Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review

The multiple mediation impact of adolescents' physical fitness and cognitive perceptions on their objective measures - The Cogni-Action Project

OBJECTIVE

To establish whether physical fitness and cognitive self-perceptions act as mediators in the link between global fitness and cognitive performance measured objectively in adolescents. We also compared differences across sex.

METHODS

A total of 1296 adolescents (50 % girls) from grades 5 to 8 (ages 10-14) participated in this cross-sectional study. The ALPHA-fitness test battery assessed physical fitness, comprising cardiorespiratory, speed-agility, and muscular fitness components. We used the 1-5-point International Fitness Scale for physical fitness self-perception, and the 1-10 scale for cognitive performance self-perception. Objective cognitive performance was assessed using a neurocognitive battery consisting of eight tasks. Using principal component analysis, these tasks were grouped into three domains: attention, working memory, and problem solving. We examined three serial mediation models adjusted for sex, standardized body mass index, maturation, and school vulnerability index.

RESULTS

Physical fitness and cognitive self-perceptions mediated the effects on attention (B = .0027, CI = .0011 to .0047), memory (B = .0025; CI = .0003 to .0055 and B = .0035; CI = .0009 to .0063), and problem-solving (B = -.0137; CI = -.0231 to -.0052 and B = .0072; CI = .0043 to .0106). By sex, boys showed mediation in all domains, while girls only showed mediation in problem-solving.

CONCLUSIONS

Adolescents' perceptions play a crucial and positive mediating role in linking objective measures of physical fitness to cognitive performance outcomes, particularly when self-perceptions of physical fitness and cognition are considered together. Therefore, educating families and school/health environments about the importance of adolescent perceptions, while fostering self-awareness and reinforcing their capabilities, is essential.

Association of Accelerometer-Measured Physical Activity With College Student Success and Retention

BACKGROUND

This study examined the relationship between physical activity (PA) and academic performance and retention among college students using accelerometer data while controlling for sex and socioeconomic background.

METHODS

Data were collected from 4643 first-year college students at a private university in the south-central United States who began their studies in the Fall semesters between 2015 and 2022. Daily step counts were collected using accelerometers worn as part of the institutions PA requirements. The expected family contribution was calculated based on information provided on the Free Application for Federal Student Aid. Grade point average (GPA) and retention data were collected directly from official university databases.

RESULTS

Female students generally had lower median age and steps count and a higher median GPA than males. The retention rates from fall to spring and fall to fall were 95.9% and 83.8%, respectively, with no significant difference in retention rates between males and females. GPA was significantly positively correlated with steps, expected family contribution, and age, and negatively correlated with being male and having an expected family contribution of zero. The fall to spring retention rate was significantly positively correlated with steps and GPA.

CONCLUSIONS

The study's findings suggest that increasing levels of PA, as measured by daily step counts, may be effective in promoting academic performance and retention, even when controlling for sex and socioeconomic background. The use of device-based measures of PA in this study contributes to the literature on this topic, and policymakers and educational institutions should consider interventions focused on academic performance and physical activity to help students persist.

"We are an active family": a randomized trial protocol to evaluate a family-system social identity intervention to promote child physical activity

BACKGROUND

Regular engagement in moderate-to-vigorous physical activity (MVPA) during childhood yields a myriad of health benefits, and contributes to sustained MVPA behaviors into adulthood. Given the influence of parents on shaping their child's MVPA behaviour, the family system represents a viable target for intervention. The purpose of this study is to compare the effects of two intervention conditions designed to increase child MVPA: (1) A standard education + planning intervention providing information about benefits, action planning, and coping planning; and (2) An augmented physical activity education + planning intervention that includes the components of the standard intervention, as well as a focus on family identity promotion and developing as an active member of the family.

METHODS

A two-arm parallel single-blinded randomized trial will compare the two conditions over 6 months. Eligible families have at least one child aged 6-12 years who is not meeting the physical activity recommendations within the Canadian 24-Hour Movement Guidelines (i.e.,<60 min/day of MVPA). Intervention materials targeting family identity promotion will be delivered online via zoom following baseline assessment, with booster sessions at 6-weeks and 3-months. Child MVPA will be measured by wGT3X-BT Actigraph accelerometry at baseline, 6-weeks, 3-months, and 6-months as the primary outcome. At these same time points, parent cognition (e.g., attitudes, perceived control, behavioral regulation, habit, identity) and support behaviours, and parent-child co-activity will be assessed via questionnaire as secondary outcomes. Child-health fitness measures will be also administered through fitness testing at baseline and 6-months as secondary outcomes. Finally, upon completion of the trial's 6-month measures, a follow-up end-of-trial interview will be conducted with parents to examine parents' experiences with the intervention.

RESULTS

So far, 30 families have been enrolled from the Southern Vancouver Island and Vancouver Lower Mainland area. Recruitment will be continuing through 2026 with a target of 148 families.

DISCUSSION

This study will contribute to the understanding of effective strategies to increase child physical activity by comparing two intervention approaches. Both provide parents with education on physical activity benefits, action planning, and coping planning supports. However, one intervention also incorporates components focused on promoting an active family identity and involving all family members in physical activity together. The findings from this study have the potential to inform the design and implementation of public health initiatives aimed at improving physical activity participation in children and guide the development of more effective interventions that leverage the crucial role of parents and the family system in shaping children's physical activity behaviors.

TRIAL REGISTRATION

The clinical trial registration ID is NCT05794789. This trial was registered with clinicaltrials.gov on March 2nd, 2023, with the last updated release on September 28th, 2023.

Research on aerobic fitness in children and adolescents: a bibliometric analysis based on the 100 most-cited articles

Introduction

This study aims to conduct a bibliometric analysis of the 100 most-cited articles to examine research trends, hot topics, and gaps in aerobic fitness research in children and adolescents, addressing the lack of evidence synthesis.

Methods

The Web of Science Core Collection database was used for literature search, and bibliometric characteristics of the included research articles were imported and calculated. Descriptive statistics and visualizations by the VOS viewer were used for the presentation of bibliometric characteristics.

Results

The 100 most cited articles received an average of 104 citations. British Journal of Sports Medicine and Medicine and Science in Sports and Exercise were the two top journals that published aerobic fitness research in children and adolescents. The United States was the top country that contributed to the most-cited research articles. Three top research topics were identified from the analysis, such as neuroscience, developmental psychology, and aerobic health.

Conclusion

Aerobic fitness research in children and adolescents has received much attention and interest since 2000. The most contributing authors in this research field were from developed countries, such as the United States, and cognition and health-related research were priorities.

Active Child, Accomplished Youth: Middle Childhood Active Leisure Fuels Academic Success by Emerging Adulthood

Background/Objectives: Physical activity is an important protective factor throughout life. However, little research has observed the associations between the practice of physical activity and academic success longitudinally, and none have done so with a pan-Canadian sample. This article aims to examine the prospective associations between active leisure in middle childhood and academic achievement in emerging adulthood, for both boys and girls, beyond several family factors. Methods: Participants are 2775 children from the National Longitudinal Study on Children and Youth (NLSCY) aged between 12 and 20 years. Active leisure was self-reported by children at age 12 years regarding their weekly organized sport, artistic sport, and unstructured physical activity participation outside of school hours. Academic success was measured by self-reported school average at age 18 years and the obtention of high school diploma at age 20 years. Results: Girls who engaged in more organized or artistic sports at age 12 years had better academic results at age 18 years (respectively β = -0.082, p < 0.01; β = -0.228, p < 0.001). Both boys and girls who partook in more organized sports at age 12 years were more likely to graduate from high school by age 20 years (respectively β = -0.146, p < 0.001; β = -0.071, p < 0.05). However, girls who engaged in more unstructured physical activity at age 12 years had lower academic achievement at age 18 years (β = 0.077, p < 0.001). Conclusions: Policy makers should aim to reduce the many barriers to an active lifestyle in childhood. Parents should be encouraged to lead their children to go play outside with friends to allow them to fully reap the benefits of an active lifestyle from a young age.

Effects of Dance Music on Motor Skills and Balance in Children: An Observational Cohort Study

BACKGROUND/OBJECTIVES

During the COVID-19 pandemic, children in Japan were restricted from sports and outdoor activities. Regular physical activity is essential for healthy growth and development in children, with recommendations advocating for activities such as strength training. However, the long-term effects of the restrictions have not been fully investigated. This study aimed to evaluate the effectiveness of an "exercise class", specifically a dance program, designed to improve motor function in elementary school children affected by the coronavirus disease 2019 (COVID-19) pandemic, which may have compromised their motor function.

METHODS

The dance program was developed by a sports science teacher, a professional dancer, and a physical therapist, and it was evaluated in a community-based participatory study. Trained dance instructors conducted one-hour dance sessions in a medical center, held once a week for two months from June to August 2023. A physical therapist and dance instructors led the elementary school children. Outcome measures included grip strength, lower extremity muscle strength, back muscle strength, dynamic balance function during movement, physical activity time, and body fat percentages. Descriptive statistics were used for analysis.

RESULTS

Twenty-four children aged 6-9 years participated in the exercise class over a two-month period. Improvement was observed in grip strength, lower extremity muscle strength, and dynamic balance function during movement. However, physical activity time, body fat percentages, and back muscle strength did not change.

CONCLUSIONS

The results indicated a significant improvement in motor skills. Dance is an inexpensive program that elementary school children can enjoy while improving their motor skills.

Outdoor recess is associated with more positive attitudes toward physical activity among pre-adolescent students and their parents

Introduction

School day structure has the potential to increase students' physical activity (PA) levels and form positive attitudes about PA. Including various PA opportunities and free play possibilities in the school schedule, especially outdoor recess, can improve students' moderate-to-vigorous PA (MVPA) levels during school time. Therefore, the main aim of the study was to investigate students' and their parents' attitudes about outdoor recess and PA opportunities in schools with different recess opportunities.

Methods

Students from grades three to six (9-13-year-olds) and their parents responded to a questionnaire about the effect of outdoor recess and opportunities for PA during the school day. Schools were divided into three groups based on the recess opportunities during the school day: (1) "outdoor recess", (2) "outdoor recess on some days", (3) "indoor recess".

Results

Students and parents of the "outdoor recess" group had significantly more positive attitudes about outdoor recess and PA opportunities in school. Students of the "outdoor recess" group stated being significantly more active during their leisure-time compared to other groups. Parents of the "outdoor recess" group stated that the school has asked their opinion regarding PA opportunities during the school day significantly more compared to the other two groups.

Discussion

These findings emphasize the positive effect outdoor recess can have on students' PA beliefs and habits. Parents of the "outdoor recess" group also had more positive attitudes toward PA which is important as parents most likely convey their attitudes and beliefs to their children. In addition, involving and informing parents is critical when changing the school schedule and introducing new school culture, to make the changes last.

Effects of video-guided active breaks with curricular content on mental health and classroom climate in chilean schoolchildren aged 6 to 10: study protocol for a multicentre randomized controlled trial

Background

The incidence of mental health issues in children is increasing worldwide. In Chile, a recent surge in reports of deteriorating mental health among school populations and an increase in complaints related to poor school climate have been observed. Physical activity, specifically active breaks in the classroom, has shown positive effects on children's health. However, evidence regarding its impact on mental health and school climate in children is limited.

Objective

This work outlines the design, measurements, intervention program, and potential efficacy of the "Active Classes + School Climate and Mental Health" project. This project will assess a 12-week program of active breaks through guided videos with curricular content in the school classroom, and its effects on mental health and school climate as its primary indicators. Additionally, it will measure physical activity, physical fitness, motor competence, and academic performance in students aged 6-10 years in the Biobío province, Chile, as secondary indicators. Methodology: A multicenter randomized controlled trial involving 823 students from 1st to 4th grade (6-10 years old), six schools (three intervention and three control) will be conducted in the Biobío region, Chile. Participants belonging to the intervention group will implement video-guided active breaks through the "Active Classes" web platform, featuring curricular content, lasting 5-10 min and of moderate to vigorous intensity physical activity, twice a day, Monday to Friday, over a span of 12 weeks. Expected Results/Discussion: To our knowledge, this will be the first study in Chile to evaluate the effects of incorporating video-guided active breaks with curricular content on mental health variables and school climate in schoolchildren. Thus, this study contributes to the scarce evidence on the effects of video-guided active breaks on mental health variables and school climate in schoolchildren worldwide. Additionally, it will provide crucial information about active teaching methodologies that have the potential to positively contribute to the wellbeing of students, thus addressing the problems of mental health and climate in Chilean schools. ClinicalTrials.gov ID NCT06423404.

Childhood Physical Fitness as a Predictor of Cognition and Mental Health in Adolescence: The PANIC Study

BACKGROUND

Cognitive and mental health problems are highly prevalent in adolescence. While higher levels of physical fitness may mitigate these problems, there is a lack of long-term follow-up studies on the associations of physical fitness from childhood with cognition and mental health in adolescence.

OBJECTIVE

We investigated the associations of physical fitness from childhood to adolescence over an 8-year follow-up with cognition and mental health in adolescence.

METHODS

The participants were 241 adolescents (112 girls), who were 6-9 years at baseline and 15-17 years at 8-year follow-up. Average and change scores for cardiorespiratory fitness (maximal power output [Wmax]; peak oxygen uptake [VO2peak]), motor fitness (10 × 5-m shuttle run), and muscular fitness (standing long jump; hand grip strength) were calculated. Global cognition score was computed from six individual cognitive tasks, and perceived stress and depressive symptoms were assessed at the 8-year follow-up. The data were analysed using linear regression models adjusted for age, sex, and parental education.

RESULTS

Average motor fitness was positively associated with global cognition score (standardised regression coefficient [β] - 0.164, 95% confidence interval [CI] - 0.318 to - 0.010) and inversely with perceived stress (β = 0.182, 95% CI 0.032-0.333) and depressive symptoms (β = 0.181, 95% CI 0.028-0.333). Average cardiorespiratory fitness was inversely associated with perceived stress (Wmax: β =  - 0.166, 95% CI - 0.296 to - 0.036; VO2peak: β =  - 0.149, 95% CI - 0.295 to - 0.002) and depressive symptoms (Wmax: β =  - 0.276, 95% CI - 0.405 to - 0.147; VO2peak: β =  - 0.247, 95% CI - 0.393 to - 0.102). A larger increase in cardiorespiratory fitness was associated with lower perceived stress (Wmax: β =  - 0.158, 95% CI - 0.312 to - 0.003; VO2peak: β =  - 0.220, 95% CI - 0.395 to - 0.044) and depressive symptoms (Wmax: β =  - 0.216, 95% CI - 0.371 to - 0.061; VO2peak: β =  - 0.257, 95% CI - 0.433 to - 0.080).

CONCLUSIONS

Higher levels of motor fitness in childhood and adolescence were associated with better cognition in adolescence. Higher levels of and larger increases in cardiorespiratory fitness from childhood to adolescence were associated with better mental health in adolescence.

Effects of Exergaming on executive function and motor ability in children: A systematic review and meta-analysis

This study aimed to evaluate the effectiveness of Exergaming in improving executive function and motor ability across different groups of children and adolescents. We searched several databases, including PsycINFO, Web of Science, Embase, PubMed, SPORT Discus, Scopus, and the Cochrane Central Register of Controlled Trials, for randomized controlled trial (RCT) studies published from inception until November 25, 2023, to identify studies investigating the effect of Exergaming on motor and executive function in children. The protocol was registered with PROSPERO (CRD42023482281). A total of 37 randomized controlled trials were included in this study. Our results indicate that Exergaming can influence children's cognitive flexibility [SMD = 0.34, 95%CI(0.13,0.55), I2 = 0.0%, P = 0.738], inhibition control [SMD = 0.51, 95%CI (0.30,0.72), I2 = 0.0%, P = 0.473], global cognitive [SMD = 0.87, 95%CI (0.50,1.23), I2 = 0.0%, P = 0.974], working memory [SMD = 0.18, 95%CI(-0.16, 0.52), I2 = 46.5%, P = 0.096], gross motor skills [SMD = 0.82, 95%CI (0.30, 1.35), I2 = 79.1%, P<0.001], fine motor skills [SMD = 0.71, 95%CI (0.22,1.21), I2 = 78.7%, P<0.001], balance [SMD = 0.61, 95%CI (0.34, 0.88), I2 = 59.5%, P = 0.001], and cardiorespiratory [SMD = 0.48, 95%CI (0.16, 0.79), I2 = 58.4%, P = 0.019]. While these findings suggest that Exergaming can promote children's cognitive flexibility, inhibitory control, global cognition and motor abilities, the effect on working memory was not statistically significant. Further high-quality randomized controlled trials are warranted to explore the potential benefits of Exergaming for different groups of children, including those with specific needs.

IOC consensus statement on elite youth athletes competing at the Olympic Games: essentials to a healthy, safe and sustainable paradigm

With the pronounced ongoing growth of global youth sports, opportunities for and participation of youth athletes on the world sports stage, including the Olympic Games, are expected to escalate. Yet, adolescence is a vulnerable period of development and inherently dynamic, with non-linear and asynchronous progression of physical, physiological, psychological and social attributes. These non-concurrent changes within and between individuals are accompanied by irregular and unpredictable threats and impediments. Likewise, the evident age-based criteria and conventional path for those youth athletes deemed eligible candidates for the Olympic Games are not well or consistently defined. Furthermore, the unstructured and largely varying policies and practices across the sporting International Federations specific to youth participation underscore the need to establish a contemporary universal paradigm that would enable elite youth athletes to navigate an individualised healthy pathway to personal, athletic and sport success. First, we reviewed and summarised key challenges facing elite youth athletes and the relevant evidence fundamental to facilitating and supporting central aspects of health and well-being, while empowering safe, sustainable and positive engagement during athletic and personal advancement and competition. Second, we developed and present a modern elite youth athlete model that emphasises a child-centred, practical framework with corresponding guidelines and recommendations to protect health and well-being while safely and favourably managing international sport competition. Our proposed evidence-informed paradigm will enable and support individualised pathways for healthy, well-rounded and sustainable positive engagement while achieving sport success for youth contending or aiming to compete at world-class international sporting events.

The effects of the 'active before school' programme on the academic skills of 8-9-year-old children: a physically and cognitively engaging intervention

Introduction

Literature underscores the significance of exercise and cognitive stimulation for achieving academic success. This study aims to investigate the effects of the technology-based "Active Before the First School Bell" programme, comparing the effects of two school-based interventions (physical activity vs. cognitive engagement) on the academic skills of 8-9-year-old children.

Methods

This encompasses their school skills, visual-motor coordination, levels and attitudes towards physical activity, and fitness. The study involved 88 primary school children (age: 8.3 years, 58.0% girls). To assess the programme's distinct effects children were categorised into three groups. The first group (n = 31) participated in cognitive classes (CEG), the second (n = 27), in physical activity classes (PAEG), and the third (n = 30), was a control one (CG). A 12-week intervention, consisting of three 15-min sessions per week before school, was implemented. Self-report questionnaires gauged levels of physical activity. Academic skills were assessed using a battery of diagnostic methods for school failure in early childhood education. Fitness was measured using selected items from the Eurofit test battery. Pre- and post-test measures were collected and analysed, employing one-way ANOVA on ranks with Dunn's post-hoc tests.

Results

Significant post-test differences between the groups were observed in visual spatial function, with the PAEG outperforming the CG, and in auditory and language functions, where both experimental groups outperformed the CG. Results suggest that before school physical activities may be more effective than cognitive activities in improving the academic skills.

Conclusion

The short-term effects obtained provide insights for implementing before-school programmes for children in the early school years.

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

BACKGROUND

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

AIM

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

SAMPLE

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

METHODS

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

RESULTS

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

CONCLUSIONS

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

Association between BMI and health-related physical fitness in adolescents with hearing impairment in China: a cross-sectional study

Background

This cross-sectional study aimed to address a critical gap in the understanding of the association between body mass index (BMI) and physical fitness levels in adolescents with hearing impairment (HI) in China. This study investigated how different BMI levels impact the physical fitness index (PFI) of HI adolescents.

Methods

This study employed a physical fitness test for HI adolescents attending special education schools. The test included eight components: height, weight, 50-m sprint, standing long jump, sit and reach, endurance run, bent-knee sit-up (for girls), and pull-up (for boys). Test scores for each student were standardized by age and gender. Individual Z-scores were then calculated, and the sum of these Z-scores constituted the PFI. Logistic regression was used to analyze the relationship between BMI and PFI across different gender and age groups. Statistical significance was set at P < 0.05.

Results

The linear regression model showed an inverted U-shaped relationship between BMI and PFI. At the same BMI level, boys exhibited superior physical fitness compared to girls with the same BMI (P < 0.05). Statistically significant differences in PFI levels were observed between normal-weight and obese males, as well as between underweight and obese boys (P < 0.05). In the 13-15 and 16-18 age groups, the increase in BMI has a greater impact on boys PFI than on girls.

Conclusions

Adolescents with HI generally demonstrated good physical fitness. Compared to individuals with normal weight, those who were underweight, overweight, or obese exhibited lower levels of physical fitness. Future interventions should focus on adolescents with HI with abnormal BMI.

Beyond the Classroom: Investigating the Relationship between Psychomotor Development and Academic Achievement in 4-12-Year-Olds

BACKGROUND/OBJECTIVES

The relevance of psychomotor skills in children's growth is being increasingly recognized. The transversal role of psychomotor skills in learning performance is described through a link between cognitive and motor functioning, promoting socio-affective-expressive competencies, but there is a scarcity of evidence from the field. A two-fold goal was defined: to investigate the relationship between psychomotor functions and academic performance and to examine the factors affecting children's academic performance.

METHODS

The Portuguese versions of the Neuropsychomotor Functions Assessment Battery for Children (NPmot.pt), Preschool Diagnostic Tasks (PRE), and School Learning Skills Battery (SLSB) were applied to 350 children (85.72 ± 24.23 months) with and without disabilities attending mainstream schools.

RESULTS

Pearson correlations and regression analyses were used. NPmot.pt domains showed moderate to strong correlations with PRE domains (0.30 < r < 0.82) and weak ones with SLSB domains (r < 0.30). Psychomotor development is a stronger predictor (p < 0.001) of pre-academic performance outcomes: (βTonus = 0.67, βGross Motor Skills = 1.04, βSpatial Orientation = -1.44, βRhythm = -1.59 and βAuditory Attention = 3.68) than of academic performance above 7 years old (p > 0.05).

CONCLUSIONS

Results strengthen the importance of psychomotor skills development from an early age, also at school, with implications for an early psychomotor assessment and intervention for children with and without disabilities. Tailor-fit interventions, including strategies to improve psychomotor skills, should be promoted during the school process of all children for a successful learning process.

Cross-sectional association between frequency of vigorous physical activity and academic achievement in 214,808 adolescents

Background

This study explores the intricate link between vigorous physical activity and academic achievement in adolescents. By analyzing data from the Health Behaviour in School-aged Children (HBSC) survey, it seeks to understand how engaging in high-intensity physical activities influences academic achievement.

Methods

A comprehensive cross-sectional analysis was conducted on a vast dataset comprising 214,808 adolescents aged 11, 13, and 15 years. The frequency of vigorous physical activity was determined through self-reports, while academic achievement was assessed based on students' self-perceptions, reflecting their understanding of teachers' evaluations of their academic performance.

Results

Adolescents who reported engaging in vigorous physical activity daily were more likely to report higher academic achievement. This positive correlation was consistent across various demographic groups, including different age cohorts and both genders, indicating a universal benefit of regular vigorous physical activity on perceived academic success.

Conclusion

The findings of this study underscore the significant role that regular vigorous physical activity plays in the academic lives of adolescents. The correlation between daily vigorous physical activity and enhanced self-reported academic achievement suggests that encouraging high-intensity physical activities in schools could be a key strategy in boosting educational outcomes.

A cross-sectional analysis between physical activity levels, weight status and empathy-related behaviors in a sample of Tuscany primary school children

BACKGROUND

The present study aimed to investigate the relationship between physical activity (PA) and the development of relational empathy skills in children, taking into account weight status.

METHODS

Parents/guardians of primary school children were involved in filling out a questionnaire: the Empathy Questionnaire (EmQue-I13) and children were asked to complete the Physical Activity Questionnaire for Children (PAQ-C) to investigate the self-reported PA levels. The weight status was assessed using a self-reported Body Mass Index (BMI).

RESULTS

Three hundred seventy parents or guardians of students who attended primary school (8.53±1.61 yrs) were recruited. The total score was 2.41±0.89 for PAQ-C and 41.17±6.32 for EmQue-I13. The three domains of EmQue-I13 were: contagion (8.16±2.67), attention to others' feelings (19.40±2.99) and prosocial actions (13.62±3.01). Linear regression models showed that a higher PAQ-C score was positively associated with empathy-related total score P<0.000. Weight status, age and gender were not associated with EmQue-I13.

CONCLUSIONS

Our results underline the positive association between physical activity and the development of relational empathic skills.

Sex-specific associations of a ferroalloy metal mixture with motor function in Italian adolescents

Background

Motor function is critical for children's health, yet remains an understudied neurodevelopmental domain. Exposure to metals has been linked with motor function, but no study has examined the joint effects of metal mixtures.

Methods

We evaluated cross-sectional associations between a metal mixture and motor function among 569 adolescents (10-14 years old) living near the ferroalloy industry. Concentrations of blood lead, hair manganese, hair copper, and hair chromium were quantified using inductively coupled plasma mass spectrometry. Neuropsychologists administered multiple fine motor function assessments: pursuit aiming, finger tapping, visual reaction time (VRT), and subtests from the Luria Nebraska battery. We estimated associations between motor function and the metal mixture using quantile-based g-computation and multivariable linear regression, adjusting for child age, sex, and socioeconomic status. We explored sex-specific associations in stratified models.

Results

Associations between the metal mixture and motor function were mostly null but were modified by sex. We observed a beneficial association among females: a quartile increase in all metals in the mixture was associated with a 2.6% faster average response time on the VRT (95% confidence interval [CI] = -4.7%, -0.5%), driven by Cu and Cr. In contrast, this association was adverse among males (ß = 1.5% slower response time [95% CI = -0.7%, 3.9%]), driven by Cu and Mn.

Conclusions

Results suggest that males may be more susceptible to the adverse effects of metal exposure on motor function during adolescence than females. Future studies, particularly prospective study designs, are warranted to further understand the associations of metal mixtures with motor function.

Effects of 9 Weeks of High- or Moderate-Intensity Training on Cardiorespiratory Fitness, Inhibitory Control, and Plasma Brain-Derived Neurotrophic Factor in Danish Adolescents-A Randomized Controlled Trial

PURPOSE

The primary aims of this study were to examine the effects of 9 weeks of aerobic training, comprising three 30-min sessions per week, on V̇O2max, inhibitory control, and plasma brain-derived neurotrophic factor (BDNF) levels among adolescents aged 16-19 years.

METHODS

One hundred twenty-one untrained or recreationally active adolescents from a Danish high school were enrolled in the study, with 58 females (17.8 ± 0.8 years) and 27 males (18.0 ± 0.9 years) completing it. Participants were randomly divided into three groups performing aerobic training at either moderate-intensity (MIT: 60%-70% heart rate reserve [HRR]) or high-intensity (HIT: 80%-100% HRR) or a passive control group (CON) continuing their habitual lifestyle. Both the training groups exercised for 3×30 min per week for 9 weeks using a combination of cycling and running. Before and after the intervention period maximal oxygen uptake (V̇O2max) and the primary outcomes (inhibitory control measured by a modified flanker task, and resting plasma levels of BDNF) were evaluated.

RESULTS

After the intervention period, the HIT group demonstrated a larger increase in V̇O2max compared to both the CON and MIT groups, while no significant effects were observed on inhibitory control or plasma BDNF levels in any training group. However, compared to the CON group, the HIT group exhibited a tendency for greater improvement in the flanker interference score (accuracy), attributable to enhanced accuracy on the incongruent stimuli from pre to post.

CONCLUSION

Aerobic training in adolescents increased cardiorespiratory fitness in an intensity-dependent manner, but no clear effects were observed on neither inhibitory control nor resting plasma BDNF levels.

CLINICAL TRIAL REGISTRATION

ClinicalTrials.gov: NCT02075944.

Body composition, cardiovascular fitness and attention of school-aged male children practicing sports club activities: A cross-sectional

BACKGROUND

The positive effects of physical activity on physical fitness, bone health, academic achievement, cognitive functions, mental health, and reduced obesity have been proven. This study aims to investigate the relationship between sports club activities, physical activity selected health-related fitness, and the d2 attention test.

MATERIALS AND METHODS

A cross-sectional study was conducted in different sports clubs. A total of 78 male students aged 10-13 years participating in various branches of sports clubs were included in the study, 42 of whom were assigned to the sports group and 36 to the control group. Questionnaires were administered to assess sports club participation and attention levels, while physical health profiles were tested with body composition and Yo-Yo IR1C performance measures. Data were analyzed according to sports participation and the five most frequently reported sports. The means and standard deviation of each study value were calculated for the total subjects and by participating in sports activity using the IBM SPSS (version 23) analysis program. Data normality was checked and confirmed by the Skewness and Kurtosis Tests.

RESULTS

The results showed that boys enrolled in a sports activity had lower body mass (-17.9%, P < 0.05 d = 0.72), body mass index (-13.4%, P < 0.05, d = 0.87), and body fat (%) (-54.1%, P < 0.05, d = 1.38) and higher VO2max 32.3% (P < 0.05, d = 3.67), than the non-active group. The boys active in sports clubs also had better results in the total number of items processed (11%, P < 0.05 d = 0.50) and in concentration performance (17.7%, P < 0.05 d = 0.56) than the non-active group. In correlation analyses, VO2max was negatively associated with body mass, body mass index, and body fat (P = 0.011; P = 0.001 and P = 0.00, respectively) and positively related to the total number of items processed and concentration performance (P = 0.003 and P = 0.015, respectively). In the Pearson Correlation analyses, body fat showed a lower negative correlation with TN (r = 0.33; P = 0.003) and CP (r = 0.28; P = 0.015).

CONCLUSIONS

Boys participating in regular sports have lower body mass, BMI, and BF values. In addition, boys who participated in sports showed higher imaginary fitness and selective attention and concentration capacity results, as expected, for any sports part compared to their body peers. Another attempt from this study is that body mass and body fat percentage recovery are negatively associated with fitness. Considering the increasing prevalence of obesity in children and adolescents due to sedentary living, which has become a worldwide epidemic, it is recommended that pedagogical and public health strategies and policies be developed based on the physical fitness level of children.

Association between Motor Skills, Occupational Performance, and Mental Health in Japanese Children with Neurodevelopmental Disorders: A Cross-Sectional Correlational Study

BACKGROUND

Motor skills have been linked to executive functions (EFs) in children with developmental coordination disorder (DCD). However, the traits of other neurodevelopmental disorders (NDDs), such as attention-deficit/hyperactivity disorder and autism spectrum disorder, remain overlooked. Therefore, this study explored the association between motor skills, occupational performance, and mental health in older kindergarten children with DCD and other NDDs. Overall, 95 participants aged 5-6 years were included in this study and divided into four groups: DCD traits (DCD-t), DCD-t + NDD traits (DCD-t + NDD-t), NDD-t-only, and typically developing children. Motor skills, EFs, and mental health were assessed using the DCD Questionnaire (DCDQ-J) and Movement Assessment Battery for Children-Second Edition, School Assessment of Motor and Process Skills (S-AMPS), and the Strengths and Difficulties Questionnaire (SDQ), respectively. The DCD-t + NDD-t group exhibited a strong correlation between the S-AMPS motor skill score and the DCDQ-J fine motor skill score (r = 0.88, p < 0.001) and between the total DCDQ-J score and the SDQ Total Difficulties Score (r = -0.94, p < 0.001). The findings indicate that children with DCD-t and NDD-t are more likely to experience EF and mental health problems than those with DCD-t only.

Social Determinants of Health and Perceived Cognitive Difficulties in High School Students in the United States

OBJECTIVE

The United States Centers for Disease Control and Prevention (CDC) conducted the Adolescent Behavior and Experiences Survey (ABES) to examine disruption and adversity during the COVID-19 pandemic. We examined the association between social determinants of health (SDoH) and cognitive problems attributed to physical or mental health problems among high school students.

METHOD

The ABES was an online survey. Perceived cognitive problems were assessed with the question: "Because of a physical, mental, or emotional problem, do you have serious difficulty concentrating, remembering, or making decisions?" A SDoH index was created by summing endorsements to 12 variables.

RESULTS

Participants were 6,992 students, age 14-18, with 3,294 boys (47%) and 3,698 girls (53%). Many adolescents reported experiencing cognitive problems (i.e., 45%), with girls (56%) more likely to report cognitive difficulties than boys (33%) [χ2(1) = 392.55, p < 0.001]. Having poor mental health was strongly associated with cognitive problems in both girls [81%, χ2(1, 3680) = 650.20, p < 0.001] and boys [67%, χ2(1, 3267) = 418.69, p < 0.001]. There was a positive, linear association between the number of SDoH experienced and reporting cognitive problems. Binary logistic regressions were used to identify predictors of cognitive difficulty for both boys and girls (e.g., being bullied electronically, experiencing food insecurity during the pandemic, being treated unfairly because of their race or ethnicity, and being in a physical fight).

CONCLUSIONS

A strikingly high proportion of adolescents reported experiencing problems with their cognitive functioning. After adjusting for current mental health problems, several SDoH remained associated with adolescents' reported cognitive difficulties, including experiencing racism, bullying, parental job loss, and food insecurity.

Academic achievement and healthy lifestyle habits in primary school children: an interventional study

Purposes

First, to examine the relationship between primary school children's academic achievement and healthy lifestyle habits. Second, to evaluate the effectiveness of two different 5-month physical education interventions (traditional physical education vs. coordinative physical education) on children's academic achievement. Third, to examine whether variations of anthropometric variables, fitness level, gross motor coordination, physical activity level, sedentary time, attentional performance, fruit and vegetable consumption, meal frequency and type of physical education intervention could predict children's academic achievement variations.

Methods

Before and after the intervention, Italian language and mathematics skills, anthropometric variables (weight, height, body fat percentage, BMI), physical fitness (aerobic fitness, muscular strength, flexibility), gross motor coordination, attentional performance (processing speed, concentration performance, performance accuracy, attentional and inhibitory control), physical activity level, sedentary time and eating habits (meal frequency, fruit and vegetable consumption) were assessed in 161 Italian primary school children, randomly assigned to a traditional physical education group or to a coordinative physical education group.

Results

Physical activity level, gross motor coordination and aerobic fitness moderately predicted mathematics skill (R2 = 17%). Moreover, physical activity level, aerobic fitness and muscular strength moderately predicted Italian language skill (R2 = 21%). Intervention type differently affected academic achievement. Specifically, Italian language and mathematics skills significantly improved only after traditional intervention. Fruit consumption increase was positively associated with the improvement in academic achievement. Coordinative physical education intervention was associated with a lower probability of improvement in Italian language and mathematical skills.

Conclusion

Motor ability and lifestyle habits may have a positive influence on academic achievement in children. Unexpectedly, traditional physical education intervention resulted to be more effective on both Italian language and mathematical skills.

Sex-specific associations of muscular fitness with overall academic performance and specific school subjects in adolescents: the EHDLA study

Introduction

Overalll, muscular fitness and academic performance are two variables widely studied in the literature. However, evidence on the relationship between muscular fitness and specific school subjects (e.g., physical education), as well as their differences by sex, is scarce.

Objective

The aim of this study was to examine the associations between muscular fitness and overall academic performance and between muscular fitness and specific subjects (i.e., language, math, foreign language, and physical education) in a sample of secondary Spanish school students.

Methods

For the present study, a sample of 766 students (45% boys, aged 12-17 years). From the Eating Healthy and Daily Life Activities (EHDLA) study was used. The Assessing the Levels of Physical Activity and Fitness (ALPHA-FIT) battery was used to determine handgrip strength and lower body muscular strength. The performance of the different school subjects was provided by the school centers.

Results

Overall, for both boys and girls, higher muscular fitness was associated with greater academic results, with the greatest differences in physical education. However, only significant differences were identified for girls.

Discussion and conclusion

Global muscular fitness is important for contributing to cognitive development, both in physical education and in the rest of the subjects of the educational curriculum for adolescents. At the same time, although the association appears to follow the same trend for both sexes, the results seem more evident for girls.

Substantial parallel mediation contribution by cognitive domains in the relationship between adolescents' physical fitness and academic achievements: the Cogni-Action Project

Objective

To determine how cognitive domains mediate the link between fitness components, their global score (GFS), and adolescents' academic achievement (ACA) across various school subjects.

Methods

In this study, 1,296 adolescents aged 10-14 participated. GFS was computed by three fitness components (strength, muscular, and cardiorespiratory fitness) through the ALPHA-fitness test battery. ACA was determined by five school subjects (Language, English, Mathematics, Science, and History) and two academic scores (a) "Academic Average" (five subjects) and (b) "Academic-PISA" (Language, Mathematics, and Science). A principal component analysis was performed to establish four factors (working memory [WM], cognitive flexibility [CF], inhibitory control [IC], and fluid reasoning [FR]). A parallel mediation approach was implemented with 5,000 bootstrapped samples controlled for sex, maturity, central obesity, having breakfast before cognitive tasks, schools, and school vulnerability. Total, direct, indirect effects, and mediation percentages were estimated.

Results

Overall, the finding showed a full parallel mediation effect for Language (92.5%) and English (53.9%), while a partial mediation for Mathematics (43.0%), Science (43.8%), History (45.9%), "Academic Average" (50.6%), and "Academic-PISA" (51.5%). In particular, WM, IC, and FR mediated all school subjects except mathematics, where IC was not significant. CF has not mediated any relationship between GF and academic performance.

Conclusion

This study underscores the pivotal role of cognitive domains, specifically WM, IC, and FR, in mediating the link between physical fitness and academic performance in adolescents. These insights have relevant implications for educational and public health policies.

Hemodynamics of short-duration light-intensity physical exercise in the prefrontal cortex of children: a functional near-infrared spectroscopy study

Identifying the types of exercise that enhance cerebral blood flow is crucial for developing exercise programs that enhance cognitive function. Nevertheless, few studies have explored the amount of light-intensity, short-duration exercises that individuals can easily perform on cerebral blood flow, particularly in children. We examined the effects of these exercises on the hemodynamics of the prefrontal cortex (PFC) using functional near-infrared spectroscopy. Participants comprised 41 children (aged 12.1 ± 1.5 years, 37% female) who engaged in seven light-intensity exercises, with each movement performed in two patterns lasting 10 or 20 s. Changes in oxygenated hemoglobin (oxy-Hb) levels at rest and during exercise were compared using analysis of covariance, with sex and age as covariates. Significant increases in oxy-Hb were observed in multiple regions of the PFC during all forms of exercise (including dynamic and twist stretching [66.6%, 8/12 regions, η2 = 0.07-0.27], hand and finger movements [75.0%, 9/12 regions, η2 = 0.07-0.16], and balance exercises (100.0%, 6/6 regions, η2 = 0.13-0.25]), except for static stretching with monotonic movements. This study implies that short-duration, light-intensity exercises, provided that they entail a certain degree of cognitive and/or physical demands, can activate the PFC and increase blood flow.

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

Introduction

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

Method

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

Results and Discussion

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

Conclusion

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

A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the REACT project

OBJECTIVE

The aim was to (1) estimate the relationship between physical fitness (PF) and object control fundamental movement skills (FMS), (2) identify child characteristics that relate with PF and FMS, and (3) examine associations between the school environment, PF, and FMS.

METHODS

The sample included 1014 Portuguese children aged 6-10 years from the REACT project. PF was assessed via running speed, shuttle run, standing long jump, handgrip, and the PACER test. Object control FMS were assessed with stationary dribble, kick, catch, overhand throw, and underhand roll. Test performances were transformed into z-scores, and their sum was expressed as overall PF and FMS. Child-level variables included body mass index (BMI) z-scores, accelerometer-measured sedentary time and moderate-to-vigorous physical activity, and socioeconomic status (SES). School size, physical education classes, practice areas, and equipment were also assessed.

RESULTS

Approximately, 90% of the variance in object control PF and FMS was at the child level, and 10% at the school level. The correlation between PF and object control FMS was .62, which declined to .43 with the inclusion of covariates. Older, more active, and higher SES children had higher object control PF and FMS, and boys outperformed girls. BMI was negatively associated with PF but not with object control FMS. Sedentary time and number of physical education classes were not significant predictors. Most school predictors did not jointly associate with PF and object control FMS.

CONCLUSION

PF and object control FMS z-scores were moderately related. Not all child characteristics were associated with both PF and object control FMS, and their effect sizes were different. School characteristics only explained 10% of the total variation in PF and object control FMS.

Take a Break for Memory Sake! Effects of Short Physical Activity Breaks on Inhibitory Control, Episodic Memory, and Event-Related Potentials in Children

The pervasive sedentary lifestyle exacerbated by the COVID-19 pandemic has significantly reduced physical activity (PA) among school-age children, necessitating innovative strategies to evaluate short PA breaks that are feasible in a classroom setting. This study explored the cognitive and neurophysiological (electroencephalography; EEG) impacts of short bouts of different PA modalities on inhibitory control (flanker task) and episodic memory (word recognition task) in children. Utilizing a within-participants cross-over design, thirty-six children (n = 36; 9-12 years old) attended the lab on three separate days with each visit including either a 9 min bout of sustained moderate-intensity cycling, high-intensity interval exercise (HIIE), or seated rest. Event-related potentials (ERPs) were assessed during the flanker task (P3 component) and the word recognition task (LPC and FN400 components) to elucidate the neural mechanisms underpinning behavioral outcomes. Findings indicated no differences in flanker performance but greater episodic memory recall for HIIE compared to seated rest. Neurophysiological results revealed no differences for P3, but notably larger amplitude for LPC and FN400 postcycling, particularly over parietal electrode sites. These results underscore the potential of short PA breaks to improve cognitive and neurocognitive function in children, offering a feasible integration strategy into daily school routines without extensive time commitment.

Modifiable factors influencing attention performance in healthy children: insights from a comprehensive school nutrition study

BACKGROUND

There is inconclusive evidence for the effects of various leisure activities on attention performance in children. The literature reports inconsistent associations between activities such as physical activities or media use. To date, no study has thoroughly examined the various factors influencing attentional performance in a larger cohort of healthy children. This study aims to close this research gap.

METHODS

From 2018 to 2019, the Leipzig School Nutrition Study collected data from 1215 children and their families. The children report their dietary behavior (using CoCu- Questionnaire), especially their participation in school lunch and their breakfast habits, through a paper questionnaire. Furthermore, attention performance was assessed using a validated test (FAIR-2) at school. Data on physical activity, media consumption, family eating habits and socio-economic status (SES) were collected from parents using questionnaires. Associations between attention and influencing factors were estimated using hierarchical linear regression. Analyses were adjusted for age, SES, and school type.

RESULTS

Attending upper secondary schools (ßadj= 23.6, p < 0.001) and having a higher SES (ß= 1.28, p < 0.001) was associated with higher attention performance. Children doing leisure-time sports (ßadj= 4.18, p = 0.046) or reading books for at least one hour/weekday showed better attention performance (ßadj= 3.8, p = 0.040). Attention performance was also better in children having no electronic devices in the bedroom (ßadj= 13.0, p = 0.005) and in children whose parents limited their children's Internet access (ßadj= 5.2, p = 0.012). We did not find any association between nutritional habits and attention performance.

CONCLUSIONS

We found that fostering modifiable habits such as reading and physical activity could enhance attention performance. These findings have substantial implications for the development of prevention and intervention programs that aim to improve attention in schoolchildren. It is important to note, however, that social status as a hardly modifiable factor also impacts attention performance. Therefore, interventions should address personal habits in a systemic approach considering the child's social status.

TRIAL REGISTRATION

The study is retrospectively registered with the German Clinical Trials Register (DRKS00017317, registration: 05-29-2019).

Phase angle and its determinants among adolescents: influence of body composition and physical fitness level

To examine the association between levels of physical fitness, parameters of body composition and phase angle (PhA) amongst adolescents. A total of 152 adolescents (84 girls) aged 11-16 years were included in this study. Weight and height were measured and the body mass index (BMI) was calculated. Bioelectrical impedance analysis (BIA) provided resistance and reactance parameters to calculate fat-free mass (FFM), PhA and fat mass (%FM). The following physical fitness variables were analysed: flexibility, abdominal muscular endurance, upper and lower limb explosive strength, agility, speed and cardiorespiratory fitness. Generalized Linear Models were applied to verify differences across sexes. Stepwise linear regression was used to establish an association between the variables studied. The study established an association between PhA and weight, FFM, BMI, FM, %FM and medicine ball throw (MBT) for girls. As for the boys, an association was verified between PhA and weight, FFM, BMI, standing long jump (SLJ), MBT and the three allometric VO2peak variables analyzed. An association was found between PhA and the boys' 4-m shuttle run test (4SRT) and 20-m sprint test (20SRT). Boys showed a greater phase angle than girls; In girls, BMI and %FM, were determinant of 32.4% (r = 0.57). PhA variability which is influenced by physical fitness, body composition and, therefore, the tissues electrical conductivity. Furthermore, boys' height, FFM, upper limb strength, and agility account for 58.4% (r = 0.76) PhA variability. There was a positive correlation between the physical fitness tests and the PhA.

The Influence of Kindergarten Environment on the Development of Preschool Children's Physical Fitness

The aim of this research is to find out to what extent the special qualifications of physical education teachers and the physical environment of kindergartens influence the physical development of preschoolers. Forty-four kindergartens across Estonia participated in the study, half of which had a physical education teacher (PEt), whereas the remaining 22 kindergartens were taught by non-qualified kindergarten teachers (NoPEt). Six Eurofit fitness tests were used to assess the physical development of children (n = 704; aged 6-7 years old, with an average age of 6.55 ± 0.5 years). An analysis of variance was used to compare the mean values of the fitness test results of the two groups. Linear regression analysis was applied to clarify the influence of individual and environmental factors on children's fitness scores. In kindergartens where the position of a PEt had been created, the results of children's physical fitness were statistically significantly better, more specifically in handgrip strength (m = 12.0, 95% CI = 11.8-12.3 vs. m = 11.5, 95% CI = 11.2-11.7) and in speed tests (m = 23.0, 95% CI = 22.8-23.2 vs. m = 23.6, 95% CI = 23.3-23.8). According to the teacher interviews, these kindergartens also had more rooms and areas specially created for physical exercises. The study revealed that the physical development of children is, when controlling for other individual and environmental factors, influenced by the professional qualification of the PE teacher (95% CI = 0.06-0.56) as well as children's participation in sports training (95% CI = 0.29-0.83). These findings are important for preschool institutions and municipalities in designing the optimal physical environment for facilitating children's physical fitness.

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

BACKGROUND

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

METHODS

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

RESULTS

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

CONCLUSIONS

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

Simple and Complex Wheel Running Effect on Depression, Memory, Neuroinflammation, and Neurogenesis in Alzheimer's Rat Model

INTRODUCTION

The aim of this study was to investigate 12 wk of simple and complex voluntary wheel running on Alzheimer's disease (AD), associated biomarkers, and behaviors.

METHODS

Sixty male Wistar rats were randomly divided into six groups: healthy control (Con-Sed), AD only (AD-Sed), simple wheel control (SWC), complex wheel control (CWC), simple wheel AD (SWAD), and complex wheel AD (CWAD). Novelty-suppressed feeding test and the Morris water maze test were used to evaluate depression and memory, respectively. Ki67 was measured in the hippocampus, whereas interleukin (IL)-1β and neural/glial antigen 2 (NG2) were measured in both the hippocampus and the prefrontal cortex. One-way ANOVA with Tukey's post hoc test was performed.

RESULTS

AD-Sed group had significantly lower spacial memory ( P < 0.001) compared with Con-Sed. Simple and complex wheel running attenuated these deficits in the SWAD and CWAD groups, respectively ( P < 0.001). Only the CWAD group had significantly improved novelty-suppressed feeding test time compared with AD-Sed ( P < 0.001), equivalent to the healthy wheel running groups. AD-Sed has significantly higher hippocampal concentrations of Ki67 ( P = 0.01) compared with the Con-Sed. Both SWAD and CWAD had significantly reduced Ki67 with similar concentrations compared with the SWC and CWC groups ( P > 0.05). AD-Sed animals also presented with significantly higher hippocampal and prefrontal cortex concentrations of IL-1β compared with Con-Sed ( P < 0.001). SWAD and CWAD had no effect in changing these concentrations. Complex wheel running significantly increased NG2 in the healthy control and AD models, whereas simple wheel running significantly increased NG2 in the AD model.

CONCLUSIONS

The results of our study suggest that complex wheel running might be more advantageous in promoting memory and neuroplasticity while reducing depression that is associated with AD.

Physical Fitness and Risk of Mental Disorders in Children and Adolescents

Importance

With the rising prevalence of mental disorders among children and adolescents, identifying modifiable associations is critical.

Objective

To examine the association between physical fitness and mental disorder risks.

Design, Setting, and Participants

This nationwide cohort study used data from the Taiwan National Student Fitness Tests and National Health Insurance Research Databases from January 1, 2009 to December 31, 2019. Participants were divided into 2 cohorts targeting anxiety and depression (1 996 633 participants) and attention-deficit/hyperactivity disorder (ADHD; 1 920 596 participants). Participants were aged 10 to 11 years at study entry and followed up for at least 3 years, had a nearly equal gender distribution, and an average follow-up of 6 years. Data were analyzed from October 2022 to February 2024.

Exposures

Assessments of physical fitness included cardiorespiratory fitness (CF), muscular endurance (ME), muscular power (MP), and flexibility, measured through an 800-m run time, bent-leg curl-ups, standing broad jump, and sit-and-reach test, respectively.

Main Outcomes and Measures

Kaplan-Meier method calculated the cumulative incidence of anxiety, depression, and ADHD across fitness quartiles. Additionally, multivariable Cox proportional hazards models were used that included all 4 fitness components and explored sex and income as modifiers.

Results

The anxiety and depression cohort had 1 996 633 participants (1 035 411 participants were male [51.9%], and the median [IQR] age was 10.6 [10.3-11.0] years), while the ADHD cohort had 1 920 596 (975 568 participants were male [51.9%], and the median [IQR] age was 10.6 [10.3-11.0] years). Cumulative incidence of mental disorders was lower among participants in better-performing fitness quartiles, suggesting a dose-dependent association. Gender-specific analyses, controlling for confounders, revealed that improved CF, indicated by a 30-second decrease in run times, was associated with reduced risks of anxiety, depression, and ADHD in female participants, and lower risks of anxiety and ADHD in male participants (adjusted hazard ratio [aHR] for ADHD risk for female participants, 0.92; 95% CI, 0.90-0.94; P < .001; for male participants, 0.93; 95% CI, 0.92-0.94; P < .001). Enhanced ME, marked by an increase of 5 curl-ups per minute, was associated with decreased risks of depression and ADHD in female participants, and lower anxiety and ADHD risks in male participants (aHR for ADHD risk for female participants, 0.94; 95% CI, 0.92-0.97; P < .001; for male participants, 0.96; 95% CI, 0.95-0.97; P < .001). Improved MP, reflected by a 20-cm increase in jump distance, was associated with reduced risks of anxiety and ADHD in female participants and reduced anxiety, depression, and ADHD in male participants (aHR for ADHD risk for female participants, 0.95; 95% CI, 0.91-1.00; P = .04; for male participants, 0.96; 95% CI, 0.94-0.99; P = .001).

Conclusions and Relevance

This study highlights the potential protective role of cardiorespiratory fitness, muscular endurance, and muscular power in preventing the onset of mental disorders. It warrants further investigation of the effectiveness of physical fitness programs as a preventive measure for mental disorders among children and adolescents.

Acute Pilates and plyometric exercise in school-based settings improve attention and mathematics performance in high school students

The aim of this study was to examine the effects of acute Pilates and plyometric exercise in a school-based setting on attention and mathematics test performance in high school students. Forty 10th-grade students (21 females and 19 males; age: [15.0 ± 0.5] years, body mass index: [21.4 ± 2.8] kg/m2) participated in this crossover and quasi-experimental study. In week 1, students were familiarized with the d2 test of attention and Pilates and plyometric exercises activities, and body composition measurements were taken. In both weeks 2 and 3, students completed the d2 test of attention and mathematics test with 20 questions following a single session of low-to-moderate-intensity exercise and a classroom-based non-exercise activity, in a non-randomized order. The exercise sessions included 30 mins of plyometric exercises for male students and Pilates exercise for female students, with intensities corresponding to 10-14 on the Borg rating of perceived exertion scale6-20. Compared to the non-exercise activity, a 30-min of Pilates and plyometric exercise resulted in significant improvements in attention score (mean difference [Δ] ​= ​54.5 score; p ​< 0.001; Cohen's effect sizes [d] ​= ​1.26) and concentration performance (Δ ​= ​20.7 score; p ​= ​0.003; d ​= ​0.51). The students scored significantly higher on the mathematics test after participating in the exercise sessions compared to the non-exercise condition (Δ% ​= ​11.7; p ​< ​0.001; d ​= ​0.76). There were no significant differences between genders (p ​> ​0.05). These findings demonstrate the effectiveness of acute light-to-moderate-intensity Pilates and plyometric exercises in school-based settings for improving attention and mathematics performance in adolescents.

Exploring teachers' perspectives on movement integration using a job-embedded professional development intervention

PURPOSE

The purpose of this study was to gain teachers' insight and evaluate a teacher training intervention on movement integration (MI).

METHODS

An embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers.

RESULTS

Four themes were generated: employable strategies, increased student engagement, value of additional support, and space, time, and behaviour management. These themes illustrate the intrapersonal, institutional, and public policy barriers that impact MI implementation.

CONCLUSION

An evidence-based teacher MI implementation intervention that utilizes best practices can address intrapersonal barriers to MI use but does not alleviate institutional and public policy barriers.

Acute effects of a vigorous-intensity warm-up on response suppression and decision-making of football referees

This study investigates the acute effect of physical exercise simulating a standard pre-competitive warm-up on the response suppression and decision-making of football referees. Thirty-four referees (n = 17 - regional level; n = 17 - national level) participated in the study. A Stop-Signal Task (SST) and a decision-making video test were used to evaluate the referees' perceptual-cognitive functions. The findings revealed that the vigorous aerobic exercise acutely impacted basic cognitive functions, as indicated by decreased reaction time and decreased choice accuracy. However, higher-order cognitive functions such as response suppression and decision-making did not exhibit significant changes post-exercise. Based on these results, there is no evidence to suggest that a vigorous-intensity warm-up is likely to favour response suppression and decision-making factors in the initial phases of the game. National referees showed superior response suppression abilities (shorter stop-signal reaction times and lower probability of responding to the stop-signal) than regional referees, indicating that higher-level referees possess enhanced perceptual-cognitive skills, likely influenced by their experience. Further studies are required to determine whether these variables can be acutely improved through physical exercise. In this regard, our results suggest the need for alternative strategies in pre-competitive referee warm-ups if aiming to improve perceptual-cognitive skills in the initial phases of the game.

Neuroelectric indices of pre-motor planning and adiposity are selectively related to balance in children

BACKGROUND

Motor function and weight status are components of physical fitness that have been implicated in childhood motor and cognitive development. The lateralized readiness potential (LRP), an index of motor planning and action, can provide context surrounding relationships between fitness and brain activity underlying cognitive and motor functions. This study evaluated the relationship between the LRP and motor skills, as well as associations between weight status and neural and behavioral motor functions.

METHODS

Children aged 7-13 (n = 35) participated in a cross-sectional study, using the Movement Assessment Battery for Children 2nd edition (MABC-2) to assess balance, manual dexterity, and aiming/catching. The stimulus- (LRP-S) and response-locked (LRP-R) LRPs were elicited from a modified flanker task. Stepwise regressions tested the association between LRPs and MABC-2 components. Linear regressions were conducted to examine BMI and %Fat in relation to LRPs and MABC-2 components.

RESULTS

Analyses revealed that LRP-S mean amplitude difference (β = 0.401, P = 0.042) and reaction time interference scores (β = 0.545, P = 0.004) were positively associated with balance, after adjusting for covariates. The LRP-S and interference scores did not predict other MABC-2 outcomes and LRP-R did not predict any MABC-2 components. Further, %Fat (β = -0.439, P = 0.044), not BMI (β = -0.364, P = 0.082), only predicted balance.

CONCLUSION

We found that changes in the LRP-S amplitude were positively associated with balance, and %Fat was negatively related to balance. This evidence is that fitness components such as weight status and coordination are related to neural markers of motor function which may be useful in intervention designs aimed to improve brain function via improvements in physical fitness and health behaviors.

Assessing basic motor competences, physical fitness, and executive function in 4-5-year-old children: a longitudinal study in a primary care setting

BACKGROUND

To evaluate the progression of physical fitness (PF), basic motor competence (BMC), and executive function (EF) over one year in children aged 4-5 years at a health center.

METHODS

In this longitudinal analysis, children's BMC was evaluated using the MOBAK KG test for object and self-movement. The PREFIT Battery gauged PF through handgrip strength, standing long jump, and other fitness measures, while the Early Years Toolbox appraised EF.

RESULTS

Adjustments for confounding factors showed notable improvements in BMC, particularly in object movement (OM; mean difference 0.789, p = 0.044) and self-movement (SM; mean difference 0.842, p = 0.037), with overall MOBAK scores also increasing (mean difference 1.632, p = 0.018). Enhancements in the standing long jump (mean difference 9.036 cm, p = 0.014) and EF tasks "Mr. Ant" (mean difference 0.669, p < 0.001) and "Go/No-Go" (mean difference 0.120, p < 0.001) were evident, signifying substantial BMC gains and some progress in PF and EF.

CONCLUSION

This research underscores the positive impact of regular training on BMC and PF in young children. Significant BMC development and associated improvements in PF and EF over the study period highlight the importance of structured activities in early childhood. These findings advocate for standardized training programs to enhance childhood health and encourage active lifestyles.

TRIAL REGISTRATION

NCT05741879. Registered February 14, 2023, Version 1.

Effects of rope skipping exercise on working memory and cardiorespiratory fitness in children with attention deficit hyperactivity disorder

Introduction

Children with Attention Deficit Hyperactivity Disorder (ADHD) exhibit deficits in working memory (WM) and cardiorespiratory fitness (CRF), both of which are closely associated with the core symptoms of ADHD. This study aimed to investigate the effects of rope skipping exercise (RSE) on the WM and CRF of children with ADHD, to provide a theoretical foundation for the optimization of exercise intervention programs tailored to children with ADHD.

Methods

This study recruited 55 children (age range 6-12 years) and randomly assigned them into three groups: the ADHD with RSE (AWRSE, n=22, mean age: 10.18 ± 1.10 years), the ADHD with sports game (SG) (AWSG, n=16, mean age: 9.38 ± 0.96 years), and the typically developing (TD) control group (CG, n=17, mean age: 8.94 ± 0.56 years). The AWRSE underwent a RSE intervention, while the other two groups participated in SG. The exercise intervention lasted for 8 weeks, with sessions held twice a week for 60 minutes each, at a moderate-to-vigorous-intensity (64-95% HRmax). All children in each group underwent pre-test and post-test, including height, weight, BMI, n-back, and 20mSRT. One-way analysis of variance (Ony-way ANOVA) and paired sample t-test were used to analyze inter- and intra-group differences respectively.

Results

Before the intervention, children with ADHD exhibited a significantly lower VO2max compared to the TD children (p<0.05), and there was no significant difference in the other indicators between the groups (p>0.05). After the intervention, no significant inter-group differences were found across all indices for the three groups of children (p > 0.05). The AWRSE had significant improvements in the accuracy of 1-back task, Pacer (laps), and VO2max (p<0.05), with the level of CRF approaching that of TD children. A significant decrease in response time for the 1-back task was observed in the CG.

Conclusion

An 8-week RSE intervention is an effective therapeutic approach for children with ADHD, significantly enhancing their WM and CRF.

Adolescents' attitudes, habits, identity and social support in relation to physical activity after the COVID-19 pandemic

This study focuses on adolescents' cognitive processes, behaviors and social support (SS) as they relate to physical activity (PA) before and after the pandemic. The aims of the study were: (1) to investigate the changes in adolescents' engagement in moderate and vigorous physical activity (MVPA), and examine the changes in PA-related attitudes and behaviors before and after the COVID-19 pandemic; (2) to analyze the correlations between the significant changes that were found, PA engagement, and SS. The survey targeted third-year middle school students of Italian nationality, attending male and female mixed classes, residents in urban, periphery and sub-urban areas, living in families with different incomes, and different habits of engaging in PA. A longitudinal study was developed using a standardized questionnaire. The questionnaire was administered in April-May 2023 to a sample of 952 students aged 11/14 residing in the Marche region in Central Italy. Increasing values were found in the post-COVID-19 phase for all the cognitive processes and attitudes, in particular, those regarding habits (0.66 vs 0.50, + 32%) and identity (0.70 vs 0.55, + 27%) related to PA. Significant correlations were found between these values and VPA engagement and between the values of the same indicators and SS (p < 0.01). The strongest relationship was found with the dimension of identity (r = 0.51; r = 054).

Resting-State Functional Connectivity Change in Frontoparietal and Default Mode Networks After Acute Exercise in Youth

BACKGROUND

A single bout of aerobic exercise can provide acute benefits to cognition and emotion in children. Yet, little is known about how acute exercise may impact children's underlying brain networks' resting-state functional connectivity (rsFC).

OBJECTIVE

Using a data-driven multivariate pattern analysis, we investigated the effects of a single dose of exercise on acute rsFC changes in 9-to-13-year-olds.

METHODS

On separate days in a crossover design, participants (N = 21) completed 20-mins of acute treadmill walking at 65-75% heart rate maximum (exercise condition) and seated reading (control condition), with pre- and post-fMRI scans. Multivariate pattern analysis was used to investigate rsFC change between conditions.

RESULTS

Three clusters in the left lateral prefrontal cortex (lPFC) of the frontoparietal network (FPN) had significantly different rsFC after the exercise condition compared to the control condition. Post-hoc analyses revealed that from before to after acute exercise, activity of these FPN clusters became more correlated with bilateral lPFC and the left basal ganglia. Additionally, the left lPFC became more anti-correlated with the precuneus of the default mode network (DMN). An opposite pattern was observed from before to after seated reading.

CONCLUSIONS

The findings suggest that a single dose of exercise increases connectivity within the FPN, FPN integration with subcortical regions involved in movement and cognition, and segregation of FPN and DMN. Such patterns, often associated with healthier cognitive and emotional control, may underlie the transient mental benefits observed following acute exercise in youth.

Discriminating factors of body composition characteristics for academic performance in nursing college students: a cross-sectional study

BACKGROUND

Poor body composition may affect health status, and better body composition is often associated with better academic performance. Nursing students face heavy academic and practical pressures, and the relationship between body composition and academic performance in this group is not fully understood.

METHODS

This cross-sectional observational study used de-identified student data from a university of technology in southern Taiwan to analyze the correlation between body composition characteristics and academic performance using regression models.

RESULTS

A total of 275 nursing college students were divided into four groups according to academic performance. The group with the lowest academic performance had a lower percentage of body fat (P < 0.05) but a higher percentage of muscle mass (P < 0.05) than the other three groups. Academic performance was positively correlated with percentage of body fat (R = 0.16, P < 0.01) and body age (R = 0.41, P < 0.01), but was negatively correlated with percentage of muscle mass (R = - 0.16, P < 0.01). Percentage of body fat, visceral fat area, and body age were significant discriminators of academic performance (P < 0.05).

CONCLUSIONS

The relationship between academic performance and body composition among nursing college students is not straightforward. Contrary to our initial hypothesis, students with higher academic performance tended to have a higher percentage of body fat and a lower percentage of muscle mass. Percentage of body fat, visceral fat area, and body age were significant discriminators of academic performance, indicating that body composition should be considered an important factor in nursing education and practice.

Bidirectional longitudinal associations of mental health with academic performance in adolescents: DADOS study

BACKGROUND

The dual-factor model of mental health (i.e., the presence of psychological well-being along with the absence of distress) and its association with academic performance over time has been barely studied in the adolescent population, as most of the prior research focuses on psychological well-being or distress indicators in isolation. The current study analyzed the bidirectional longitudinal association between the dual-factor model of mental health and academic performance in adolescents, comprising a longitudinal assessment 2 years apart.

METHODS

A total of 266 secondary school students (13.9 ± 0.3 years at baseline) from Deporte, ADOlescencia y Salud study were assessed. Mental health was assessed through the Behavior Assessment System for Children and Adolescents. Academic performance was assessed through academic grades and the Test of Educational Abilities. A cross-lagged modeling approach was used to examine the bidirectional longitudinal association between mental health and academic performance.

RESULTS

Higher academic performance at baseline was associated with better mental health over time, but not vice versa, since this association was not bidirectional.

CONCLUSION

Results suggest that academic performance is an important target for developing educational interventions, as it shapes adolescents' mental health at 2 years of follow-up.

IMPACT

The overall picture of students' mental health and academic performance was analyzed. Academic performance may be a predictor of adolescents' mental health status. Mental health may not be a predictor of adolescents' academic performance. Good mental health should be promoted among youth with low academic performance.

Benefits of Meeting the Healthy People 2030 Youth Sports Participation Target

INTRODUCTION

Healthy People 2030, a U.S. government health initiative, has indicated that increasing youth sports participation to 63.3% is a priority in the U.S. This study quantified the health and economic value of achieving this target.

METHODS

An agent-based model developed in 2023 represents each person aged 6-17 years in the U.S. On each simulated day, agents can participate in sports that affect their metabolic and mental health in the model. Each agent can develop different physical and mental health outcomes, associated with direct and indirect costs.

RESULTS

Increasing the proportion of youth participating in sports from the most recent participation levels (50.7%) to the Healthy People 2030 target (63.3%) could reduce overweight/obesity prevalence by 3.37% (95% CI=3.35%, 3.39%), resulting in 1.71 million fewer cases of overweight/obesity (95% CI=1.64, 1.77 million). This could avert 352,000 (95% CI=336,200, 367,500) cases of weight-related diseases and gain 1.86 million (95% CI=1.86, 1.87 million) quality-adjusted life years, saving $22.55 billion (95% CI=$22.46, $22.63 billion) in direct medical costs and $25.43 billion (95% CI= $25.25, $25.61 billion) in productivity losses. This would also reduce depression/anxiety symptoms, saving $3.61 billion (95% CI=$3.58, $3.63 billion) in direct medical costs and $28.38 billion (95% CI=$28.20, $28.56 billion) in productivity losses.

CONCLUSIONS

This study shows that achieving the Healthy People 2030 objective could save third-party payers, businesses, and society billions of dollars for each cohort of persons aged 6-17 years, savings that would continue to repeat with each new cohort. This suggests that even if a substantial amount is invested toward this objective, such investments could pay for themselves.

Is change of direction influenced by motor competencies? A possible response from a MOBAK-based study in Italian schoolchildren

BACKGROUND

Change of direction (COD) ability requires higher motor control capacity and helps children improve individual motor skills. Likewise, basic motor competencies (BMC) are relevant during child maturation and may interleave with COD ability. This study aimed to investigate the possible individual determinants between the COD ability and the BMC, cognitive skills, and anthropometrics characteristics in Italian primary school children aged 6 to 11.

METHODS

Children of both sexes (N.=221) were recruited from primary schools (grade 1 to 5) of Northwestern Italy. COD was assessed by 10×5 m Shuttle Run Test; motor coordination by the Motor Coordination (Motorische Basiskompetenzen, MOBAK) 1-6 test battery, whereas Trail Making Test was used to assess cognitive performance.

RESULTS

A stepwise linear regression indicated that motor competencies level - assessed by the MOBAK Test - is the most fitting dimension describing COD performance for girls, with the highest R2 in Grade 5 (SEE=0.56); and the lowest SEE in Grade 5 (SEE=1.44); moreover, for boys the highest in Grade 3 (SEE=0.52) and the lowest SEE in Grade 4 (SEE=1.30).

CONCLUSIONS

This study confirms the biunivocal relationship between COD and BMC, and the need for physical education teachers and trainers to stimulate both, during growth.

Associations Between Adverse Childhood Experiences and Early Adolescent Physical Activity in the United States

OBJECTIVE

To determine the associations between the number of adverse childhood experiences (ACEs) and objectively-measured physical activity (PA) in a population-based, demographically diverse cohort of 9-14-year-olds and to determine which subtypes of ACEs were associated with physical activity levels.

METHODS

We analyzed data (n = 7046) from the Adolescent Brain Cognitive Development (ABCD) Study 4.0 release at baseline and year 2 follow-up. ACE (cumulative score and subtypes) and physical activity (average Fitbit daily steps assessed at Year 2) were analyzed using linear regression analyses. Covariates included race and ethnicity, sex, household income, parent education, body mass index, study site, twins/siblings, and data collection period.

RESULTS

Adjusted models suggest an inverse association between number of ACEs and Fitbit daily steps, with ≥4 (compared to 0) ACEs associated with 567 fewer daily steps (95% CI -902.2, -232.2). Of the ACEs subtypes, emotional abuse (B = -719.3, 95% CI -1430.8, -7.9), physical neglect (B = -423.7, 95% CI -752.8, -94.6), household mental illness (B = -317.1, 95% CI -488.3, -145.9), and household divorce or separation (B = -275.4, 95% CI -521.5, -29.2) were inversely and statistically significant associated with Fitbit daily steps after adjusting for confounders.

CONCLUSIONS

Our results suggest that there is an inverse, dose-dependent relationship between cumulative number of ACEs and physical activity as measured by daily steps. This work highlights the importance of screening for ACEs among young people at an early age to help identify those who could benefit from interventions or community programs that support increased physical activity.

Associations of physical fitness with cortical inhibition and excitation in adolescents and young adults

Objective

We investigated the longitudinal associations of cumulative motor fitness, muscular strength, and cardiorespiratory fitness (CRF) from childhood to adolescence with cortical excitability and inhibition in adolescence. The other objective was to determine cross-sectional associations of motor fitness and muscular strength with brain function in adolescence.

Methods

In 45 healthy adolescents (25 girls and 20 boys) aged 16-19 years, we assessed cortical excitability and inhibition by navigated transcranial magnetic stimulation (nTMS), and motor fitness by 50-m shuttle run test and Box and block test, and muscular strength by standing long jump test. These measures of physical fitness and CRF by maximal exercise were assessed also at the ages 7-9, 9-11, and 15-17 years. Cumulative measures of physical measures were computed by summing up sample-specific z-scores at ages 7-9, 9-11, and 15-17 years.

Results

Higher cumulative motor fitness performance from childhood to adolescence was associated with lower right hemisphere resting motor threshold (rMT), lower silent period threshold (SPt), and lower motor evoked potential (MEP) amplitude in boys. Better childhood-to-adolescence cumulative CRF was also associated with longer silent period (SP) duration in boys and higher MEP amplitude in girls. Cross-sectionally in adolescence, better motor fitness and better muscular strength were associated with lower left and right rMT among boys and better motor fitness was associated with higher MEP amplitude and better muscular strength with lower SPt among girls.

Conclusion

Physical fitness from childhood to adolescence modifies cortical excitability and inhibition in adolescence. Motor fitness and muscular strength were associated with motor cortical excitability and inhibition. The associations were selective for specific TMS indices and findings were sex-dependent.

Leveraging an intensive time series of young children's movement to capture impulsive and inattentive behaviors in a preschool setting

Studying within-person variability in children's behavior is frequently hindered by challenges collecting repeated observations. This study used wearable accelerometers to collect an intensive time series (2.7 million observations) of young children's movement at school (N = 62, Mage = 4.5 years, 54% male, 74% Non-Hispanic White) in 2021. Machine learning analyses indicated that children's typical forward acceleration was strongly correlated with lower teacher-reported inhibitory control and attention (r = -.69). Using forward movement intensity as a proxy for impulsivity, we partitioned the intensive time series and found that (1) children modulated their behavior across periods of the school day, (2) children's impulsivity increased across the school week, and (3) children with greater impulsivity showed greater variability in behavior across days.