exploring the moderating role of individual characteristics. In a within-subject experimental design, 103 children (Mage = 11.1, SD = 0.9, 48% female) participated weekly in one of three 15-min exergames followed by an Attention Network task. Exergame sessions were designed to keep physical intensity constant (65% HRmax) and to have different cognitive challenge levels (low, mid, high; adapted to the ongoing individual performance). ANOVAs performed on variables that reflect the individual functioning of attention networks revealed a significant effect of cognitive challenge on executive control efficiency (reaction time performances; p = .014, ƞ2p = .08), with better performances after the high-challenge condition compared to lower ones (ps < .015), whereas alerting and orienting were unaffected by cognitive challenge (ps > .05). ANOVAs performed on variables that reflect the interactive functioning of attention networks revealed that biological sex moderated cognitive challenge effects. For males only, the cognitive challenge level influenced the interactive functioning of executive control and orienting networks (p = .004; ƞ2p = .07). Results suggest that an individualized and adaptive cognitively high-challenging bout of exercise is more beneficial to children's executive control than less challenging ones. For males, the cognitive challenge in an acute bout seems beneficial to maintain executive control efficiency also when spatial attention resources cannot be validly allocated in advance. Results are interpreted referring to the cognitive stimulation hypothesis and arousal theory.

The Effects of Cognitively Challenging Physical Activity Games versus Health-Related Fitness Activities on Students' Executive Functions and Situational Interest in Physical Education: A Group-Randomized Controlled Trial

This study compared cognitively challenging physical activity games and health-related fitness activities in terms of their effects on students' executive functions and situational interest in physical education. A total of 102 fourth- and fifth-grade students (56 boys, 46 girls) participated in this study. A group-randomized controlled trial design involving an acute experiment was used. Two intact classes of students (one fourth-grade and one fifth-grade) were randomly assigned to each one of the three groups. Students in Group 1 participated in cognitively challenging physical activity games, students in Group 2 participated in activities for developing their health-related fitness, and Group 3 students were the control group without physical education. Executive functions were measured pre- and post-intervention with the design fluency test, whereas situational interest was only measured post-intervention with the situational interest scale. Group 1 students who played cognitively challenging physical activity games had increased their executive functions' scores more than the Group 2 students involved in health-related fitness activities. Students of both these groups outperformed control group students. Moreover, Group 1 students reported higher levels of instant enjoyment and total interest than Group 2 students. The results of this study suggest that cognitively challenging physical activity games can be an effective means for enhancing executive functions, and motivate students to be involved in interesting and enjoyable forms of physical activity.

Development and evaluation of the IPLAY program: A protocol for a mixed-methods feasibility study targeting newcomer youth

BACKGROUND

Physical Literacy (PL) is a synthesis construct that ties together movement competencies with affective, motivational, and knowledge-based elements. It is considered foundational to the development of physical activity-related outcomes. Many diverse organizations and programs have embraced the concept and are implementing programs targeting each of those core elements. However, research has lagged behind its interest and adoption. Among the more prominent gaps is the design and evaluation of programs that aim to increase PL within special populations such as new immigrants or refugee youth.

METHODS

The Immigrant-focused Physical Literacy for Youth (IPLAY) program is a co-developed evidence-informed 8-week PL program designed for new immigrant and refugee youths who have recently settled in Calgary, Alberta, Canada. This study aims to use a convergent parallel mixed-methods approach to collect, analyse, and interpret quantitative and qualitative data in the evaluation and iteration of the IPLAY program.

DISCUSSION

PL programs can be used as a tool to build confidence and physical competencies among newcomer youth. Furthermore, academic-community collaborations in the design and delivery of PL programs can help improve the access and interest for PL programs among newcomer youth. These partnerships are critical and timely considering the recent and upcoming waves of immigration to "arrival cities" across Canada.

Enhancing attention in children using an integrated cognitive-physical videogame: A pilot study

Inattention can negatively impact several aspects of a child's life, including at home and school. Cognitive and physical interventions are two promising non-pharmaceutical approaches used to enhance attention abilities, with combined approaches often being marketed to teachers, therapists, and parents typically without research validation. Here, we assessed the feasibility of incorporating an integrated, cognitive-physical, closed-loop video game (body-brain trainer or 'BBT') as an after-school program, and also evaluated if there were attention benefits following its use. Twenty-two children (7-12 years of age) with a range of attention abilities were recruited to participate in this proof of concept, single-arm, longitudinal study (24 sessions over 8 weeks, ~30 min/day). We interrogated attention abilities through a parent survey of their child's behaviors, in addition to objective performance-based and neural measures of attention. Here we observed 95% compliance as well as, significant improvements on the parent-based reports of inattention and on cognitive tests and neural measures of attention that were comparable in scale to previous work. Exploratory measures of other cognitive control abilities and physical fitness also showed similar improvement, with exploratory evaluation of retained benefits on the primary attention-related outcomes being present 1-year later. Lastly, there was no correlation between the baseline parent-rated inattention score and the improvement on the primary task-based measures of attention, suggesting that intervention-based benefits were not solely attained by those who stood the most to gain. These pilot findings warrant future research to replicate and extend these findings.

Exploring the Mediating Role of Executive Function in the Relationship between Aerobic Fitness and Academic Achievement in Adolescents

(1) Background: The performance of physical activity at a sufficient volume can result in improvements in fitness. Aerobic fitness is a particular aspect of fitness that has consistently been shown to be related to both cognitive performance and academic achievement. Cognitive performance, particularly executive function, is itself predictive of academic achievement. It has been hypothesized that the benefits of aerobic fitness for academic achievement are due to improvements in executive function. This study explores the mediating role of cognitive performance on the relationship between physical fitness and academic achievement in high-school-aged adolescents. (2) Methods: High school students (N = 283, 127 male, 156 females, mean age = 16.05 years, SD = 0.41) performed a shuttle run test to assess aerobic fitness and completed the Stroop Color, Stroop Word, and Stroop Color–Word tests to measure information processing and inhibition. They also completed the National Union Academic Achievement Assessment (NUAAA) as part of their high school requirements. (3) Results: Mediation analyses showed that inhibition (performance in the Stroop Color–Word test) fully mediated the relationship between aerobic fitness and both mathematics and Korean performance. (4) Conclusions: This cross-sectional investigation suggests an important mediating role of cognitive performance related to executive function in understanding the relationship between aerobic fitness and the academic achievement of high-school-aged adolescents. This suggests that enhancements in performance related to executive function, which are attributed to increases in aerobic fitness, could explain the observed benefits for academic attainment.

Associations of activity, sedentary, and sleep behaviors with cognitive and social-emotional health in early childhood

Background

Early childhood is important for cognitive and social-emotional development, and a time in which to promote healthy movement behaviors (sedentary behavior, physical activity, and sleep). Movement behaviors may have interactive influences on cognition and social-emotional factors in young children, but most previous research has explored them independently. The purpose of this study was to determine if movement behaviors are associated with measures of cognitive and social-emotional health in young children and if so, to describe optimal compositions of movement behaviors of a daily cycle for such outcomes.

Methods

Children (n = 388, 33 to 70 months, 44.6% female) from a clinical trial (ClinicalTrials.gov ID: NCT03285880, first posted September 18, 2017) wore accelerometers on their wrists for 24-h for 9.56 ± 3.3 days. Movement behavior compositions consisted of time spent in sedentary behaviors, light intensity physical activity, moderate to vigorous intensity physical activity (MVPA), and sleep. Outcomes were cognitive (receptive vocabulary, declarative and procedural memory, and executive attention) and social-emotional measures (temperament and behavioral problems). Compositional linear regression models with isometric log ratios were used to investigate the relations between the movement behavior composition and the cognitive and social-emotional health measures. If a significant association was found between the composition and an outcome, we further explored the "optimal" 24-h time-use for said outcome.

Results

Movement behavior compositions were associated with receptive vocabulary. The composition associated with the predicted top five percent of vocabulary scores consisted of 12.1 h of sleep, 4.7 h of sedentary time, 5.6 h of light physical activity, and 1.7 h of MVPA.

Conclusions

While behavior compositions are related to vocabulary ability in early childhood, our findings align with the inconclusiveness of the current evidence regarding other developmental outcomes. Future research exploring activities within these four movement behaviors, that are meaningful to cognitive and social-emotional development, may be warranted.

Supplementary Information

The online version contains supplementary material available at 10.1186/s44167-023-00016-6.

Cognitively engaging movement games improve interference control and academic performance in overweight children: A randomized control trial

The purpose of this study was to determine the (a) dose-response effects of cognitively engaging movement games (CEMGs) designed to improve aerobic capacity, interference control (IC), and academic performance, (b) relationship between intervention-induced improvements in aerobic capacity, IC, and academic performance, and (c) moderation effect of IC on the relationship between aerobic capacity and academic performance in overweight children. Seventy-five overweight children (aged 11.23 ± 0.60 years; 48% males) participated in this study conducted in Taipei during the 2018/2019 academic year and were randomly assigned to the low-dose (20-min) intervention, high-dose (40-min) intervention, and control groups and completed a Stroop test, half-mile run, and language and mathematics tests before and after a 10-week afterschool program. Both intervention groups showed similar improvements in outcomes of aerobic capacity (ds > 0.80), IC (ds > 0.76), and academic performance (ds > 0.90) from the pretest to posttest, whereas these outcomes were unchanged for the control group. Furthermore, improved IC moderated the association between improvements in aerobic capacity and academic performance. Our findings suggest that CEMG with varying doses is feasible and effective for improving aerobic capacity, IC, and academic performance in overweight children and that the association between improvements in aerobic capacity and academic performance depends on the intervention effects on IC.