Exploring the relations among physical fitness, executive functioning, and low academic achievement

Role of Cardiorespiratory Fitness, Aerobic, Exercise and Sports Participation in Female Cognition: A Scoping Review : Sports, Fitness, and Cognition

BACKGROUND

The impact of cardiorespiratory fitness (CRF) on cognition is thought to be mediated by brain-derived neurotrophic factor. Aerobic exercise can increase CRF through various activities, including sports participation. The relationship between these factors in females has yet to be elucidated.

OBJECTIVE

This review aims to map the current literature on the effects of aerobic exercise, sports participation, and CRF in healthy adult females, with sub-topics of pregnancy and menstrual cycle periodicity.

METHODS

A scoping review of the literature was conducted following PRISMA guidelines and the PCC mnemonic (population, concept, and context). The following five databases were screened: CINAHL, Medline, Web of Science, SPORTDiscus, and Scopus. Eligible articles included healthy adult females, investigated aerobic exercise, sports participation or CRF, and linked outcomes to cognition. Data from included manuscripts was extracted and analyzed. Two sub-population groupings (pregnant individuals and menstrual cycle) were established to further aid the interpretation of the findings.

RESULTS

Of the 300 titles and abstracts screened, 74 were eligible for full-text screening, and 28 were included in the scoping review. Of the 28 included, 14 did not control for or report on menstrual cycle phase or sex hormones.

CONCLUSION

This scoping review found an inverse 'U' relationship between aerobic exercise and cognition, demonstrating an optimal dose of aerobic exercise to benefit cognitive functions. As estrogen may impact the relationship between CRF and neural growth factors, more research is needed on this pathway, independent of the menstrual cycle, to determine potential beneficial effects. It is currently unknown whether sports participation can independently impact cognition.

Actigraphy-assessed sleep duration and quality and executive function in a sample of typically developing preschoolers

Sleep is essential for cognitive development and brain maturation during early childhood. Studies focused on preschool populations using objective measures of sleep are still scarce. The objective of this study was to examine the associations between objective measures of sleep duration and quality with executive functioning in a 133 non-clinical sample of Spanish participants (Mage = 60.33 months, SD = 9.04; ages 41-77 months; 51.1% girls). Sleep was assessed for five weeknights using actigraphy; Shape School task was applied to assess inhibition and cognitive flexibility; and Word Span task was used to assess working memory. The results revealed that relation between sleep and executive functioning was significant for inhibition and working memory. Preschoolers with higher sleep efficiency showed better results in executive functioning tasks after controlling for the effect of age. Additionally, age and sleep duration and quality variables were predictive of inhibition, working memory, and cognitive flexibility. These results suggest that the different dimensions of sleep could play an important role in the development of executive functions during preschool age. Therefore, improving sleep could lead to an improvement in children's executive functioning in both clinical and educational contexts.

Temporal changes in the physical fitness of Chinese adolescents aged 13-18 years: an analysis of eight national successive surveys over three decades

Objective

The aim of this study was to assess temporal changes in physical fitness of Chinese adolescents aged 13-18 years from 1985 to 2019.

Methods

Body size /composition and physical fitness indicators, including body height, weight, body mass index (BMI), speed, power, flexibility, muscular endurance, and cardiorespiratory fitness (CRF), were selected from Chinese boys and girls aged 13-18 years from eight Chinese National Surveillance on Students' Constitution and Health from 1985 to 2019. Temporal changes in means were estimated by sample-weighted linear regression at the test × sex × age level, and national trends were estimated by a post-stratification population weighting procedure.

Results

Overall mean body height, weight and BMI increased significantly for Chinese adolescents over 34 years. There was a small improvement for boys in speed (Effect size [ES] = -0.21, 95% confidence interval [CI] = -0.44 ~ 0.02), a small improvement for boys in power (ES = 0.24, 95% CI = -0.20 ~ 0.69), a small improvement for girls in flexibility (ES = 0.45, 95% CI = 0.15 ~ 0.76), a moderate decline for boys (ES = -0.53 95% CI = -0.84 ~ -0.21) and a moderate improvement for girls (ES = 0.61, 95% CI = -0.03 ~ 1.26) in muscular endurance, and large declines in cardiorespiratory fitness (CRF) for boys (ES = 0.93, 95% CI = 0.64 ~ 1.21) and girls (ES = 0.93, 95% CI = 0.58 ~ 1.27) from 1985 to 2019. These trends in each component of fitness were more positive for adolescents aged 13-15 years than that of adolescents aged 16-18 years in both sexes, except for girls in flexibility.

Conclusion

The decline in CRF was most pronounced among Chinese children and adolescents from 1985 to 2019, suggesting a future decline in population health that needs attention.

A brief bout of moderate intensity physical activity improves preadolescent children's behavioral inhibition but does not change their energy intake

Children in rural communities consume more energy-dense foods relative to their urban peers. Identifying effective interventions for improving energy intake patterns are needed to address these geographic disparities. The primary aim of this study was to harness the benefits of physical activity on children's executive functioning to see if these improvements lead to acute changes in eating behaviors. In a randomized crossover design, 91 preadolescent (8-10y; M age = 9.48 ± 0.85; 50.5% female; 85.7% White, 9.9% Multiracial, 9.9% Hispanic) children (86% rural) completed a 20-minute physical activity condition (moderate intensity walking) and time-matched sedentary condition (reading and/or coloring) ~ 14 days apart. Immediately following each condition, participants completed a behavioral inhibition task and then eating behaviors (total energy intake, relative energy intake, snack intake) were measured during a multi-array buffet test meal. After adjusting for period and order effects, body fat (measured via DXA), and depressive symptoms, participants experienced significant small improvements in their behavioral inhibition following the physical activity versus sedentary condition (p = 0.04, Hedge's g = 0.198). Eating behaviors did not vary by condition, nor did improvements in behavioral inhibition function as a mediator (ps > 0.09). Thus, in preadolescent children, small improvements in behavioral inhibition from physical activity do not produce acute improvements in energy intake. Additional research is needed to clarify whether the duration and/or intensity of physical activity sessions would produce different results in this age group, and whether intervention approaches and corresponding mechanisms of change vary by individual factors, like age and degree of food cue responsivity.

Temporal trends and distributional changes in cardiorespiratory fitness among Chinese children and adolescents from 1985 to 2019

OBJECTIVES

The aim of this study was to analyze the temporal trends in cardiorespiratory fitness (CRF) and body mass index (BMI) among children and adolescents from 1985 to 2019.

METHODS

A total of 1 840 212 children and adolescents aged 7-18 years (921 223 boys) were tested for CRF from 1985 to 2019. CRF was tested by 50-m × 8 shuttle run for boys and girls aged 7-12 years, 1000-m run for boys aged 13-18 years, and 800-m run for girls aged 13-18 years. Trends in BMI from 2000 to 2019 were also investigated.

RESULTS

Cardiorespiratory fitness decreased during the entire 34 years among children and adolescents in all sex and age categories, and the most rapid decline occurred from 1995 to 2005. Some positive trends in CRF were observed among adolescents aged 13-15 years from 2005 to 2019 and among girls aged 16-18 years from 2014 to 2019. The variation in the CRF distribution was not uniform, with Z-scores for participants with high CRF levels changing little or increasing (CRF stabilized or improved) and Z-scores for participants with low CRF levels continuing to decrease (CRF decreased). BMI increased over time for boys and girls in all age categories, with an acceleration of the increase for adolescents in recent years.

CONCLUSIONS

This study revealed that the overall CRF levels of Chinese children and adolescents decreased over three decades but stabilized or improved in recent years. BMI continued to increase. Our findings are important for the focus on future domestic physical fitness and public health.

Aerobic fitness and academic achievement: Disentangling the indirect role of executive functions and intelligence

Research in children points to aerobic fitness as a source of individual differences in academic achievement. By examining the indirect effects of executive functions (EF) and intelligence on the relationship between aerobic fitness and academic achievement, the present study provides novel insight about the cognitive mechanisms underlying this relationship. 218 children (8-10 years) completed the following assessments: (i) a VO2max test to assess aerobic fitness; (ii) four tasks tapping components of EF (i.e., inhibition and cognitive flexibility); (iii) sub-tests of the Kaufman Brief Intelligence Test to assess fluid and crystallized intelligence; and (iv) sub-tests of arithmetic, spelling, and reading achievement (WRAT 3rd edition). Structural equation modeling (SEM) was conducted to examine the indirect role of EF and intelligence on the relationship between aerobic fitness and sub-domains of academic achievement. Covariate analyses included age, pubertal timing, and socio-economic status. Preliminary analysis via linear regression showed a direct effect of aerobic fitness on arithmetic achievement, whereas no effect was observed on spelling and reading achievement. Importantly, multiple mediation SEM revealed the direct effect of aerobic fitness on arithmetic achievement disappeared after accounting for the indirect effects of EF, whereas intelligence did not contribute significantly on this complex mediation process. Moreover, among EF components, cognitive flexibility, was the main driver of the relationship between aerobic fitness and arithmetic achievement. Unpacking which components of EF and intelligence affect the link between aerobic fitness and academic achievement, holds the promise of better understanding the heterogeneity still present in the literature.

Does Physical Fitness Relate to Academic Achievement in High School Students?

BACKGROUND

Academic achievement (AA) is an important issue not only during the school period since it is a strong predictor of long-term professional and social success. Physical fitness (PF) components are associated with AA, and previous studies were conducted with relatively small samples, lack of statistical power, and the conclusions are based on simple correlational analyses. The objective of this study was to analyze the association between PF (single and clustered) with AA in a large and representative sample of high school students.

METHODS

Cross-sectional design study conducted with 911 students, aged 13-15 years (38.52% boys) enrolled in the first year of high school. Cardiorespiratory fitness (20-m shuttle run test), muscular strength (dynamometer), and body composition (skinfolds) were measured. PF components were clustered (Z-cardiorespiratory fitness + Z-muscular strength - Z-body fatness). AA was analyzed through standard math tests. Hierarchical linear regression analysis was applied to verify the independent contribution of each single component and PF's cluster on AA. Age, screen time, maternal education, race, and type of residence were used as covariates.

RESULTS

Among boys, cardiorespiratory fitness was negatively associated with AA (β = -0.137; P = .041), while strength was positively associated with AA (β = 0.188; P = .004). There was no association between clustered PF indicators and AA (β = 0.064; P = .297). There was a negative association between age and AA in girls (β = -0.151; P = .003) and in boys (β = -0.128; P = .045).

CONCLUSIONS

These results support current literature, indicating an association between PF's component, namely muscular strength and AA (mathematics) in adolescents, even when controlled for several covariates.

Comparison Between Cardiorespiratory Fitness and Functions of Cognitive Control in Adolescents: A Tracking Study of 3 Years

PURPOSE

Compare tracking groups with cognitive control functions and plasma brain-derived neurotrophic factors concentrations from childhood to adolescence.

METHODS

This is a prospective study with 3 years of follow-up. At baseline, data from 394 individuals were collected (11.7 y), and data were obtained from 134 adolescents (14.9 y) at the 3-year follow-up. At both time points, anthropometric and maximal oxygen uptake data were collected. Cardiorespiratory fitness (CRF) groups were classified into high or low CRF. At follow-up, cognitive outcomes were collected via the Stroop and Corsi block test; plasma brain-derived neurotrophic factors concentrations were also analyzed.

RESULTS

Comparisons demonstrated that maintaining high CRF over 3 years results in shorter reaction time, better inhibitory control, and higher working memory values. Likewise, the group that moved from low to high CRF over 3 years presented better reaction time. Plasma brain-derived neurotrophic factors concentrations were higher for the group that increased its CRF over the 3 years in relation to the low-low group (90.58 pg·mL-1; P = .004). However, after scaling by an allometric approach, differences were only found for reaction time and working memory between high-high and high-low groups.

CONCLUSION

Maintaining high CRF over 3 years was positively related to reaction time and working memory in relation to adolescents that decreased their levels of CRF.

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.

Martial arts enhances working memory and attention in school-aged children: A functional near-infrared spectroscopy study

Interventions can improve working memory and attention in school-aged children, but little is known about how regional changes in brain activity promoted by exercise mediate this cognitive improvement. This study focused on the improved neurocognitive functions and intrinsic regional variation within the brain by comparing school-aged children in a martial arts group with those in free-play and rest groups. With a pretest-posttest design, the d2 attention test and N-back tasks were carried out. Functional near-infrared spectroscopy was performed during the pre- and post-intervention N-back tasks and rest. Following the intervention, the d2 attention in all groups remarkably increased, and the attention level of the martial arts group was substantially higher than those of the other two groups. Free-play and martial arts shortened the 1- and 2-back task reaction time and increased the 2-back accuracy rate (AR), and the martial arts group exhibited a significantly higher AR than the other two groups. In addition, the martial arts group showed higher activations in the right orbitofrontal cortex and right Broca's area (r-BA) regions post-intervention 1-back tasks, whereas a strong correlation was observed between 1-back performance and the related brain region. However, under the 2-back task, although the cognitive control was improved, the martial arts group decreased activation in the left frontopolar area and free play decreased the activation in the r-BA and right somatosensory cortex. Together, our findings showed that martial arts could be more conducive to cognitive improvement than physical exercise that requires no cognitive skills and that performing interventions in the earlier stages of childhood may improve the regulation of neural networks involved in cognitive control.

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.

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.

The potential of biophysiology for understanding motivation, engagement and learning experiences

BACKGROUND AND AIMS

Integrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho-educational and psycho-social factors in motivation, engagement and learning, but do not often consider the biophysiological factors.

RESULTS

This Editorial and Special Issue advances current understanding on the role of biophysiological factors and processes in students' and teachers' motivation, engagement, and learning experiences, by showcasing recent educational research that included biophysiological measures and methods.

CONCLUSIONS

As we discuss, conducting integrative biophysiological and psycho-educational research has potential to derive vital substantive, methodological, and applied insights that provide a rigorous basis for more effective educational theory, research, and practice.

Effects of a Complex Physical Activity Program on Children's Arithmetic Problem Solving and Arithmetic Reasoning Abilities

Research has shown that higher levels of physical activity are associated with better cognitive performance in children. However, the benefits of physical activity on academic achievement and specifically on mathematics performance need to be further explored. Therefore, this study aimed to investigate the effects of a complex physical activity (CPA) intervention program, including cognitive involvement, on children’s mathematics performance. The participants were 128 children (aged 12−13 years) attending third grade in three middle schools. They were randomly allocated into a CPA intervention (n = 64) or a waitlist control group (n = 64), the latter of which was given a regular and easy-to-perform activity program. At baseline and after the intervention, students’ physical fitness was measured using a battery of standardized motor tests (20 m shuttle run test, curl-up test, push-up test, and sit and reach test). In addition, the AC-MT 11-14 test was administered to allow a standardized and comprehensive assessment of arithmetic problem-solving and arithmetic reasoning abilities. In comparison to the control, the intervention group showed significant improvements (p < 0.001) in comprehension and production (d = 1.88), arithmetic reasoning (d = 2.50), and problem solving (d = 1.32), as well as in 20 m shuttle run test (d = 1.81), push-up test (d = 1.88), curl-up (d = 3.52), and sit and reach (d = 2.52). No significant changes were found in the control group. In conclusion, findings showed that a 12-week CPA intervention program can improve mathematical performance in children in the third grade of middle school. CPA intervention may be an effective method to improve academic performance and avoid student failure.

The association between muscle strength and executive function in children and adolescents: Based on survey evidence in rural areas of China

Background

In recent years, muscle strength in children and adolescents has continued to decline, especially in rural areas. Executive function as a higher function of the brain, is closely related to the future achievement of children and adolescents. For this reason, this study analyzed the correlation between muscle strength and executive function in children and adolescents in rural areas of China to better promote the development of muscle strength and executive function.

Methods

Demographic factors, muscle strength, and executive function were tested in 1,335 children and adolescents in rural China using a three-stage stratified whole-group sampling method. One-way ANOVA and chi-square test were used to compare the differences in executive function among children and adolescents with different muscle strengths. Multiple linear regression analysis and logistic regression analysis were used to analyze the association that exists between muscle strength and executive function.

Results

When comparing the inconsistently, congruent, 1back, 2back, conversion, size parity, and cognitive flexibility response times of children and adolescents with different muscle strength indexes in rural China, the differences were statistically significant (F = 46.592, 45.610, 10.809, 32.068, 24.095, 19.260, 11.501, p < 0.001). Logistic regression analysis was performed using children and adolescents with muscle strength index >P80 as the control group. The results showed that the risk of 1back dysfunction was higher (OR = 1.764, 95% CI:1.094, 2.843) in children and adolescents with muscle strength index <P20 (p < 0.05). The risk of 2back dysfunction was higher in children and adolescents with a muscle strength index <P20 (OR = 2.129, 95% CI:1.329, 3.410) (p < 0.01). Compared with children and adolescents with muscle strength index >P80. The muscle strength index <P20 group had a higher risk of cognitive flexibility dysfunction (OR = 1.820, 95% CI:1.111, 2.982) (p < 0.05).

Conclusion

There is a association between muscle strength and executive function in children and adolescents in rural areas of China. Those with higher muscle strength have shorter executive function reaction times and are at lower risk of developing executive dysfunction. Future measures should be taken to improve muscle strength and executive function levels in children and adolescents in rural areas to promote healthy physical and mental development.

Comparison of Cardiorespiratory Fitness of Chinese Tibetan Adolescents with Their Han Counterparts: A Cross-Sectional Retrospective Study

Cardiorespiratory fitness (CRF) is a core element of healthy physical fitness. Foreign attention to CRF in adolescents at different altitudes is high, while less research has been conducted on Chinese adolescents. In order to compare the CRF of Chinese Tibetan adolescents with their Han counterparts born and raised at high altitude and Chinese Han adolescents at sea level. A total of 2748 participants, including Chinese Tibetan adolescents, Chinese Han adolescents born and raised at high altitudes, and Chinese Han adolescents at sea level aged 12-18 years old, were obtained using convenience sampling and random cluster sampling. The method of the 20 m shuttle run test (20 m SRT) test was used to derive VO_2max by equation. One-way ANOVA and LSD methods were conducted, and effect sizes were calculated to compare the CRF of the three types of adolescents. Regression analysis was used to analyze the relationship between altitude and VO_2max. The VO_2max scores of Chinese Tibetan adolescents and Chinese Han adolescents at sea level were higher than Chinese Han adolescents born and raised at high altitudes. For both boys and girls, the VO_2max scores of Chinese Tibetan adolescents exceeded Chinese Han adolescents at sea level after the age of 16 years old. Regression analysis showed that altitude was inversely associated with VO_2max. The pace of lung growth may distinguish Chinese Tibetan adolescents from Chinese Han adolescents born and raised at high altitudes. The results of the study suggest that we should focus on the changes in CRF in adolescents at different altitudes and should adopt different CRF interventions for adolescents at different altitudes.

Association between cardiorrespiratory fitness and cognitive control: is somatic maturity an important mediator?

BACKGROUND

Recently some articles presented information related to the possible effect of maturity over the cognitive control and cardiorespiratory fitness, however little is known about the real effects of maturity in the relation of these variables. In this sense, the purpose of this study was to examine the potential mediating role of somatic maturity on the association between cardiorespiratory fitness (CRF) and cognitive control.

METHODS

This three-year longitudinal research comprises two data collection groups: a baseline conducted in 2016 with 394 adolescents (aged 11.7 ± 0.6 years) and a follow-up in 2019 with 134 adolescents (aged 14.9 ± 0.7 years). Anthropometry data, 20-m shuttle run test and peak height velocity (PHV) to determine the maximum oxygen uptake (VO_2max) and somatic maturity, respectively, were collected at both sampling times. In parallel, the Sociodemographic and cognitive control function variables were included in the follow-up to evaluate the inhibitory control (by the Stroop test) and the visuo-spatial working memory (by the Corsi block-tapping test). Associations between CRF and cognitive functions were computed by multiple linear regression, with mediation as a function of PHV.

RESULTS

CRF exhibited transversal associations with reaction time in congruent (β = -0.004; p = 0.001) and incongruent (β = -0.005; p = 0.004) stimulus-responses. Meanwhile, the variation in VO_2max over the three year-study had a significant impact on the reaction time of congruent (β = -0.006; p = 0.001) and incongruent (β = -0.006; p = 0.012) responses at follow-up. However, PHV did not show a significant association with the cognitive functions, indicating no mediating role.

CONCLUSIONS

Although the associations between CRF and the cognitive functions exhibited great transversal and longitudinal impacts, somatic maturity did not affect the cognitive control functions, associating exclusively with CRF.

Higher Running Speed and Cardiovascular Endurance Are Associated with Greater Level of Academic Achievement in Urban Catalan Primary School Children

The purpose of the present study was to determine the relationship between physical fitness and academic achievement in a sample of primary-school children. Data of 116 sixth-grade primary-school students (68 girls, 48 boys) from Barcelona (Catalonia, Spain) with a mean (SD) age of 11.4 years (0.4) was analyzed. To determine academic achievement, proficiency scores in the subjects Catalan language, Spanish language, English language, and Maths were derived from the Test de Compètencies Bàsiques. Physical fitness was assessed using the Cooper test (aerobic capacity), 20-m sprint test (linear velocity), and 4 × 10-m test (agility). The results showed that participants with a higher performance in the Cooper and 20-m sprint tests had significantly better academic achievement in the assessed subjects (p < 0.05; d range = 0.93 to −2.98). The findings of this investigation are interesting from a curricular perspective since a positive association between academic achievement and physical fitness indicates a strong reason to raise the physical education status in educational systems, a subject that has traditionally been considered less important by the educational community.

Play Smart, Be Smart? Effect of Cognitively Engaging Physical Activity Interventions on Executive Function among Children 4~12 Years Old: A Systematic Review and Meta-Analysis

This paper aims to collect a compendium of randomized controlled trials (RCTs) exploring the effects of cognitively engaging physical activity (PA) interventions (basketball and floorball) on various domain-specific executive functions (EFs) in children aged 4 to 12. Following the PRISMA principle, 11 articles (total sample size: 2053) were analyzed for effect size and moderating impact with Stata 13.0 software. Overall EFs (SMD = 0.21, 95% CI 0.10 to 0.32, p < 0.05), updating (SMD = 0.17, 95% CI 0.03 to 0.30, p < 0.05) and shifting (SMD = 0.32, 95% CI 0.02 to 0.61, p < 0.05) were enhanced by cognitively engaging PA interventions. Age and BMI were found to have no effect on overall EFs performance in Meta regression. Overall EFs performance was improved by interventions with a session length (≥35 min) (SMD = 0.30, 95 % CI 0.10 to 0.49, p = 0.033). The review suggests that despite the moderate effect sizes, cognitively engaging PA may be an effective approach to improving EFs in children aged 4 to 12, especially updating and shifting.

The Association Between Physical Activity and Mathematical Achievement Among Chinese Fourth Graders: A Moderated Moderated-Mediation Model

This study explored the association between out-of-school physical activity (PA) and mathematical achievement in relation to mathematical anxiety (MA), as well as the influence of parents' support for their children's physical activity on this association, to examine whether parental support for physical activity affects mental health and academic performance. Data were collected from the responses of 22,509 (52.9% boys) children in Grade 4 from six provinces across eastern, central, and western China who completed the mathematics component and the physical education and health component of the national-level education quality assessment. A moderated moderated-mediation model was tested using PROCESS v3.4 and SPSS v19.0, with socioeconomic status, school location, and body mass index as controlled variables. Out-of-school physical activity had a positive effect on children's mathematical achievement, and math anxiety partially mediated this association. The indices of conditional moderated mediation through the parental support of both girls and boys were, respectively, significant, indicating that children can benefit from physical activity, and that increased perceived parental support for physical activity can alleviate their children's math anxiety and improve their mathematics, regardless of gender. However, gender differences were observed in the influence of parental support for physical activity on anxiety: Although girls' math anxiety levels were significantly higher, the anxiety levels of girls with high parental support were significantly lower than those of boys with low parental support.

Sports, Executive Functions and Academic Performance: A Comparison between Martial Arts, Team Sports, and Sedentary Children

It is well known that curricular physical activity benefits children’s executive functions and academic performance. Therefore, this study aimed to determine whether there is an influence of extracurricular sports on executive functions and academic performance. However, it is less known which specific types of the sport better enhance executive functions in children; to investigate this issue, this study compared the performance on executive functions tasks and academic performance in one hundred and two boys and girls with an average age of 11.84 years recruited from Italian schools and gyms (N = 102), who participated in martial arts or team sports or were sedentary children. Executive functions were measured with the tests: Attenzione e Concentrazione, Digit Span test, Tower of London, IOWA Gambling task BVN 5-11, and BVN 12-18. Results demonstrated that children practicing martial arts showed better executive functioning and higher school marks than those involved in team sports or not involved in any sports. Furthermore, participants aged 12 to 15 years old outperformed in cool and hot executive functions tasks and had a better academic performance. Thus, the present findings supported the view that regular practice of extracurricular sports enhances executive functions development and consequently influences academic performance.

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

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

How physical activity, fitness, and motor skills contribute to math performance: Working memory as a mediating factor

PURPOSE

The purpose of this study was to examine whether physical activity, fitness, and motor skills have an indirect association with math performance via cognitive outcomes and if so, through which aspects of cognition?

METHODS

This study comprised 311 6th-9th grade adolescents (12-17 years [M age = 14.0 years], 59% girls) from seven schools throughout Finland in 2015. Math performance was measured via a teacher-rated math achievement and the Basic Arithmetic test. Cognitive functions were measured by broad cognitive test battery. Physical activity was assessed with a self-reported questionnaire and a hip-worn accelerometer. Aerobic fitness was estimated using a maximal 20-m shuttle run test, muscular fitness with curl-up and push-up tests, and motor skills with a 5-leaps test and a throwing-catching combination test. Structural equation modeling was applied to examine the associations.

RESULTS

In both boys and girls, motor skills had a positive indirect association with math outcomes through visuospatial working memory. Among girls, muscular fitness had a positive indirect association with math outcomes through visuospatial working memory. Aerobic fitness was positively associated with math achievement, but the indirect path via cognition was not observed. Self-reported physical activity had a borderline indirect positive association with math outcomes through visuospatial working memory. Accelerometer-based physical activity did not correlate with math performance.

CONCLUSION

Motor skills and muscular fitness had indirect positive associations with math performance, mediated by visuospatial working memory. The results give support to the viewpoints that the connections between motor skills, fitness, and physical activity to academic skills are mediated via specific cognitive skills.

Higher VO2max is associated with thicker cortex and lower grey matter blood flow in older adults

VO₂max (maximal oxygen consumption), a validated measure of aerobic fitness, has been associated with better cerebral artery compliance and measures of brain morphology, such as higher cortical thickness (CT) in frontal, temporal and cingular cortices, and larger grey matter volume (GMV) of the middle temporal gyrus, hippocampus, orbitofrontal cortex and cingulate cortex. Single sessions of physical exercise can promptly enhance cognitive performance and brain activity during executive tasks. However, the immediate effects of exercise on macro-scale properties of the brain’s grey matter remain unclear. We investigated the impact of one session of moderate-intensity physical exercise, compared with rest, on grey matter volume, cortical thickness, working memory performance, and task-related brain activity in older adults. Cross-sectional associations between brain measures and VO₂max were also tested. Exercise did not induce statistically significant changes in brain activity, grey matter volume, or cortical thickness. Cardiovascular fitness, measured by VO₂max, was associated with lower grey matter blood flow in the left hippocampus and thicker cortex in the left superior temporal gyrus. Cortical thickness was reduced at post-test independent of exercise/rest. Our findings support that (1) fitter individuals may need lower grey matter blood flow to meet metabolic oxygen demand, and (2) have thicker cortex.

Muscle strength and executive function in children and adolescents with autism spectrum disorder

The development of effective (non‐pharmacological) treatment approaches for executive dysfunction in autism spectrum disorder (ASD) requires evidence that factors influencing this domain can be modified by behavioral interventions. The present cross‐sectional study investigated the relative associations of ASD, muscle strength and body mass index with executive function and information processing among the Healthy Brain Network cohort. Patients with ASD (N = 174) and healthy peers (N = 202) aged 5 to 18 years completed cognitive tasks of the NIH toolbox (Pattern Comparison, Flanker, List Sorting, Card Sorting) to assess core components of executive function and information processing. Additionally, anthropometrics and muscle strength were collected from selected items (push‐ups, curl‐ups, trunk lift, and grip strength) of the Fitnessgram battery. Based on structural equation modeling, ASD was related to impaired muscle strength and executive function, when confounders (age, sex, pubertal status, and socioeconomic status) were accounted for. Muscle strength further showed independent contributions to information processing and executive function. This association was moderated by ASD, so that higher muscle strength was related to higher executive function in ASD patients only. The present findings provide a first indication that the promotion of muscle strength may have the potential to generally enhance information processing and to reduce ASD‐related executive dysfunction in children and adolescents.

Executive Functions and SelfEsteem in Academic Performance: A Mediational Analysis

OBJECTIVE

Once the paradigm of intelligence as the only predictor of academic performance has been overcome, the influence of other variables, such as reasoning, verbal fluency, executive functions, motivation and self-esteem, was studied.

METHOD

For this purpose, an exploratory and incidental research design was used in a sample of 132 subjects aged 6-9 years. Different instruments were administered: RAVEN, Effective Reading, Brief II, MAPE II, and Coopersmith Scale, respectively.

RESULTS

The results indicate that the predictive model formed by reasoning, verbal fluency, executive functions, and self-esteem explains 55.4% of the academic results. As mediating variables, self-esteem emerges as a predictor of both cognitive and motivational variables, and executive functions, as a predictor of emotional and motivational variables.

DISCUSSION

This implies theoretical and practical implications of an educational nature with practical implications in primary school classrooms, in order to implement plans to develop self-esteem and executive functions.

Physical Fitness Plays a Crucial Mediator Role in Relationships Among Personal, Social, and Lifestyle Factors With Adolescents' Cognitive Performance in a Structural Equation Model. The Cogni-Action Project

Background: The beneficial relationship between physical fitness and cognitive performance is affected and modulated by a wide diversity of factors that seem to be more sensitive during the development stage, particularly during early adolescence. This study aimed to examine the role of physical fitness considering the multivariate association between age, health-related quality of life (HRQOL), school vulnerability index (SVI), body mass index z-score (BMIz), physical activity, and sleep problems with the cognitive performance in boys and girls. Method: Participants were 1,196 adolescents aged 10-14 years (50.7% of boys) from Chile. Three physical fitness components and eight cognitive tasks were measured. BMIz was determined using growth references by age and sex, whereas questionaries were used to assess sleep problems, physical activity, and HRQOL. SVI was established according to the score given by the Chilean Government to educational establishments. We performed a structural equation model (SEM) to test multivariate associations among study' variables by sex. Results: Fitness was positively associated with boys' and girls' cognitive performance (β = 0.23 and β = 0.17; p = 0.001, respectively). Moreover, fitness presented a significant mediator role in the relationships between BMIz, SVI, and physical activity with cognitive performance (indirect effect). Additionally, SVI showed a negative association both direct and indirect effect in all three fitness components and all cognitive tasks, being this relationship stronger in girls than in boys. Conclusion: Our findings suggest that physical fitness and all its components play a crucial mediator role in the associations between several factors associated with adolescents' cognitive performance. Thereby, educational and health strategies should prioritise improving physical fitness through physical activity. They also should address other factors such as school vulnerability, obesity, and the early gender gap in a comprehensive approach boosting cognitive performance among early adolescents. Trial registration: Research Registry (ID: researchregistry5791).

Development of cardiorespiratory fitness standards for working memory using receiver operating curves in 15-year-old adolescents

BACKGROUND

Working memory performance is associated with better academic achievements in children and adolescents, and it is positively related to CRF. However, what level of cardiorespiratory fitness (CRF) discriminates higher working memory performance is not known. The purpose of this study was to identify CRF thresholds linked to working memory in adolescents.

METHODS

Data of 141 adolescents (53.2 % girls) were collected (14.9 years) from a cross-sectional study during the year 2019. CRF was assessed by the 20-m shuttle run test, and maximal oxygen uptake was calculated using the Mahar´s equation. Working memory was evaluated by the Corsi blocks test and performance was classified by percentiles. Receiver operating characteristic (ROC) curve analysis was used to identify CRF thresholds.

RESULTS

The ROC analysis indicated that CRF could be used to discriminate working memory in adolescents. CRF thresholds of ≥45.03 ml.kg- 1.min- 1for boys and ≥36.63 ml.kg- 1.min- 1for girls were found to be indicative of "normal" working memory performance.

CONCLUSIONS

CRF could discriminate low and normal working memory performance in 14-16- year-old adolescents. These thresholds could allow for earlier identification and intervention of low working memory performance using CRF.

Cardiovascular fitness and executive functioning in primary school-aged children

Previous research in children has shown that higher cardiovascular fitness is related to better executive functioning. However, the available literature is hampered by methodological limitations. The present study investigates the relationship between cardiovascular fitness and executive functioning in a large sample of healthy children (N = 814). Cardiovascular fitness was assessed with estimated VO2Max from 20 m Shuttle Run Test performance. Executive functioning was assessed using a set of computerized neurocognitive tasks aimed at executive functions (working memory, motor inhibition, interference control) and lower-level neurocognitive functions (information processing and attention). Dependent measures derived from the neurocognitive tests were subjected to principal component analysis. Mixed model analyses tested the relation between cardiovascular fitness and neurocognitive functioning components. Results showed that children with higher cardiovascular fitness performed better on the neurocognitive function components Information Processing and Control, Visuospatial Working Memory and Attention Efficiency. The following measures contained in these components contributed to the observed relations: information processing measures, visuospatial working memory, and speed of alerting attention. No relationship was found between cardiovascular fitness and the other components: Verbal Working Memory, Attention Accuracy, and Interference Control. The present study suggests that there is a relationship between cardiovascular fitness and a specific set of executive functions and lower level neurocognitive functions. These findings highlight the importance of cardiovascular fitness for the overall health of school-aged children.

Fitness and executive function as mediators between physical activity and academic achievement

Physical activity is related with academic achievement in children. This cross-sectional study aimed to assess whether cardiorespiratory fitness (CRF) and executive function act as mediators of the association between moderate to vigorous physical activity (MVPA) and academic achievement. This study included 186 schoolchildren (9-11 years) from Cuenca, Spain. Sociodemographic variables, anthropometric variables, academic achievement, executive function (inhibition, cognitive flexibility and working memory), CRF (20-m shuttle run) and physical activity (by accelerometry) were measured. Serial mediation models were estimated using the Hayes´ PROCESS macro. The significant paths in the model mediating this relationship between MVPA and academic achievement were as follows: MVPA → CRF → academic achievement (IE = 0.068, 95% CI: [0.018; 0.127]; IE = 0.079, 95% CI: [0.029; 0.144]; and IE = 0.090, 95% CI: [0.032; 0.165], controlling for inhibition, cognitive flexibility and working memory, respectively), MVPA → CRF → inhibition → academic achievement (0.018, 95% CI: [0.001; 0.047]) and MVPA → cognitive flexibility → academic achievement (0.087, 95% CI: [0.012; 0.169]). The relationship between MVPA and academic achievement may not be direct but mediated by CRF, cognitive flexibility, and inhibition via CRF. Physical activity interventions to improve AA should be focused on improvements in CRF and executive function.

Relation between physical fitness and executive function variables in a preschool sample

BACKGROUND

This study examined the association between key components of physical fitness with inhibition and cognitive flexibility in preschoolers.

METHODS

This was a cross-sectional study of 362 Spanish preschoolers. The key components of physical fitness and executive functioning were measured.

RESULTS

The partial correlation controlling for body mass index and family socioeconomic status showed that inhibition was positively related to cardiorespiratory fitness. No association was found between muscular strength (i.e., standing long jump and dynamometry) and speed/agility with inhibition or between physical fitness components and cognitive flexibility. The inhibition mean scores were significantly higher in preschoolers with higher cardiorespiratory than in their peers who were in lower categories, after adjustments were made for confounders. Additionally, the results showed that cardiorespiratory fitness was a significant predictor of inhibition, but for cognitive flexibility, age was the only significant predictor.

CONCLUSIONS

Our data suggest that cardiorespiratory fitness is associated with inhibition in preschoolers. Likewise, our results also suggest that cognitive flexibility is an executive function that is more dependent on changes associated with age at this development stage. These findings are important for supporting initiatives that aimed at stimulating healthy brain development, and promote the improvement of cardiorespiratory fitness at early ages.

Relationships between gross motor skills, cardiovascular fitness, and visuospatial working memory-related brain activation in 8- to 10-year-old children

Relationships between gross motor skills and cardiovascular fitness with visuospatial working memory (VSWM) in children are hypothesized to be mediated by underlying functional brain mechanisms. Because there is little experimental evidence to support this mechanism, the present study was designed to investigate the relationships of gross motor skills and cardiovascular fitness with VSWM-related brain activation in 8- to 10-year-old children. Functional magnetic resonance imaging data obtained during a VSWM-task were analyzed for 80 children from grades 3 (47.5%) and 4 of 21 primary schools in the Netherlands (51.3% girls). Gross motor skills (Korper Koordinationstest für Kinder and Bruininks-Oseretsky Test of Motor Proficiency - 2nd Edition) and cardiovascular fitness (20-meter Shuttle Run Test) were assessed. VSWM-related brain activation was found in a network involving the angular gyrus, the superior parietal cortex, and the thalamus; deactivation was found in the inferior and middle temporal gyri. Although behavioral results showed significant relations of gross motor skills and cardiovascular fitness with VSWM performance, gross motor skills and cardiovascular fitness were not related to VSWM-related brain activation. Therefore, we could not confirm the hypothesis that brain activation underlies the relationship of gross motor skills and cardiovascular fitness with VSWM performance. Our results suggest that either the effects of physical activity on cognition do not necessarily go via changes in gross motor skills and/or cardiovascular fitness, or that brain activation patterns as measured with the blood-oxygen-level dependent (BOLD) signal may not be the mechanism underlying the relationships of gross motor skills and cardiovascular fitness with VSWM.

Mechanism Between Physical Activity and Academic Anxiety: Evidence from Pakistan

A plethora of research has explored the benefits of physical activities on several variables such as academic performances, quality of life, fitness, levels of stress, and depression. However, less research considered the impact of physical activity on academic anxiety, self-enhancement, and self-criticism. This study examines the influence of physical activity on academic anxiety with self-enhancement and self-criticism playing a mediating role. Data for this model has been collected by using structured questionnaires administered to 418 Pakistani university students (undergraduate, graduate and post-graduate) aged between 18 and 36 years old. Structural equation modeling through analysis of moment structures (AMOS) was applied to find that physical activity significantly reduces academic anxiety and self-criticism, and it develops self-enhancement. Further, self-enhancement was negatively associated with academic anxiety while self-criticism is directly related to academic anxiety. More importantly, self-enhancement and self-criticism partially mediated between physical activity and academic anxiety of university students in Pakistan. This research recommends governments to support physical activity programs for university students.

Executive functions mediate the relationship between cardiorespiratory fitness and academic achievement in Spanish schoolchildren aged 8 to 11 years

OBJECTIVES

Previous research has studied the influence of physical fitness on academic achievement through executive functions. However, the nature of this relationship remains unclear. This study aimed to analyze how cardiorespiratory fitness (CRF) and executive functions are associated with academic achievement and to examine whether the relationship between CRF and academic achievement is mediated by executive functions in schoolchildren.

METHODS

This was a cross-sectional study including 570 schoolchildren, aged 8 to 11 years, from Cuenca, Spain. Data were collected from September to October 2017. Sociodemographic variables, family socioeconomic status, pubertal status, academic achievement, CRF (20-meter shuttle run test) and executive functions (inhibition, cognitive flexibility and working memory, NIH Toolbox battery in Spanish, v 1.8; iPad Pro, Apple, Inc.) were measured.

RESULTS

Overall, ANCOVA models controlling for age, gender and mother educational level showed higher scores in language and mathematics in children in higher categories of CRF, inhibition, cognitive flexibility and working memory than in children in lower categories. The effect sizes were moderate (p < 0.05, partial eta squared: from 0.05 to 0.12). Moreover, the mediation analysis showed that inhibition partially mediated the relationship between CRF and language (c' = 0.058; IC = [0.005; 0.028]) and mathematics (c' = 0.064; IC = [0.005; 0.030]) grades. Similarly, cognitive flexibility mediated CRF's relationship with language (c' = 0.059; IC = [0.003; 0.028]) and with mathematics (c' = 0.066; IC = [0.003; 0.029]); however, a significant relationship remained. For working memory, mediation analysis showed no significant results (c' = 0.92; IC = [-0.002;0.025] P > 0.05 in language; c' = 0.103; IC = [-0.002;0.029] P > 0.05 in mathematics). Mediation ranged from 13.38% to 36%.

CONCLUSIONS

Children in higher categories of both CRF and executive function showed higher grades in mathematics and language. The findings indicated that a significant proportion of the positive influence of CRF on academic achievement was mediated by improvements in inhibition and cognitive flexibility. Thus, this study supports the hypothesis that improvements in CRF may contribute to increasing academic achievement not only through a direct mechanism but also through improvements in executive functions.

The Mediating Effects of Academic Performance between Screen Time, Executive Function Difficulty and School Adjustment

The purpose of this study was to verify the mediating effects of academic performance on the relationship between screen time, executive function difficulty, and school adjustment. This study analyzed secondary data of the 8th Panel Survey on Korean Children. The 8th Panel Survey was the first measurement of children's academic performance, executive function difficulty, and school adjustment through large sampling. Accordingly, it is possible to provide a large amount of data that can verify the relationship between them. The respondents were parents and teachers of students. The total number was 1,031. Data were analyzed by descriptive, t-test, analysis of variance, Pearson correlation, and three-steps multiple regression statistics. As a result, screen time has a full mediating effect on school adjustment through academic performance. The executive function difficulty has a partial mediating effect on school adjustment through academic performance. The results of this study will contribute to the development of the school adjustment improvement program.

Association among Executive Function, Physical Activity, and Weight Status in Youth

Background and objectives: Executive function (EF) is an umbrella term that encompasses the set of higher-order processes. Core EFs are inhibition, interference control, working memory, and cognitive flexibility. The aim of the study was to compare the EF between normal weight (NW) and inactive overweight (OW), NW and sport trained (ST), ST and OW 16-19-year-old youths. In addition, the relationship between EF and peak oxygen uptake (VO2peak) was evaluated. Materials and Methods: 10 NW, 14 ST, and 10 OW youths participated in this study. EF was evaluated using the ANAM4 battery. VO2peak was measured during an increasing walking exercise (modified Balke test). Results: The NW youths demonstrated better visual tracking and attention (94.28% ± 3.11%/90.23% ± 2.01%), response inhibition (95.65% ± 1.83%/92.48% ± 1.05%), speed of processing, and alternating attention with a motor speed component (95.5% ± 3.51%/89.01% ± 4.09%) than the OW youths (p < 0.05). The ST youths demonstrated better visual tracking and attention (96.76% ± 1.85%/90.23% ± 2.01%), response inhibition (97.58% ± 0.94%/92.48% ± 1.05%), speed of processing, and alternating attention with a motor speed component (98.35% ± 1.35%/89.01% ± 4.09%) than the OW youths (p < 0.05). The ST youths demonstrated better EF results than NW youths (p < 0.05). Conclusions: The ST 16-19-year-old youths demonstrated better EF than their OW and NW peers. The NW youths demonstrated better EF than their OW peers. There was a significant correlation between VO2peak and EF indicators in all groups of participants.

Relationships between cardiorespiratory fitness, inhibition, and math fluency: A cluster analysis

This study identified clusters of adolescents who share similar cardiorespiratory fitness levels and analysed the relationships between cardiorespiratory fitness, inhibition, and math fluency in each of the clusters. The subjects were 490 high-school students aged 10-16 years. The mean age was 13.82 years (SD = 1.12). Latent class analysis identified three clusters with high, medium, and low levels of cardiorespiratory fitness. The high-fitness cluster achieved higher scores in inhibition and math fluency than the low-fitness cluster. Path analysis revealed that the influence of cardiorespiratory fitness on inhibition was non-existent in the three clusters. The effect of inhibition on math fluency was positive and significant in all three cardiorespiratory fitness levels. Cardiorespiratory fitness had a direct, positive, and significant effect on math fluency only in the high-fitness cluster. Therefore, a high level of cardiorespiratory fitness is a significant determining factor in the explanation of math fluency. These results indicate that inhibition does not mediate the relationship between cardiorespiratory fitness and math fluency. However, the benefits of cardiorespiratory fitness affect math fluency, which has important implications for the educational environment and the teaching/learning process.

Study protocol and rationale of the "Cogni-action project" a cross-sectional and randomized controlled trial about physical activity, brain health, cognition, and educational achievement in schoolchildren

BACKGROUND

Education and health are crucial topics for public policies as both largely determine the future wellbeing of the society. Currently, several studies recognize that physical activity (PA) benefits brain health in children. However, most of these studies have not been carried out in developing countries or lack the transference into the education field. The Cogni-Action Project is divided into two stages, a cross-sectional study and a crossover-randomized trial. The aim of the first part is to establish the associations of PA, sedentarism, and physical fitness with brain structure and function, cognitive performance and academic achievement in Chilean schoolchildren (10-13 years-old). The aim of the second part is to determinate the acute effects of three PA protocols on neuroelectric indices during a working memory and a reading task.

METHODS

PA and sedentarism will be self-reported and objectively-assessed with accelerometers in a representative subsample, whilst physical fitness will be evaluated through the ALPHA fitness test battery. Brain structure and function will be assessed by magnetic resonance imaging (MRI) in a randomized subsample. Cognitive performance will be assessed through the NeuroCognitive Performance Test, and academic achievement by school grades. In the second part 32 adolescents (12-13 year-old) will be cross-over randomized to these condition (i) "Moderate-Intensity Continuous Training" (MICT), (ii) "Cooperative High-Intensity Interval Training" (C-HIIT), and (iii) Sedentary condition. Neuroelectric indices will be measures by electroencephalogram (EEG) and eye-tracking, working memory by n-back task and reading comprehension by a reading task.

DISCUSSION

The main strength of this project is that, to our knowledge, this is the first study analysing the potential association of PA, sedentarism, and physical fitness on brain structure and function, cognitive performance, and academic achievement in a developing country, which presents an important sociocultural gap. For this purpose, this project will use advanced technologies in neuroimaging (MRI), electrophysiology (EEG), and eye-tracking, as well as objective and quality measurements of several physical and cognitive health outcomes.

TRIAL REGISTRATION

ClinicalTrials.gov identifier: NCT03894241 Date of register: March 28, 2019. Retrospectively Registered.

The Relationship Between Executive Functions and Academic Performance in Primary Education: Review and Meta-Analysis

The purpose of this study was to research the relationship between executive functions and academic performance in primary education (6–12 years). Based on 21 samples (n = 7,947), a meta-analysis of random effects demonstrated a moderately significant weighted effect size (r = 0.365) and was found to be a good predictor of academic performance. For the subjects of language and mathematics, the results of the random effects model were similar and slightly higher for mathematics (r = 0.350; r = 0.365). Thus, the theory that executive functions have greater influence on mathematical performance is supported, especially in aspects such as coding, organization, and the immediate retrieval of information. Regarding the different executive function components (working memory, inhibition, cognitive flexibility, and planning), working memory had the highest presence (k = 14, n = 3,740) and predictive weight for performance, with an effect size of r = 0.370 for random effects, with a moderate level of significance. The moderating effect of variables such as gender and age were also analyzed. After performing a meta-regression, gender resulted in a value of R² = 0.49; the age variable was not significant. This result is especially important since age has traditionally been considered to be the moderating variable of executive functions. The review reveals a good predictive power of executive functions in the primary education stage, and it is even higher at the early ages, indicating its great significance in describing future performance. The study also revealed the competencies and specific aspects of the executive functions that affect the way in which its components intervene in the academic area, demonstrating the mediating effect of variables such as physical fitness, motor skills, and memory processes.

The Relations between 3-year Changes in Physical Fitness and Academic Performance in Nationally Representative Sample of Junior High School Students

The objective of the current study was to examine the relationship between different components of physical fitness across 3 years of junior high school with academic performance assessed at the end of the period. Two nationwide representative datasets were used. The first was the physical fitness profile assessed at the beginning of each of the three school years. The second contained the scores on a standardized test administered at the end of the third year. All data were standardized by calculating percentile rank (PR). Students were classified as "High-fit" if their fitness scores ≧ top 25% PR on the age- and sex-adjusted norms. All other students were classified as "not high-fit". The relationships between fitness and exam performance were tested adjusting for sex, body mass index, and level of urbanization. Students who were in the high-fit group in both years 1 and 3 academically outperformed those who were outside this classification during both assessments. The degree of outperformance was greatest for those who were aerobically fit, followed by those who were high-fit in terms of muscular endurance, muscular strength, and flexibility, respectively. It is therefore concluded that the relationship between physical fitness and academic performance in Taiwanese junior high school students is strongest in the case of aerobic fitness.

Executive functioning: perspectives on neurotrophic activity and pharmacology

Executive functioning is a high-level cognitive ability, regulating other abilities and behaviors to achieve desired goals. A typical executive task can be defined as the capacity to maintain one's attention on the current task, that is, responding only to the correct but not to distractive stimuli. Impairments of executive functions, or executive dysfunctions, have a growing impact on everyday life and academic achievement and are usually an early feature, and one of the core features, in brain injury and memory and behavioral disorders. Furthermore, emerging evidence indicates that memory therapeutics cannot achieve their clinical benefits in cognition if executive dysfunction is not effectively and simultaneously treated. Improvement of executive functions might be achieved through targeting some signaling pathways in the brain, including the brain-derived neurotrophic factor signaling pathways. These agents may be useful either as stand-alone interventions for patients with executive dysfunction and/or psychiatric and memory disorders or as essential adjuncts to drugs that target the underlying pathology in various brain injury and memory and behavioral disorders.