1
|
Yang T, Xiao H, Fan X, Zeng W. Exploring the effects of physical exercise on inferiority feeling in children and adolescents with disabilities: a test of chain mediated effects of self-depletion and self-efficacy. Front Psychol 2023; 14:1212371. [PMID: 37790224 PMCID: PMC10542406 DOI: 10.3389/fpsyg.2023.1212371] [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: 04/26/2023] [Accepted: 08/16/2023] [Indexed: 10/05/2023] Open
Abstract
Objective The purpose of this study was to investigate the effects of physical exercise on inferiority feeling of children and adolescents with disabilities and its mechanism of action, as well as the mediating role of self depletion and self-efficacy. Methods The following scales were administered to 546 children and adolescents with disabilities (mean age 15.6 years): The Feelings of Inadequacy Scale, (FIS), the Self-Regulation Fatigue Scale (S-RFS), the General Self-Efficacy Scale (GSES), and the Physical Exercise Rating Scale. Results (1) Physical exercise can directly and negatively predict inferiority feeling, self-depletion, and can directly and positively predict self-efficacy; self-depletion can directly and negatively predict self-efficacy. Similarly, self-depletion positively predicts inferiority feeling; physical exercise and self-efficacy can also directly and negatively predict inferiority feeling. (2) The indirect effect of the path with self-depletion as the mediating variable was - 0.05, the indirect effect of the path with self-efficacy as the mediating variable was - 0.09, and the indirect effect of the path with self-depletion and self-efficacy as the mediating variables was - 0.04. (3) The sum of all indirect effects was - 0.18, and the three indirect effects accounted for 15.6%, 28.1%, and 12.5% of the total effect, with mediating effect was 56.2%. Conclusion Physical exercise can indirectly predict inferiority feeling in children and adolescents with disabilities through the independent mediation of self-depletion and self-efficacy, as well as through the chain mediation of both. This study supports that moderate physical exercise has a positive effect on the mental health of children and adolescents with disabilities, and that reducing self-depletion and improving self-efficacy are important ways to prevent inferiority feeling among children and adolescents with disabilities. It reveals the relationship between physical exercise and inferiority feeling and its mechanism of action, and further improves the research on the effect of physical exercise on inferiority feeling of children and adolescents with disabilities.
Collapse
Affiliation(s)
- Tongnian Yang
- School of Physical Education and Health, Jiangxi Science and Technology Normal University, Jiangxi, China
| | - Hui Xiao
- School of Physical Education and Health, Jiangxi Science and Technology Normal University, Jiangxi, China
| | - Xiaoyan Fan
- School of Physical Education and Health, Jiangxi Science and Technology Normal University, Jiangxi, China
| | - Wenping Zeng
- Nanchang Qiyin School (School for the Deaf and Dumb), Jiangxi, China
| |
Collapse
|
2
|
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.
Collapse
Affiliation(s)
| | | | | | | | - Fred Paas
- University of Wollongong
- Erasmus University Rotterdam
| | | | | |
Collapse
|
3
|
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).
Collapse
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
| |
Collapse
|
4
|
De Fano A, Benzing V, Condello G, Ballester R, Tocci N, Marchetti R, Pesce C, Schmidt M. How divergent are children's divergent movements? The role of cognition and expertise in a class-randomized cross-over trial. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 65:102373. [PMID: 37665826 DOI: 10.1016/j.psychsport.2022.102373] [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: 05/30/2022] [Revised: 12/22/2022] [Accepted: 12/22/2022] [Indexed: 09/06/2023]
Abstract
This study aimed at investigating (1) the cognitive and motor predictors of divergent movement ability (DMA) in childhood and (2) the role of sport and enriched physical education (PE) experience. Participants were 165 fifth graders, aged 10-11 years, with different histories (onset and duration) of participation in enriched PE. They were assessed in cognitive/attentional and motor/sport skills and active play/sport habits at baseline, and six months later in DMA. Results of regression analyses showed an overall prediction of DMA by sport practice and a nuanced prediction of individual DMA indices (fluency, flexibility, originality) by decision making and spatial attention ability. Linear mixed models revealed better DMA in children exposed to enriched PE, with differential effects on DMA indices depending on its duration and earlier/later onset. The results identify novel cognitive determinants of children's DMA and suggest that sport practice and experience of designed enrichment in PE may benefit DMA.
Collapse
Affiliation(s)
- Antonio De Fano
- University of Chieti and Pescara "G. d'Annunzio", Department of Neuroscience, Imaging and Clinical Sciences, Via dei Vestini 33, 66100, Chieti, Italy
| | - Valentin Benzing
- University of Bern, Institute of Sport Science, Bremgartenstrasse 145, 3012, Bern, Switzerland
| | - Giancarlo Condello
- University of Parma, Department of Medicine and Surgery, Via Gramsci 14, 43126, Parma, Italy
| | - Rafael Ballester
- Catholic University of Valencia "San Vicente Martir", Department of Athletic Training, Carrer de Quevedo, 2, 46001, Valencia, Spain
| | - Nicoletta Tocci
- University of Rome "Foro Italico", Department of Movement, Human and Health Sciences, Piazza Lauro De Bosis 6, 00135, Rome, Italy
| | - Rosalba Marchetti
- University of Rome "Foro Italico", Department of Movement, Human and Health Sciences, Piazza Lauro De Bosis 6, 00135, Rome, Italy
| | - Caterina Pesce
- University of Rome "Foro Italico", Department of Movement, Human and Health Sciences, Piazza Lauro De Bosis 6, 00135, Rome, Italy.
| | - Mirko Schmidt
- University of Bern, Institute of Sport Science, Bremgartenstrasse 145, 3012, Bern, Switzerland
| |
Collapse
|
5
|
Peng Y, Wang Y, Liu S, Hu X. Parenting and mobile phone addiction tendency of Chinese adolescents: The roles of self-control and future time perspective. Front Psychol 2022; 13:985608. [PMID: 36312090 PMCID: PMC9605810 DOI: 10.3389/fpsyg.2022.985608] [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: 07/04/2022] [Accepted: 08/12/2022] [Indexed: 11/29/2022] Open
Abstract
Previous studies examined the impact of parenting on adolescents' mobile phone addiction tendencies. However, relatively few studies examined the potential mechanism underlying such a relationship. Thus, the present study further explored the mediation effect of self-control and the moderating effect of future time perspective between parenting and mobile phone addiction tendencies of Chinese adolescents. A sample of 1,349 Chinese adolescents (Mage = 15. 22 years, SD = 0.79) responded to the anonymous questionnaires regarding parenting, including parental control and parental care, self-control, future time perspective, and mobile phone addiction tendency. The results showed that (1) parental control was positively related to adolescents' mobile phone addiction tendencies, while parental care was negatively related to adolescents' mobile phone addiction tendencies; (2) self-control could mediate the pathway from both parental control and parental care to adolescents' mobile phone addiction tendencies; and (3) the indirect pathway could be moderated by future time perspective. Specifically, a high future time perspective combined with high self-control predicted a low level of mobile phone addiction tendency. In contrast, low self-control was associated with a high tendency toward mobile phone addiction, regardless of their future time perspective. The present study revealed a complex interplay between family and individual factors contributing to adolescents' mobile phone addiction tendencies.
Collapse
|
6
|
Li MH, Sit CHP, Wong SHS, Wing YK, Ng CK, Rudd J, Chow JY, Sum RKW. Effects of a blended classroom-based intervention on aerobic fitness, motor skills, inhibition, and daytime sleepiness among Hong Kong children. Front Public Health 2022; 10:944423. [PMID: 36203680 PMCID: PMC9530981 DOI: 10.3389/fpubh.2022.944423] [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] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Accepted: 09/01/2022] [Indexed: 01/21/2023] Open
Abstract
In response to the all-round development of primary school children, this study aimed to evaluate the effectiveness of a blended intervention program on children's health-related outcomes of aerobic fitness, motor skills, inhibition and daytime sleepiness in classroom settings. Three experimental conditions include: (1) the "Stand + Move" group combining sit-stand desks and physical activity (PA) recess, (2) "Move" group with PA recess only, and (3) Control group (CG; normal class schedule). A total of 64 primary school children (37.5% girls and 62.5% boys, M [SD] = 9.6 [0.61], BMI mean = 17.0 ± 3.0) participated in all assessments, including aerobic fitness, motor skills, inhibitory control, and daytime sleepiness. The baseline data collection starts from January 2019, with the intervention lasting for 13 weeks and followed by post-intervention and follow up tests conducted in July and October 2019. There was a significant interaction effect on aerobic fitness [F (2,76) = 10.62, p < 0.001, η2 = 0.22] after the intervention period, whereas no significant interaction was observed for other variables. Significant main effects were observed in aerobic fitness (pre - post: -11.75 and -7.22) for both experimental groups, with the blended group showing greater improvements immediately post the test, while motor skills only showed a significant increase at the three-month follow-up, with the greatest increase in the blended group (pre-follow-up: -2.50). For inhibition control and daytime sleepiness, better improvements were shown for the experimental groups than for the control group. The blended designed intervention, by incorporating multiple components as an innovative strategy to reconstruct children's traditional classroom environment in Hong Kong, has demonstrated improved physical and psychological development of school children. Clinical trial registration ChiCTR, ChiCTR2000035038. Registered 29 July 2020 - Retrospectively registered. http://www.chictr.org.cn/hvshowproject.aspx?id=46038.
Collapse
Affiliation(s)
- Ming Hui Li
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Cindy Hui Ping Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Stephen Heung Sang Wong
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Yun Kwok Wing
- Department of Psychiatry, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Ching Kong Ng
- Stewards Pooi Kei Primary School, Hong Kong, Hong Kong SAR, China
| | - James Rudd
- Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway
| | - Jia Yi Chow
- Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Raymond Kim Wai Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China,*Correspondence: Raymond Kim Wai Sum
| |
Collapse
|
7
|
Design of an Intervention and Education System for Children with Emotional Disorders Based on Semantic Analysis. Occup Ther Int 2022; 2022:4833968. [PMID: 36105070 PMCID: PMC9444451 DOI: 10.1155/2022/4833968] [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: 03/26/2022] [Revised: 05/02/2022] [Accepted: 05/06/2022] [Indexed: 11/19/2022] Open
Abstract
In this paper, a semantic analysis approach to children's emotional disorder intervention and education is thoroughly analyzed and discussed, and a corresponding educational system is designed for application in real life. This paper acquires video data by deploying a common camera acquisition and transforms, annotates, frames, and processes the data with the help of feature engineering methods. In addition, this paper proposes a fine-grained action decomposition strategy to solve the problem of extreme imbalance in the dataset to improve the performance of the model and proposes an iterative sampling data fusion strategy, which aims to integrate and fuse data from multiple sources to make them more effective and further improve the robustness and generalization ability of the model. Since it is difficult for families to improve the emotional management skills of migrant children, and it is also difficult to obtain professional help and support from the community or schools, it is important to take advantage of the professional strengths of social work to provide professional support for migrant children and their families. From the perspective of theoretical research, most of the existing studies focus on individual migrant children and cannot give global guidance from the perspective of the family system. The comparison results show that T-SVR trained using data from all subjects outperforms the inductive method based on individual training of trainees, validating the effectiveness of the proposed adaptive emotion recognition model. Therefore, from the perspective of system integration, it is important to explore social work interventions to improve the emotional management skills of migrant children. The system network structure design is determined according to the actual situation; then from the system requirements, the system is abstracted with the help of UML entity-relationship diagram, and the database table design is completed; so far, the overall system can be divided into independent functional modules, and the boundaries of each module and the participating roles are gradually clarified, and the detailed design within each functional module is illustrated by UML timing diagram and class diagram to clarify the classes used. Finally, the system is tested end-to-end to verify whether the results of the view layer meet the design guidelines, whether the system modules work together properly, and whether the functional development meets the requirements.
Collapse
|
8
|
The feasibility and acceptability of a classroom-based physical activity program for children attending specialist schools: a mixed-methods pilot study. BMC Public Health 2022; 22:40. [PMID: 34991510 PMCID: PMC8740057 DOI: 10.1186/s12889-021-11990-4] [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: 05/12/2021] [Accepted: 10/07/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Children with disabilities often engage in less than the recommended amount of daily physical activity (PA). Classroom-based PA breaks are a favourable method of promoting PA for children. However, evaluations of these programs in specialist schools are scarce, with even less research into their feasibility and acceptability. This may hinder effective implementation and program scalability. This pilot study investigated the feasibility and acceptability of implementing a classroom-based PA break program in Australian specialist school classrooms, using the Australian Joy of Moving (AJoM) program. METHODS Forty primary/junior classes and their teachers across five specialist schools implemented the AJoM program for eight weeks as the intervention group within a pilot cluster randomised controlled trial. A mixed-methods design investigated classroom teachers' (N = 22; 6 males, 16 females) perspectives of the feasibility and acceptability of the program after implementation through semi-structured telephone interviews (n = 7 teachers), qualitative survey responses (n = 18 teachers) and quantitative survey items (n = 19 teachers). Qualitative data were analysed using predominantly deductive thematic analysis. Quantitative data were analysed using descriptive statistics. RESULTS Classroom-based PA breaks may be feasible for getting children with disabilities more active at school. However, considerable variation exists in teachers' perception of the AJoM experience. While several teachers indicate that the program content could be pertinent for their class, common divergences in perceptions of feasibility and acceptability appear to relate to the age and developmental level or needs of the students in the class. CONCLUSIONS This study provides preliminary evidence for the feasibility and acceptability of implementing classroom-based PA breaks in specialist schools. However, results demonstrate the importance of (1) allowing a high level of flexibility in the design and implementation of programs to meet the varying needs of class groups and (2) providing a large variety of resources to cater to the heterogeneity of the children. TRIAL REGISTRATION This trial was prospectively registered with the Australian New Zealand Clinical Trials Registry ( ACTRN12619000193178 ) on 11 February 2019.
Collapse
|
9
|
Zhang Y, Zhang N, Xu C. Implicit theories of body weight and engagement in healthy lifestyles among young adults: The mediating effect of self-control. J Health Psychol 2021; 27:2797-2805. [PMID: 34964398 DOI: 10.1177/13591053211065102] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Engaging in a healthy lifestyle could be helpful to decrease lifestyle-related health risks and bring long-term health benefits. This research investigated how implicit theories of body weight influence people's engagement in healthy lifestyle among young adults in China. The results suggested that implicit theories of body weight significantly influence people's engagement in heathy eating behaviors and physical activity. Self-control mediated the effect of implicit (incremental) theories of body weight on people's engagement in healthy eating. Implications of the current research for understanding how to promote engagement in healthy lifestyle and directions for future research are discussed.
Collapse
Affiliation(s)
- Ying Zhang
- School of Public Health and the Second Affiliated Hospital of Zhejiang University School of Medicine, China
| | - Ning Zhang
- School of Public Health and the Second Affiliated Hospital of Zhejiang University School of Medicine, China
| | - Chenyang Xu
- School of Public Health and the Second Affiliated Hospital of Zhejiang University School of Medicine, China
| |
Collapse
|
10
|
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.
Collapse
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
| |
Collapse
|
11
|
Lubans DR, Leahy AA, Mavilidi MF, Valkenborghs SR. Physical Activity, Fitness, and Executive Functions in Youth: Effects, Moderators, and Mechanisms. Curr Top Behav Neurosci 2021; 53:103-130. [PMID: 34697789 DOI: 10.1007/7854_2021_271] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Over the last decade, a growing body of research has examined the link between physical activity, fitness, and cognitive function in children and adolescents. Physical activity experimental research conducted with children and adolescents has identified selectively greater effects for tasks requiring higher order executive functions. As such, the primary aim of our chapter is to provide an overview of findings from systematic reviews and meta-analyses that have examined the effects of physical activity on measures of executive function in child and adolescent populations. We begin our chapter with definitions of key concepts associated with physical activity, fitness and cognitive function. We then provide a synthesis of systematic reviews and meta-analyses that have examined the acute and chronic effect of physical activity on EFs. Following this, we discuss the quantitative (e.g., time, intensity) and qualitative (e.g., type) characteristics of physical activity that may moderate effects. The next section focuses on the neurobiological, psychosocial and behavioral mechanisms responsible for the effect of physical activity on executive functions. We conclude by highlighting the limitations of the existing evidence base and providing recommendations for future research.
Collapse
Affiliation(s)
| | - Angus A Leahy
- The University of Newcastle, Callaghan, NSW, Australia
| | | | | |
Collapse
|
12
|
Condello G, Mazzoli E, Masci I, De Fano A, Ben-Soussan TD, Marchetti R, Pesce C. Fostering Holistic Development with a Designed Multisport Intervention in Physical Education: A Class-Randomized Cross-Over Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189871. [PMID: 34574794 PMCID: PMC8467800 DOI: 10.3390/ijerph18189871] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 09/09/2021] [Accepted: 09/14/2021] [Indexed: 12/12/2022]
Abstract
Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development.
Collapse
Affiliation(s)
- Giancarlo Condello
- Department of Medicine and Surgery, University of Parma, 43126 Parma, Italy;
| | - Emiliano Mazzoli
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong 3125, Australia;
| | - Ilaria Masci
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00135 Rome, Italy;
| | - Antonio De Fano
- Behavioral Imaging and Neural Dynamics Center, Università degli Studi G. d’Annunzio Chieti e Pescara, 66100 Chieti, Italy;
| | - Tal Dotan Ben-Soussan
- Cognitive Neurophysiology Laboratory, Research Institute for Neuroscience, Education, and Didactics, Patrizio Paoletti Foundation, 06081 Assisi, Italy;
- The Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Illan University, Ramat Gan 5290002, Israel
| | | | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00135 Rome, Italy;
- Correspondence: ; Tel.: +39-063-6733-3366
| |
Collapse
|
13
|
Pesce C, Stodden DF, Lakes KD. Editorial: Physical Activity "Enrichment": A Joint Focus on Motor Competence, Hot and Cool Executive Functions. Front Psychol 2021; 12:658667. [PMID: 33767654 PMCID: PMC7985325 DOI: 10.3389/fpsyg.2021.658667] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Accepted: 02/08/2021] [Indexed: 02/02/2023] Open
Affiliation(s)
- Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico," Rome, Italy
| | - David F Stodden
- Department of Physical Education, University of South Carolina, Columbia, SC, United States
| | - Kimberley D Lakes
- Department of Psychiatry & Neuroscience, University of California, Riverside, Riverside, CA, United States
| |
Collapse
|
14
|
Vazou S, Klesel B, Lakes KD, Smiley A. Rhythmic Physical Activity Intervention: Exploring Feasibility and Effectiveness in Improving Motor and Executive Function Skills in Children. Front Psychol 2020; 11:556249. [PMID: 33071879 PMCID: PMC7530936 DOI: 10.3389/fpsyg.2020.556249] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Accepted: 08/24/2020] [Indexed: 01/20/2023] Open
Abstract
Introduction Increasing literature has emerged investigating the importance of considering the qualitative characteristics of physical activity (PA) interventions and sports as well as considering the role of motor competence in the exercise-cognition interplay. The purpose of this pilot study was to examine the feasibility and effectiveness of a rhythmic PA intervention compared to a standard physical education program, on motor and hot and cool executive function (EF) skills. Methods Children ages 6-11 were enrolled in one of the two programs: a rhythmic program (n = 22) and a physical education program (n = 17), both meeting for 30 min, twice per week, for 7 weeks. The rhythmic program emphasized moving to the beat of music and moving in various rhythmic patterns with whole body movements, clapping, and drumsticks. The children also created their own rhythmic patterns and socially engaged with other children by working in pairs and sharing their routines with the group. The physical education group engaged in ball skills, locomotor patterns, team sports, and moving through stations in small groups, with no emphasis on rhythm. Pretest and posttest measurements included measurement of balance (Movement ABC-2), cool and hot EF (Flanker, SWAN), and social factors, whereas throughout the implementation period data on affective valence, enjoyment, cognitive engagement, perceived exertion, and PA levels were collected at every lesson in both groups. Results The rhythmic program used in this study was feasible, scalable, affordable, and able to be implemented with minimal preparatory time. Children in both groups (rhythmic and physical education) engaged in a similar level of PA and had similar positive experiences from the programs. Both groups improved in balance and cool EF, and there were significant correlations in the change scores between balance and cool EF, as well as between cool EF with hot EF and socio-emotional factors. Discussion This study contributes to the literature by exploring the potential value of rhythmic programs as a vehicle in helping children develop motor and EF skills while deriving joy and positive social interactions from the program.
Collapse
Affiliation(s)
- Spyridoula Vazou
- Department of Kinesiology, Iowa State University, Ames, IA, United States
| | - Brenna Klesel
- Department of Psychology, Iowa State University, Ames, IA, United States
| | - Kimberley D Lakes
- Department of Psychiatry & Neuroscience, University of California, Riverside, Riverside, CA, United States
| | - Ann Smiley
- Department of Kinesiology, Iowa State University, Ames, IA, United States
| |
Collapse
|