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Mao F, Huang F, Zhao S, Fang Q. Effects of cognitively engaging physical activity interventions on executive function in children and adolescents: a systematic review and meta-analysis. Front Psychol 2024; 15:1454447. [PMID: 39246315 PMCID: PMC11377322 DOI: 10.3389/fpsyg.2024.1454447] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2024] [Accepted: 08/14/2024] [Indexed: 09/10/2024] Open
Abstract
Background This systematic review and meta-analysis aim to evaluate the effects of cognitively engaging Physical Activity (PA) interventions on Executive Function (EF) in children and adolescents. It examines how different intervention modalities, durations, frequencies, and session lengths influence these effects. Methods We followed the PRISMA guidelines and searched PubMed, SPORTDiscus, Embase, and Web of Science for relevant studies. Studies were included if they were Randomized Controlled Trials (RCTs) focusing on PA with cognitive elements targeting EF in healthy children and adolescents. Data were extracted and effect sizes computed using Standardized Mean Differences (SMDs). Results From an initial 1,635 articles, 23 studies with 2,857 participants were included. The overall effect of cognitively engaging PA on EF was significant (SMD = 0.32, 95% CI 0.14-0.51), with notable improvements in inhibitory control (SMD = 0.35) and working memory (SMD = 0.34). High heterogeneity was observed (I 2 = 91.1%). Moderator analyses revealed that interventions lasting more than 6 weeks, with sessions over 20 min and conducted more than twice a week, were particularly effective. Conclusion Cognitively engaging PA interventions positively impact EF in children and adolescents, particularly in inhibitory control. Effective interventions are characterized by longer duration, higher frequency, and extended session lengths. These findings underscore the importance of integrating cognitive challenges within PA programs to enhance EF, warranting future research and practical applications in educational and developmental settings.
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Affiliation(s)
- Fan Mao
- School of Physical Education, Qingdao University, Qingdao, China
- Research Center for Youth Football, Qingdao University, Qingdao, China
| | - Fang Huang
- Department of Neurology, Louisiana State University Health Shreveport, Shreveport, LA, United States
| | - Shan Zhao
- School of Physical Education, Qingdao University, Qingdao, China
| | - Qun Fang
- School of Physical Education, Qingdao University, Qingdao, China
- Research Center for Youth Football, Qingdao University, Qingdao, China
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Wang J, Yang Y, Li L, Yang X, Guo X, Yuan X, Xie T, Yang K, Zhuang J. Comparative efficacy of physical activity types on executive functions in children and adolescents: A network meta-analysis of randomized controlled trials. J Sci Med Sport 2024; 27:187-196. [PMID: 38042755 DOI: 10.1016/j.jsams.2023.11.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2023] [Revised: 11/04/2023] [Accepted: 11/13/2023] [Indexed: 12/04/2023]
Abstract
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.
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Affiliation(s)
- Junyu Wang
- School of Exercise and Health, Shanghai University of Sport, China; Officers College of PAP, China
| | - Yong Yang
- Institute for Brain Sciences Research, School of Life Sciences, Henan University, China
| | - Longkai Li
- Putuo District Sports Administration Center of Shanghai, China
| | | | | | | | - Ting Xie
- Chengdu Xinqiao Primary School, China
| | - Kunyi Yang
- School of Exercise and Health, Shanghai University of Sport, China
| | - Jie Zhuang
- School of Exercise and Health, Shanghai University of Sport, China.
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Hill PJ, Mcnarry MA, Mackintosh KA, Murray MA, Pesce C, Valentini NC, Getchell N, Tomporowski PD, Robinson LE, Barnett LM. 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. Sports Med 2024; 54:375-427. [PMID: 37989831 PMCID: PMC10933160 DOI: 10.1007/s40279-023-01939-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/18/2023] [Indexed: 11/23/2023]
Abstract
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.
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Affiliation(s)
- Phillip J Hill
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK
| | - Melitta A Mcnarry
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK
| | - Kelly A Mackintosh
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK.
| | - Maeve Aine Murray
- School of Health and Human Performance, Dublin City University, Dublin, D09 F8Y6, Ireland
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | | | - Nancy Getchell
- Developmental Motor Control Laboratory, 157 Human Performance Lab, University of Delaware, 540 S College Ave, Newark, 19713, DE, UK
| | | | - Leah E Robinson
- School of Kinesiology, University of Michigan, SKB 1054; 830 North University, Ann Arbor, MI, 48109-1048, USA
| | - Lisa M Barnett
- Institute for Physical Activity and Nutrition, Faculty of Health, School of Health and Social Development, Deakin University, Building BC, 221 Burwood Hwy, Burwood, Melbourne, 3125, Australia
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Latino F, Tafuri F. Physical Activity and Cognitive Functioning. MEDICINA (KAUNAS, LITHUANIA) 2024; 60:216. [PMID: 38399504 PMCID: PMC10890300 DOI: 10.3390/medicina60020216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2024] [Revised: 01/18/2024] [Accepted: 01/25/2024] [Indexed: 02/25/2024]
Abstract
Neuroscience applied to motor activity is a growing area that aims to understand the effects of motor activity on the structures and functions of the Central Nervous System. Attention has been paid to this multidisciplinary field of investigation by the scientific community both because it is of great importance in the treatment of many chronic diseases and because of its potential applications in the Movement Sciences. Motor activity during a developmental age is, in fact, an indispensable tool for the physical and mental growth of children, both able-bodied and disabled. Through movement, individuals can improve their physical efficiency and promote their own better health, establish relationships with the environment and others, express themselves and their emotions, form their identity and develop cognitive processes. This literature review aims, therefore, to highlight how an adequate practice of motor activity offers extraordinary possibilities for everyone in relation to learning, from the perspective of an integral development of the person, and, consequently, can raise the awareness of those involved in the training and growth, especially the youngest, towards the educational value of motor and sports activities. According to this review, and in line with the modern neuroscientific approach toward the relationships between motor activities and cognitive functions, it is possible to claim that hypokinesia tends to inhibit learning. Therefore, it now seems more topical than ever to draw attention to the need to introduce working proposals that integrate brain-based motor activity programs into the school curriculum.
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Affiliation(s)
- Francesca Latino
- Department of Human Science, Educational and Sport, Pegaso University, 80143 Naples, Italy
| | - Francesco Tafuri
- Heracle Lab Research in Educational Neuroscience, Niccolò Cusano University, 00166 Rome, Italy;
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Zhao Q, Wang X, Li SF, Wang P, Wang X, Xin X, Yin SW, Yin ZS, Mao LJ. Relationship between physical activity and specific working memory indicators of depressive symptoms in university students. World J Psychiatry 2024; 14:148-158. [PMID: 38327896 PMCID: PMC10845221 DOI: 10.5498/wjp.v14.i1.148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Revised: 12/09/2023] [Accepted: 12/28/2023] [Indexed: 01/19/2024] Open
Abstract
BACKGROUND The detection rate of depression among university students has been increasing in recent years, becoming one of the main psychological diseases that endangers their physical and mental health. According to statistics, self-harm and suicide, for which there is no effective intervention, are the second leading causes of death. AIM To explore the relationship between different elements and levels of physical activity and college students' depression-symptom-specific working memory indicators. METHODS Of 143 college students were analyzed using the Beck Depression Self-Rating Scale, the Physical Activity Rating Scale, and the Working Memory Task. RESULTS There was a significant difference between college students with depressive symptoms and healthy college students in completing verbal and spatial working memory (SWM) tasks correctly (all P < 0.01). Physical Activity Scale-3 scores were significantly and positively correlated with the correct rate of the verbal working memory task (r = 0.166) and the correct rate of the SWM task (r = 0.210) (all P < 0.05). There were significant differences in the correct rates of verbal and SWM tasks according to different exercise intensities (all P < 0.05) and different exercise durations (all P < 0.05), and no significant differences in the correct rates of verbal and SWM tasks by exercise frequency (all P > 0.05). CONCLUSION An increase in physical exercise among college students, particularly medium- and high-intensity exercise and exercise of 30 min or more, can improve the correct rate of completing working memory tasks.
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Affiliation(s)
- Qun Zhao
- School of Physical Education, Shanghai University of Sport, Shanghai 200438, China
- Department of Physical Education, Donghua University, Shanghai 201620, China
| | - Xing Wang
- School of Physical Education, Shanghai University of Sport, Shanghai 200438, China
| | - Shu-Fan Li
- School of Physical Education, Shanghai University of Sport, Shanghai 200438, China
| | - Peng Wang
- School of Physical Education, Shanghai University of Sport, Shanghai 200438, China
| | - Xiang Wang
- School of Physical Education, Shanghai University of Sport, Shanghai 200438, China
| | - Xin Xin
- School of Physical Education, Shanghai University of Sport, Shanghai 200438, China
| | - Suo-Wang Yin
- School of Physical Education, Shanghai University of Sport, Shanghai 200438, China
| | - Zhao-Song Yin
- School of Physical Education, Shanghai University of Sport, Shanghai 200438, China
| | - Li-Juan Mao
- School of Physical Education, Shanghai University of Sport, Shanghai 200438, China
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Wu R, Kong S, Kang SJ. Physical Activity Is Associated with Physical Fitness and Executive Function among School Children in the Jiangxi Region of China. CHILDREN (BASEL, SWITZERLAND) 2023; 11:42. [PMID: 38255356 PMCID: PMC10814843 DOI: 10.3390/children11010042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Revised: 12/09/2023] [Accepted: 12/25/2023] [Indexed: 01/24/2024]
Abstract
Previous studies have suggested that a positive relationship exists between physical activity (PA), physical fitness, and cognitive function in children and adolescents. However, research remains limited on the relationship among these three variables in Chinese individuals not living in big cities or specific regions. Therefore, this study investigated the association of PA with physical fitness and cognitive function (specifically, executive function) among 1100 children aged 9-12 years living in the Jiangxi region of China. Participants' PA levels were measured using the PA questionnaire for older children. Physical fitness was assessed based on cardiorespiratory endurance, muscle strength, muscular endurance, flexibility, and body mass index (BMI). Executive function was assessed using the Behavior Rating in Inventory of Executive Function questionnaire. Data were analyzed using one-way analyses of variance, Scheffé tests, one-way analyses of covariance, and Pearson's correlation coefficients. The results showed that PA is significantly associated (p < 0.01) with cardiorespiratory endurance (r = 0.460), muscular endurance (r = 0.270), muscle strength (r = 0.190), BMI (r = -0.114), and executive function (r = -0.140). Moreover, all components of physical fitness and executive function differed significantly based on PA level, with and without age and sex as covariates (p < 0.05). Overall, our results highlight the importance of higher PA levels during childhood to improve physical fitness and cognitive function. Including the goal of improving health-related fitness factors, such as cardiorespiratory endurance and muscle strength, is particularly important in PA programs for children.
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Affiliation(s)
- Renle Wu
- College of Physical Education, Yichun University, Yichun 336000, China;
| | - Sunga Kong
- Samsung Advanced Institute of Health Sciences & Technology (SAIHST), Sungkyunkwan University, Seoul 06355, Republic of Korea
| | - Suh-Jung Kang
- Sports and Health Care Major, College of Culture and Arts, Sangmyung University, Seoul 03016, Republic of Korea
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Ludwig-Walz H, Siemens W, Heinisch S, Dannheim I, Loss J, Bujard M. How the COVID-19 pandemic and related school closures reduce physical activity among children and adolescents in the WHO European Region: a systematic review and meta-analysis. Int J Behav Nutr Phys Act 2023; 20:149. [PMID: 38115056 PMCID: PMC10731871 DOI: 10.1186/s12966-023-01542-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Accepted: 11/18/2023] [Indexed: 12/21/2023] Open
Abstract
BACKGROUND Emerging research suggests that physical activity among children and adolescents decreased during the COVID-19 pandemic. However, a differentiated overview of European youth is lacking. In particular, no systematic analysis has been conducted to date on the impact of heterogeneous pandemic restrictions and school closures within European countries, and with regard to potentially vulnerable groups. METHODS We searched seven databases and included studies for children and adolescents (≤ 19 years) of the WHO European Region that compared physical activity during the COVID-19 pandemic with a pre-pandemic baseline using validated measurement instruments. We used the Oxford Stringency Index and School Closure Index as indicators of restriction stringency. Screening for eligibility, data extraction, assessment of the study risk of bias (using the 'Risk of Bias in Non-randomized Studies - of Exposure' [ROBINS-E]) and certainty grading of evidence (using the GRADE approach), were all done in duplicate. Unpublished data was requested from study authors. Data were pooled in random effects models. An a priori protocol was published, reporting is carried out in accordance with the 'Preferred Reporting Items for Systematic Review and Meta-Analyses' (PRISMA) statement. RESULTS Of 14,897 non-duplicate records, 26 publications (n = 15,038 pre-pandemic, n = 13,041 during pandemic) met full inclusion criteria. Comparison before and during the COVID-19 pandemic revealed a significant reduction in total physical activity (standardized mean difference [SMD], -0.57 [95%CI, -0.95; -0.20]) and moderate-to-vigorous physical activity (SMD, -0.43 [95% CI, -0.75; -0.10]), corresponding to a decrease of 12 min per day (a 20% reduction of the WHO recommendation). A decrease in sporting activity was also recorded. Subgroup analyses suggested that middle childhood (aged 8-12) and adolescents were particularly affected by the decline. School closures were associated with a reduction in physical activity. The certainty of evidence for all outcomes was low. CONCLUSIONS A sharp decline in all forms of physical activity was recorded among European children and adolescents during the COVID-19 pandemic. This decline was higher during periods of school closure and mainly affected younger schoolchildren and adolescents. Immediate action by policy-makers and practitioners, as well as evidence-based public health strategies, are imperative in reversing this trend. TRIAL REGISTRATION PROSPERO: CRD42023395871.
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Affiliation(s)
| | - Waldemar Siemens
- Institute for Evidence in Medicine, Medical Center - University of Freiburg, Faculty of Medicine, Freiburg, Germany
- Cochrane Germany, Cochrane Germany Foundation, Freiburg, Germany
| | - Sarah Heinisch
- Institute for Physical Education and Sport, University of Education, Karlsruhe, Germany
| | - Indra Dannheim
- Regional Innovation Center for Health and Quality of Life in Fulda (RIGL), Fulda University of Applied Sciences, Fulda, Germany
- Department of Nutritional, Food and Consumer Sciences, Fulda University of Applied Sciences, Fulda, Germany
| | | | - Martin Bujard
- Federal Institute for Population Research (BiB), Wiesbaden, Germany
- Institute of Medical Psychology, Medical Faculty, University Heidelberg, Heidelberg, Germany
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Feng X, Zhang Z, Jin T, Shi P. Effects of open and closed skill exercise interventions on executive function in typical children: a meta-analysis. BMC Psychol 2023; 11:420. [PMID: 38037184 PMCID: PMC10690989 DOI: 10.1186/s40359-023-01317-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Accepted: 09/08/2023] [Indexed: 12/02/2023] Open
Abstract
BACKGROUND The effects of open and closed skill exercise interventions for executive function in children and adolescents have received widespread attention. Open skill refers to the skill of performing motor tasks in an unpredictable environment; closed skill refers to the skill of performing motor tasks in a stable environment. However, the results of related studies are currently controversial and Meta-analysis is urgently needed. METHODS After computer searches of CNKI, Wan-Fang, VIP, WOS, PubMed, and EBSCO databases, two researchers independently screened articles, extracted information, and evaluated the quality of the articles. This study was statistical analyzed using Stata 16.0 software. RESULTS A total of 31 articles were included, including 2988 typical children. Open, closed, continuous and sequential skills all improved executive function in typical children to varying degrees, but open and sequential skills were more effective in improving executive function, particularly in the former in the working memory (SMD=-0.833, P < 0.001) and in the latter in the inhibitory control (SMD=-0.834, P < 0.001) and cognitive flexibility (SMD=-0.903, P < 0.001). Long-term, moderate- intensity interventions were better than acute, vigorous-intensity interventions for executive function, with long-term interventions reflected in working memory (SMD=-0.579, P < 0.001) and moderate-intensity interventions reflected in all three dimensions of executive function (P < 0.01). Intervention periods, intervention intensity and continuous and sequential skills classified by action structure play a significant moderating role. Better results for long-term, sequential structural action interventions based on open skills (P < 0.001); better results for acute, moderate intensity, sequential structural action interventions based on closed (P < 0.05). Whereas intervention intensity had a non-significant moderating effect in the open skills intervention, both moderate and vigorous intensity had a significant effect on executive function (P < 0.001). CONCLUSION Open and closed skills have different levels of facilitation effects on executive function in typical children, but open skills are more effective. The facilitation effects of open and closed skills were moderated by the qualitative characteristics and action structure of the intervention.
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Affiliation(s)
- Xiaosu Feng
- School of Physical Education, Liaoning Normal University, Dalian, 116029, China
| | - Ziyun Zhang
- School of Life and Health, Huzhou College, Huzhou, 313002, China
| | - Teng Jin
- School of Physical Education, Northeast Normal University, Changchun, 130024, China
| | - Peng Shi
- School of Physical Education, Shanghai University of Sport, Shanghai, 200438, China.
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Morais MJ, de Oliveira VN, Viana RB, Andrade MS, Vancini RL, Arida RM, Costa GDCT, Campos MH, Vieira CA, Weiss K, Knechtle B, de Lira CAB. 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. EXCLI JOURNAL 2023; 22:1032-1046. [PMID: 38023569 PMCID: PMC10630524 DOI: 10.17179/excli2023-6434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Accepted: 09/12/2023] [Indexed: 12/01/2023]
Abstract
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.
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Affiliation(s)
- Marcos José Morais
- Faculdade de Educação Física e Dança, Universidade Federal de Goiás, Goiânia, Brazil
| | | | - Ricardo Borges Viana
- Instituto de Educação Física e Esportes, Universidade Federal do Ceará, Fortaleza, Brazil
| | | | - Rodrigo Luiz Vancini
- Centro de Educação Física e Desportos, Universidade Federal do Espírito Santo, Vitória, Brazil
| | - Ricardo Mario Arida
- Departamento de Fisiologia, Universidade Federal de São Paulo, São Paulo, Brazil
| | | | - Mario Hebling Campos
- Faculdade de Educação Física e Dança, Universidade Federal de Goiás, Goiânia, Brazil
| | | | - Katja Weiss
- Institute of Primary Care, University of Zurich, Zurich, Switzerland
| | - Beat Knechtle
- Institute of Primary Care, University of Zurich, Zurich, Switzerland
- Medbase St. Gallen, Switzerland
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Ludwig-Walz H, Siemens W, Heinisch S, Dannheim I, Loss J, Bujard M. Physical activity and physical fitness among children and adolescents after the onset of the COVID-19 pandemic in the WHO European Region: a systematic review protocol. BMJ Open 2023; 13:e073397. [PMID: 37730401 PMCID: PMC10514655 DOI: 10.1136/bmjopen-2023-073397] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Accepted: 08/20/2023] [Indexed: 09/22/2023] Open
Abstract
INTRODUCTION The implementation of COVID-19 pandemic-related restrictions resulted in limitations for physical activity (PA) opportunities, which may have initiated a longer-term behavioural change. The protocol describes the methodology for a planned systematic review that aims to summarise changes in PA and physical fitness (PF) in children and adolescents in the WHO European Region after the onset of the COVID-19 pandemic. METHODS AND ANALYSIS The protocol adheres to the 'Preferred Reporting Items for Systematic Review and Meta-Analysis for Protocols' (PRISMA-P) statement. Using a peer-reviewed search strategy according to the evidence-based checklist 'Peer Review of Electronic Search Strategies' (PRESS), we will perform a systematic literature search in seven databases. Inclusion criteria are all primary studies that gathered data on children and adolescents ≤19 years living in the WHO European Region and made a comparison to pre-pandemic data. Primary outcomes are PA and PF. We will assess the risk of bias with the 'Risk of Bias Instrument for Non-Randomized Studies of Exposures' (ROBINS-E). The 'Grading of Recommendations Assessment, Development and Evaluation' (GRADE) approach will be used for the evaluation of the certainty of evidence. Also, subgroup analyses will be performed (eg, for gender, age, stringency of pandemic restrictions). ETHICS AND DISSEMINATION Ethical approval is not required, as primary data will not be collected in this study. The results will be presented in a peer-reviewed publication and at congresses relevant to the research field. PROSPERO REGISTRATION NUMBER CRD42023395871.
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Affiliation(s)
| | - Waldemar Siemens
- Faculty of Medicine, Institute for Evidence in Medicine, Medical Center - University of Freiburg, Freiburg, Germany
- Cochrane Germany Foundation, Freiburg, Germany
| | | | - Indra Dannheim
- Regional Innovative Centre of Health and Quality of Live Fulda (RIGL), Fulda University of Applied Sciences, Fulda, Germany
- Department of Nutritional, Food and Consumer Sciences, Fulda University of Applied Sciences, Fulda, Germany
| | - Julika Loss
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, Berlin, Germany
| | - Martin Bujard
- Federal Institute for Population Studies, Wiesbaden, Germany
- Institute of Medical Psychology, Ruprecht-Karls-Universität Heidelberg, Heidelberg, Germany
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Mavilidi MF, Pesce C, Mazzoli E, Bennett S, Paas F, Okely AD, Howard SJ. Effects of Cognitively Engaging Physical Activity on Preschool Children's Cognitive Outcomes. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2023; 94:839-852. [PMID: 35522990 DOI: 10.1080/02701367.2022.2059435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 03/24/2022] [Indexed: 06/14/2023]
Abstract
Research combining physical activity with the training of cognitive skills such as executive functions is emerging as a novel and fruitful intervention approach for children. Purpose: This study aimed to examine the impact of an intervention program including cognitively engaging physical activity on preschool children's cognitive outcomes and physical activity. Methods: Children (N = 144, 65 female; Mage = 4.41 years, SD = 0.61), randomly assigned to one of three groups: cognitively engaging physical activity (CPA; i.e., storytelling, cognitive activities, and motor tasks, n = 55), cognition (i.e., storytelling and cognitive activities without motor tasks, n = 48), or control (i.e., traditional storytelling, n = 41). Sessions lasted approximately 17 minutes, conducted twice a week, for 6 weeks. Children's executive function, self-regulation, and related outcomes (i.e., numeracy) were assessed at baseline and again-along with perceived enjoyment-at the end of the program. Accelerometers measured children's physical activity during each session. Teachers completed a logbook for each session, and two fidelity checks per preschool took place by the researcher. Main analyses used linear mixed models adjusted for covariates (age, sex) and clustering at the preschool level. Results: Results showed no significant group by time interaction for executive function, self-regulation, numeracy, enjoyment. During the sessions, children in the CPA group were more physically active than children in the cognition and control groups. Conclusion: While we did not find the expected amplified cognitive benefits, making storytelling more active has the potential to meet two needs (increase cognitive stimulation and physical activity levels) in one deed.
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Affiliation(s)
| | | | | | | | - Fred Paas
- University of Wollongong
- Erasmus University Rotterdam
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12
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Li D, Wang D, Zou J, Li C, Qian H, Yan J, He Y. Effect of physical activity interventions on children's academic performance: a systematic review and meta-analysis. Eur J Pediatr 2023; 182:3587-3601. [PMID: 37227500 DOI: 10.1007/s00431-023-05009-w] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 02/07/2023] [Accepted: 04/28/2023] [Indexed: 05/26/2023]
Abstract
The physical and psychological benefits of physical activity are well established. However, there is no consensus regarding the effects of physical activity on children's academic performance in general and in specific subjects. We conducted this systematic review and meta-analysis to identify forms of physical activity that are suitable for improving the physical activity levels and academic performance of children aged 12 years and under. The PubMed, Web of Science, Embase, and Cochrane Library databases were searched. Included studies had to meet the following criteria: randomized controlled trials examining the effect of physical activity interventions on children's academic performance. Stata 15.1 software was used to conduct the meta-analysis. A total of 16 studies were included, and the results showed that the "physical activity + academic curriculum" format had a positive effect on children's academic performance. Physical activity had a stronger effect on math performance than on reading and spelling performance (SMD = 0.75, 95% CI: 0.30,1.19, P < 0.001). Conclusion: The impact of physical activity on children's academic performance varies based on the type of physical activity intervention, with "physical activity + academic curriculum" format having a better effect on academic performance. The effect of physical activity interventions on children's academic performance also varies by subject; the effect is strongest for math. Trial registration: Registration and protocol CRD42022363255. What is Known: • The physical and psychological benefits of physical activity are well established. • Previous meta-analyses have failed to demonstrate the impact of physical activity on the general and subject-specific academic performance of children aged 12 and under. What is New: • The PAAL form of physical activity has a better effect on the academic performance of children aged 12 and under. • The benefit of physical activity also varies by subject, with the greatest effect being observed for math.
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Affiliation(s)
- Dong Li
- Department of Physical Education, Jianghan University, Wuhan, China
- Department of International Culture Education, Chodang University, Wuan, Republic of Korea
| | - Deng Wang
- LFE Research Group, Department of Health and Human Performance, Universidad Politécnica de Madrid, Martín Fierro 7, Madrid, Spain
| | - Jianye Zou
- School of Health Sciences and Physical Education, Macao Polytechnic University, Macao, China
| | - Chenmu Li
- School of Physical Education, Guangzhou Sport University, Guangzhou, China
| | - Haonan Qian
- Hanyang University, Seoul, Republic of Korea
| | - Jin Yan
- Centre for Active Living and Learning, University of Newcastle, Callaghan, NSW, Australia.
| | - Yabin He
- Department of Physical Education, Jianghan University, Wuhan, China.
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13
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Li K, Dong G, Gao Q. Martial arts enhances working memory and attention in school-aged children: A functional near-infrared spectroscopy study. J Exp Child Psychol 2023; 235:105725. [PMID: 37336063 DOI: 10.1016/j.jecp.2023.105725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 05/24/2023] [Accepted: 05/29/2023] [Indexed: 06/21/2023]
Abstract
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.
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Affiliation(s)
- Kefeng Li
- Medical School, Quzhou College of Technology, Quzhou, Zhejiang 324000, China
| | - Guijun Dong
- Department of Sports, Quzhou University, Quzhou, Zhejiang 324000, China.
| | - Quanfa Gao
- Department of Graduate School of Education, Shandong Sport University, Jinan, Shandong 250102, China; Mengyin No. 6 Middle School, Linyi, Shandong 276200, China
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14
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Oliveira DN, Silva ECM, Barboza LLS, Thuany M, Araújo RHO, Silva RJS, Gomes TN, Schmitz H, Tejada J, Silva DR. Effects of two years of physically active lessons on cognitive indicators in children. Sci Rep 2023; 13:8774. [PMID: 37258629 DOI: 10.1038/s41598-023-35644-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Accepted: 05/21/2023] [Indexed: 06/02/2023] Open
Abstract
Our purpose was to evaluate the effect of physically active lessons (PAL) on the cognitive performance of children during two years of follow-up. Four classes (second grade of elementary school) were divided into two intervention classes (n = 34) and two control classes (n = 27). Evaluations were performed before the intervention (M1), after 3 (M2) and 9 (M3) months in the 1st year, and 14 (M4) and 18 (M5) months in the 2nd year. The intervention was based on PAL integrated with the curricular components, which stimulated the children to stand or move in the classroom. Cognitive performance was evaluated using three computerized tests for response inhibition, selective attention, and cognitive flexibility. The children in the intervention classes presented improved cognitive performance in the execution of all tasks along the two years follow-up, in both correct answers and time reactions, with exception of correct answers of visual search. For the intervention classes, in most of the tasks, the mean differences confidence interval of 95% did not include the 0 on the two last moments of evaluation, and in all cases, the mean differences of them between M1 versus M5 were significantly different with high values of effect size (cohen -d > 1). PAL promotes modest improvements in diverse cognitive functions in children.
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Affiliation(s)
| | | | | | | | | | | | - Thayse Natacha Gomes
- Federal University of Sergipe, São Cristóvão, Brazil
- Department of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland
- Physical Activity for Health Research Cluster, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Heike Schmitz
- Federal University of Sergipe, São Cristóvão, Brazil
| | - Julian Tejada
- Federal University of Sergipe, São Cristóvão, Brazil
| | - Danilo R Silva
- Federal University of Sergipe, São Cristóvão, Brazil
- Faculty of Health Sciences, Universidad Autónoma de Chile, Santiago, Chile
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15
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Vasilopoulos F, Jeffrey H, Wu Y, Dumontheil I. Multi-level meta-analysis of whether fostering creativity during physical activity interventions increases their impact on cognitive and academic outcomes during childhood. Sci Rep 2023; 13:8383. [PMID: 37225728 DOI: 10.1038/s41598-023-35082-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Accepted: 05/12/2023] [Indexed: 05/26/2023] Open
Abstract
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).
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Affiliation(s)
- Fotini Vasilopoulos
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London, WC1E 7HX, UK.
- Centre for Educational Neuroscience, University of London, London, UK.
| | | | - Yanwen Wu
- University of Cambridge, Cambridge, UK
| | - Iroise Dumontheil
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London, WC1E 7HX, UK
- Centre for Educational Neuroscience, University of London, London, UK
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16
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Ramires VV, Dos Santos PC, Barbosa Filho VC, Bandeira ADS, Marinho Tenório MC, de Camargo EM, Ravagnani FCDP, Sandreschi P, de Oliveira VJM, Hallal PC, Silva KS. Physical Education for Health Among School-Aged Children and Adolescents: A Scoping Review of Reviews. J Phys Act Health 2023:1-14. [PMID: 37156540 DOI: 10.1123/jpah.2022-0395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2022] [Revised: 02/21/2023] [Accepted: 02/28/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Physical education (PE) classes in schools are considered relevant to implement interventions, especially focused on physical activity. However, evidence overviews on how PE classes contribute to general health (physical, social, affective, and cognitive domains) are still needed. Thus, we summarized evidence synthesis (eg, systematic reviews) that addressed the contribution of PE classes to the health of school-aged children and adolescents. METHODS We performed a scoping review with searches in 8 databases and institutional websites to find systematic reviews or meta-analyses that answered this review's research question. Data charting form included the identification of the study, health outcomes, and PE classes' strategies (policies and environment, curriculum, appropriate instructions, and evaluation). An interactive process was performed to build the evidence summary. RESULTS An initial search yielded 2264 titles, and 49 systematic reviews (including 11 with meta-analysis) were included in this review. Most documents reported the main benefits of PE classes on physical domain outcomes (eg, physical activity, cardiorespiratory fitness, body mass index, and fundamental motor skills). However, evidence on the benefits of PE classes in affective (eg, enjoyment, motivation, and autonomy); social (eg, cooperation, problem-solving, and making friends); and cognitive (eg, memory, attention, concentration, and decision making) domains were found. Strategies on PE classes for health benefits were highlighted. CONCLUSIONS These elements were detailed in the evidence summary, which may be considered to guide researchers, teachers, and practitioners to define research and practice priorities on PE class interventions for health in the school context.
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Affiliation(s)
- Virgílio Viana Ramires
- Department of Physical Education, Federal Institute Sul-rio-grandense-IFSUL, Campus Pelotas, Pelotas, Pelotas, RS,Brazil
| | | | | | | | | | - Edina Maria de Camargo
- Department of Physical Education, Federal University of Paraná-UFPR, Curitiba, PR,Brazil
| | - Fabrício Cesar de Paula Ravagnani
- Department of Physical Education, Institute of Education, Science and Technology of Mato Grosso do Sul-Campus Campo Grande, Campo Grande, MS,Brazil
| | - Paula Sandreschi
- Department of Health Promotion, Ministry of Health of Brazil, Brasília, DF,Brazil
| | - Victor José Machado de Oliveira
- Department of Physical Education, Faculty of Physical Education and Physiotherapy, Federal University of Amazonas, Manaus, AM,Brazil
| | - Pedro Curi Hallal
- Department of Epidemiology, Federal University of Pelotas-UFPEL, Pelotas, RS,Brazil
| | - Kelly Samara Silva
- Department of Physical Education, Federal University of Santa Catarina, Florianopolis, SC,Brazil
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17
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de Bruijn AGM, Meijer A, Königs M, Oosterlaan J, Smith J, Hartman E. The mediating role of neurocognitive functions in the relation between physical competencies and academic achievement of primary school children. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 66:102390. [PMID: 37665853 DOI: 10.1016/j.psychsport.2023.102390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 01/12/2023] [Accepted: 01/13/2023] [Indexed: 09/06/2023]
Abstract
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.
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Affiliation(s)
- Anne G M de Bruijn
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorstraat 7, 1081 HV, Amsterdam, the Netherlands.
| | - Anna Meijer
- Institute of Education and Child Studies, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, the Netherlands
| | - Marsh Königs
- Emma Neuroscience Group, Emma Children's Hospital, Amsterdam UMC, University of Amsterdam, Meibergdreef 9, 1105 AZ, Amsterdam, the Netherlands
| | - Jaap Oosterlaan
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorstraat 7, 1081 HV, Amsterdam, the Netherlands
| | - Joanne Smith
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV, Groningen, the Netherlands
| | - Esther Hartman
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV, Groningen, the Netherlands
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Kolovelonis A, Goudas M. 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. Eur J Investig Health Psychol Educ 2023; 13:796-809. [PMID: 37232698 DOI: 10.3390/ejihpe13050060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 04/21/2023] [Accepted: 04/24/2023] [Indexed: 05/27/2023] Open
Abstract
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.
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Affiliation(s)
- Athanasios Kolovelonis
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
| | - Marios Goudas
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
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19
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The role of inhibitory control in sport performance: Systematic review and meta-analysis in stop-signal paradigm. Neurosci Biobehav Rev 2023; 147:105108. [PMID: 36828162 DOI: 10.1016/j.neubiorev.2023.105108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Revised: 02/14/2023] [Accepted: 02/18/2023] [Indexed: 02/25/2023]
Abstract
Inhibitory control is an executive function that is closely and bidirectionally related to sports practice. The objective of this systematic review and meta-analysis was to study the effect of this relationship when response suppression is assessed within the Stop-Signal Paradigm. Twenty-four articles met the inclusion criteria and were selected for qualitative analysis, of which 11 studies were further analyzed through meta-analytic techniques. The standardized mean difference (SMD) was estimated for the stop-signal reaction time, and the influence of moderator variables was assessed. Athletes showed shorter stop-signal reaction time than non-athlete controls (SMD=0.44; 95% CI=0.14, 0.73), and this effect was mediated by age (SMD=-0.56; 95% CI=-1.11, -0.01). Athletes' superior stop-signal reaction time may be a result of extensive practice in cognitively demanding competitive environments. Young athletes can benefit the most from sports practice. In addition, engaging individuals in more cognitively demanding activities may obtain better response suppression enhancements, although the evidence in the stop-signal task is limited. Finally, some stop-signal task methodological aspects should be considered in future research.
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20
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Lemos N, Sobral N, Duncan M, Mota J, dos Santos R, Martins C. A bibliometric analysis of physical activity interventions and cognition in children and adolescents. Sci Sports 2023. [DOI: 10.1016/j.scispo.2022.03.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2023]
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21
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Zhang Y, Yan J, Jin X, Yang H, Zhang Y, Ma H, Ma R. Sports Participation and Academic Performance in Primary School: A Cross-Sectional Study in Chinese Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3678. [PMID: 36834372 PMCID: PMC9961712 DOI: 10.3390/ijerph20043678] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Revised: 02/16/2023] [Accepted: 02/17/2023] [Indexed: 06/18/2023]
Abstract
Previous studies have demonstrated that the effect of sports participation on student health and academic performance is significant. However, the relationship between sports participation and academic performance in specific subjects (e.g., English) in the Chinese population is not clear, especially in primary schools. Therefore, the present cross-sectional study aimed to investigate the relationship between sports participation and academic performance in Chinese elementary schools. METHODS All study participants were asked to self-report their sociodemographic factors (e.g., sex, grade, age), independence, and outcomes. Alongside that, a self-reported questionnaire was used to assess participation in sports and academic performance of three core subjects in China's schooling system (Chinese; math; English; from A to F, with A indicating the best academic performance). An ordered logistic regression, with an odds ratio (OR) at 95%CI confidence interval, was performed to examine the association between sports team participation and academic performance. RESULTS The final analysis included 27,954 children aged 10-14. Children in the fifth and sixth grades accounted for 50.2% and 49.8%. Chinese, math, and English academic performance were positively correlated with participation in sports. Compared with students who never participate in sports, those students who participate in sports 1-3 times a month, 1-2 times a week, and 3 or more times a week, were more likely to achieve better grades. In terms of math, compared with students who never participate in sports, those students who participate in sports 1-3 times a month, 1-2 times a week, and 3 or more times a week, were more likely to achieve better grades. Regarding English, compared with students who never participate in sports, those students who participate in sports 1-3 times a month, 1-2 times a week, and 3 or more times a week, were more likely to achieve better grades. CONCLUSIONS Consistent with previous studies, the current study confirms the positive effect of sports participation on children's academic performance. For an academic-related outreach, gender-, grade- and area-specific strategies should be considered in future research.
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Affiliation(s)
- Yao Zhang
- Institute of Sports and Health, Zhengzhou Shengda University, Zhengzhou 451191, China
| | - Jin Yan
- Centre for Active Living and Learning, University of Newcastle, Callaghan, NSW 2308, Australia
- College of Human and Social Futures, University of Newcastle, Callaghan, NSW 2308, Australia
| | - Xiao Jin
- Department of Physical Education, Tianjin University of Technology, Tianjin 300384, China
| | - Hongying Yang
- Library of Beijing Sport University, Beijing 100084, China
| | - Ying Zhang
- School of Psychology, Shenzhen University, Shenzhen 518060, China
| | - Huijun Ma
- School of Physical Education, Taiyuan University of Technology, Taiyuan 030024, China
| | - Rui Ma
- Postdoctoral Research Station in Public Administration, School of Physical Education, Zhengzhou University, Zhengzhou 450001, China
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Kolovelonis A, Papastergiou M, Samara E, Goudas M. Acute Effects of Exergaming on Students' Executive Functions and Situational Interest in Elementary Physical Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1902. [PMID: 36767269 PMCID: PMC9914954 DOI: 10.3390/ijerph20031902] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 01/13/2023] [Accepted: 01/17/2023] [Indexed: 06/18/2023]
Abstract
Two studies were conducted to examine the acute effects of exergaming on students' executive functions and to explore their situational interest regarding these games in elementary physical education. The first study involved a two-group, repeated measures, cross-over quasi-experimental design. Participants were 74 (36 boys) fourth- and fifth-grade students who were assigned to the experimental (38 students) and the waiting list control (36 students) group. The single physical education session with exergames was first implemented with the initial experimental group and after the post-test, the waiting list control group received the intervention. In the second study, a pre-test post-test, within-subjects design was involved with the experimental group students (48 fourth- and fifth-grade students, 27 boys) who participated in a booster single physical education session with exergames two months after their involvement in a four-week intervention with cognitively challenging physical activity games. Both studies involved pre- and post-intervention measures for executive functions using the design fluency test and a post-test measure for situational interest. During the acute session, students had to follow the movements of an on-screen dancing character in time to a chosen song of the Just Dance 2015 exergame. The results of the first study showed that experimental group students improved significantly from pre- to post-test their scores in design fluency and in cognitive flexibility and in the total score of the design fluency test and their improvements were higher compared to the waiting list control group. The waiting list control group students, after receiving the acute session with exergames, significantly improved their scores in design fluency, inhibition, and cognitive flexibility and in the total score of the design fluency test compared to their pre-intervention scores. Moreover, the second study showed that students' total score in the design fluency test improved significantly from pre- to post-intervention. In both studies, students reported generally high scores in all subscales of the situational interest questionnaire. These results suggested that an acute exergame-based physical education session attracted students' interest and positively triggered their executive functions.
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Affiliation(s)
- Athanasios Kolovelonis
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
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23
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Liu J, Taneepanichskul S, Zhang B, Xenos P. The Effect of a Single Bout of Chinese Archery on Core Executive Functions in Preadolescent Children in Shanghai. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1415. [PMID: 36674178 PMCID: PMC9859288 DOI: 10.3390/ijerph20021415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 01/08/2023] [Accepted: 01/09/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND Recent literature has demonstrated that acute physical activity benefits the transfer of executive functions. However, further studies indicated the type of variability in the effect of physical activity on executive functions. Therefore, this study initially explored the effect of a single bout of Chinese archery on subdomains of core EFs in preadolescent children; Method: Eligible participants were allocated either an intervention group (n = 36) or a control group (n = 36). The subjects in the intervention group received a 45-min Chinese archery session. The primary outcomes were the performance of core EFs (inhibition control, working memory, and cognitive flexibility) in preadolescent children, assessed with psychological paradigms (Fish Flanker Task, N-Back Task, and DCCS (Border version), respectively). Paired t-test and ANCOVA were used to analyze the mean difference in the performance of core EFs within and between subjects, respectively; Results: Considering reaction time and accuracy, we explored the impressive performance in three cognitive tasks with acute Chinese archery; Conclusion: The finding suggests that a single bout of Chinese archery benefited three subdomains of core EFs in healthy preadolescent children.
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Affiliation(s)
- Jianjun Liu
- School of Physical Education & Health, Shanghai University of International Business and Economics, Shanghai 201620, China
- College of Public Health Sciences, Chulalongkorn University, Bangkok 10330, Thailand
| | | | - Bo Zhang
- School of Physical Education & Health, Shanghai University of International Business and Economics, Shanghai 201620, China
| | - Peter Xenos
- Capitol University Research and Extension Office (CUREXO), Capitol University, Cagayan de Oro City 9000, Philippines
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Wen CT, Chu CL, Chen HC, Chueh TY, Lin CC, Wu SY, Hsu WC, Huang CJ, Hung TM. Effects of acute slackline exercise on executive function in college students. Front Psychol 2023; 14:1092804. [PMID: 37151346 PMCID: PMC10159648 DOI: 10.3389/fpsyg.2023.1092804] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Accepted: 03/30/2023] [Indexed: 05/09/2023] Open
Abstract
Background Physical exercise as an intervention for improving cognitive function, especially executive function, is receiving increasing attention because it is easily accessible, cost-effective and promises many additional health-related benefits. While previous studies focused on aerobic exercise and resistance exercise, recent findings have suggested that exercise with high coordination demand elicits beneficial effects on executive function. We therefore examined the effects of an acute slackline exercise on the executive functions of young adults. Methods In a crossover experimental design, 47 healthy participants (21 females), ranging in age from 18 to 27 years (M = 19.17, SD = 1.94) were randomly assigned to different sequences of two conditions (slackline exercise and film-watching). Before and after the 50 min intervention, a modified Simon task was used to assess participants' executive function (inhibitory control and cognitive flexibility). Results College students showed better inhibitory control performance as indicated by shorter reaction times following acute slackline exercise than those who participated in the film-watching session. As there was no difference in accuracy between the slackline exercise and film-watching sessions, the shortened reaction time after slackline exercise provides evidence against a simple speed-accuracy trade-off. Conclusion Compared with film-watching, acute slackline exercise provides favorable effects on executive function necessitating inhibition in young adults. These findings provide insight into exercise prescription and cognition, and further evidence for the beneficial effects of coordination exercise on executive functions.
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Affiliation(s)
- Ching-Tsai Wen
- Department of Sport and Leisure, National Quemoy University, Kinmen, Taiwan
| | - Chiung-Ling Chu
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Hsueh-Chih Chen
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
| | - Ting-Yu Chueh
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
- Department of Kinesiology, University of Maryland, College Park, MD, United States
- Ting-Yu Chueh,
| | - Chih-Chien Lin
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Shao-Yu Wu
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Wei-Chen Hsu
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Chung-Ju Huang
- Graduate Institute of Sport Pedagogy, University of Taipei, Taipei, Taiwan
| | - Tsung-Min Hung
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
- Institute for Research Excellence in Learning Science, National Taiwan Normal University, Taipei, Taiwan
- *Correspondence: Tsung-Min Hung,
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Camiré M. Proposing an ontological shift from intervention to intravention in sport and exercise psychology. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 64:102342. [PMID: 37665823 DOI: 10.1016/j.psychsport.2022.102342] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 11/18/2022] [Accepted: 11/20/2022] [Indexed: 09/06/2023]
Abstract
Intervention research entails the measurement of change in a situation or individual after a modification has been imposed. In sport and exercise psychology, interventions have been implemented in a variety of situations (e.g., performance, doping, physical activity, mental health) for a variety of individuals (e.g., athletes, coaches, sedentary people). Despite their widespread use, accruing evidence indicates that interventions in sport and exercise psychology have had less than anticipated success in instigating change. While some scholars have pointed to the need to confront the methodological challenges of intervention implementation, others have called for the creation of viable alternative forms of inquiry that can complement intervention research. The purpose of the present article is to propose an ontological shift from intervention to intravention in sport and exercise psychology. This shift is undertaken through the deployment of Barad's (2007) agential realist ontology. The paper is divided into six sections. First, the concept of interaction is situated as it forms the basis for how interventions are conducted. Second, the Baradian ontology of agential realism is explained, along with key concepts. Third, intravention is positioned in relation to five guiding principles that delineate the progression for conducting intravention inquiries. Fourth, alternate meanings are proposed for behaviour, change, and knowledge. Fifth, examples are provided as to how intravention inquiries can be deployed in sport and exercise psychology. Sixth, concluding thoughts are offered. As an ontological becoming of interventions, intraventions are situated as open-ended approaches to inquiry that can help researchers derive alternate understandings of existence and can take the psychology of sport and exercise in exciting and affirmative directions.
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Affiliation(s)
- Martin Camiré
- School of Human Kinetics, University of Ottawa, 125 University Private, Ottawa, K1N6N5, Canada.
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Effect of Physical Exercise in Real-World Settings on Executive Function of Typical Children and Adolescents: A Systematic Review. Brain Sci 2022; 12:brainsci12121734. [PMID: 36552193 PMCID: PMC9775424 DOI: 10.3390/brainsci12121734] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 11/15/2022] [Accepted: 11/22/2022] [Indexed: 12/23/2022] Open
Abstract
OBJECTIVE The aim of this paper is to provide a systematic review of research on physical exercise in real-world settings on executive function of typical children and adolescents. METHODS The CNKI, WOS, PubMed, ScienceDirect, and SPORTDiscus databases were searched by computer. Two researchers independently screened the literature, extracted data, and evaluated the risk of bias in the included literature. Statistical analysis was performed using frequency and percentage and the χ2 test. RESULTS A total of 49 articles was included. Acute (moderate intensity lasting 30-50 min) and long-term (interventions of moderate intensity of 30-50 min at least 3 times a week for 17 weeks or more) physical exercises in real-world settings have positive intervention effects on executive function. Furthermore, for acute interventions, closed skills are more efficient for inhibitory control, open skills are more efficient for working memory and cognitive flexibility, and open-continuous and closed-sequential skills are the most efficient; long-term interventions with open skills, sequential skills, and open-sequential skills are more effective. CONCLUSION Physical exercise in real-world settings has a good promotion effect on typical children and adolescents, and motor skills with open and/or sequential attributes are more helpful in improving executive function.
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Martins RMG, Mazzoli E, Duncan MJ, Clark CCT, Eyre ELJ. The Acute Effects of Cognitively Demanding Physical Activity on Inhibitory and Affective Responses in Children: An Online-Based Mixed Methods Approach. CHILDREN (BASEL, SWITZERLAND) 2022; 9:1896. [PMID: 36553340 PMCID: PMC9776716 DOI: 10.3390/children9121896] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 11/28/2022] [Accepted: 11/29/2022] [Indexed: 12/09/2022]
Abstract
This online study investigated the acute effects of a cognitively demanding physical activity (CDPA) vs a simple physical activity (SPA) bout on children’s inhibitory and affective responses. Using a counterbalanced within-subjects’ crossover design, thirty-nine participants aged 9−12 years old (29 boys; Mage = 11 ± 1 years) performed a CDPA and a SPA bout online (via ZOOM) for 15 min. Inhibition (Stroop test) was measured at the baseline, 1 and 30 min following the physical activity (PA) bouts, and self-report measures of affect, mental and physical exertion were taken prior, during and post-PA. Additionally, 31 children took part in semi-structured focus groups to explore the factors affecting their enjoyment. The quantitative results suggest no significant differences on inhibitory responses, affect and physical exertion (all p > 0.05). However, the CDPA induced more mental exertion than the SPA did (p < 0.05). In the focus groups, four themes were identified: physical exertion (e.g., tiredness), social (e.g., teams/groups), environment (e.g., outdoors and competition) and emotional (e.g., fun/enjoyment). Some children (n = 18) reported that the CDPA condition confused them, and to make these activities more interesting and enjoyable, they suggested performing the activities outdoors (n = 15) and including other children as part of a group/team (n = 19). The findings suggest no additional benefit of a cognitively enriched physical activity compared to an SPA bout on the inhibitory responses, affect and enjoyment. Using the instructions provided and given the low cost, the easy administration and the minimal amount of equipment and time involved, either of the approaches may be used in a diversity of contexts (i.e., online, schools or outdoors), and it is worth exploring the effects of these conditions on other aspects of executive function.
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Affiliation(s)
- Ricardo M. G. Martins
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CV1 5FB, UK
| | - Emiliano Mazzoli
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong, VIC 3216, Australia
| | - Michael J. Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CV1 5FB, UK
| | - Cain C. T. Clark
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CV1 5FB, UK
| | - Emma L. J. Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CV1 5FB, UK
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Kolovelonis A, Samara E, Digelidis N, Goudas M. Elementary Students' Perceptions of Cognitively Challenging Physical Activity Games in Physical Education. CHILDREN (BASEL, SWITZERLAND) 2022; 9:1738. [PMID: 36421188 PMCID: PMC9688835 DOI: 10.3390/children9111738] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Revised: 11/02/2022] [Accepted: 11/10/2022] [Indexed: 09/08/2024]
Abstract
This study examined 10-11-year-old students' perceptions regarding three different types of physical activity games based on different principles of mental engagement (contextual interference, mental control, or discovery). A total of 156 students (84 girls) from five fourth-grade (75 students) and five fifth-grade (81 students) classes of five elementary schools located in a middle-sized city in central Greece participated in the study. These students participated in a larger project consisting of a series of acute experiments aiming to examine the effectiveness of cognitively challenging physical activity games in elementary physical education. Students responded to open-ended questions regarding their perceptions of the physical activity games. Their responses were analyzed through a thematic analysis. A total number of 706 quotes were identified and categorized into the lower-order themes which were organized into four higher-order themes: (a) characteristics of the games, (b) effects of the games, (c) areas for improvement, and (d) preferences for specific games. Students' views provided supporting evidence regarding the employment of cognitively challenging physical activity games in physical education. Useful insights regarding the characteristics of the games, their effects, and their areas for improvement were also gained.
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Affiliation(s)
| | | | | | - Marios Goudas
- Department of Physical Education & Sport Science, University of Thessaly, 421 00 Trikala, Greece
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Kolovelonis A, Pesce C, Goudas M. The Effects of a Cognitively Challenging Physical Activity Intervention on School Children's Executive Functions and Motivational Regulations. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12742. [PMID: 36232040 PMCID: PMC9564380 DOI: 10.3390/ijerph191912742] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 09/28/2022] [Accepted: 09/29/2022] [Indexed: 05/31/2023]
Abstract
This study examined the effects of a physical education intervention consisting of cognitively challenging physical activity games on school children's executive functions and motivational regulations. Ninety-nine fourth- and fifth-grade children participated in this two-group, repeated measures, quasi-experimental study with a cross-over design. Children's executive functions (measured with the design fluency and Stroop and flanker tests) and motivational regulations were measured pre- and post-intervention and one month later. At post-test, the experimental group children outperformed the waiting-list control group children in all design fluency test conditions and accuracy in the Stroop and flanker tests. Both groups improved from pre- to post-intervention their speed (reaction time) in the Stroop and flanker tests. The waiting-list control group children, after receiving the intervention, improved their performance in the executive function tests except for Stroop test accuracy and flanker test speed. The positive effects were reduced significantly one month after the end of the intervention but remained significantly higher compared to pre-intervention. No intervention effects were found for the motivational regulations. These results showed that the intervention had positive effects on children's executive functions and supported the new shift of designing physical activity programs for developing combinedly children's physical and cognitive development.
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Affiliation(s)
- Athanasios Kolovelonis
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, Italian University Sport and Movement “ForoItalico”, 00135 Rome, Italy
| | - Marios Goudas
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
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Aguirre-Loaiza H, Arias I, Bonilla S, Ramírez R, Ramírez-Herrera S, Nanez J, Barbosa-Granados S, Arenas-Granada J. Effect of acute physical exercise on inhibitory control in young adults: High-intensity indoor cycling session. Physiol Behav 2022; 254:113902. [PMID: 35810836 DOI: 10.1016/j.physbeh.2022.113902] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 05/13/2022] [Accepted: 05/14/2022] [Indexed: 11/26/2022]
Abstract
There is growing evidence that physical exercise (PE) may boost cognitive performance. However, criteria regarding PE intensity, duration, and frequency are still being studied. We hypothesize that high PE intensities have effects on inhibitory control. For this reason, our aim was to study the effect of acute PE on IC in healthy young students of a bachelor's degree in physical education and exercise via a 20-minute indoor cycling session at 80-90% HRmax intensity. We devised an experimental group design (n = 9) relative to a control group (n = 10) with pre-and-post-test IC measures. A Stroop task (two conditions) was administered to undergraduate students (Mage = 23.3, SD = 1.6) of a bachelor's degree program in Physical Education and Sports Sciences from a public university in Colombia. The computed MANOVA did not show an interaction effect between the experimental task of Stroop A-B x measure x group. However, a main effect of reduced response time was obtained after PE in the experimental group. Other main effects were observed in the number of correct and incorrect trials in the Stroop-B condition. The experimental group showed fewer correct answers after PE, and the control group showed fewer errors. It is concluded that high-intensity PE confers favorable effects on inhibitory control.
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Bollimbala A, James P, Ganguli S. Grooving, moving, and stretching out of the box! The role of recovery experiences in the relation between physical activity and creativity. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Zhu H, Xu J, Zheng Y, Jiang G, Huang X, Tan X, Wu X. Improved response inhibition induced by attentional capture is associated with physical activity. PeerJ 2022; 10:e14083. [PMID: 36187745 PMCID: PMC9521346 DOI: 10.7717/peerj.14083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Accepted: 08/29/2022] [Indexed: 01/20/2023] Open
Abstract
The ability to stop a response promptly when a stop signal is presented is named response inhibition. It is generally accepted that the process of response inhibition requires a subject to pay attention to the stop instruction and then cancel the action. A wealth of converging evidence suggests that physical activity (PA) can promote response inhibition, but the potential contributions of attentional capture to the relationship between PA and response inhibition are currently unknown. In this study, the standard stop-signal task (SST) and two novel versions of the SST were used to solve this gap. A total of 58 college students were divided into a higher PA group and a lower PA group, respectively. In Experiment 1, the classical SST determined that the participants in the higher PA group displayed a significantly faster stop-signal reaction time (SSRT) than those in the lower PA group. Experiment 2 separated the attentional capture in the SST and revealed that the participants in the higher PA group could detect the signal faster than those in the lower PA group. Experiment 3 further added a stop signal to Experiment 2 and demonstrated that the participants in the higher PA group could more effectively deploy attentional resources to complete the task. Overall, these findings indicate that PA is positively associated with response inhibition and that the positive relationship is associated with effective allocation of attentional resources for faster attentional capture.
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Affiliation(s)
- Hao Zhu
- School of Psychology, Shanghai University of Sport, Shanghai, China
| | - Jiuyang Xu
- Tongda College, Nanjing University of Posts and Telecommunications, Yangzhou, China
| | - Yue Zheng
- School of Physical Education, Jiangsu Vocational and Technical College of Economics and Trade, Nanjing, China
| | - Guiping Jiang
- School of Physical Education and Training, Shanghai University of Sport, Shanghai, Shanghai, China,School of Physical Education, Harbin University, Harbin, China
| | - Xinyi Huang
- School of Psychology, Shanghai University of Sport, Shanghai, China
| | - Xiaohuan Tan
- School of Physical Education and Training, Shanghai University of Sport, Shanghai, Shanghai, China
| | - Xueping Wu
- School of Psychology, Shanghai University of Sport, Shanghai, China
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Siersbaek GM, Have M, Wedderkopp N. The Effect of Leisure Time Sport on Executive Functions in Danish 1st Grade Children. CHILDREN 2022; 9:children9101458. [PMID: 36291397 PMCID: PMC9601112 DOI: 10.3390/children9101458] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 09/09/2022] [Accepted: 09/20/2022] [Indexed: 11/21/2022]
Abstract
Physical inactivity can influence children’s executive functions with severe impact on wellbeing and academic learning. The objective is to study the effect of leisure time sport on executive functions in Danish 1st grade children, and secondary to explore if socio-economy is a confounder for associations between leisure time sport and executive functions. This study is a sub-study nested within a cluster-randomized controlled trial with two arms (ClinicalTrials.gov, NCT02488460). 505 children from twelve schools, mean age 7.2 ± 0.3 years participated. Outcomes for executive function were “Modified Eriksen Flanker/Reverse Flanker Task” and “Behavior Rating Inventory of Executive Function” (BRIEF-P). Parents used SMS-tracking to register their children’s leisure time sport. Multivariate analyzes was performed using mixed linear regression, with adjustment for highest parental education, sex, municipality, and school-type. We found that leisure time sport seems to significantly improve working memory (WM) with nearly 20%, and furthermore it seems to be a significant predictor of ‘Initiate’ (the ability to begin an activity, to generate ideas, responses or problem-solving strategies). Socio-economy was not found to be a confounder. This study lends support to the hypothesis that leisure time sport is related to working memory capacity in children.
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Affiliation(s)
| | - Mona Have
- Danish School of Education, Campus Emdrup, 2400 Copenhagen, Denmark
| | - Niels Wedderkopp
- Department of Clinical Research, University of Southern Denmark, 5230 Odense, Denmark
- Correspondence: ; Tel.: +45-63-48-42-96
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Bulten R, Bedard C, Graham JD, Cairney J. Effect of cognitively engaging physical activity on executive functions in children. Front Psychol 2022; 13:841192. [PMID: 36059731 PMCID: PMC9428577 DOI: 10.3389/fpsyg.2022.841192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Accepted: 07/06/2022] [Indexed: 11/29/2022] Open
Abstract
Purpose Physical activity (PA) has been shown to enhance executive functions (EFs) in children, and PA involving a cognitive component may confer additional benefit. The purpose of this study was to investigate whether cognitively engaging PA impacts EF, and whether affect and fitness act as either mediators or moderators of this relationship. Methods A randomized controlled trial was utilized to assess changes in EFs between a 20-min Dual Task (intervention condition), a PA Task (control condition), and a Cognitive Task (control condition). Children were scheduled for two visits in the INfant and Child Health (INCH) Lab at the University of Toronto. Physical fitness was assessed using the 20 m shuttle run, standing long jump, and grip strength tests. EFs were assessed using the Stroop Task, Trail Making Task (TMT), and Forward Working Memory Task (FWMT). Results 38 children (Mage = 11.95 years, SD = 0.49, 61% female) participated. Repeated measures ANOVA showed main interactions between time on inhibition scores (p < 0.05, ηp2 = 0.489), and positive affect scores (p < 0.01, ηp2 = 0.284). Interaction effects between condition and time were not significant (p = 0.787, ηp2 = 0.014, p = .333, ηp2 = 0.061, p = 0.799, ηp2 = 0.013 for inhibition, switching, and passive working memory, respectively). Results showed no significant mediation effect of affect (95% CI = –0.5915, 2.147), or moderating effect between fitness and EF changes. Conclusion Possible explanations for these findings include inadequate cognitive engagement, lack of EF transfer, and statistical power. Results suggest any of these interventions may be beneficial for improving inhibition and positive affect in children.
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Affiliation(s)
- Rheanna Bulten
- Michael G. DeGroote Centre for Learning and Discovery, McMaster University, Hamilton, ON, Canada
| | - Chloe Bedard
- School of Public Health and Health Systems, University of Waterloo, Waterloo, ON, Canada
| | - Jeffrey D. Graham
- Faculty of Health Sciences, Ontario Tech University, Oshawa, ON, Canada
| | - John Cairney
- School of Human Movement and Nutritional Sciences, The University of Queensland, Brisbane, QLD, Australia
- *Correspondence: John Cairney,
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Meijer A, Königs M, Pouwels PJW, Smith J, Visscher C, Bosker RJ, Hartman E, Oosterlaan J. Effects of aerobic versus cognitively demanding exercise interventions on brain structure and function in healthy children-Results from a cluster randomized controlled trial. Psychophysiology 2022; 59:e14034. [PMID: 35292978 PMCID: PMC9541584 DOI: 10.1111/psyp.14034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2021] [Revised: 01/08/2022] [Accepted: 01/28/2022] [Indexed: 11/29/2022]
Abstract
The beneficial effects of physical activity on neurocognitive functioning in children are considered to be facilitated by physical activity-induced changes in brain structure and functioning. In this study, we examined the effects of two 14-week school-based exercise interventions in healthy children on white matter microstructure and brain activity in resting-state networks (RSNs) and whether changes in white matter microstructure and RSN activity mediate the effects of the exercise interventions on neurocognitive functioning. A total of 93 children were included in this study (51% girls, mean age 9.13 years). The exercise interventions consisted of four physical education lessons per week, focusing on either aerobic or cognitively demanding exercise and were compared with a control group that followed their regular physical education program of two lessons per week. White matter microstructure was assessed using diffusion tensor imaging in combination with tract-based spatial statistics. Independent component analysis was performed on resting-state data to identify RSNs. Furthermore, neurocognitive functioning (information processing and attention, working memory, motor response inhibition, interference control) was assessed by a set of computerized tasks. Results indicated no Group × Time effects on white matter microstructure or RSN activity, indicating no effects of the exercise interventions on these aspects of brain structure and function. Likewise, no Group × Time effects were found for neurocognitive performance. This study indicated that 14-week school-based interventions regarding neither aerobic exercise nor cognitive-demanding exercise interventions influence brain structure and brain function in healthy children. This study was registered in the Netherlands Trial Register (NTR5341).
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Affiliation(s)
- Anna Meijer
- Clinical Neuropsychology SectionVrije Universiteit AmsterdamAmsterdamThe Netherlands
| | - Marsh Königs
- Department of Pediatrics, Amsterdam Reproduction & Development, Emma Neuroscience GroupEmma Children’s Hospital, Amsterdam UMC, University of AmsterdamAmsterdamThe Netherlands
| | - Petra J. W. Pouwels
- Radiology and Nuclear medicine, Amsterdam NeuroscienceAmsterdam UMC, Vrije UniversiteitAmsterdamThe Netherlands
| | - Joanne Smith
- Center for Human Movement SciencesUniversity of Groningen, University Medical Center GroningenGroningenThe Netherlands
| | - Chris Visscher
- Center for Human Movement SciencesUniversity of Groningen, University Medical Center GroningenGroningenThe Netherlands
| | - Roel J. Bosker
- Groningen Institute for Educational ResearchUniversity of GroningenGroningenThe Netherlands
| | - Esther Hartman
- Center for Human Movement SciencesUniversity of Groningen, University Medical Center GroningenGroningenThe Netherlands
| | - Jaap Oosterlaan
- Clinical Neuropsychology SectionVrije Universiteit AmsterdamAmsterdamThe Netherlands
- Department of Pediatrics, Amsterdam Reproduction & Development, Emma Neuroscience GroupEmma Children’s Hospital, Amsterdam UMC, University of AmsterdamAmsterdamThe Netherlands
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Xu Y, Zhang W, Zhang K, Feng M, Duan T, Chen Y, Wei X, Luo Y, Ni G. Basketball training frequency is associated with executive functions in boys aged 6 to 8 years. Front Hum Neurosci 2022; 16:917385. [PMID: 35937678 PMCID: PMC9353049 DOI: 10.3389/fnhum.2022.917385] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Accepted: 06/29/2022] [Indexed: 11/16/2022] Open
Abstract
This study investigates the relationship between the frequency of basketball training and executive functions (inhibitory control, working memory, and cognitive flexibility) in boys aged 6 to 8. A total of 40 boys recruited from a local after-school basketball training club were divided into a low-frequency group (once a week) and a high-frequency group (at least twice a week). An additional 20 age-matched boys recruited from a local elementary school were considered as the control group (no training experience). All subjects conducted the Stop-signal task, the N-back task, and the switching task at rest. The mean reaction time and accuracy data obtained from each task were used in statistical analysis. There was no significant group difference in either the accuracy or reaction time of inhibitory control. Meanwhile, no significant difference was found in the reaction time of working memory across groups. However, the high-frequency group exhibited significantly higher accuracy (93.00 ± 4.31%) with regard to working memory than the low-frequency group (85.4 ± 6.04%, P < 0.001) and the control group (83.73 ± 7.70%, P < 0.001), respectively. A positive correlation was also found between the accuracy of working memory and groups. Furthermore, in comparison with the control group, the high-frequency group exhibited significantly higher cognitive flexibility accuracy (91.93 ± 7.40% vs. 85.70 ± 9.75%, P = 0.004) and shorter reaction time (934.24 ± 213.02 ms vs. 1,122.06 ± 299.14 ms, P < 0.001). There was also a positive correlation between the accuracy of cognitive flexibility and groups. These findings suggest that regular basketball training, especially with higher frequency, is beneficial to working memory and cognitive flexibilityin boys aged 6 to 8.
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Affiliation(s)
- Yue Xu
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Wanxia Zhang
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Kexin Zhang
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Min Feng
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Tianqi Duan
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Yilin Chen
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Xuexiang Wei
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Yanlin Luo
- Department of Neurobiology, Capital Medical University, Beijing, China
- *Correspondence: Yanlin Luo Guoxin Ni
| | - Guoxin Ni
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
- *Correspondence: Yanlin Luo Guoxin Ni
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Meijer A, Königs M, Pouwels PJ, Smith J, Visscher C, Bosker RJ, Hartman E, Oosterlaan J. Resting state networks mediate the association between both cardiovascular fitness and gross motor skills with neurocognitive functioning. Child Dev 2022; 93:e412-e426. [PMID: 35426121 PMCID: PMC9545658 DOI: 10.1111/cdev.13759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Revised: 11/22/2021] [Accepted: 12/20/2021] [Indexed: 11/28/2022]
Abstract
Recent evidence suggests that cardiovascular fitness and gross motor skill performance are related to neurocognitive functioning by influencing brain structure and functioning. This study investigates the role of resting-state networks (RSNs) in the relation of cardiovascular fitness and gross motor skills with neurocognitive functioning in healthy 8- to 11-year-old children (n = 90, 45 girls, 10% migration background). Cardiovascular fitness and gross motor skills were related to brain activity in RSNs. Furthermore, brain activity in RSNs mediated the relation of both cardiovascular fitness (Frontoparietal network and Somatomotor network) and gross motor skills (Somatomotor network) with neurocognitive functioning. The results indicate that brain functioning may contribute to the relation between both cardiovascular fitness and gross motor skills with neurocognitive functioning.
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Affiliation(s)
- Anna Meijer
- Clinical Neuropsychology SectionVrije Universiteit AmsterdamAmsterdamThe Netherlands
| | - Marsh Königs
- Emma Children’s Hospital, Amsterdam UMC, Emma Neuroscience Group, Department of PediatricsAmsterdam Reproduction & DevelopmentUniversity of AmsterdamAmsterdamThe Netherlands
| | - Petra J.W. Pouwels
- Department of Radiology and Nuclear Medicine, Amsterdam UMCVrije Universiteit, Amsterdam NeuroscienceAmsterdamThe Netherlands
| | - Joanne Smith
- Center for Human Movement SciencesUniversity of GroningenUniversity Medical Center GroningenGroningenThe Netherlands
| | - Chris Visscher
- Center for Human Movement SciencesUniversity of GroningenUniversity Medical Center GroningenGroningenThe Netherlands
| | - Roel J. Bosker
- Groningen Institute for Educational ResearchUniversity of GroningenGroningenThe Netherlands
| | - Esther Hartman
- Center for Human Movement SciencesUniversity of GroningenUniversity Medical Center GroningenGroningenThe Netherlands
| | - Jaap Oosterlaan
- Clinical Neuropsychology SectionVrije Universiteit AmsterdamAmsterdamThe Netherlands
- Emma Children’s Hospital, Amsterdam UMC, Emma Neuroscience Group, Department of PediatricsAmsterdam Reproduction & DevelopmentUniversity of AmsterdamAmsterdamThe Netherlands
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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. Brain Sci 2022; 12:brainsci12060762. [PMID: 35741648 PMCID: PMC9220861 DOI: 10.3390/brainsci12060762] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2022] [Revised: 05/26/2022] [Accepted: 06/01/2022] [Indexed: 01/25/2023] Open
Abstract
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.
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Slattery EJ, O'Callaghan E, Ryan P, Fortune DG, McAvinue LP. Popular interventions to enhance sustained attention in children and adolescents: A critical systematic review. Neurosci Biobehav Rev 2022; 137:104633. [PMID: 35337900 DOI: 10.1016/j.neubiorev.2022.104633] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2022] [Revised: 03/15/2022] [Accepted: 03/17/2022] [Indexed: 12/14/2022]
Abstract
There are a myriad of interventions promoting activities designed to help enhance sustained attention in children and adolescents. In this systematic review, we critically evaluate the evidence behind three popular sustained attention training approaches - cognitive attention training, meditation, and physical activity. Seven databases were searched in addition to secondary searches. Cognitive attention training, meditation training or physical activity intervention studies aimed at improving sustained attention (randomised-controlled or non-randomised-controlled designs) in samples of children and adolescents (3-18 years) were included. We screened 3437 unique articles. Thirty-seven studies satisfied inclusion criteria. In general, cognitive attention training (n = 14) did not reliably improve sustained attention. Physical activity (n = 15) and meditation interventions (n = 8) demonstrated somewhat more potential in enhancing sustained attention, but these effects should be considered preliminary and need to be replicated with greater methodological rigour. Cognitive attention training demonstrated very limited transfer to other aspects of attention. Notably, mindfulness training had rather consistent positive effects on selective attention. Across all three intervention types, there was very weak evidence for transfer to other aspects of cognition, behaviour, and academic achievement. The paper concludes with methodological recommendations for future studies to strengthen the evidence base.
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Affiliation(s)
- Eadaoin J Slattery
- Centre for Assessment Research, Policy and Practice in Education, Institute of Education, Dublin City University, Ireland; Dept. of Psychology, University of Limerick, Ireland.
| | | | - Patrick Ryan
- Dept. of Psychology, University of Limerick, Ireland
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Effects of Varied Practice Approach in Physical Education Teaching on Inhibitory Control and Reaction Time in Preadolescents. SUSTAINABILITY 2022. [DOI: 10.3390/su14116455] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
This study aimed to investigate the effects of nonlinear and linear varied practice compared to a constant linear practice on inhibitory control and reaction time, which are capacities that involve cognition in preadolescents. Eighty-three participants in the 8th grade participated in the study. They were assigned to two experimental groups (varied practice), taught using nonlinear pedagogy (NLP) and linear pedagogy (VLP), respectively, or one control group (constant practice), taught using linear pedagogy (CLP). All participants were tested for inhibitory control (congruent and incongruent conditions) and simple reaction time. Overall, varied practice (both linear and nonlinear) induced larger improvements than constant practice under both congruent (p = 0.026) and incongruent (p = 0.013) conditions of inhibitory control. Additionally, VLP provided greater improvements in inhibitory control (for the incongruent condition) than NLP and CLP. Although NLP and VLP may be preferable to CLP approaches for enhancing executive functions in preadolescents, VLP seems to be the most effective approach aimed to improve cognition within PE classes.
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Children's Involvement in Different Sport Types Differentiates Their Motor Competence but Not Their Executive Functions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095646. [PMID: 35565039 PMCID: PMC9103227 DOI: 10.3390/ijerph19095646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Revised: 04/28/2022] [Accepted: 05/04/2022] [Indexed: 11/18/2022]
Abstract
Sports provide a context where important aspects of children’s health, such as motor skills and cognitive functions, can be enhanced. However, it is unknown which type of sport may be better for the development of motor competence (MC) and executive functions (EFs). This study investigated potential differences in MC and EFs in boys and girls, being involved in different types of sports (team, individual open skill, individual closed skill). A total of 115 children (49 boys), 8–12 years old (10.30 ± 1.19 years), participated in the study. Their MC was assessed with the Bruininks–Oseretsky Test of Motor Proficiency-2 Short Form, whereas for EFs, the Attention Network Test, the digits backwards test, and the how many–what number test were utilized. Significant MC differences among participants in different types of sports were revealed, favoring those from closed-skill sports; nevertheless, their EFs were at similar levels. Furthermore, no significant gender MC and EFs differences were detected. It seems that children’s participation in specific types of sports differentiates their motor skills but not their EFs, whereas boys and girls, when provided with the same opportunities, present similar levels of MC and EFs.
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Cho O, Choi W, Shin Y. The effectiveness of school physical education on students' cognitive competence: a systematic review and meta-analysis. J Sports Med Phys Fitness 2022; 62:575-584. [PMID: 35350096 DOI: 10.23736/s0022-4707.21.11796-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
INTRODUCTION School physical education plays an important role in improving the cognitive competencies of students. The theoretical background related to how school physical education positively influences students' cognitive domains has been consistently structured; however, there are few previous studies that have systematically analyzed how physical education interventions produce positive outcomes related to learners' cognitive competencies. The aim of the present study was to analyze the effectiveness of physical education interventions on students' cognitive competencies. EVIDENCE ACQUISITION The study involved searching for related quantitative research studies through electronic research databases including SPORTDiscus, ScienceDirect, and MEDLINE Patent Applications and conducting a screening process considering the purpose of the meta-analysis. The present study assessed for a risk of bias, extracted data, and conducted a meta-analysis to determine the effectiveness of physical education interventions. EVIDENCE SYNTHESIS According to the results of the meta-analysis, school physical education has a significant impact on students' cognitive competencies such as intelligence and academic achievement. In terms of the characteristics of the interventions, the effectiveness of aerobic exercise rooted in physical education was more significant than that of model-based physical education or traditional physical education. CONCLUSIONS Based on the results of the meta-analysis, the present study concluded that school physical education has a statistically significant impact on changing students' cognitive conditions; however, there is need for a follow-up study on how the contents of school physical education and the methods of teaching have distinct effects on students' cognitive competencies.
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Affiliation(s)
- Ooksang Cho
- Department of Physical Education, Korea National Sport University, Seoul, South Korea -
| | - Wonseok Choi
- Department of Human Science, Ohio State University, Columbus, OH, USA
| | - Yuchul Shin
- Department of Physical Education, Korea National Sport University, Seoul, South Korea
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Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review. SUSTAINABILITY 2022. [DOI: 10.3390/su14073713] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
(1) Background: Children spend an ever-increasing amount of time performing sedentary behaviors, and an important part of their daily life is at school. Learning in an outdoor environment improves children’s physical activity levels, and their cognitive and social spheres. Furthermore, physically active breaks are a solution to reduce sedentary behaviors and improve well-being and academic performance. The study evaluated the published literature on physically active breaks during school hours and explored (a) if the interventions were proposed in an outdoor context and (b) the outcomes of these interventions. (2) Methods: This review collected 31,559 articles from different electronic databases. After the screening, the results were analyzed narratively. (3) Results: 41 studies have been included in the analysis. As reported by the results, most of the interventions took place in the classroom, and only three studies were performed outside. A common aspect of all studies is the feasibility of active breaks, assessing positive outcomes. (4) Conclusions: Physically active outdoor breaks are poorly adopted, highlighting the necessity for deeper study on this topic. Although the protocols considered present differences, generally breaks increase physical activity levels, present positive learning outcomes, and improve social well-being. Furthermore, they are sustainable in terms of time, cost, and effort of the teacher.
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Inhibition and Calendar Age Explain Variance in Game Performance of Youth Soccer Athletes. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19031138. [PMID: 35162155 PMCID: PMC8834799 DOI: 10.3390/ijerph19031138] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Revised: 01/16/2022] [Accepted: 01/18/2022] [Indexed: 12/13/2022]
Abstract
The assessment of core executive functions (EFs; i.e., inhibition, working memory, cognitive flexibility) has often been presented as a diagnostic tool for evaluating cognitive functions in recent publications. For example, EFs are essential in soccer because players must quickly adapt, change strategies, and inhibit responses in rapidly changing game situations. Previous research has shown relations between (subjectively rated) game performance and the EFs of soccer players. Nevertheless, the previous studies' samples were heterogeneous in their performance level (experts vs. amateurs), and the ratings were rather unsystematic (no validated rating protocol). Therefore, the current study aimed to predict soccer players' game performance (i.e., systematically rated by coaches) with the help of EF performance. Therefore, we assessed the game performance (small-sided game, Game Performance Assessment Instrument [GPAI]) and EFs (inhibition: flanker task; working memory: 3-back task; cognitive flexibility: number-letter task) of 94 male soccer players (12-19 years old) from Germany's highest competitive level. Multiple regression model results indicate that inhibition (i.e., flanker effect) and calendar age explain ~18% of players' game performance variance. Results have to be interpreted with regard to the age-dependency of game performance and EFs. In conclusion, even though the results are based on a cross-sectional study, it appears that calendar age needs to be considered when assessing EFs.
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Boelens M, Smit MS, Windhorst DA, Jonkman HJ, Hosman CMH, Raat H, Jansen W. Associations between organised leisure-time activities and mental health problems in children. Eur J Pediatr 2022; 181:3867-3877. [PMID: 36097198 PMCID: PMC9467418 DOI: 10.1007/s00431-022-04591-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Revised: 07/28/2022] [Accepted: 08/05/2022] [Indexed: 11/29/2022]
Abstract
Previous studies conducted mainly among adolescents have found associations between participation in sport organised leisure-time activities (OLTAs) and mental health problems (MHP). Fewer research studies have been performed to primary school-aged children and to organised non-sport OLTAs. Therefore, the objective is to examine whether there is an association between participation in sport and non-sport OLTAs and a high risk of MHP in 4- to 12-year-olds. Data were used on 5010 children from a cross-sectional population-based survey conducted between May and July 2018 in Rotterdam, the Netherlands. Associations between sport OLTAs, non-sport OLTAs and breadth of OLTAs and a high risk of MHP were explored using logistic regression models adjusting for sociodemographic characteristics, stressful life events and physical activity. Of all children, 58% participated in sport OLTAs and 22% in non-sport OLTAs. The proportion of children with high risk of MHP among participants in sport OLTAs is smaller than among non-participants (OR 0.66, 95% CI: 0.53, 0.81). The proportion of children with high risk of MHP among participants in non-sport OLTAs is smaller than among non-participants (OR 0.69, 95% CI: 0.53, 0.91). The proportion of children with a high risk of MHP among participants in 1 category of OLTAs (OR 0.61, 95% CI: 0.49, 0.76) and in 2-5 categories of OLTAs (OR 0.48, 95% CI: 0.32, 0.71) is smaller than among non-participants. Conclusion: The proportion of children with high risk of MHP among participants in OLTAs is smaller than among non-participants. What is Known: • Around 10--20% of children and adolescents experiences mental health problems. • Sport organised leisure-time activities have been found to be associated with a lower risk of mental health problems in adolescents. What is New: • The proportion of children with a high risk of mental health problems in participants in organised leisure-time activities is smaller than among non-participants. • The proportion of children with a high risk of mental health problems in participants with a higher breadth of organised leisure-time activities is smaller compared to non-participants.
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Affiliation(s)
- Mirte Boelens
- Department of Public Health, Erasmus MC, University Medical Center, PO BOX 2040, 3000 CA Rotterdam, The Netherlands
| | - Michel S. Smit
- Department of Public Health, Erasmus MC, University Medical Center, PO BOX 2040, 3000 CA Rotterdam, The Netherlands
| | - Dafna A. Windhorst
- Department of Public Health, Erasmus MC, University Medical Center, PO BOX 2040, 3000 CA Rotterdam, The Netherlands ,Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands ,TNO Child Health, Leiden, The Netherlands
| | | | - Clemens M. H. Hosman
- Department of Health Promotion, Maastricht University, Maastricht, The Netherlands ,Department of Clinical Psychology, Radboud University, Nijmegen, The Netherlands ,Hosman Prevention and Innovation Consultancy, Berg en Dal, The Netherlands
| | - Hein Raat
- Department of Public Health, Erasmus MC, University Medical Center, PO BOX 2040, 3000 CA Rotterdam, The Netherlands
| | - Wilma Jansen
- Department of Public Health, Erasmus MC, University Medical Center, PO BOX 2040, 3000, CA, Rotterdam, The Netherlands. .,Department of Social Development, Municipality of Rotterdam, PO BOX 70032, 3000, LP, Rotterdam, The Netherlands.
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Petrigna L, Thomas E, Brusa J, Rizzo F, Scardina A, Galassi C, Lo Verde D, Caramazza G, Bellafiore M. Does Learning Through Movement Improve Academic Performance in Primary Schoolchildren? A Systematic Review. Front Pediatr 2022; 10:841582. [PMID: 35345611 PMCID: PMC8957225 DOI: 10.3389/fped.2022.841582] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Accepted: 01/17/2022] [Indexed: 12/11/2022] Open
Abstract
Physically active children have greater motor competence and a faster maturation compared with their sedentary peers. Recent research also suggests that physical activity during childhood may also promote cognitive development and therefore improve academic performance. The aim of this study was to understand if physically active academic lessons may improve academic achievement in primary schoolchildren. A systematic review following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines was conducted. The search was performed on the following database: PubMed, Web of Science, Scopus, Education Resources Information Center (ERIC), and PsycINFO (APA). Studies evaluating schoolchildren aged between 3 and 11 years taking part in educational contexts that include physical activity and natural environments evaluating physical fitness and/or educational outcomes were included. A total of 54 studies (for a total sample of 29,460 schoolchildren) were considered eligible and included in the qualitative synthesis. The Effective Public Health Practice Project risk-of-bias assessment revealed a moderate quality of the included studies with only two considered weeks. Despite differences in the retrieved protocols, physically active academic lessons improve the total time engaged in physical activity, motor skills, and/or academic performance. The results of this review suggest that learning through movement is an effective, low-cost, and enjoyable strategy for elementary schoolchildren.
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Affiliation(s)
- Luca Petrigna
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Ewan Thomas
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Jessica Brusa
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Federica Rizzo
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Antonino Scardina
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Claudia Galassi
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Regional School Office of Sicily (USR Sicilia), Palermo, Italy
| | | | - Giovanni Caramazza
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Regional School Office of Sicily (USR Sicilia), Palermo, Italy
| | - Marianna Bellafiore
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
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Fiorilli G, Buonsenso A, Di Martino G, Crova C, Centorbi M, Grazioli E, Tranchita E, Cerulli C, Quinzi F, Calcagno G, Parisi A, di Cagno A. Impact of Active Breaks in the Classroom on Mathematical Performance and Attention in Elementary School Children. Healthcare (Basel) 2021; 9:healthcare9121689. [PMID: 34946415 PMCID: PMC8701340 DOI: 10.3390/healthcare9121689] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Revised: 12/02/2021] [Accepted: 12/04/2021] [Indexed: 11/23/2022] Open
Abstract
Background: The increasing need to face the problem of sedentarism, especially in the COVID-19 era, induced teachers and researchers to find new intervention methodologies in school context. Active breaks (ABs) include brief periods of physical activity as a part of the curriculum. This study aimed to investigate the AB acute responses on attentive skills and mathematical performance and attention in a primary school. Methods: A total of 141 children (aged 9.61 ± 0.82), divided into six classes, participated in this study. Each class was randomly assigned to three groups on the basis of the type of protocol performed during the three ABs scheduled in a school day: fitness (FIT), creativity (CREAT), and control group (CON). At baseline and at the end of interventions, all participants underwent the Stroop Color and Word test (SCWT) and the math test (MATH) to assess the level of attention and mathematical performance, respectively. The degree of enjoyment was evaluated through the modified Physical Activity Enjoyment Scale. Results: The factorial ANOVA showed significant differences between the FIT and CON in MATH test (p = 0.023) and SCWT (p = 0.034). CREAT and FIT groups showed higher degree of enjoyment than the CON (both ps < 0.001). Conclusions: This study showed a positive acute impact of AB interventions. FIT positively influenced attentive and math performances more than the CREAT, probably due to the correct work/rest ratio and executive rhythm that allowed children to reach a good level of exertion. This report showed that ABs can be a useful and productive activity to be performed between curricular lessons.
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Affiliation(s)
- Giovanni Fiorilli
- Department of Medicine and Health Sciences, University of Molise, 86100 Campobasso, Italy; (G.F.); (A.B.); (G.D.M.); (M.C.); (G.C.)
| | - Andrea Buonsenso
- Department of Medicine and Health Sciences, University of Molise, 86100 Campobasso, Italy; (G.F.); (A.B.); (G.D.M.); (M.C.); (G.C.)
| | - Giulia Di Martino
- Department of Medicine and Health Sciences, University of Molise, 86100 Campobasso, Italy; (G.F.); (A.B.); (G.D.M.); (M.C.); (G.C.)
| | - Claudia Crova
- Department of Motor, Human and Health Sciences, University of Rome “Foro Italico”, 00197 Rome, Italy; (C.C.); (E.G.); (E.T.); (C.C.); (F.Q.); (A.d.C.)
| | - Marco Centorbi
- Department of Medicine and Health Sciences, University of Molise, 86100 Campobasso, Italy; (G.F.); (A.B.); (G.D.M.); (M.C.); (G.C.)
| | - Elisa Grazioli
- Department of Motor, Human and Health Sciences, University of Rome “Foro Italico”, 00197 Rome, Italy; (C.C.); (E.G.); (E.T.); (C.C.); (F.Q.); (A.d.C.)
| | - Eliana Tranchita
- Department of Motor, Human and Health Sciences, University of Rome “Foro Italico”, 00197 Rome, Italy; (C.C.); (E.G.); (E.T.); (C.C.); (F.Q.); (A.d.C.)
| | - Claudia Cerulli
- Department of Motor, Human and Health Sciences, University of Rome “Foro Italico”, 00197 Rome, Italy; (C.C.); (E.G.); (E.T.); (C.C.); (F.Q.); (A.d.C.)
| | - Federico Quinzi
- Department of Motor, Human and Health Sciences, University of Rome “Foro Italico”, 00197 Rome, Italy; (C.C.); (E.G.); (E.T.); (C.C.); (F.Q.); (A.d.C.)
| | - Giuseppe Calcagno
- Department of Medicine and Health Sciences, University of Molise, 86100 Campobasso, Italy; (G.F.); (A.B.); (G.D.M.); (M.C.); (G.C.)
| | - Attilio Parisi
- Department of Motor, Human and Health Sciences, University of Rome “Foro Italico”, 00197 Rome, Italy; (C.C.); (E.G.); (E.T.); (C.C.); (F.Q.); (A.d.C.)
- Correspondence: ; Tel.: +39-3356-020438
| | - Alessandra di Cagno
- Department of Motor, Human and Health Sciences, University of Rome “Foro Italico”, 00197 Rome, Italy; (C.C.); (E.G.); (E.T.); (C.C.); (F.Q.); (A.d.C.)
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Short breaks at school: effects of a physical activity and a mindfulness intervention on children's attention, reading comprehension, and self-esteem. Trends Neurosci Educ 2021; 25:100160. [PMID: 34844692 DOI: 10.1016/j.tine.2021.100160] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Revised: 09/10/2021] [Accepted: 09/10/2021] [Indexed: 11/22/2022]
Abstract
BACKGROUND Although breaks are essential to restoring cognitive and psychological conditions for learning, short breaks within school lessons are not established and the specificity of effects has not often been investigated. Therefore, the effects of a physical activity (Study 1) and a mindfulness intervention (Study 2) were investigated. PROCEDURE By an intervention-control group design, the effects of daily 10-min physical activity (Study 1: N = 162, 4th grade) and mindfulness breaks (Study 2: N = 79, 5th grade) were implemented within regular school lessons over a 2-week time period to research the impact on attention, reading comprehension, and self-esteem. RESULTS In the physical activity intervention children's attention improved (attention-processing speed: p < .004, ηp2 = .05, attention-performance: p < .025, ηp2 = .03), and in the mindfulness intervention reading comprehension improved (p < .012, ηp2 = .08) compared to the controls. Results further indicated that self-esteem moderated the relationship between groups and attention improvement in study 1. CONCLUSION Classroom-based short physical and mindfulness breaks could support attention and reading comprehension, which are known to support overall academic success.
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Vazou S, Mavilidi MF. Cognitively Engaging Physical Activity for Targeting Motor, Cognitive, Social, and Emotional Skills in the Preschool Classroom: The Move for Thought preK-K Program. Front Psychol 2021; 12:729272. [PMID: 34912267 PMCID: PMC8666441 DOI: 10.3389/fpsyg.2021.729272] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Accepted: 10/22/2021] [Indexed: 11/13/2022] Open
Abstract
Despite the growing body of research indicating that integrated physical activity with learning benefits children both physically and cognitively, preschool curricula with integrated physical activities are scarce. The "Move for Thought (M4T) preK-K" program provides activities on fundamental motor skills that are integrated with academic concepts, executive function, and social-emotional skills in the preschool environment. The aim of this study was to evaluate the feasibility, usability, and effectiveness of the M4T preK-K program over an eight-week period in 16 preschool centers (N=273; M age=4.22 SD=0.61) that were randomly assigned to the intervention (8 M4T; n=138; M age=4.31 SD=0.61) and the control (8 traditional; n=135; M age=4.13 SD=0.60) group. In both groups, teacher ratings of children's attention, behavioral control, and social skills (i.e., cooperation, assertion, and self-control) in the classroom, as well as children's perceived motor skill competence and executive functions, were collected before and after the intervention. A daily teacher log measured intervention fidelity and perceived experiences with the program. Results showed a significant improvement on attention scores for children in the M4T preK-K group, compared to the control group. No significant differences emerged for behavioral control, social skills, executive functions, and perceived motor competence among groups. A significant time effect was evident for executive functions, with both groups improving over time. Further, the program was well-received, easy to implement in the preschool classroom and with high rates of satisfaction for both children and teachers. The M4T preK-K program is promising in helping teachers prepare preschool children for future educational success.
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Affiliation(s)
- Spyridoula Vazou
- Department of Kinesiology, Iowa State University, Ames, IA, United States
| | - Myrto F. Mavilidi
- Early Start/School of Education, University of Wollongong, Keiraville, NSW, Australia
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Visier-Alfonso ME, Sánchez-López M, Álvarez-Bueno C, Ruiz-Hermosa A, Nieto-López M, Martínez-Vizcaíno V. Mediators between physical activity and academic achievement: A systematic review. Scand J Med Sci Sports 2021; 32:452-464. [PMID: 34837413 DOI: 10.1111/sms.14107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Revised: 10/26/2021] [Accepted: 11/24/2021] [Indexed: 10/19/2022]
Abstract
BACKGROUND Research has suggested the beneficial effects of physical activity (PA) on academic achievement (AA). However, the mechanisms underlying this influence remain unclear. Some proposed mechanisms include physiological, cognitive, psychological, and behavioral paths. This study aimed to analyze mediators between PA and AA in children and adolescents. METHODS Systematic search in Medline, SPORTDiscuss, PsycInfo, Scopus, and Web of Science for observational and experimental studies, published up to March 2021. RESULTS Twenty-eight studies (75237 participants, aged 4-16) were included. The designs of these studies were: 21 studies cross-sectional, 5 longitudinal, and 2 experimental. Eight out of nine studies analyzing fitness as a mediator reported positive results, and one reported null finding. Adiposity was a significant mediator in one study, in two only in girls, and two reported null results. Cognition as a mediator was supported by four studies, whereas two reported null results. Regarding mental well-being, 10 out of 14 studies reported positive effects, and one out of five behavioral studies found positive results. Although studies were too sparse to draw conclusions, overall, the results indicated that self-esteem, self-image, self-efficacy, stress, and health behaviors might be potential mediators in the relationship between PA and AA. All studies were rated as medium-high quality. CONCLUSION Overall, the available evidence seems to suggest that cardiorespiratory fitness, cognition, mental well-being, and exercise-related behaviors play some role as mediators of the relationship between PA and AA. However, the cross-sectional nature of most of the reviewed studies prevents us from making any statement in terms of causal paths. Thus, well-designed follow-up and randomized controlled studies aimed not only to tests the effect of PA in AA, but also to examine the influence of mediators are required.
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Affiliation(s)
| | | | - Celia Álvarez-Bueno
- Faculty of Nursing, Universidad de Castilla-La Mancha, Cuenca, Spain.,Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain
| | - Abel Ruiz-Hermosa
- School of Education, Universidad de Castilla-La Mancha, Ciudad Real, Spain
| | - Marta Nieto-López
- Faculty of Medicine, Universidad de Castilla-La Mancha, Albacete, Spain
| | - Vicente Martínez-Vizcaíno
- Faculty of Nursing, Universidad de Castilla-La Mancha, Cuenca, Spain.,Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain.,Faculty of Medicine, Universidad Autónoma de Chile, Talca, Chile
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