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Bao R, Wade L, Leahy AA, Owen KB, Hillman CH, Jaakkola T, Lubans DR. Associations Between Motor Competence and Executive Functions in Children and Adolescents: A Systematic Review and Meta-analysis. Sports Med 2024; 54:2141-2156. [PMID: 38769244 PMCID: PMC11329584 DOI: 10.1007/s40279-024-02040-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/20/2024] [Indexed: 05/22/2024]
Abstract
BACKGROUND Motor competence and executive functions co-develop throughout childhood and adolescence, and there is emerging evidence that improvements in motor competence may have cognitive benefits in these populations. There is a need to provide a quantitative synthesis of the cross-sectional, longitudinal and experimental studies that have examined the association between motor competence and executive functions in school-aged youth. OBJECTIVES The primary aim of our systematic review was to synthesise evidence of the association between motor competence and executive functions in school-aged children and adolescents (5-18 years). Our secondary aim was to examine key moderators of this association. METHODS We searched the PubMed, PsycINFO, Scopus, Ovid MEDLINE, SPORTDiscus and EMBASE databases from inception up to 27 June 2023. We included cross-sectional, longitudinal and experimental studies that assessed the association between motor competence (e.g., general motor competence, locomotor skills, object control skills and stability skills) and executive functions (e.g., general executive functions, inhibition, working memory and cognitive flexibility) in children and adolescents aged 5-18 years. RESULTS In total, 12,117 records were screened for eligibility, and 44 studies were included. From the 44 included studies, we meta-analysed 37 studies with 251 effect sizes using a structural equation modelling approach in the statistical program R. We found a small positive association (r = 0.18, [95% confidence interval (CI) 0.13-0.22]) between motor competence and executive functions. The positive associations were observed in cross-sectional (r = 0.17, [95% CI 0.13-0.22]), longitudinal (r = 0.15, [95% CI 0.03-0.28]) and experimental studies (r = 0.25, [95% CI 0.01-0.45]). We also found that general motor competence (r = 0.25, [95% CI 0.18-0.33]), locomotor (r = 0.15, [95% CI 0.09-0.21]), object control (r = 0.14, [95% CI 0.08-0.20]) and stability (r = 0.14, [95% CI 0.08-0.20]) skills were associated with executive functions. We did not find any moderating effects for participants' age on the associations between motor competence and executive functions. CONCLUSIONS Our findings suggest a small-to-moderate positive association between motor competence and executive functions in children and adolescents. The small number of experimental studies included in this review support the assertion that interventions targeting children's motor competence may be a promising strategy to improve their executive functions; however, more research is needed to confirm these findings. Future studies should explore the underlying mechanisms linking motor competence and executive functions as their comprehension may be used to optimise future intervention design and delivery. PROSPERO REGISTRATION CRD42021285134.
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Affiliation(s)
- Ran Bao
- Centre for Active Living and Learning, University of Newcastle, Callaghan, NSW, Australia
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, NSW, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
| | - Levi Wade
- Centre for Active Living and Learning, University of Newcastle, Callaghan, NSW, Australia
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, NSW, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
| | - Angus A Leahy
- Centre for Active Living and Learning, University of Newcastle, Callaghan, NSW, Australia
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, NSW, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
| | - Katherine B Owen
- SPRINTER, Prevention Research Collaboration, Sydney School of Public Health, The University of Sydney, Sydney, NSW, Australia
| | - Charles H Hillman
- Center for Cognitive and Brain Health, Department of Psychology, Northeastern University, Boston, MA, USA
- Department of Physical Therapy, Movement, and Rehabilitation Sciences, Northeastern University, Boston, MA, USA
| | - Timo Jaakkola
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyvaskyla, Finland
| | - David Revalds Lubans
- Centre for Active Living and Learning, University of Newcastle, Callaghan, NSW, Australia.
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, NSW, Australia.
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, Australia.
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyvaskyla, Finland.
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Morales JS, Alberquilla Del Río E, Valenzuela PL, Martínez-de-Quel Ó. Physical Activity and Cognitive Performance in Early Childhood: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Sports Med 2024; 54:1835-1850. [PMID: 38598150 DOI: 10.1007/s40279-024-02020-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/11/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Growing evidence suggests that physical activity (PA) could improve cognitive performance in youths, but whether these effects occur from early childhood remains unclear. OBJECTIVE To summarize evidence on the effects of PA interventions on cognitive performance in early childhood. METHODS We performed a systematic search in PubMed, Scopus, Web of Science and PsycINFO (from inception to 6 September 2023) for randomized controlled trials assessing the effects of PA interventions (≥ 3 weeks) on cognitive-related outcomes in early childhood (3-6 years). We conducted a random-effects meta-analysis when five or more studies assessed a given outcome. The potential moderating role of participant (e.g., age) and intervention characteristics (e.g., duration, volume, intensity, cognitive engagement) was also assessed. RESULTS We found a total of 24 studies (N = 3483 children) that were deemed to be of overall fair methodological quality. PA interventions were supervised and lasted between 3 and 24 weeks. The most common session duration was 30 min, with a frequency of two sessions per week. Pooled analyses revealed that PA interventions have positive effects on all analysed outcomes, including attention (standardized mean difference (SMD) = 0.49, 95% confidence interval (CI) 0.18-0.79, p = 0.002), inhibition (SMD = 0.45, 95% CI 0.06-0.84, p = 0.022), working memory (SMD = 0.50, 95% CI 0.18-0.82, p = 0.002), cognitive flexibility (SMD = 0.39, 0.15-0.62, p = 0.002) and vocabulary (SMD = 1.18, 0.19-2.16, p = 0.019). Sensitivity analyses confirmed the benefits in all cases except for inhibition (p = 0.062). No consistent differences were found relating to any moderator variable. CONCLUSIONS Although further research is warranted, our findings suggest that PA interventions may improve cognitive performance in early childhood, particularly in the domains of attention, inhibition, working memory, cognitive flexibility and vocabulary. These findings might support the implementation of PA interventions from early childhood. PROSPERO REGISTRATION CRD42021249319.
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Affiliation(s)
- Javier S Morales
- MOVE-IT Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cádiz, Cádiz, Spain
- Biomedical Research and Innovation Institute of Cádiz (INiBICA) Research Unit, Puerta del Mar University Hospital, University of Cádiz, Cádiz, Spain
| | | | - Pedro L Valenzuela
- Physical Activity and Health Research Group ('PaHerg'), Research Instituto de Investigación Hospital 12 de Octubre ('imas12'), Centro de Actividades Ambulatorias, 7ª Planta, Bloque D. Av. de Córdoba s/n, 28041, Madrid, Spain.
- Systems Biology Department, University of Alcalá, Madrid, Spain.
| | - Óscar Martínez-de-Quel
- Faculty of Education, Complutense University of Madrid, Madrid, Spain
- Faculty of Physical Activity and Sport Sciences (INEF), Technical University of Madrid, Madrid, Spain
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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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He C, Peng X, Zhang J, Cheng W, Guo S, Hu W, Fang C, Huan M, Lu Y, Sang M, Zhou T, Wu H, Li L, Quan M. Effects of 12-week aerobic exercise with different frequencies on executive function in preschool children: a cluster randomized controlled trial. Psychol Health 2024:1-16. [PMID: 38287651 DOI: 10.1080/08870446.2024.2309542] [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: 05/23/2023] [Accepted: 01/19/2024] [Indexed: 01/31/2024]
Abstract
OBJECTIVE To explore the effects of a 12-week aerobic exercise program with different frequencies on executive functions (EFs) in preschool children. METHOD Four kindergartens, comprising 126 preschool children in Shanghai, were enrolled in this 12-week cluster randomized controlled trial with a 12-week follow-up period. Kindergartens were allocated to high-frequency (three times a week) or low-frequency (once a week) exercise groups using stratified block randomization. Three core sub-EFs, including inhibition, working memory, and cognitive flexibility, were assessed at baseline, post-intervention, and the 12-week follow-up. RESULTS Compared to baseline, both groups showed significant improvements in inhibition and working memory after the intervention and at the 12-week follow-up. However, only the high-frequency exercise group demonstrated a significant improvement in cognitive flexibility after the follow-up period. Nonetheless, there were no significant differences in the core sub-functions of EFs between the two groups at the end of the intervention or the follow-up periods. CONCLUSION A 12-week aerobic exercise of three times a week was insufficient to significantly improve EFs in preschool children compared to once a week. Future studies are needed to examine the dose-response relationship of aerobic exercise on EFs and to verify the effects of different exercise modalities on EFs in preschool children.
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Affiliation(s)
- Changshuang He
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Xiaoying Peng
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Jinming Zhang
- Journal Editorial Department, Shandong First Medical University & Shandong Academy of Medical Sciences, Shandong, China
| | - Wei Cheng
- Department of Endocrinology, Yangpu Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Shaoyu Guo
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Wenwen Hu
- Department of Physical Education, Institute of Disaster Prevention, Sanhe, China
| | - Chunyi Fang
- Department of Rehabilitation Medicine, Zhejiang Provincial People's Hospital (Affiliated People's Hospital, Hangzhou Medical College), Hangzhou, China
| | - Muyang Huan
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Yanhua Lu
- Sports Department, Zhengzhou Business University, Zhengzhou, China
| | - Menghao Sang
- Institute of Health, Yantai Nanshan University, Shandong, China
| | - Tang Zhou
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Hua Wu
- Rehabilitation Medicine Center, The Second Affiliated Hospital of Jiaxing University, Jiaxing, China
| | - Longkai Li
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
| | - Minghui Quan
- School of Exercise and Health, Shanghai University of Sport, Shanghai, China
- Shanghai Frontiers Science Research Base of Exercise and Metabolic Health, Shanghai University of Sport, Shanghai, China
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Florit E, Bastianello T, Andalò B, Majorano M. I-MovE. An intervention to promote movement at childcare centers: Benefits for motor cognitive and socio-emotional development. PLoS One 2024; 19:e0297645. [PMID: 38285675 PMCID: PMC10824449 DOI: 10.1371/journal.pone.0297645] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Accepted: 01/09/2024] [Indexed: 01/31/2024] Open
Abstract
The present contribution aimed to analyze the effects of a motor program intervention (i.e., I-MovE intervention) implemented indoors and outdoors at nursery school, on children's motor, socio-emotional, and cognitive skills. The study uses a non-randomized pre-post test design. Participants were children attending twenty nursery schools in the North of Italy. The intervention activities were adapted to age: Level 1 activities were addressed to children between 6 and 12 months, and Level 2 activities were addressed to children between 13 and 43 months. Within each level, one group of children developed the intervention indoors (IN-group; Level 1: n = 10; Level 2: n = 104) and another group developed the intervention outdoors (OUT-Group; Level 1: n = 12; Level 2: n = 66). Finally, one additional group was involved as the control group (CONT-Group; Level 1: n = 15; Level 2: n = 98). Children's motor, cognitive, and socio-emotional skills were assessed before and after the intervention by nursery school teachers. The main results showed that the motor intervention promoted children's motor skills development in both groups (i.e., groups implementing Levels 1 and 2 activities) and the cognitive and socio-emotional skills in the older group (i.e., group implementing Level 2 activities), especially the group that performed the intervention outdoors.
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Affiliation(s)
- Elena Florit
- University of Verona Department of Human Sciences, Verona, Italy
| | - Tamara Bastianello
- University of Verona Department of Human Sciences, Verona, Italy
- University of Padova Department of Developmental Psychology and Socialisation, Padua, Italy
| | - Beatrice Andalò
- University of Verona Department of Human Sciences, Verona, Italy
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Godoy-Cumillaf A, Fuentes-Merino P, Giakoni-Ramírez F, Duclos-Bastías D, Bruneau-Chávez J, Merellano-Navarro E. The Effects of a Physical Activity Intervention on Adiposity, Physical Fitness and Motor Competence: A School-Based, Non-Randomized Controlled Trial. CHILDREN (BASEL, SWITZERLAND) 2024; 11:137. [PMID: 38275447 PMCID: PMC10814922 DOI: 10.3390/children11010137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/27/2023] [Revised: 01/18/2024] [Accepted: 01/21/2024] [Indexed: 01/27/2024]
Abstract
Evidence suggests that early physical activity interventions are a means of preventing childhood obesity and are more effective when delivered in a school setting and based on the ecological model. Therefore, the present study aims to determine the effect of a multicomponent intervention based on the ecological model on adiposity, physical fitness and motor competence in children aged 4 to 5 years. METHODS This study is a non-randomized controlled trial involving 173 children from Chile. The intervention was based on an ecological model and consisted of a physical activity program with three simultaneous parts, affecting intra- and interpersonal dimensions. The adiposity index, body mass index and waist circumference were measured. For physical fitness, muscle strength in the lower part, speed/agility and cardiorespiratory fitness were measured. Motor competence was assessed using catching, aiming and dynamic and static balance tests. RESULTS After the intervention, there was no reduction in adiposity indices; in the intervention group, body mass index increased significantly with a high effect size. The intervention group showed significant differences in physical fitness in the components of muscle strength in the lower part (p = 0.000) and speed/agility (p = 0.002). For motor competence, the intervention group showed significant improvements in most components. CONCLUSIONS The multicomponent intervention did not reduce adiposity indices; however, it caused significant improvements in the physical fitness and motor competence components, so it seems prudent to continue implementing it, given the benefits that adequate levels of motor competence and physical fitness bring to children's health, both in the short and long term.
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Affiliation(s)
- Andrés Godoy-Cumillaf
- Grupo de Investigación en Educación Física, Salud y Calidad de Vida (EFISAL), Facultad de Educación, Universidad Autónoma de Chile, Temuco 4780000, Chile; (A.G.-C.); (P.F.-M.)
| | - Paola Fuentes-Merino
- Grupo de Investigación en Educación Física, Salud y Calidad de Vida (EFISAL), Facultad de Educación, Universidad Autónoma de Chile, Temuco 4780000, Chile; (A.G.-C.); (P.F.-M.)
| | - Frano Giakoni-Ramírez
- Faculty of Education and Social Sciences, Universidad Andres Bello, Las Condes, Santiago 7550000, Chile;
| | - Daniel Duclos-Bastías
- Escuela de Educación Física, Pontificia Universidad Católica de Valparaíso, Valparaíso 2340000, Chile;
- IGOID Research Group, Physical Activity and Sport Science Department, University of Castilla-La Mancha, 45071 Toledo, Spain
| | - José Bruneau-Chávez
- Departamento de Educación Física, Deportes y Recreación, Universidad de la Frontera, Temuco 4811230, Chile;
| | - Eugenio Merellano-Navarro
- Department of Physical Activity Sciences, Faculty of Education Sciences, Universidad Católica del Maule, Talca 3530000, Chile
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Zhang Y, Wainwright N, Goodway JD, John A, Stevenson A, Thomas K, Jenkins S, Layas F, Piper K. MiniMovers: An Initial Pilot and Feasibility Study to Investigate the Impact of a Mobile Application on Children's Motor Skills and Parent Support for Physical Development. CHILDREN (BASEL, SWITZERLAND) 2024; 11:99. [PMID: 38255412 PMCID: PMC10813848 DOI: 10.3390/children11010099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 01/08/2024] [Accepted: 01/12/2024] [Indexed: 01/24/2024]
Abstract
The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been designed to provide parents with developmentally appropriate activities to support children's motor skills. This study investigates how MiniMovers activities enabled parents to support their children's physical development. Families participated in an 8-week MM programme of activities from the MM APP (Mini, Mighty and Mega levels), with pre- and post-intervention data collected using multiple tools (e.g., motion capture system, force plate, eye-tracking glasses, and videos). Mixed research methods were applied among children (N = 8; aged 21-79 months) and their parents, providing quantitative analysis on children's performance (running, throwing, jumping, kicking, balancing and catching), as well as qualitative analysis on parents' attitude and behaviour (two-weekly feedback surveys and interviews). Lab-based measures showed significant improvements in run time, underarm throwing distance, and horizontal jump distance. Test of Gross Motor Development-3 showed a significant gain in running, underarm and overarm throwing, horizontal jump and kicking. Further, developmental stages indicated significant improvements in running, kicking and catching. Parents reported increased enjoyment and knowledge, children's enjoyment, independence and confidence. This pilot study provides support for the research and development of the MM App and suggests more research into the use of APPs to support home activities among families with young children.
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Affiliation(s)
- Yajie Zhang
- Assistive Technologies Innovation Centre (ATiC), University of Wales Trinity Saint David, Swansea SA1 8PH, UK; (Y.Z.); (S.J.); (F.L.)
| | - Nalda Wainwright
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK; (N.W.); (A.J.); (A.S.); (K.T.)
| | - Jacqueline D. Goodway
- Department of Human Sciences, The Ohio State University, Columbus, OH 43210-1172, USA
| | - Amanda John
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK; (N.W.); (A.J.); (A.S.); (K.T.)
| | - Anna Stevenson
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK; (N.W.); (A.J.); (A.S.); (K.T.)
| | - Kirsty Thomas
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK; (N.W.); (A.J.); (A.S.); (K.T.)
| | - Sean Jenkins
- Assistive Technologies Innovation Centre (ATiC), University of Wales Trinity Saint David, Swansea SA1 8PH, UK; (Y.Z.); (S.J.); (F.L.)
| | - Fatma Layas
- Assistive Technologies Innovation Centre (ATiC), University of Wales Trinity Saint David, Swansea SA1 8PH, UK; (Y.Z.); (S.J.); (F.L.)
| | - Kate Piper
- Sport and Healthy Living, University of Wales Trinity Saint David, Carmarthen SA31 3EP, UK;
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Brian A, Taunton Miedema S, Starrett A, Griffin S, Stribing A, Miedema B, Walker M, Casner C, Wainwright N, Wadsworth D, Goodway JD, Stodden DF. SKIPping With PALS: Exploring Parental Engagement in a Motor Intervention for Their Preschool Children. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2023; 94:668-677. [PMID: 35442166 DOI: 10.1080/02701367.2022.2041538] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 02/09/2022] [Indexed: 06/14/2023]
Abstract
Purpose: The purpose of this study was to explore how parent involvement influenced the effectiveness of a movement intervention targeting gross motor skills and physical activity behavior in preschool-aged boys and girls. Methods: Parents received training at monthly school-based sessions and online to implement the movement intervention once per month at school and once per week at home across 6 months (N = 104; Mage = 48.30 months, SD = 6.90). Children completed the Test of Gross Motor Development-3 at baseline and wore physical activity trackers 24/7 for six weeks during the intervention. COVID-19 disrupted the intervention and prevented immediate post testing. Children (N = 60; Mage = 60.86 months, SD = 6.57) who returned to the center one year later completed gross motor skill retention testing. Results: For each additional school-based session attended by the parents (up to six), children's locomotor and manipulative skills were 1.87 and 1.95 points higher, respectively, at the start of the following academic year. For physical activity, each session increase in attendance at the school-based component of the intervention resulted in an additional 1455 steps in average weekly step count. Conclusion: Increased parent engagement demonstrated greater change in gross motor skills and larger acute physical activity responses. Understanding barriers that impact the level of parental intervention engagement (i.e., dose) also provides insight into why some children learn and others do not within a parent-led intervention. Although the implementation and results of this study were impacted by COVID, these data can help researchers optimize future intervention strategies.
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Song H, Wang JJ, Zhang B, Shi L, Lau PWC. Do acute and chronic physical activity interventions affect the cognitive function of preschool children? A meta-analysis. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 67:102419. [PMID: 37665872 DOI: 10.1016/j.psychsport.2023.102419] [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: 07/17/2022] [Revised: 02/20/2023] [Accepted: 03/07/2023] [Indexed: 09/06/2023]
Abstract
This meta-analysis aims to investigate the effects of acute and chronic physical activity (PA) interventions on multiple domains of cognitive function (CF) in preschool children. Electronic databases (PsycINFO, PubMed, SPORTDiscus, Embase, Web of Science, MEDLINE, and ERIC) were searched for relevant studies between January 2000 and February 2022. Studies that examined the effects of acute or chronic physical activity interventions on CF in preschool children aged 2-6 years were included. A total of 16 articles were eligible for this meta-analysis. Results showed that there was no effect of acute PA interventions on CF (Hedges' g = 0.04; 95% CI = -0.12, 0.19). Chronic PA interventions had a moderate and positive effect on overall CF (Hedges' g = 0.49; 95% CI = 0.29, 0.69), a large effect on perception (Hedges' g = 1.19; 95% CI = 0.64, 1.75), and a moderate effect on inhibitory control (Hedges' g = 0.73; 95% CI = 0.22, 1.24). The moderator analyses showed that overall CF performance was significantly moderated by intervention modality and assessment of cognitive outcomes, and no other moderator (study design, sample size, frequency, duration, and session length) was found to have an effect. Chronic PA intervention might be a promising way to promote multiple aspects of CF, especially executive function and perception. Future studies should explore the effect of different intensities of PA on the CF of preschool children to discern the most effective PA prescription to, in turn, enhance the CF of preschool children.
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Affiliation(s)
- Huiqi Song
- Department of Sport, Physical Education and Health, Hong Kong Baptist University, Hong Kong, China
| | - Jing-Jing Wang
- Mass Sports Research Center, China Institute of Sport Science, Beijing, China
| | - Borui Zhang
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong, China
| | - Lei Shi
- Laboratory of Exercise Science and Health, Beijing Normal University-Hong Kong Baptist University United International College (UIC), Zhuhai, China
| | - Patrick W C Lau
- Department of Sport, Physical Education and Health, Hong Kong Baptist University, Hong Kong, China.
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Miller AL, Palmer KK, Wang L, Wang C, Riley HO, McClelland MM, Robinson LE. Mastery-oriented motor competence intervention improves behavioral but not cognitive self-regulation in head start preschoolers: Randomized controlled trial results. Scand J Med Sci Sports 2023; 33:725-736. [PMID: 36577657 PMCID: PMC10441036 DOI: 10.1111/sms.14294] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Revised: 12/10/2022] [Accepted: 12/19/2022] [Indexed: 12/30/2022]
Abstract
Motor competence and self-regulation develop rapidly in early childhood; emerging work suggests motor competence interventions as a promising way to promote self-regulation (e.g., behavioral inhibition; cognitive flexibility) in young children. We tested the impact of a mastery-focused motor competence intervention (Children's Health Activity Motor Program [CHAMP])1 on behavioral and cognitive aspects of self-regulation among children attending Head Start. Grounded in Achievement Goal Theory, CHAMP encourages children's autonomy to navigate a mastery-oriented motor skill learning environment. Children (M age = 53.4 months, SD = 3.2) were cluster-randomized by classroom (6 per condition) to an intervention (n = 67) or control condition (n = 45). Behavioral self-regulation skills were assessed using the Head-Toes-Knees-Shoulders task (HTKS). Cognitive self-regulation skills were assessed using working memory and dimensional card-sorting executive function tasks. Random-effects hurdle models accounting for zero-inflated distributions indicated that children receiving CHAMP, versus not, were almost 3 times more likely to have non-zero HTKS scores at post-test; OR: 2.98 (CI 1.53, 5.81); however, there were no effects on any cognitive aspects of self-regulation (all p's > 0.05). Mastery climate motor competence interventions are an ecologically valid strategy that may have a greater impact on preschoolers' behavioral than cognitive aspects of self-regulation.
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Affiliation(s)
- Alison L. Miller
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Kara K. Palmer
- University of Michigan School of Kinesiology, Ann Arbor, Michigan, USA
| | - Lu Wang
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Chang Wang
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Hurley O. Riley
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Megan M. McClelland
- Oregon State University College of Public Health and Human Sciences, Corvallis, Oregon, USA
| | - Leah E. Robinson
- University of Michigan School of Kinesiology, Ann Arbor, Michigan, USA
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11
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Muir RA, Howard SJ, Kervin L. Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09740-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/05/2023]
Abstract
Abstract
This systematic literature review sought to reconcile the evidence of efficacy for interventions and approaches to enhancing self-regulation and/or executive function in preschool settings. Following PRISMA methodology, a comprehensive search of 20 years of intervention research identified 85 studies that met inclusion criteria. Interventions were categorised by intervention approach and coded for their characteristics (e.g. sample size, dose, duration, interventionist, intervention activities), outcomes (e.g. significance, size of effects) and study quality (i.e. risk of bias). Reconciliation of intervention results indicated (1) within intervention approaches, some approaches had more consistent and robust evidence of efficacy (e.g. mindfulness, mediated play, physical activity) and (2) across intervention approaches, characteristics that had greater (or exclusive) presence amongst the higher efficacy interventions (e.g. cognitive challenge, movement, as well as interventionist, fidelity and dose considerations). Implications for future intervention (re)design, and for theorising about mechanisms of self-regulation and executive function change, are discussed.
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12
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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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13
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Miller P, Betancur L, Coulanges L, Kammerzell J, Libertus M, Bachman HJ, Votruba-Drzal E. Time spent playing predicts early reading and math skills through associations with self-regulation. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022; 83:101470. [PMID: 38037616 PMCID: PMC10688615 DOI: 10.1016/j.appdev.2022.101470] [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] [Indexed: 11/20/2022]
Abstract
Children's play time has declined in recent decades, which could negatively impact early self-regulation-a vital component of school readiness. To date, studies have not fully explored how the time spent playing relates to children's self-regulatory skills, and in turn, their early reading and math competencies. Using data from time diaries and direct assessments of self-regulation, prereading, and math skills, this study examined how minutes spent playing at home predict these skills in a sample of 128 children followed from age four to five. Additionally, it considered whether self-regulation explained links between play time and prereading and math. Results showed that the time spent playing positively related to children's self-regulation. Moreover, through its association with self-regulation, play time had indirect effects on prereading and math skills measured one year later. Results suggest that fostering opportunities for play time during the preschool years may help to boost school readiness skills.
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Affiliation(s)
- Portia Miller
- Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Pittsburgh, PA 15260, United States
| | - Laura Betancur
- Department of Psychology, University of Pittsburgh, 210 South Bouquet Street, Pittsburgh, PA 15260, United States
| | - Linsah Coulanges
- Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Pittsburgh, PA 15260, United States
- Department of Psychology, University of Pittsburgh, 210 South Bouquet Street, Pittsburgh, PA 15260, United States
| | - Juliana Kammerzell
- University of Michigan School of Social Work, Ann Arbor, MI, United States
| | - Melissa Libertus
- Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Pittsburgh, PA 15260, United States
- Department of Psychology, University of Pittsburgh, 210 South Bouquet Street, Pittsburgh, PA 15260, United States
| | - Heather J Bachman
- Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Pittsburgh, PA 15260, United States
- Department of Health and Human Development, University of Pittsburgh, 230 South Bouquet Street, Pittsburgh, PA 15260, United States
| | - Elizabeth Votruba-Drzal
- Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Pittsburgh, PA 15260, United States
- Department of Psychology, University of Pittsburgh, 210 South Bouquet Street, Pittsburgh, PA 15260, United States
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14
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Fernández‐Sánchez A, Redondo‐Tébar A, Sánchez‐López M, Visier‐Alfonso ME, Muñoz‐Rodríguez JR, Martínez‐Vizcaíno V. Sex differences on the relation among gross motor competence, cognition, and academic achievement in children. Scand J Psychol 2022; 63:504-512. [PMID: 35614556 PMCID: PMC9790688 DOI: 10.1111/sjop.12827] [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: 08/12/2021] [Revised: 04/11/2022] [Accepted: 04/15/2022] [Indexed: 12/30/2022]
Abstract
An association between gross motor competence (GMC) and academic achievement (AA) has been described, but the potential mechanisms behind this association are still unknown. It is not known either whether these mechanisms are similar for boys and girls. The aim of this study was to analyse whether the association between GMC and AA is mediated by executive functions (EFs), and to investigate whether this mediation differs by sex. This cross-sectional study involved 451 children aged 8 to 10 (234 girls; mean age 9.95 ± 0.59). The Movement Assessment Battery for Children-Second Edition (MABC-2), NIH Toolbox, and grades in language and mathematics were used to test GMC, EFs, and AA, respectively. Multifactorial structural equation model (SEM) was used to evaluate a possible relation between variables, controlling for confounders. The differences by sex were examined using a multi-group SEM approach. The results showed that EFs acted as a full mediator of the relationship between GMC and AA in boys (β = 0.14, p = 0.012) but not in girls (β = 0.10, p = 0.326). These results show that the benefit of GMC on AA is mediated by EFs in boys but not in girls. Nevertheless, these conclusions should be carefully considered due to the cross-sectional nature of the study.
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Affiliation(s)
- Antonio Fernández‐Sánchez
- Social and Health Research CenterUniversidad de Castilla‐La ManchaCuencaSpain,Faculty of EducationUniversidad de Castilla‐La ManchaCiudad RealSpain
| | | | - Mairena Sánchez‐López
- Social and Health Research CenterUniversidad de Castilla‐La ManchaCuencaSpain,Faculty of EducationUniversidad de Castilla‐La ManchaCiudad RealSpain
| | - María Eugenia Visier‐Alfonso
- Social and Health Research CenterUniversidad de Castilla‐La ManchaCuencaSpain,Faculty of NursingUniversidad de Castilla‐La ManchaCuencaSpain
| | - José Ramón Muñoz‐Rodríguez
- Translational Research UnitUniversity General Hospital of Ciudad Real, Servicio de Salud de Castilla‐La Mancha (SESCAM)Ciudad RealSpain,Faculty of MedicineUniversidad de Castilla La ManchaCiudad RealSpain
| | - Vicente Martínez‐Vizcaíno
- Social and Health Research CenterUniversidad de Castilla‐La ManchaCuencaSpain,Facultad de Ciencias de la SaludUniversidad Autónoma de ChileTalcaChile
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15
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Zhang JY, Shen QQ, Wang DL, Hou JM, Xia T, Qiu S, Wang XY, Zhou SB, Yang WW, Heng SY, Lu CC, Cui L, Yin HC. Physical activity intervention promotes working memory and motor competence in preschool children. Front Public Health 2022; 10:984887. [PMID: 36225790 PMCID: PMC9549139 DOI: 10.3389/fpubh.2022.984887] [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: 07/02/2022] [Accepted: 08/31/2022] [Indexed: 01/25/2023] Open
Abstract
Objective This study investigated the effects of 12 weeks of specifically designed physical activity intervention on working memory and motor competence in preschool children and explored the correlation between working memory changes and motor competence changes by the intervention. Methods Four classes of preschool children were grouped into an intervention group and a control group. Children in the intervention group received a 12-week physical activity intervention, while children in the control group followed their daily routine as usual. Before and after the intervention period, children were assessed with the 1-back task and Movement Assessment Battery for Children, second edition (MABC-2) to measure their working memory and motor competence, respectively. Results Regarding working memory, the accuracy on the 1-back task increased significantly in the intervention group relative to the control group. The intervention group demonstrated a greater decrease in response time from pre- to posttest than the control group, but the difference was not statistically significant. Regarding motor competence, children's manual dexterity, aiming and catching and total score increased significantly in the intervention group relative to the control group, while no significant difference in static and dynamic balance was observed between the two groups. Furthermore, the correlation results showed that changes in the efficacy and efficiency of working memory were positively related to changes in static and dynamic balance and the total score on the MABC-2. Conclusion These findings demonstrated that 12 weeks of specifically designed physical activity intervention could improve preschool children's efficacy of working memory as well as manual dexterity, aiming and catching and global motor competence. The improvement in the efficacy and efficiency of working memory was positively related to the improvement in static and dynamic balance and global motor competence.
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Affiliation(s)
- Jing-Yi Zhang
- College of P.E. and Sports, Beijing Normal University, Beijing, China
| | - Qi-Qi Shen
- College of P.E. and Sports, Beijing Normal University, Beijing, China
| | - Dong-Ling Wang
- College of P.E. and Sports, Beijing Normal University, Beijing, China
| | - Jin-Mei Hou
- College of P.E. and Sports, Beijing Normal University, Beijing, China
| | - Tong Xia
- College of P.E. and Sports, Beijing Normal University, Beijing, China
| | - Shou Qiu
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Xiao-Ye Wang
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Si-Bo Zhou
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Wen-Wen Yang
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Si-Yu Heng
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Can-Can Lu
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Lei Cui
- College of P.E. and Sports, Beijing Normal University, Beijing, China,*Correspondence: Lei Cui
| | - Heng-Chan Yin
- College of P.E. and Sports, Beijing Normal University, Beijing, China,Heng-Chan Yin
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16
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Jylänki P, Mbay T, Byman A, Hakkarainen A, Sääkslahti A, Aunio P. Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review. Brain Sci 2022; 12:brainsci12081001. [PMID: 36009064 PMCID: PMC9406044 DOI: 10.3390/brainsci12081001] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 07/25/2022] [Accepted: 07/26/2022] [Indexed: 02/05/2023] Open
Abstract
This systematic review aimed to investigate the methodological quality and the effects of fundamental motor skills and physical activity interventions on cognitive and academic skills in 3- to 7-year-old children with special educational needs. The review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) statement. A literature search was carried out in April 2020 (updated in January 2022) using seven electronic databases, including ERIC, Scopus, Web of Science, PsycINFO, CINAHL, PubMed, and SPORTDiscus. The methodological quality of the studies was assessed with Effective Public Health Practice Project (EPHPP) Quality Assessment Tool. Cohen’s d effect sizes and post-hoc power analyses were conducted for the included studies. Altogether 22 studies (1883 children) met the inclusion criteria, representing children at-risk for learning difficulties, due to family background (nstudies = 8), children with learning difficulties (nstudies = 7), learning disabilities (nstudies = 5), and physical disabilities (nstudies = 2). Two of the included 22 studies displayed strong, one moderate, and 19 studies weak methodological quality. The intervention effects appeared to be somewhat dependent on the severity of the learning difficulty; in cognitive and language skills, the effects were largest in children at-risk due to family background, whereas in executive functions the effects were largest in children with learning disabilities. However, due to the vast heterogeneity of the included studies, and a rather low methodological quality, it is challenging to summarize the findings in a generalizable manner. Thus, additional high-quality research is required to determine the effectiveness of the interventions.
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Affiliation(s)
- Pinja Jylänki
- Faculty of Educational Sciences, University of Helsinki, 00170 Helsinki, Finland; (T.M.); (A.B.); (A.H.); (P.A.)
- Correspondence:
| | - Theo Mbay
- Faculty of Educational Sciences, University of Helsinki, 00170 Helsinki, Finland; (T.M.); (A.B.); (A.H.); (P.A.)
| | - Anni Byman
- Faculty of Educational Sciences, University of Helsinki, 00170 Helsinki, Finland; (T.M.); (A.B.); (A.H.); (P.A.)
| | - Airi Hakkarainen
- Faculty of Educational Sciences, University of Helsinki, 00170 Helsinki, Finland; (T.M.); (A.B.); (A.H.); (P.A.)
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, 40600 Jyväskylä, Finland;
| | - Pirjo Aunio
- Faculty of Educational Sciences, University of Helsinki, 00170 Helsinki, Finland; (T.M.); (A.B.); (A.H.); (P.A.)
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17
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Aadland KN, Nilsen AKO, Lervåg AO, Aadland E. Structural validity of a test battery for assessment of fundamental movement skills in Norwegian 3-6-year-old children. J Sports Sci 2022; 40:1688-1699. [PMID: 35849555 DOI: 10.1080/02640414.2022.2100622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Fundamental movement skills (FMS) are building blocks of more advanced movements, including subdomains of locomotion, object control and balance skills, but limited evidence exists for this three-factor structure. The aim of this study was to examine the structural validity of a three-factor modified test battery of FMS across age and sex in two large samples of preschoolers aged 3-6 years (sample 1: n = 1213, mean age 4.8 (.09); sample 2: n = 1198, mean age 4.3 (.09)). We used a test battery of FMS consisting of movement tasks for locomotion (run, horizontal jump and hop) and object control (catch, overhand throw and kick) from the Test of Gross Motor Development and balance skills (single-leg standing, walking line backward and walking line forward) from the Preschoolers Gross Motor Quality Scale. Confirmatory factor analysis was used to analyse the data. We found support for both a three-factor and a two-factor structure. Measurement invariance testing showed invariance over age and partial scalar invariance over sex. We conclude that our modified test battery is an appropriate measure of young children's FMS across the domains of locomotion, object control and balance, but that locomotion and object control subdomains provide limited unique information.
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Affiliation(s)
- Katrine Nyvoll Aadland
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
| | - Ada Kristine Ofrim Nilsen
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
| | - Arne Ola Lervåg
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Pedagogy, Religion and Social Studies, Campus Sogndal, Sogndal, Norway
| | - Eivind Aadland
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
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18
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Associations between Fundamental Movement Skills, Physical Fitness, Motor Competency, Physical Activity, and Executive Functions in Pre-School Age Children: A Systematic Review. CHILDREN 2022; 9:children9071059. [PMID: 35884044 PMCID: PMC9315971 DOI: 10.3390/children9071059] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Revised: 07/07/2022] [Accepted: 07/12/2022] [Indexed: 11/16/2022]
Abstract
Previous empirical research and reviews have suggested that the level of fundamental movement skills (FMS), motor competence (MC), physical activity (PA), or physical fitness seem to directly influence the executive functions (EFs) in school aged children. However, there is no available comprehensive review of whether the exact links between motor constructs and EFs also exist in the preschool period, even though preschool age is the critical period for developing EFs. Therefore, this study aimed to systematically review the evidence on the association between FMS, MC, PA, PF, and EFs. To conduct the systematic review, we utilized searches using Web of Science, PubMed, and EBSCO (including SPORTDiscus and Academic Search Premier). We included studies that examined associations between one or all of the four motor constructs with EFs among typically developing children aged 3–6 years, published between January 2010 and October 2021. A total of 15 studies met the inclusion criteria, of which four were randomized controlled trials, three were longitudinal studies, four were cohort studies, and four were cross-sectional studies. We found weak correlations or insufficient evidence for associations between FMS, PA, PF, and EFs. However, there was strong evidence for a moderately strong association between MC and working memory, a moderately weak association between MC and inhibition, and inadequate evidence for a weak to moderate association between MC and shifting. In addition, only half of the included studies were methodologically high-quality studies. Specifically, a questionable design selection of research samples might bias the strength of evaluated associations. We also found significant diversity in the diagnostic tools used for assessing and measuring motor and EFs domains. Our findings support the assumption that motor competencies level, which contains physical capacity and cognitive components, could be significantly linked to EF development from a preschool age. Therefore, we suggest that future studies focus more on clinical trial design, combining movement interventions with different levels of cognitive components, for the purposive development of EFs in preschool-aged children.
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19
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Giordano G, Alesi M. Does Physical Activity Improve Inhibition in Kindergarteners? A Pilot Study. Percept Mot Skills 2022; 129:1001-1013. [PMID: 35728573 DOI: 10.1177/00315125221109216] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Substantial empirical evidence supports the positive effects of physical activity (PA) on executive functions, but not all forms of physical activity benefit equally. Among kindergarteners, cognitively-engaging exercise seems to more strongly effect EF than simple exercise. We aimed to investigate several qualitatively different exercise formats on kindergarteners' inhibition. Participants were 75 children (M age = 68.1 months), recruited from 14 classrooms of three kindergarten schools. They were randomly assigned to three groups: control group, free play group (non-cognitively-engaging PA), and an intervention group (cognitively-engaging PA). The intervention group performed 18 sessions of a cognitively engaging PA (tasks requiring movements and inhibitory behavior skills). We assessed "hot" and "cool" aspects of inhibition using the Day-Night Stroop test, Head-Shoulders-Knees-Toes, Gift Wrap, and Snack Delay. We found that the intervention group obtained a more consistent performance improvement on post-test measures of hot and cool inhibition than did the free play group.
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Affiliation(s)
- Giulia Giordano
- Department of Psychology, Educational Sciences and Human Movement, 18998University of Palermo, Palermo, Italy
| | - Marianna Alesi
- Department of Psychology, Educational Sciences and Human Movement, 18998University of Palermo, Palermo, Italy
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20
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The relationship of muscular endurance and coordination and dexterity with behavioral and neuroelectric indices of attention in preschool children. Sci Rep 2022; 12:7059. [PMID: 35487967 PMCID: PMC9054790 DOI: 10.1038/s41598-022-11161-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 04/12/2022] [Indexed: 11/17/2022] Open
Abstract
This study investigated the associations of non-aerobic fitness (NAF) and motor competence (MC) with attention in 4–6 year-old preschoolers. The allocation of attentional resources and speed of stimulus categorization were examined using the amplitude and latency of P3 of event-related potentials respectively, while cortical activation related to general attention and task-specific discriminative processes were examined using event-related desynchronization (ERD) at lower (8–10 Hz) and upper (10–12 Hz) alpha frequencies, respectively. Seventy-six preschoolers completed NAF (muscular power, muscular endurance, flexibility, balance) and MC (coordination and dexterity, ball skills, agility and balance) test batteries. Electroencephalogram was recorded while participants performed an auditory oddball task. After controlling for age and MC, muscular endurance was positively related to P3 amplitude. MC and its coordination and dexterity sub-component were positively related to task performance, with higher levels of coordination and dexterity showing an additional association with greater upper alpha ERD between 700 and 1000 ms following stimulus onset after controlling for age and NAF. These findings suggest relationships of NAF and MC with early childhood neurocognitive function. Specifically, muscular endurance is related to the neuroinhibition in facilitating effective allocation of attentional resources to stimulus evaluation while coordination and dexterity are related to cortical activation underlying strategic attentional preparation for subsequent stimulus evaluation.
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21
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Borioni F, Biino V, Tinagli V, Pesce C. Effects of Baby Swimming on Motor and Cognitive Development: A Pilot Trial. Percept Mot Skills 2022; 129:977-1000. [PMID: 35473471 DOI: 10.1177/00315125221090203] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
Contact with water, even from birth, may be an important experience for child development. In this work, we aimed to investigate if baby swimming might influence infant development in motor and cognitive domains. We assigned infants to either a 10-week baby swimming intervention (n = 12; M age = 13 months (SD) = 7) or a control group (n = 15; M age = 22 months (SD) = 6). We assessed motor development with the Peabody Developmental Motor Scales (2nd edition, PDMS-2) and cognitive development with core tests of executive functions: delayed response for working memory, object retrieval for inhibition, and A-not-B for response shifting. Non-parametric analyses revealed that infants in the baby-swimming group improved in gross, fine, and total motor skills, and showed marginally better inhibition speed and shifting accuracy, with associated gains of shifting accuracy and fine and total motor skills. Even with in this small-sized convenience sample, this pilot study revealed promising benefits from baby swimming on motor development that warrant further study. This preliminary work paves the way for replication and illustrates what effect sizes may be expected in sufficiently powered well-designed follow-up research targeted to aid the joint development of motor and cognitive skills as early as infancy.
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Affiliation(s)
- Federica Borioni
- Department of Movement, Human and Health Sciences, 56862University of Rome "Foro Italico", Rome, Italy
| | - Valentina Biino
- Department of Neuroscience, Biomedicine and Movement Science, 197867University of Verona, Verona, Italy
| | - Valeria Tinagli
- Department of Movement, Human and Health Sciences, 56862University of Rome "Foro Italico", Rome, Italy
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, 56862University of Rome "Foro Italico", Rome, Italy
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22
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Protocol for a quasi-experimental study examining the effect of a ball skills intervention on four domains of preschooler development. Prim Health Care Res Dev 2021; 22:e69. [PMID: 34753530 PMCID: PMC8581457 DOI: 10.1017/s1463423621000645] [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] [Indexed: 11/25/2022] Open
Abstract
Background: Preschooler inactivity and insufficient motor development have serious long-term consequences. The Chinese Ministry of Education launched a nationwide football-focused pilot project aimed at kindergartens in 2019 and issued the policy “Notice on the Establishment of National Football Kindergartens” in 2020. However, the impact of fundamental movement skills (FMS) interventions on other aspects of child development is unclear. Aim: This study will evaluate the effects of ball skills physical education projects on the development of Chinese preschoolers’ physical, motor, cognitive, and social competencies and examine the influencing factors. Method: This is a quasi-experimental study evaluating how well the “Hello Sunshine” curriculum project promotes children’s development over 10 weeks. The trial will be conducted from September 2021 to November 2021 in 12 classes from 3 kindergartens with a total of 249 children aged 4 to 6 years in Haikou, China. Pre- and posttest analyses will include tests on participants’ physical fitness, FMS, cognitive self-regulation, and emotional competence. Participants’ background information will be collected through questionnaires answered by parents and teachers. The intervention will focus on game-based basic ball skills. Findings: If this intervention provides evidence that these skills improve children’s multidimensional development, it will support the promotion of similar programs in China. We will also outline the social-ecological factors affecting the intervention’s results, providing further information for improving pedagogical methods related to preschool ball skills.
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Veraksa A, Tvardovskaya A, Gavrilova M, Yakupova V, Musálek M. Associations Between Executive Functions and Physical Fitness in Preschool Children. Front Psychol 2021; 12:674746. [PMID: 34408696 PMCID: PMC8365159 DOI: 10.3389/fpsyg.2021.674746] [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: 03/01/2021] [Accepted: 07/12/2021] [Indexed: 11/13/2022] Open
Abstract
Considering the current agreement on the significance of executive functions, there is growing interest in determining factors that contribute to the development of these skills, especially during the preschool period. Although multiple studies have been focusing on links between physical activity, physical fitness and executive functions, this topic was more investigated in schoolchildren and adults than in preschoolers. The aim of the current study was to identify different levels of physical fitness among pre-schoolers, followed by an analysis of differences in their executive functions. Participants were 261 5–6-years old children. Inhibitory control and working memory were positively linked with physical fitness. Cognitive flexibility was not associated with physical fitness. The research findings are considered from neuropsychological grounds, Jean Piaget’s theory of cognitive development, and the cultural-historical approach.
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Affiliation(s)
- Aleksander Veraksa
- Psychological Institute of Russian Academy of Education, Moscow, Russia.,Department of Psychology, Lomonosov Moscow State University, Moscow, Russia
| | - Alla Tvardovskaya
- Institute of Psychology and Education, Kazan Federal University, Kazan, Russia
| | | | - Vera Yakupova
- Department of Psychology, Lomonosov Moscow State University, Moscow, Russia
| | - Martin Musálek
- Faculty of Physical Education and Sport, Charles University, Prague, Czechia
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St Laurent CW, Burkart S, Andre C, Spencer RMC. Physical Activity, Fitness, School Readiness, and Cognition in Early Childhood: A Systematic Review. J Phys Act Health 2021; 18:1004-1013. [PMID: 34140418 PMCID: PMC9297301 DOI: 10.1123/jpah.2020-0844] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 04/19/2021] [Accepted: 04/20/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND Early childhood is an important age for brain and cognitive development. Given the support of physical activity and fitness on cognition and academic performance in older children, more research has emerged recently focusing on younger children. In this systematic review, the authors review the relations between physical activity/fitness and academic-related (ie, school readiness and cognitive) outcomes in early childhood. METHODS A search was conducted from PubMed, PsycINFO, Web of Science, ERIC databases, and reference lists for articles that had participants aged less than 6 years were written in English, and were in peer-reviewed journals. Articles were excluded if the design was a case study or case series report. The Grading Recommendations Assessment, Development and Evaluation framework was followed to assess the quality of evidence by study design. RESULTS Sixty-eight articles reporting on 72 studies (29 observational and 43 experimental) were included. The majority of study effects were mixed, and the quality of evidence varied from very low to low. CONCLUSIONS A clear consensus about the role of physical activity and fitness on academic-related outcomes in early childhood is still lacking given the high heterogeneity in methodological approaches and overall effects. Additional high-quality studies are needed to determine what specific dosages of physical activity are impactful at this age.
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Gender Differences on Motor Competence in 5-Year-Old Preschool Children Regarding Relative Age. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18063143. [PMID: 33803697 PMCID: PMC8002931 DOI: 10.3390/ijerph18063143] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 03/06/2021] [Accepted: 03/16/2021] [Indexed: 12/20/2022]
Abstract
The aim of this study was to evaluate the differences on motor competence between 5-year-old boys and girls and to investigate the existence of Relative Age Effect (RAE) on their motor competence. A total of 232 preschool children were evaluated of whom 134 (57.8%) were boys and 98 (42.2%) were girls. The Movement Assessment Battery for Children-2 (MABC-2) was used to collect data. The data show a main effect on gender factor; there was a main effect in total score of manual dexterity (MD; p = 0.010), in total score of balance (Bal; p < 0.001), in total test score (TTS; p < 0.001), and in total percentile score (TPS, p < 0.001). In the semester of birth factor, there were differences in aiming and catching (A&C, p < 0.001), in Bal (p = 0.029) and in total percentile score (TPS, p = 0.010). Girls perform better in MD, Bal, TTS, and TPS than boys. Preschool children born in the first semester obtain, in general, a higher percentage and a higher percentile than their peers born in the second one. RAE is present in A&C, Bal, and TPS, with higher scores obtained by preschool children born in the first semester compared to those born in the second one.
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A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 18:ijerph18010018. [PMID: 33375134 PMCID: PMC7792958 DOI: 10.3390/ijerph18010018] [Citation(s) in RCA: 46] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Revised: 12/10/2020] [Accepted: 12/19/2020] [Indexed: 12/29/2022]
Abstract
Lack of physical activity is a global public health problem causing not only morbidity and premature mortality, but it is also a major economic burden worldwide. One of the cornerstones of a physically active lifestyle is Motor Competence (MC). MC is a complex biocultural attribute and therefore, its study requires a multi-sectoral, multi-, inter- and transdisciplinary approach. MC is a growing area of research, especially in children and adolescents due to its positive association with a plethora of health and developmental outcomes. Many questions, however, remain to be answered in this field of research, with regard to: (i) Health and Developmental-related Associations of MC; (ii) Assessment of MC; (iii) Prevalence and Trends of MC; (iv) Correlates and Determinants of MC; (v) MC Interventions, and (vi) Translating MC Research into Practice and Policy. This paper presents a narrative review of the literature, summarizing current knowledge, identifying key research gaps and presenting questions for future investigation on MC in children and adolescents. This is a collaborative effort from the International Motor Competence Network (IMCNetwork) a network of academics and researchers aiming to promote international collaborative research and knowledge translation in the expansive field of MC. The knowledge and deliverables generated by addressing and answering the aforementioned research questions on MC presented in this review have the potential to shape the ways in which researchers and practitioners promote MC and physical activity in children and adolescents across the world.
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Hudson KN, Ballou HM, Willoughby MT. Short report: Improving motor competence skills in early childhood has corollary benefits for executive function and numeracy skills. Dev Sci 2020; 24:e13071. [PMID: 33275832 DOI: 10.1111/desc.13071] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2020] [Revised: 11/18/2020] [Accepted: 11/20/2020] [Indexed: 12/19/2022]
Abstract
Previous studies have documented that individual differences in fine and gross motor skills are associated with executive function (EF) skills. This study used an experimental design to test whether participating in cognitively challenging motor skills activities was causally related to improvements in motor skills and two key indicators of school readiness: executive function and early numeracy skills. The motor skill program involved fine and gross motor game-like activities that were delivered in a small group format. Activities were socially engaging and progressively challenged children based on their motor competencies. Fifty-three preschool-aged children participated in 16 motor skill sessions across 8 weeks. There were significant treatment effects for all outcomes, such that children in the treatment condition exhibited significant improvements in motor, EF, and early numeracy skills, compared to their peers in the waitlist control condition. Treatment effects on EF skills were stronger for inhibitory control than working memory. Improvements in numeracy were most pronounced for children with initially lower levels of ability. Motor skill-based interventions are an ecologically valid and developmentally appropriate approach for fostering school readiness skills in early childhood.
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Affiliation(s)
- Kesha N Hudson
- Education & Workforce Development, RTI International, Research Triangle Park, NC, USA
| | - Haley M Ballou
- Education & Workforce Development, RTI International, Research Triangle Park, NC, USA
| | - Michael T Willoughby
- Education & Workforce Development, RTI International, Research Triangle Park, NC, USA
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Van Der Veer G, Kamphorst E, Cantell M, Minnaert A, Houwen S. Task-Specific and Latent Relationships Between Motor Skills and Executive Functions in Preschool Children. Front Psychol 2020; 11:2208. [PMID: 33041890 PMCID: PMC7530178 DOI: 10.3389/fpsyg.2020.02208] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Accepted: 08/06/2020] [Indexed: 11/25/2022] Open
Abstract
There has been an increasing interest in the relationship between motor skills and executive functions (EFs) in young children over the years. However, no clear picture on the relationship between both domains has emerged from these studies. We have extended previous findings by conducting a comprehensive examination of task-specific and latent relationships between a range of motor skills and EFs in preschool children. The sample consisted of 198 3- to 5-year-old children (102 boys; 51.5%). Motor skills were assessed using the Movement Assessment Battery for Children Second Edition. EFs were assessed with the performance-based tasks ‘Day/Night,’ ‘Hand Tapping,’ ‘Forward Corsi Block,’ ‘Forward Digit Recall,’ and ‘Conflict Task,’ and a rating-based EF measure (i.e., the Behavior Rating Inventory of Executive Functioning - Preschool version). Task-specific relationships were examined using zero-order Pearson correlations. Latent factors of motor skills and EFs were examined using confirmatory factor analysis and exploratory structural equation modeling. Structural equation modeling (SEM) was used to examine latent relationships. The results of the Pearson correlation analyses showed statistically significant albeit weak correlations between specific motor and EF items (r = 0.15 to r = 0.23). SEM showed non-significant weak relationships between a general motor factor (as a unitary latent construct) on the one hand, and performance-based EFs and rating-based EFs (as latent EF components) on the other hand. In conclusion, this study suggested only weak relationships between motor skills and EFs in preschool children with no clear differences between their task-specific and latent relationships.
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Affiliation(s)
- Gerda Van Der Veer
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Erica Kamphorst
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Marja Cantell
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Alexander Minnaert
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Suzanne Houwen
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
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Lindsay AR, Starrett A, Brian A, Byington TA, Lucas J, Sigman-Grant M. Preschoolers Build Fundamental Motor Skills Critical to an Active Lifestyle: The All 4 Kids© Intervention Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17093098. [PMID: 32365601 PMCID: PMC7246659 DOI: 10.3390/ijerph17093098] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/19/2020] [Revised: 04/20/2020] [Accepted: 04/24/2020] [Indexed: 11/16/2022]
Abstract
This pragmatic, real world study examined the effects of the All 4 Kids© intervention on preschoolers' mastery of movement skills and determined whether the instruction had greater impact than natural development. Methods included a quasi-experimental intervention-comparison subsample of 379 children (COMPARISON) and a pretest-posttest design with convenience scale-up sampling of 2817 preschoolers (SCALE-UP). Children receiving education and dance instruction 3 times/week for 8 weeks were assessed using the Preschool Movement Assessment to evaluate skills pre and post intervention. Using repeated measures ANOVA, McNemar and Wilcoxon signed ranks tests, preschooler's participation in the intervention resulted in greater improvement in 12 movement skills (F = 83.451, df = 1, p < 0.001, η p 2 = 0.555), balance (p = 0.028), hopping (t = -3.545, df = 112, p = 0.001) and crossing the midline (p < 0.001) than natural development (COMPARISON). In the SCALE-UP study, children significantly improved in all measures based on post-intervention scores. Significant differences were observed between Hispanic and non-Hispanic children for the 12-skills (b = -0.758, se = 0.161, p < 0.001) using hierarchical linear models; boys' and girls' scores were not differentially impacted by the intervention. Therefore, implementation of interventions focused on fundamental movement skill development have the potential to remediate secular motor skill decline in young children.
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Affiliation(s)
- Anne R. Lindsay
- Extension, College of Agriculture, Biotechnology & Natural Resources (CABNR), University of Nevada, Reno, NV 89123, USA; (T.A.B.); (M.S.-G.)
- Correspondence: ; Tel.: +1-702-940-5434
| | - Angela Starrett
- Department of Educational Studies, College of Education, University of South Carolina, Columbia, SC 29208, USA;
| | - Ali Brian
- Department of Physical Education, College of Education, University of South Carolina, Columbia, SC 29208, USA;
| | - Teresa A. Byington
- Extension, College of Agriculture, Biotechnology & Natural Resources (CABNR), University of Nevada, Reno, NV 89123, USA; (T.A.B.); (M.S.-G.)
| | - Jennifer Lucas
- Department of Family Medicine, Oregon Health & Science University, Portland, OR 97239, USA;
| | - Madeleine Sigman-Grant
- Extension, College of Agriculture, Biotechnology & Natural Resources (CABNR), University of Nevada, Reno, NV 89123, USA; (T.A.B.); (M.S.-G.)
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Li L, Zhang J, Cao M, Hu W, Zhou T, Huang T, Chen P, Quan M. The effects of chronic physical activity interventions on executive functions in children aged 3-7 years: A meta-analysis. J Sci Med Sport 2020; 23:949-954. [PMID: 32360243 DOI: 10.1016/j.jsams.2020.03.007] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2019] [Revised: 02/21/2020] [Accepted: 03/09/2020] [Indexed: 01/02/2023]
Abstract
OBJECTIVES To use a quantitative approach to examine the effects of chronic physical activity (PA) interventions on executive functions (EFs) in children aged 3-7 years. DESIGN Systematic review and meta-analysis. METHODS PubMed, EMBASE, Cochrane Central Register of Controlled Trials, PsycINFO, and the China National Knowledge Infrastructure were searched from their inception to December 2019. Intervention studies with a control group that examined the effects of chronic PA interventions on EFs among children aged 3-7 years were included in this meta-analysis. Lastly, subgroup analyses were conducted to examine the potential modifying effects of chronic PA intervention's characteristics and study quality. RESULTS A total of 10 studies were included in this meta-analysis with a total of 716 participants. The fixed-effects model was used to estimate the pooled effect sizes since heterogeneity across included studies was not significant. The summary effects revealed that chronic PA interventions have a small but positive effects on participants' overall EFs [standardized mean difference (SMD) = 0.35, 95% CI: 0.20-0.50] as well as inhibition (SMD = 0.37, 95% CI: 0.12-0.62) and working memory (SMD = 0.24, 95% CI: 0.02-0.46) domains and a moderate effect on the cognitive flexibility domain (SMD = 0.66, 95% CI: 0.28-1.05). Lastly, the pooled effect was not significantly modified by intervention duration, session length, or frequency. CONCLUSIONS Chronic PA interventions, especially PA plus cognitive challenges interventions, may be a promising way to promote the development of multiple aspects of EFs in children aged 3-7 years.
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Affiliation(s)
- Longkai Li
- School of Kinesiology, Shanghai University of Sport, China
| | - Jinming Zhang
- College of Sport Medicine and Rehabilitation, Shandong First Medical University & Shandong Academy of Medical Sciences, China
| | - Meng Cao
- School of Physical Education and Sports Training, Shanghai University of Sport, China
| | - Wenwen Hu
- School of Kinesiology, Shanghai University of Sport, China
| | - Tang Zhou
- School of Kinesiology, Shanghai University of Sport, China
| | - Tao Huang
- Department of Physical Education, Shanghai Jiao Tong University, China
| | - Peijie Chen
- School of Kinesiology, Shanghai University of Sport, China.
| | - Minghui Quan
- School of Kinesiology, Shanghai University of Sport, China.
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Scionti N, Cavallero M, Zogmaister C, Marzocchi GM. Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis. Front Psychol 2020; 10:2812. [PMID: 31998168 PMCID: PMC6965160 DOI: 10.3389/fpsyg.2019.02812] [Citation(s) in RCA: 56] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Accepted: 11/29/2019] [Indexed: 11/13/2022] Open
Abstract
In the present meta-analysis, we examined the effect of cognitive training on the Executive Functions (EFs) of preschool children (age range: 3–6 years). We selected a final set of 32 studies from 27 papers with a total sample of 123 effect sizes. We found an overall effect of cognitive training for improving EF (g = 0.352; k = 123; p < 0.001), without significant difference between near and far transfer effects on executive domains. No significant additional outcome effects were found for behavioral- and learning-related outcomes. Cognitive training programs for preschoolers are significantly more effective for developmentally at-risk children (ADHD or low socio-economic status) than for children with typical development and without risks. Other significant moderators were: individual vs. group sessions and length of training. The number of sessions and computerized vs. non-computerized training were not significant moderators. This is the first demonstration of cognitive training for transfer effects among different executive processes. We discuss this result in relationship to the lower level of modularization of EFs in younger children.
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Affiliation(s)
- Nicoletta Scionti
- Department of Psychology, University of Milan - Bicocca, Milan, Italy
| | - Marina Cavallero
- Department of Psychology, University of Milan - Bicocca, Milan, Italy
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32
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SKIPing Together: A Motor Competence Intervention Promotes Gender-Integrated Friendships for Young Children. SEX ROLES 2019. [DOI: 10.1007/s11199-019-01079-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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