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Li Q, Zhao Y, Wang Y, Yang X, He Q, Cai H, Wang Y, Wang H, Han Y. Comparative effectiveness of open and closed skill exercises on cognitive function in young adults: a fNIRS study. Sci Rep 2024; 14:21007. [PMID: 39251657 PMCID: PMC11385981 DOI: 10.1038/s41598-024-70614-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2024] [Accepted: 08/19/2024] [Indexed: 09/11/2024] Open
Abstract
While it is widely acknowledged that exercise has positive effects on cognitive function, the specific impacts of different types of exercises, particularly open and closed skill exercises, on cognitive impairment continue to be a debated topic. In this study, we used fNIRS and cognitive psychology tasks to investigate the effects of different types of exercises on cognitive function and brain activity in young adults. We conducted an observational study to assess the cognitive function of participants who had engaged in these exercises for a long period. Additionally, we examined the effects of open skill exercise (badminton) and closed skill exercise (calisthenics) on localized blood flow in the prefrontal lobe of the brain using an experimental research method. Specifically, during the Stroop task, the badminton group exhibited significantly higher △HbO2 in channel 18, corresponding to the dorsolateral prefrontal cortex, compared to the calisthenics group (F = 4.485, P < 0.05, η2 = 0.074). In the 2-back task, the calisthenics group showed significantly higher △HbO2 in channel 17, corresponding to the frontopolar area, dorsolateral prefrontal cortex and inferior prefrontal gyrus, than the badminton group (F = 8.842, P < 0.01, η2 = 0.136). Our findings reveal that open skill exercises are more effective in enhancing cognitive inhibition, thereby increasing attention capacity, self-regulation, and flexibility in response to environmental changes. Conversely, closed skill exercises demonstrate greater efficacy in improving working memory within cognitive functions, showcasing an enhanced capacity for information processing and storage. These data indicate that while both open and closed skill exercises are beneficial for cognitive function, they exhibit significant distinctions in some aspects.
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Affiliation(s)
- Qiurong Li
- College of Physical Education and Health, Guangxi Normal University, No.1 Yanzhong Road, Yanshan District, Guilin, 541006, China
| | - Yuanpeng Zhao
- Department of Physical Education, Guilin Medical University, Guilin, China
| | - Yifei Wang
- College of Physical Education and Health, Guangxi Normal University, No.1 Yanzhong Road, Yanshan District, Guilin, 541006, China
| | - Xin Yang
- College of Physical Education and Health, Guangxi Normal University, No.1 Yanzhong Road, Yanshan District, Guilin, 541006, China
| | - Qinghua He
- College of Physical Education and Health, Guangxi Normal University, No.1 Yanzhong Road, Yanshan District, Guilin, 541006, China
| | - Hejia Cai
- College of Physical Education and Health, Guangxi Normal University, No.1 Yanzhong Road, Yanshan District, Guilin, 541006, China
| | - Yongbo Wang
- College of Physical Education and Health, Guangxi Normal University, No.1 Yanzhong Road, Yanshan District, Guilin, 541006, China
| | - Hongli Wang
- College of Physical Education and Health, Guangxi Normal University, No.1 Yanzhong Road, Yanshan District, Guilin, 541006, China
| | - Yanbai Han
- College of Physical Education and Health, Guangxi Normal University, No.1 Yanzhong Road, Yanshan District, Guilin, 541006, China.
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Mao F, Huang F, Zhao S, Fang Q. Effects of cognitively engaging physical activity interventions on executive function in children and adolescents: a systematic review and meta-analysis. Front Psychol 2024; 15:1454447. [PMID: 39246315 PMCID: PMC11377322 DOI: 10.3389/fpsyg.2024.1454447] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2024] [Accepted: 08/14/2024] [Indexed: 09/10/2024] Open
Abstract
Background This systematic review and meta-analysis aim to evaluate the effects of cognitively engaging Physical Activity (PA) interventions on Executive Function (EF) in children and adolescents. It examines how different intervention modalities, durations, frequencies, and session lengths influence these effects. Methods We followed the PRISMA guidelines and searched PubMed, SPORTDiscus, Embase, and Web of Science for relevant studies. Studies were included if they were Randomized Controlled Trials (RCTs) focusing on PA with cognitive elements targeting EF in healthy children and adolescents. Data were extracted and effect sizes computed using Standardized Mean Differences (SMDs). Results From an initial 1,635 articles, 23 studies with 2,857 participants were included. The overall effect of cognitively engaging PA on EF was significant (SMD = 0.32, 95% CI 0.14-0.51), with notable improvements in inhibitory control (SMD = 0.35) and working memory (SMD = 0.34). High heterogeneity was observed (I 2 = 91.1%). Moderator analyses revealed that interventions lasting more than 6 weeks, with sessions over 20 min and conducted more than twice a week, were particularly effective. Conclusion Cognitively engaging PA interventions positively impact EF in children and adolescents, particularly in inhibitory control. Effective interventions are characterized by longer duration, higher frequency, and extended session lengths. These findings underscore the importance of integrating cognitive challenges within PA programs to enhance EF, warranting future research and practical applications in educational and developmental settings.
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Affiliation(s)
- Fan Mao
- School of Physical Education, Qingdao University, Qingdao, China
- Research Center for Youth Football, Qingdao University, Qingdao, China
| | - Fang Huang
- Department of Neurology, Louisiana State University Health Shreveport, Shreveport, LA, United States
| | - Shan Zhao
- School of Physical Education, Qingdao University, Qingdao, China
| | - Qun Fang
- School of Physical Education, Qingdao University, Qingdao, China
- Research Center for Youth Football, Qingdao University, Qingdao, China
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Fischetti F, Pepe I, Greco G, Ranieri M, Poli L, Cataldi S, Vimercati L. Ten-Minute Physical Activity Breaks Improve Attention and Executive Functions in Healthcare Workers. J Funct Morphol Kinesiol 2024; 9:102. [PMID: 38921638 PMCID: PMC11205001 DOI: 10.3390/jfmk9020102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/31/2024] [Revised: 06/08/2024] [Accepted: 06/11/2024] [Indexed: 06/27/2024] Open
Abstract
Occupational health is a major problem in modern work environments. Physical activity breaks (PABs), short exercise periods delivered during working hours, incorporating exergames or outdoor activities, have emerged as a novel approach that could be used to improve work efficiency and workplace wellbeing. Therefore, this study aimed to investigate the impact of PABs on attention levels and executive functions in healthcare workers. A total of 27 healthcare workers (M = 14, W = 13; 49.55 ± 12.46 years), after 4 h of work, randomly performed one of three 10 min conditions weekly in a counterbalanced order: No Physical Activity Break (NPAB); Outdoor Physical Activity Break (OPAB); Physical Activity Break with Exergame (PABEx). After the conditions, executive functions and selective attention were assessed by the Stroop Color and Word Test (SCWT), and the Trail Making A,B test (TMT A,B), respectively. Significant differences between OPAB and NPAB as well as between PABEx and NPAB in the TMT-A test χ2(2) = 44.66 (p < 0.001) and TMT-B test χ2(2) = 48.67 (p < 0.001) were found, respectively. TMT-A and SCWT interference/time scores of the PABEx and OPAB conditions were significantly lower than those of NPAB (p < 0.001). In the SCWT interference/error score, no significant difference was found between the PABEx and NPAB (p > 0.05), but the score was statistically lower in the OPAB condition than PABEx (p = 0.001) and PABEx condition compared to OPAB for TMT-A (p = 0.001). Findings showed that the OPAB and PABEx conditions are effective in improving selective attention and executive functions in healthcare workers. Employers can foster a healthier and more productive workforce by promoting a culture of movement and prioritizing employee health, which in turn can enhance patient care outcomes.
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Affiliation(s)
- Francesco Fischetti
- Department of Translational Biomedicine and Neuroscience (DiBraiN), University of Study of Bari, 70124 Bari, Italy; (F.F.); (I.P.); (M.R.); (L.P.)
| | - Ilaria Pepe
- Department of Translational Biomedicine and Neuroscience (DiBraiN), University of Study of Bari, 70124 Bari, Italy; (F.F.); (I.P.); (M.R.); (L.P.)
| | - Gianpiero Greco
- Department of Translational Biomedicine and Neuroscience (DiBraiN), University of Study of Bari, 70124 Bari, Italy; (F.F.); (I.P.); (M.R.); (L.P.)
| | - Maurizio Ranieri
- Department of Translational Biomedicine and Neuroscience (DiBraiN), University of Study of Bari, 70124 Bari, Italy; (F.F.); (I.P.); (M.R.); (L.P.)
| | - Luca Poli
- Department of Translational Biomedicine and Neuroscience (DiBraiN), University of Study of Bari, 70124 Bari, Italy; (F.F.); (I.P.); (M.R.); (L.P.)
| | - Stefania Cataldi
- Department of Translational Biomedicine and Neuroscience (DiBraiN), University of Study of Bari, 70124 Bari, Italy; (F.F.); (I.P.); (M.R.); (L.P.)
| | - Luigi Vimercati
- Section of Occupational Medicine, Interdisciplinary Department of Medicine, University of Study of Bari, 70124 Bari, Italy;
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Peiris DLIHK, Duan Y, Vandelanotte C, Liang W, Baker JS. In-classroom physical activity breaks program among school children in Sri Lanka: study protocol for a randomized controlled trial. Front Public Health 2024; 12:1360210. [PMID: 38711768 PMCID: PMC11070516 DOI: 10.3389/fpubh.2024.1360210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Accepted: 04/09/2024] [Indexed: 05/08/2024] Open
Abstract
Background The problem of sedentary behavior among primary school children is alarming, with numbers gradually increasing worldwide, including Sri Lanka. Physical activity interventions within classroom settings have been acknowledged as a critical strategy to increase students' movement behaviors while enhancing their academic achievement and health. Yet, the busy curriculum and challenging educational demands encourage more sedentary classroom behavior. Hence, this study aims to develop and evaluate an in-classroom physical activity breaks (IcPAB) intervention among fifth graders in Sri Lanka. Methods The study will adopt a randomized controlled trial (RCT), comprising an in-classroom physical activity breaks program group and a control group to evaluate the effects of IcPAB on academic achievement, movement behaviors and health outcomes. The intervention design is based on the capability (C), opportunity (O) and motivation (M) behavior (B) (COM-B) model. A least 198 fifth graders will be recruited from two schools in Uva province, Sri Lanka. The recruitment process will start in late 2022. Class teachers of the intervention group will implement 5-min activity breaks at least three times a day after completing a training session. The primary variables include mathematics and reading achievement. The secondary variables include physical activity levels, steps count, sedentary behavior, body mass index, aerobic fitness, and perceived stress. Data collection will be implemented at pre-test and post-test, respectively. Intervention fidelity and the process will also be evaluated. Discussion The IcPAB is designed to prevent pure educational time loss by introducing curriculum-integrated short bouts of physical active breaks into the classroom routine. If the IcPAB is effective, it can (1) improve the mathematics and reading achievement of fifth-grade girls and boys, which is a significant factor determining the performance at the Grade Five National Scholarship Examination in Sri Lanka; (2) improve movement behaviors as well as physical and mental health outcomes among primary school students. Sequentially, the IcPAB will enrich school-based physical activity intervention approaches which can in turn bring academic and health benefits to primary school children in Sri Lanka. Trial registration The first version of the trial was registered with the ISRCTN registry (Ref: ISRCTN52180050) on 20/07/2022.
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Affiliation(s)
- D. L. I. H. K. Peiris
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Kowloon, Hong Kong SAR, China
| | - Yanping Duan
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Kowloon, Hong Kong SAR, China
| | - Corneel Vandelanotte
- Physical Activity Research Group, School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton, QLD, Australia
| | - Wei Liang
- School of Physical Education, Shenzhen University, Shenzhen, China
| | - Julien Steven Baker
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Kowloon, Hong Kong SAR, China
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Allee KA, Garcia JM, Roberts SK, Clark MH. Sitting Less for Success: Reducing Sedentary Behaviors to Increase Kindergarten Achievement. THE JOURNAL OF SCHOOL HEALTH 2024; 94:117-127. [PMID: 37953631 DOI: 10.1111/josh.13409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Revised: 10/07/2023] [Accepted: 10/10/2023] [Indexed: 11/14/2023]
Abstract
BACKGROUND Physical activity (PA) improves outcomes, but disadvantaged children typically experience more sedentary behavior (SB). This study explored movement, executive function (EF) health, and academic achievement (AA) for economically disadvantaged kindergarteners. METHODS Children in 2 classrooms (n = 16; n = 7) wore wrist-based accelerometers to assess PA/SB during the school day. Independent t-tests and analysis of variance analyzed mean group differences in PA/SB and EF/AA, and correlations explored AA and EF associations. RESULTS The movement-based class spent significantly less time in SB compared to the contemporary class (t = 2.552, g = 1.115), made greater reading (t = -2.611) and math (t = .967) gains, and had better EF (t = .012). There were significant negative correlations between SB and math (r = -.534) and reading (r = -.592), but no significant relationships with EF. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY Schools should consider methods to decrease time spent in SB at lower-SES schools, which is financially feasible and less time-consuming than programs to increase PA. CONCLUSION Decreased SB time was associated with better AA. More research is needed to determine whether interventions to decrease time spent in SB at school improve academic outcomes in disadvantaged children.
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Affiliation(s)
- Karyn A Allee
- Atlanta Graduate Teacher Education, Tift College of Education, Mercer University, 3001 Mercer University Drive, Atlanta, GA, 30341
| | - Jeanette M Garcia
- School of Sports Sciences, College of Applied Human Sciences, West Virginia University, 375 Birch Street, Morgantown, WV, 26506
| | - Sherron K Roberts
- School of Teacher Education, College of Community Innovation and Education, University of Central Florida, 12494 University Boulevard, Orlando, FL, 32816
| | - M H Clark
- Department of Learning Sciences and Educational Research, College of Community Innovation and Education, University of Central Florida, 12494 University Boulevard, Orlando, FL, 32816
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Zhou Y, Tolmie A. Associations between Gross and Fine Motor Skills, Physical Activity, Executive Function, and Academic Achievement: Longitudinal Findings from the UK Millennium Cohort Study. Brain Sci 2024; 14:121. [PMID: 38391696 PMCID: PMC10887312 DOI: 10.3390/brainsci14020121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2023] [Revised: 01/13/2024] [Accepted: 01/23/2024] [Indexed: 02/24/2024] Open
Abstract
Accumulating evidence from behavioral studies and neuroscience suggests that motor and cognitive development are intrinsically intertwined. To explore the underlying mechanisms of this motor-cognition link, our study examined the longitudinal relationship of early motor skills and physical activity with later cognitive skills. The sample was 3188 children from the United Kingdom Millennium Cohort Study, followed at 9 months and 5, 7, and 11 years. Early motor skills were examined at 9 months. Children's daily physical activity level was measured using accelerometers at 7 years and a questionnaire was conducted at 11 years. Cognitive skills, including executive function and academic achievement, were measured at age 11. The results suggest that gross motor skills were positively associated with spatial working memory, whereas fine motor skills were predictive of good English and science outcomes. Moderate-to-vigorous activity was found to be negatively associated with English performance, although self-reported activity frequency was positively linked to math. Our results highlight the significant role of both gross and fine motor skills in cognitive development. This study also elucidates the limitations of using activity intensity to assess the impact of motor activity on children's cognitive development, suggesting that attention to the effects of specific types of physical activity would better elucidate the motor/cognition link.
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Affiliation(s)
- Yuxi Zhou
- Motor-Executive Control Interaction Lab, Department of Psychology and Human Development, UCL Institute of Education, University College London, London WC1E 6BT, UK
| | - Andrew Tolmie
- Motor-Executive Control Interaction Lab, Department of Psychology and Human Development, UCL Institute of Education, University College London, London WC1E 6BT, UK
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Simard L, Bouchard J, Lavallière M, Chevrette T. Promoting physical activity and academic achievement through physically active learning: Qualitative perspectives of co-design and implementation processes. PLoS One 2023; 18:e0294422. [PMID: 37992080 PMCID: PMC10664963 DOI: 10.1371/journal.pone.0294422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Accepted: 11/01/2023] [Indexed: 11/24/2023] Open
Abstract
This article discussed the issue of low PA levels among school-aged children and highlights the promising approach of school-based interventions, including physically active learning (PAL), to increase PA levels. The study aimed to co-design and to assess the implementation of a PAL program for 8 weeks in 4 elementary classrooms (82 students and 7 teachers), emphasizing the potential of integrating PA with academic learning and the importance of co-designing programs with teachers to maximize their effectiveness. Technology was found to support PAL practices in promoting PA and academic achievement. The study underscores the need for further research to explore the societal implications of PAL programs, including their potential to improve the health and well-being of children while promoting positive academic outcomes.
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Affiliation(s)
- Laurie Simard
- Centre Intersectoriel en Santé Durable, Université du Québec à Chicoutimi, Saguenay, Canada
- Laboratoire BioNR, Université du Québec à Chicoutimi, Saguenay, Canada
- Observatoire du Développement Moteur et Psychomoteurs des 0–18 ans, Université du Québec à Chicoutimi, Saguenay, Canada
| | - Julie Bouchard
- Centre Intersectoriel en Santé Durable, Université du Québec à Chicoutimi, Saguenay, Canada
- Laboratoire BioNR, Université du Québec à Chicoutimi, Saguenay, Canada
| | - Martin Lavallière
- Centre Intersectoriel en Santé Durable, Université du Québec à Chicoutimi, Saguenay, Canada
- Laboratoire BioNR, Université du Québec à Chicoutimi, Saguenay, Canada
| | - Tommy Chevrette
- Centre Intersectoriel en Santé Durable, Université du Québec à Chicoutimi, Saguenay, Canada
- Observatoire du Développement Moteur et Psychomoteurs des 0–18 ans, Université du Québec à Chicoutimi, Saguenay, Canada
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Zhang D, Shi L, Zhu X, Chen S, Liu Y. Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children. J Exerc Sci Fit 2023; 21:376-384. [PMID: 37927355 PMCID: PMC10624586 DOI: 10.1016/j.jesf.2023.09.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 09/19/2023] [Accepted: 09/27/2023] [Indexed: 11/07/2023] Open
Abstract
Background/Objective The aim of this study was to examine the effects of school-based intervention integrating physical literacy (PL) into active school recesses (ASR) on physical fitness (i.e., body composition, 20-m shuttle run, 50-m run, rope skipping, sit and reach, handgrip) and academic achievement (i.e., academic result of Chinese and Mathematics) in Chinese children. Methods A total of 357 children (mean age: 7.8 ± 0.7 years; boys: 50.4%) were recruited from two schools and these two schools were randomly assigned as the intervention group (IG) and the control group (CG), respectively. The IG consisted of 155 children (mean age: 7.9 ± 0.7 years, boys: 51.0%), and 202 children (mean age: 7.8 ± 0.7 years; boys: 50%) were allocated to the CG. Children in the IG received a 10-week intervention integrating PL that was conducted during ASR. In the CG, children's regular school activity was remained during the intervention period. Generalized estimating equation was performed to compare the levels of physical fitness and academic achievement between the IG and the CG after intervention. Results Regarding physical fitness, there was a significant group × time interaction on 20-m shuttle run (β = -3.89, 95% CI [-5.08; -2.71], p < 0.001) and handgrip (β = -0.70, 95% CI [-1.20; -0.20], p = 0.006). After intervention, children in the IG had a greater increase than the CG (p < 0.001) in terms of 20-m shuttle run and handgrip. In addition, the post-test analysis indicated that performance of children in the IG was significantly greater than those in the CG (20-m shuttle run: p < 0.001, handgrip: p = 0.002). There was a significant group × time interaction on academic result of Chinese (β = -1.21, 95% CI [-1.91; -0.56], p = 0.001) and academic result of Mathematics (β = 16.71, 95% CI [15.14; 18.143], p < 0.001). Statistically significant positive difference in post-test was observed in academic result of Mathematics between the IG and the CG (p = 0.012). Conclusion The results of this intervention study indicate that intervention integrating PL into ASR could bring a promising effect on physical fitness and academic achievement in children. It is recommended that future studies are necessary to assess the effects of ASR-based PL intervention on physical and cognitive outcomes using a wide range of sample.
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Affiliation(s)
- Danqing Zhang
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Lijuan Shi
- Shanghai Teacher Education Institute, Shanghai, China
| | - Xiaoling Zhu
- Education Institute of Yangpu District Shanghai, Shanghai, China
| | - Sitong Chen
- Institute for Health and Sport, Victoria University, Melbourne, Australia
| | - Yang Liu
- School of Physical Education, Shanghai University of Sport, Shanghai, China
- Shanghai Research Center for Physical Fitness and Health of Children and Adolescents, Shanghai University of Sport, Shanghai, China
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Eng CM, Flynn RM, Thiessen ED, Fisher AV. A Literature Review on the Effects of Exergames on Executive Function in Youth. TECHNOLOGY, MIND, AND BEHAVIOR 2023; 4:10.1037/tmb0000118. [PMID: 38162378 PMCID: PMC10756422 DOI: 10.1037/tmb0000118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/03/2024]
Abstract
Exergames (video games that promote cognitive and physical activity simultaneously) benefit executive function in elderly populations. It has been suggested that exergames may induce larger effects than cognitive or exercise training alone, but few reviews have synthesized the causal factors of exergames on executive function from experimental research with youth. This review investigates (1) the various types of exergames and associated comparison conditions (2) the executive function outcome assessments commonly utilized in exergame research with youth (3) the efficacy of exergames by evaluating experimental studies that compared exergaming to cognitive, exercise, and passive control conditions inclusive of effect sizes and (4) the potential mechanisms underlying the changes in executive function induced from exergames. Eligible outcome data were available from 607 participants across ten studies, with the age of participants ranging from 4-21 (M age = 10.46 ). The findings indicate that exergames improve aspects of executive function from both acute and chronic studies. Despite the high variability of exergame contexts, dosage, populations, and outcome assessments, improvements in executive function comparing exergaming to passive control conditions were exhibited across all studies. While there is evidence of exergaming demonstrating advantages over passive control conditions, evidence is mixed when comparing exergaming to sedentary cognitive and exercise comparison conditions. Potential sources of these mixed results and future directions to address current gaps in the field are identified. As video game and technology use grows exponentially and concerns of childhood sedentary behavior and play deprivation increase, evidence-based practices that promote both physical and cognitive activity are needed.
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Affiliation(s)
- Cassondra M Eng
- Stanford University, Department of Psychiatry and Behavioral Sciences
- Carnegie Mellon University, Department of Psychology
| | - Rachel M Flynn
- San Francisco State University, Department of Child and Adolescent Development
| | | | - Anna V Fisher
- Carnegie Mellon University, Department of Psychology
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Mavilidi MF, Pesce C, Mazzoli E, Bennett S, Paas F, Okely AD, Howard SJ. Effects of Cognitively Engaging Physical Activity on Preschool Children's Cognitive Outcomes. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2023; 94:839-852. [PMID: 35522990 DOI: 10.1080/02701367.2022.2059435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 03/24/2022] [Indexed: 06/14/2023]
Abstract
Research combining physical activity with the training of cognitive skills such as executive functions is emerging as a novel and fruitful intervention approach for children. Purpose: This study aimed to examine the impact of an intervention program including cognitively engaging physical activity on preschool children's cognitive outcomes and physical activity. Methods: Children (N = 144, 65 female; Mage = 4.41 years, SD = 0.61), randomly assigned to one of three groups: cognitively engaging physical activity (CPA; i.e., storytelling, cognitive activities, and motor tasks, n = 55), cognition (i.e., storytelling and cognitive activities without motor tasks, n = 48), or control (i.e., traditional storytelling, n = 41). Sessions lasted approximately 17 minutes, conducted twice a week, for 6 weeks. Children's executive function, self-regulation, and related outcomes (i.e., numeracy) were assessed at baseline and again-along with perceived enjoyment-at the end of the program. Accelerometers measured children's physical activity during each session. Teachers completed a logbook for each session, and two fidelity checks per preschool took place by the researcher. Main analyses used linear mixed models adjusted for covariates (age, sex) and clustering at the preschool level. Results: Results showed no significant group by time interaction for executive function, self-regulation, numeracy, enjoyment. During the sessions, children in the CPA group were more physically active than children in the cognition and control groups. Conclusion: While we did not find the expected amplified cognitive benefits, making storytelling more active has the potential to meet two needs (increase cognitive stimulation and physical activity levels) in one deed.
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Affiliation(s)
| | | | | | | | - Fred Paas
- University of Wollongong
- Erasmus University Rotterdam
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Samuel-Hodge CD, Gizlice Z, Guy AR, Bernstein K, Victor AY, George T, Hamlett TS, Harrison LM. A Mixed-Method Evaluation of a Rural Elementary School Implementing the Coordinated Approach to Child Health (CATCH) Program. Nutrients 2023; 15:2729. [PMID: 37375633 PMCID: PMC10304257 DOI: 10.3390/nu15122729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Revised: 05/29/2023] [Accepted: 06/05/2023] [Indexed: 06/29/2023] Open
Abstract
Despite children living in rural US areas having 26% greater odds of being affected by obesity compared to those living in urban areas, the implementation of evidence-based programs in rural schools is rare. We collected quantitative data (weight and height) from 272 racially and ethnically diverse students at baseline, and qualitative data from students (4 focus groups), parents, and school staff (16 semi-structured interviews and 29 surveys) to evaluate program outcomes and perceptions. At the 2-year follow-up, paired data from 157 students, represented by racial/ethnic groups of 59% non-Hispanic White, 31% non-Hispanic Black, and 10% Hispanic, showed an overall mean change (SD) in BMI z-score of -0.04 (0.59), a decrease of -0.08 (0.69) in boys, and a significant -0.18 (0.33) decrease among Hispanic students. Boys had a mean decrease in obesity prevalence of 3 percentage points (from 17% to 14%), and Hispanic students had the largest mean decrease in BMI percentile. Qualitative data showed positive perceptions of the CATCH program and its implementation. This community-engaged research, with collaboration from an academic institution, a health department, a local wellness coalition, and a rural elementary school, demonstrated successful CATCH program implementation and showed promising outcomes in mean BMI changes.
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Affiliation(s)
- Carmen D. Samuel-Hodge
- Gillings School of Global Public Health, Department of Nutrition, Center for Promotion and Disease Prevention, University of North Carolina at Chapel Hill, 1700 Martin Luther King Jr. Blvd., Room 216, CB #7426, Chapel Hill, NC 27599-7426, USA
| | - Ziya Gizlice
- Center for Health Promotion & Disease Prevention, University of North Carolina at Chapel Hill, 1700 Martin Luther King Jr. Blvd., CB #7426, Chapel Hill, NC 27599-7426, USA; (Z.G.); (A.R.G.); (K.B.); (A.Y.V.); (T.S.H.)
| | - Alexis R. Guy
- Center for Health Promotion & Disease Prevention, University of North Carolina at Chapel Hill, 1700 Martin Luther King Jr. Blvd., CB #7426, Chapel Hill, NC 27599-7426, USA; (Z.G.); (A.R.G.); (K.B.); (A.Y.V.); (T.S.H.)
| | - Kathryn Bernstein
- Center for Health Promotion & Disease Prevention, University of North Carolina at Chapel Hill, 1700 Martin Luther King Jr. Blvd., CB #7426, Chapel Hill, NC 27599-7426, USA; (Z.G.); (A.R.G.); (K.B.); (A.Y.V.); (T.S.H.)
| | - Aurore Y. Victor
- Center for Health Promotion & Disease Prevention, University of North Carolina at Chapel Hill, 1700 Martin Luther King Jr. Blvd., CB #7426, Chapel Hill, NC 27599-7426, USA; (Z.G.); (A.R.G.); (K.B.); (A.Y.V.); (T.S.H.)
| | - Tyler George
- Division of General Medicine, School of Medicine, University of North Carolina at Chapel Hill, 102 Mason Farm Rd. #3100, Chapel Hill, NC 27599, USA;
| | - Trevor S. Hamlett
- Center for Health Promotion & Disease Prevention, University of North Carolina at Chapel Hill, 1700 Martin Luther King Jr. Blvd., CB #7426, Chapel Hill, NC 27599-7426, USA; (Z.G.); (A.R.G.); (K.B.); (A.Y.V.); (T.S.H.)
| | - Lisa M. Harrison
- Granville Vance Public Health, 1032 College St., Oxford, NC 27565, USA;
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12
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Chou CC, Kao SC, Pan CC, McCullick B, Fu HL, Wang CH. Cognitively engaging movement games improve interference control and academic performance in overweight children: A randomized control trial. Scand J Med Sci Sports 2023; 33:521-534. [PMID: 36334308 DOI: 10.1111/sms.14264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Revised: 10/18/2022] [Accepted: 10/24/2022] [Indexed: 11/06/2022]
Abstract
The purpose of this study was to determine the (a) dose-response effects of cognitively engaging movement games (CEMGs) designed to improve aerobic capacity, interference control (IC), and academic performance, (b) relationship between intervention-induced improvements in aerobic capacity, IC, and academic performance, and (c) moderation effect of IC on the relationship between aerobic capacity and academic performance in overweight children. Seventy-five overweight children (aged 11.23 ± 0.60 years; 48% males) participated in this study conducted in Taipei during the 2018/2019 academic year and were randomly assigned to the low-dose (20-min) intervention, high-dose (40-min) intervention, and control groups and completed a Stroop test, half-mile run, and language and mathematics tests before and after a 10-week afterschool program. Both intervention groups showed similar improvements in outcomes of aerobic capacity (ds > 0.80), IC (ds > 0.76), and academic performance (ds > 0.90) from the pretest to posttest, whereas these outcomes were unchanged for the control group. Furthermore, improved IC moderated the association between improvements in aerobic capacity and academic performance. Our findings suggest that CEMG with varying doses is feasible and effective for improving aerobic capacity, IC, and academic performance in overweight children and that the association between improvements in aerobic capacity and academic performance depends on the intervention effects on IC.
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Affiliation(s)
- Chien-Chih Chou
- Graduate Institute of Sport Pedagogy, University of Taipei, Taipei City, Taiwan
| | - Shih-Chun Kao
- Health & Kinesiology, Purdue University, West Lafayette, Indiana, USA
| | - Cheng-Chen Pan
- Special Education Center, National Taiwan Normal University, Taipei City, Taiwan
| | - Bryan McCullick
- Department of Kinesiology, University of Georgia, Athens, Georgia, USA
| | - Hao-Lun Fu
- Department of Psychology, National Cheng Kung University, Taipei City, Taiwan
| | - Chun-Hao Wang
- Department of Psychology, National Cheng Kung University, Taipei City, Taiwan.,Institute of Physical Education, Health & Leisure Studies, National Cheng Kung University, Taipei City, Taiwan
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13
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Emm-Collison L, Salway R, Matthews J, Reid T, Jago R. Associations between the built environment, policies and curriculum in schools and primary school children’s physical activity. Wellcome Open Res 2023. [DOI: 10.12688/wellcomeopenres.18262.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/17/2023] Open
Abstract
Background: A large proportion of children in the UK do not engage in the recommended amount of physical activity. Schools are an environment where children spend a considerable portion of their time and have the potential to facilitate more physical activity. There has been little exploration of the specific school environment factors that are most pertinent to child physical activity and sedentary behaviour. This study was intended to fill this important gap. Methods: Data were collected between March 2017 and May 2018 from 50 schools and 1223 children who participated in the B-Proact1v cohort study. School level measures were the built environment (e.g. playground equipment, cycling parking, allotments), physical activity-related policies (e.g. policy to encourage active travel) and the use of physical activity in the curriculum (e.g. regular physical activity breaks throughout day). Children’s weekday moderate-to-vigorous physical activity (MVPA) was estimated via Actigraph GT3X accelerometers. Associations between school context measures and children’s weekday MVPA were analysed using linear multilevel models, with children nested within schools, adjusted for individual characteristics. Results: On average, children at schools with allotments, a larger amount of playground equipment and where cycle training was offered, engaged in higher levels of MVPA. PE being compromised due to space was associated with lower levels of MVPA. Conclusions: Whilst there is a need for further exploration, the findings suggest that school-based provision and policies for active travel, sport and active play may be important to encouraging more primary school children to be more active more regularly.
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14
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Martin-Martinez C, Valenzuela PL, Martinez-Zamora M, Martinez-de-Quel Ó. School-based physical activity interventions and language skills: a systematic review and meta-analysis of randomized controlled trials. J Sci Med Sport 2023; 26:140-148. [PMID: 36609085 DOI: 10.1016/j.jsams.2022.12.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Revised: 11/15/2022] [Accepted: 12/21/2022] [Indexed: 12/26/2022]
Abstract
OBJECTIVES School-based physical activity (PA) interventions have proven beneficial for improving cognitive performance and overall academic achievement, but their benefits on language skills remain unclear. We aimed to assess the effects of school-based PA interventions on language skills in children and adolescents. DESIGN Systematic review with meta-analysis. METHODS A systematic search was performed in PubMed, PsycINFO and Scopus until September 10th, 2022. We included randomized controlled trials (RCTs) that performed a school-based PA intervention in children/adolescents and that assessed language-related outcomes (i.e., reading, spelling, vocabulary, verbal fluency, comprehension and grammar) or language school grades. Random effect meta-analyses were conducted to pool study results. RESULTS Thirty-one studies (18,651 participants) were finally included. Significant benefits were observed for reading (standardized mean difference [SMD]: 0.15; 95% confidence interval [CI]: 0.08, 0.22), vocabulary (SMD: 0.71; 95%CI: 0.44, 0.97), and comprehension (SMD: 0.24; 95%CI: 0.09, 0.40), with a non-significant trend (p = 0.083) also observed for language school grades (SMD: 0.40; 95%CI: -0.05, 0.86). No significant benefits were observed for spelling or verbal fluency (both p > 0.05), and no meta-analysis could be performed for grammar skills. No consistent differences were observed between integrated (i.e., performing PA along with the academic content) and non-integrated PA interventions (e.g., extra physical education lessons). CONCLUSIONS School-based PA interventions appear as an effective strategy for improving different language-related skills, although further research is needed to determine how interventions' and participants' characteristics moderate these effects.
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Affiliation(s)
- Carlos Martin-Martinez
- Department of Didactics of Language, Arts and Physical Education, University Complutense of Madrid, Spain
| | - Pedro L Valenzuela
- Research Institute of the Hospital 12 de Octubre ("imas12", PaHerg group), Spain; Department of Systems Biology, University of Alcalá, Madrid, Spain. https://twitter.com/pl_valenzuela
| | - Marcos Martinez-Zamora
- Department of Didactics of Language, Arts and Physical Education, University Complutense of Madrid, Spain
| | - Óscar Martinez-de-Quel
- Department of Didactics of Language, Arts and Physical Education, University Complutense of Madrid, Spain; Faculty of Physical Activity and Sport Sciences-INEF, Technical University of Madrid, Madrid, Spain
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15
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Effects of a Complex Physical Activity Program on Children's Arithmetic Problem Solving and Arithmetic Reasoning Abilities. Eur J Investig Health Psychol Educ 2023; 13:141-150. [PMID: 36661760 PMCID: PMC9858432 DOI: 10.3390/ejihpe13010010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Revised: 01/04/2023] [Accepted: 01/09/2023] [Indexed: 01/13/2023] Open
Abstract
Research has shown that higher levels of physical activity are associated with better cognitive performance in children. However, the benefits of physical activity on academic achievement and specifically on mathematics performance need to be further explored. Therefore, this study aimed to investigate the effects of a complex physical activity (CPA) intervention program, including cognitive involvement, on children’s mathematics performance. The participants were 128 children (aged 12−13 years) attending third grade in three middle schools. They were randomly allocated into a CPA intervention (n = 64) or a waitlist control group (n = 64), the latter of which was given a regular and easy-to-perform activity program. At baseline and after the intervention, students’ physical fitness was measured using a battery of standardized motor tests (20 m shuttle run test, curl-up test, push-up test, and sit and reach test). In addition, the AC-MT 11-14 test was administered to allow a standardized and comprehensive assessment of arithmetic problem-solving and arithmetic reasoning abilities. In comparison to the control, the intervention group showed significant improvements (p < 0.001) in comprehension and production (d = 1.88), arithmetic reasoning (d = 2.50), and problem solving (d = 1.32), as well as in 20 m shuttle run test (d = 1.81), push-up test (d = 1.88), curl-up (d = 3.52), and sit and reach (d = 2.52). No significant changes were found in the control group. In conclusion, findings showed that a 12-week CPA intervention program can improve mathematical performance in children in the third grade of middle school. CPA intervention may be an effective method to improve academic performance and avoid student failure.
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16
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Schmid D, Qazi A, Scott NM, Tomporowski PD. The effects of physical activity timing and complexity on episodic memory: A randomized controlled trial. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 64:102332. [PMID: 37665816 DOI: 10.1016/j.psychsport.2022.102332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2022] [Revised: 10/12/2022] [Accepted: 11/06/2022] [Indexed: 09/06/2023]
Abstract
The role of two types of acute physical activity (PA) bouts were assessed on young adults' free-recall and recognition memory in two experiments, which differed in the temporal relation of PA and word encoding. Before or following training on the Rey Auditory Verbal Learning Task, participants performed a simple two-step dance, a complex four-step dance, or remained seated. Hypotheses proposed that PA prior to encoding and complex PA would enhance PA's mnemonic benefits. Memory assessed post-PA, 24 h, and 7 days after training indicated that timing and complexity of PA did not impact free-recall or recognition memory. Findings differ from a previous study showing complex PA benefited motor learning more than simple PA (Tomporowski & Pendleton, 2018). The inconsistency may be due to different working memory processes underlying consolidation and retrieval of procedural or episodic information. Theory-based explanations regarding memory storage and retrieval are proposed to elucidate this selective process.
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Affiliation(s)
| | - Ahmed Qazi
- Kinesiology Department, University of Georgia, USA
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17
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Escobar JP, Rosas Díaz R. Direct and Indirect Effects of Inhibition and Flexibility to Reading Comprehension, Reading Fluency, and Decoding in Spanish. READING PSYCHOLOGY 2022. [DOI: 10.1080/02702711.2022.2141395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- José-Pablo Escobar
- Centre for Development of Inclusion Technologies, School of Psychology, Pontifical Catholic University of Chile, Santiago, Chile
| | - Ricardo Rosas Díaz
- Centre for Development of Inclusion Technologies, School of Psychology, Pontifical Catholic University of Chile, Santiago, Chile
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18
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Haas P, Sudeck G, Kelava A, Cattarius M, Meibohm M, Schmid J, Kistoglidou E, Gawrilow C. Acute effects of a motor coordination intervention on executive functions in kindergartners: a proof-of-concept randomized controlled trial. Pilot Feasibility Stud 2022; 8:185. [PMID: 35978405 PMCID: PMC9382724 DOI: 10.1186/s40814-022-01125-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2020] [Accepted: 07/15/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Executive functions are pivotal for future academic and social functioning. Causal effects of physical activity on executive functions have been shown in adults. The primary objective of this study was to test the proof-of-concept (i.e., feasibility of implementation and acceptance) of a motor coordination intervention and a sedentary control condition in kindergartners and its preliminary effectiveness on subsequent executive function performance. METHODS The study used a two-group post-test only design. All children aged between 4 and 7 years old were eligible. One hundred and three children (46% girls; age: M = 5.71 years, 95% CI = 5.50 to 5.92) recruited in a middle-sized town in Germany were randomly assigned to a 20-min motor coordination intervention (n = 51) or a sedentary control condition (n = 52), both of which were conducted in a one-on-one experimenter-child setting in the university or kindergarten. A second blinded-to-condition experimenter assessed the executive function outcomes directly following the conditions. Proof-of-concept criteria were the implementation of the intervention with a moderate-to-vigorous physical activity level assessed via heart rate sensors, and with motor coordination demands, analyzed via video recordings; children's acceptance via self-reported enjoyment of the conditions; and the post-assessments of executive functions with a behavioral and computerized task. RESULTS The motor coordination intervention and the control condition were feasible in a one-on-one setting with kindergartners. The intervention revealed heart rate increases and challenging motor coordination tasks. Children in both conditions indicated they enjoy them. Performance in the two executive function tasks did not differ between children in the motor coordination intervention and the control condition. CONCLUSIONS A one-on-one experimenter-child setting was feasible to deliver in kindergartners. Future intervention studies should consider pre-testing of executive functions and take into account children's characteristics as potential moderators, such as motor coordination skills.
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Affiliation(s)
- Petra Haas
- LEAD Graduate School & Research Network, Faculty of Economics and Social Sciences, Eberhard Karls Universität Tübingen, Tübingen, Germany. .,Research Group School Psychology, Department of Psychology, Faculty of Science, Eberhard Karls Universität Tübingen, Schleichstraße 4, 72076, Tübingen, Germany.
| | - Gorden Sudeck
- LEAD Graduate School & Research Network, Faculty of Economics and Social Sciences, Eberhard Karls Universität Tübingen, Tübingen, Germany.,Education & Health Research, Institute of Sports Science, Faculty of Economics and Social Sciences, Eberhard Karls Universität Tübingen, Tübingen, Germany
| | - Augustin Kelava
- Methods Center, Faculty of Economics and Social Sciences, Eberhard Karls Universität Tübingen, Tübingen, Germany
| | - Marcel Cattarius
- Research Group School Psychology, Department of Psychology, Faculty of Science, Eberhard Karls Universität Tübingen, Schleichstraße 4, 72076, Tübingen, Germany
| | - Marie Meibohm
- Research Group School Psychology, Department of Psychology, Faculty of Science, Eberhard Karls Universität Tübingen, Schleichstraße 4, 72076, Tübingen, Germany
| | - Johanna Schmid
- LEAD Graduate School & Research Network, Faculty of Economics and Social Sciences, Eberhard Karls Universität Tübingen, Tübingen, Germany.,Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tübingen, Germany
| | - Eirini Kistoglidou
- Research Group School Psychology, Department of Psychology, Faculty of Science, Eberhard Karls Universität Tübingen, Schleichstraße 4, 72076, Tübingen, Germany
| | - Caterina Gawrilow
- LEAD Graduate School & Research Network, Faculty of Economics and Social Sciences, Eberhard Karls Universität Tübingen, Tübingen, Germany.,Research Group School Psychology, Department of Psychology, Faculty of Science, Eberhard Karls Universität Tübingen, Schleichstraße 4, 72076, Tübingen, Germany
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19
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Bulten R, Bedard C, Graham JD, Cairney J. Effect of cognitively engaging physical activity on executive functions in children. Front Psychol 2022; 13:841192. [PMID: 36059731 PMCID: PMC9428577 DOI: 10.3389/fpsyg.2022.841192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Accepted: 07/06/2022] [Indexed: 11/29/2022] Open
Abstract
Purpose Physical activity (PA) has been shown to enhance executive functions (EFs) in children, and PA involving a cognitive component may confer additional benefit. The purpose of this study was to investigate whether cognitively engaging PA impacts EF, and whether affect and fitness act as either mediators or moderators of this relationship. Methods A randomized controlled trial was utilized to assess changes in EFs between a 20-min Dual Task (intervention condition), a PA Task (control condition), and a Cognitive Task (control condition). Children were scheduled for two visits in the INfant and Child Health (INCH) Lab at the University of Toronto. Physical fitness was assessed using the 20 m shuttle run, standing long jump, and grip strength tests. EFs were assessed using the Stroop Task, Trail Making Task (TMT), and Forward Working Memory Task (FWMT). Results 38 children (Mage = 11.95 years, SD = 0.49, 61% female) participated. Repeated measures ANOVA showed main interactions between time on inhibition scores (p < 0.05, ηp2 = 0.489), and positive affect scores (p < 0.01, ηp2 = 0.284). Interaction effects between condition and time were not significant (p = 0.787, ηp2 = 0.014, p = .333, ηp2 = 0.061, p = 0.799, ηp2 = 0.013 for inhibition, switching, and passive working memory, respectively). Results showed no significant mediation effect of affect (95% CI = –0.5915, 2.147), or moderating effect between fitness and EF changes. Conclusion Possible explanations for these findings include inadequate cognitive engagement, lack of EF transfer, and statistical power. Results suggest any of these interventions may be beneficial for improving inhibition and positive affect in children.
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Affiliation(s)
- Rheanna Bulten
- Michael G. DeGroote Centre for Learning and Discovery, McMaster University, Hamilton, ON, Canada
| | - Chloe Bedard
- School of Public Health and Health Systems, University of Waterloo, Waterloo, ON, Canada
| | - Jeffrey D. Graham
- Faculty of Health Sciences, Ontario Tech University, Oshawa, ON, Canada
| | - John Cairney
- School of Human Movement and Nutritional Sciences, The University of Queensland, Brisbane, QLD, Australia
- *Correspondence: John Cairney,
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20
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Xu Y, Zhang W, Zhang H, Wang L, Luo Y, Ni G. Association between tennis training experience and executive function in children aged 8–12. Front Hum Neurosci 2022; 16:924809. [PMID: 35992939 PMCID: PMC9381735 DOI: 10.3389/fnhum.2022.924809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Accepted: 07/14/2022] [Indexed: 11/13/2022] Open
Abstract
Cognitively engaging activities have been shown to facilitate the improvement of executive functions in children. However, a limited number of studies have investigated whether the relationship between dose parameters of physical activities and executive functions, and heterogeneity exists. In the present study, we aim to explore the association between tennis training experience and executive functions in children. Sixty children between the ages of 8 and 12 were recruited in this study and were allocated to the short-term (ST) group (<12 months, n = 30) and the long-term (LT) group (more than 12 months, n = 30). The abilities of inhibitory control, cognitive flexibility, and working memory were measured by the Stop-signal task, Switching task, and N-back task, respectively. There was no significant group difference in either the accuracy or reaction time of the Stop-signal task. No significant difference between the groups' accuracy in the Switching task was observed. However, the LT group presented a shorter reaction time than the ST group (731.69 ± 149.23 ms vs. 857.15 ± 157.99 ms, P < 0.01) in the Switching task. Additionally, training experience was positively associated with the reaction time of the Switching task. As for the N-back task, in comparison with the LT group, the ST group showed a longer reaction time (711.37 ± 168.14 ms vs. 164.75 ± 635.88 ms, P < 0.05). Moreover, training experience was also positively associated with the reaction time of the N-back task. But there was no significant group difference in the accuracy of the N-back task. In conclusion, children trained for over 1 year have better performance in cognitive flexibility and working memory than those trained in <1 year; thus, tennis experience is positively associated with executive functions.
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Affiliation(s)
- Yue Xu
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Wanxia Zhang
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Hanfeng Zhang
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
- Sports Education Department, Beijing Jiaotong University, Beijing, China
| | - Lijuan Wang
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
| | - Yanlin Luo
- Department of Neurobiology, Capital Medical University, Beijing, China
- *Correspondence: Yanlin Luo
| | - Guoxin Ni
- School of Sports Medicine and Rehabilitation, Beijing Sport University, Beijing, China
- Guoxin Ni
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21
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Peiris DLIHK, Duan Y, Vandelanotte C, Liang W, Yang M, Baker JS. Effects of In-Classroom Physical Activity Breaks on Children's Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:9479. [PMID: 35954831 PMCID: PMC9368257 DOI: 10.3390/ijerph19159479] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 07/30/2022] [Accepted: 07/30/2022] [Indexed: 02/01/2023]
Abstract
In-Classroom physical activity breaks (IcPAB) are a promising way to promote children’s health behaviors, while contributing to the development of their academic and cognitive ability and health outcomes. Yet the effect of the activity breaks, which are exclusive to classroom settings, are still mixed and unclear. Hence, this review was conducted to identify the characteristics and the effects of IcPAB among primary school children. The review protocol was registered on PROSPERO (CRD42021234192). Following the Cochrane guidelines, PubMed, PsycINFO (ProQuest), MEDLINE (EBSCOhost), Embase/Ovid, SportDISCUS (EBSCOhost), Web of Science, Scopus and Academic Search Premier (EBSCOhost) databases were searched to collect data on randomised control trials without a time restriction. The final database search was conducted on the 8 November 2021. Random effects models were used to calculate the effect sizes. The systematic review identified ten eligible studies, nine of which were also included in the meta-analysis. Few studies used the theoretical frameworks and process evaluations. IcPAB showed mixed effectiveness on academic outcomes: i.e., IcPAB had effects on spelling performance (p < 0.05) and foreign language learning (p < 0.01) but not on mathematics and reading performance. Health behaviors such as moderate-to-vigorous physical activity levels were improved (p < 0.01), but IcPAB did not have an impact on cognition outcomes and health outcomes. Given these mixed results, further research is needed underpinned by strong methodological quality, theoretical underpinnings and reliable process evaluation methods.
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Affiliation(s)
- D. L. I. H. K. Peiris
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
| | - Yanping Duan
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
| | - Corneel Vandelanotte
- Physical Activity Research Group, School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton 4701, Australia
| | - Wei Liang
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
| | - Min Yang
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
| | - Julien Steven Baker
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
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22
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Meijer A, Königs M, Pouwels PJW, Smith J, Visscher C, Bosker RJ, Hartman E, Oosterlaan J. Effects of aerobic versus cognitively demanding exercise interventions on brain structure and function in healthy children-Results from a cluster randomized controlled trial. Psychophysiology 2022; 59:e14034. [PMID: 35292978 PMCID: PMC9541584 DOI: 10.1111/psyp.14034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2021] [Revised: 01/08/2022] [Accepted: 01/28/2022] [Indexed: 11/29/2022]
Abstract
The beneficial effects of physical activity on neurocognitive functioning in children are considered to be facilitated by physical activity-induced changes in brain structure and functioning. In this study, we examined the effects of two 14-week school-based exercise interventions in healthy children on white matter microstructure and brain activity in resting-state networks (RSNs) and whether changes in white matter microstructure and RSN activity mediate the effects of the exercise interventions on neurocognitive functioning. A total of 93 children were included in this study (51% girls, mean age 9.13 years). The exercise interventions consisted of four physical education lessons per week, focusing on either aerobic or cognitively demanding exercise and were compared with a control group that followed their regular physical education program of two lessons per week. White matter microstructure was assessed using diffusion tensor imaging in combination with tract-based spatial statistics. Independent component analysis was performed on resting-state data to identify RSNs. Furthermore, neurocognitive functioning (information processing and attention, working memory, motor response inhibition, interference control) was assessed by a set of computerized tasks. Results indicated no Group × Time effects on white matter microstructure or RSN activity, indicating no effects of the exercise interventions on these aspects of brain structure and function. Likewise, no Group × Time effects were found for neurocognitive performance. This study indicated that 14-week school-based interventions regarding neither aerobic exercise nor cognitive-demanding exercise interventions influence brain structure and brain function in healthy children. This study was registered in the Netherlands Trial Register (NTR5341).
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Affiliation(s)
- Anna Meijer
- Clinical Neuropsychology SectionVrije Universiteit AmsterdamAmsterdamThe Netherlands
| | - Marsh Königs
- Department of Pediatrics, Amsterdam Reproduction & Development, Emma Neuroscience GroupEmma Children’s Hospital, Amsterdam UMC, University of AmsterdamAmsterdamThe Netherlands
| | - Petra J. W. Pouwels
- Radiology and Nuclear medicine, Amsterdam NeuroscienceAmsterdam UMC, Vrije UniversiteitAmsterdamThe Netherlands
| | - Joanne Smith
- Center for Human Movement SciencesUniversity of Groningen, University Medical Center GroningenGroningenThe Netherlands
| | - Chris Visscher
- Center for Human Movement SciencesUniversity of Groningen, University Medical Center GroningenGroningenThe Netherlands
| | - Roel J. Bosker
- Groningen Institute for Educational ResearchUniversity of GroningenGroningenThe Netherlands
| | - Esther Hartman
- Center for Human Movement SciencesUniversity of Groningen, University Medical Center GroningenGroningenThe Netherlands
| | - Jaap Oosterlaan
- Clinical Neuropsychology SectionVrije Universiteit AmsterdamAmsterdamThe Netherlands
- Department of Pediatrics, Amsterdam Reproduction & Development, Emma Neuroscience GroupEmma Children’s Hospital, Amsterdam UMC, University of AmsterdamAmsterdamThe Netherlands
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23
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Usability and Effects of a Combined Physical and Cognitive Intervention Based on Active Video Games for Preschool Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127420. [PMID: 35742670 PMCID: PMC9223543 DOI: 10.3390/ijerph19127420] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2022] [Revised: 06/13/2022] [Accepted: 06/15/2022] [Indexed: 02/04/2023]
Abstract
Executive functions (EFs) are essential for early childhood development, and effective programs to improve EFs in preschool education are becoming increasingly crucial. There is rising evidence that combined physical-cognitive intervention training utilizing active video games (exergames) could be a viable strategy to improve EFs. However, there is a shortage of empirical evidence on the application of this approach in preschool education. The effectiveness of exergame intervention training in preschools must be evaluated. This study conducted a randomized controlled trial to assess the effects of exergames intervention training on preschool children's EFs. A total of 48 participants aged 4-5 years were enrolled; 24 were randomly allocated to receive exergames physical activity training, and the remaining 24 received conventional physical activity training. After a four-week intervention, the children who received the exergames intervention training exhibited considerably greater gains in all three EFs tasks than children who received the conventional physical activity program. Follow-up interviews revealed that the children accepted the exergames well. The results demonstrate the viability of incorporating exergames into preschool education to improve children's EFs, supporting prior findings and offering more empirical evidence from early childhood research.
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24
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Bai J, Huang H, Ouyang H. Effects of Group-Play Moderate to Vigorous Intensity Physical Activity Intervention on Executive Function and Motor Skills in 4- to 5-Year-Old Preschoolers: A Pilot Cluster Randomized Controlled Trial. Front Psychol 2022; 13:847785. [PMID: 35783790 PMCID: PMC9240218 DOI: 10.3389/fpsyg.2022.847785] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 04/26/2022] [Indexed: 11/28/2022] Open
Abstract
The aim of the present study is to examine the effect of group-play intervention on executive function (EF) in preschoolers. This group-play intervention was integrated as moderate to vigorous physical activity and cognitively loaded exercise to promote EF in preschoolers. An 8-week group-play MVPA intervention program, consisting of a series of outdoor physical and cognitively loaded games, was designed to improve preschoolers' EF. This intervention program was implemented in group-play form, and conducted by teachers who received standardized training before the intervention. Two classes of second grade preschoolers (N = 62) were randomly allocated to experimental (n = 30, M age = 4.16, SD = 0.29) and control (n = 32, M age = 4.7, SD = 0.43) groups. The intervention group received the intervention three times a week, while the control group exercised as usual in preschool. Before, in the middle of, and after the intervention, 10-m running, standing broad jump, throwing, body flexion, balance beam, and skip jump were assessed as tests of motor skills. In addition, three components of EF were measured separately before, in the middle of, and after the intervention: inhibitory control was assessed by using the silly sound Stroop task, working memory was tested using the empty house task, and shifting was assessed using the dimensional change card sorting task. Although both groups showed an increasing trend in terms of motor skills and EF during the intervention, the increasing amounts of the intervention group were significantly higher than the control group. The findings of the present study suggested that group-play intervention has positive effects on aspects of EF in addition to motor skills in preschoolers.
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Affiliation(s)
- Jing Bai
- College of Preschool Education, Capital Normal University, Beijing, China
| | - Heqing Huang
- College of Preschool Education, Capital Normal University, Beijing, China
| | - Huahong Ouyang
- College of Teacher Education, Capital Normal University, Beijing, China
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25
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Play Smart, Be Smart? Effect of Cognitively Engaging Physical Activity Interventions on Executive Function among Children 4~12 Years Old: A Systematic Review and Meta-Analysis. Brain Sci 2022; 12:brainsci12060762. [PMID: 35741648 PMCID: PMC9220861 DOI: 10.3390/brainsci12060762] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2022] [Revised: 05/26/2022] [Accepted: 06/01/2022] [Indexed: 01/25/2023] Open
Abstract
This paper aims to collect a compendium of randomized controlled trials (RCTs) exploring the effects of cognitively engaging physical activity (PA) interventions (basketball and floorball) on various domain-specific executive functions (EFs) in children aged 4 to 12. Following the PRISMA principle, 11 articles (total sample size: 2053) were analyzed for effect size and moderating impact with Stata 13.0 software. Overall EFs (SMD = 0.21, 95% CI 0.10 to 0.32, p < 0.05), updating (SMD = 0.17, 95% CI 0.03 to 0.30, p < 0.05) and shifting (SMD = 0.32, 95% CI 0.02 to 0.61, p < 0.05) were enhanced by cognitively engaging PA interventions. Age and BMI were found to have no effect on overall EFs performance in Meta regression. Overall EFs performance was improved by interventions with a session length (≥35 min) (SMD = 0.30, 95 % CI 0.10 to 0.49, p = 0.033). The review suggests that despite the moderate effect sizes, cognitively engaging PA may be an effective approach to improving EFs in children aged 4 to 12, especially updating and shifting.
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26
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Differential effects of educational and cognitive interventions on executive functions in adolescents. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03214-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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27
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Effects of Varied Practice Approach in Physical Education Teaching on Inhibitory Control and Reaction Time in Preadolescents. SUSTAINABILITY 2022. [DOI: 10.3390/su14116455] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
This study aimed to investigate the effects of nonlinear and linear varied practice compared to a constant linear practice on inhibitory control and reaction time, which are capacities that involve cognition in preadolescents. Eighty-three participants in the 8th grade participated in the study. They were assigned to two experimental groups (varied practice), taught using nonlinear pedagogy (NLP) and linear pedagogy (VLP), respectively, or one control group (constant practice), taught using linear pedagogy (CLP). All participants were tested for inhibitory control (congruent and incongruent conditions) and simple reaction time. Overall, varied practice (both linear and nonlinear) induced larger improvements than constant practice under both congruent (p = 0.026) and incongruent (p = 0.013) conditions of inhibitory control. Additionally, VLP provided greater improvements in inhibitory control (for the incongruent condition) than NLP and CLP. Although NLP and VLP may be preferable to CLP approaches for enhancing executive functions in preadolescents, VLP seems to be the most effective approach aimed to improve cognition within PE classes.
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28
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Bracero-Malagón J, Juárez-Ruiz de Mier R, Reigal RE, Caballero-Cerbán M, Hernández-Mendo A, Morales-Sánchez V. Logical Intelligence and Mathematical Competence Are Determined by Physical Fitness in a Sample of School Children. Front Psychol 2022; 13:833844. [PMID: 35645885 PMCID: PMC9135127 DOI: 10.3389/fpsyg.2022.833844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2021] [Accepted: 04/19/2022] [Indexed: 11/30/2022] Open
Abstract
Previous research has shown positive relationships between fitness level and different cognitive abilities and academic performance. The purpose of this study was to explore the relationships between logical–mathematical intelligence and mathematical competence with physical fitness in a group of pre-adolescents. Sixty-three children (50.79% girls; 49.21% boys) from Castro del Río (Córdoba, Spain), aged between 11 and 12 years (M = 11.44, SD = 0.64), participated in this research. The Superior Logical Intelligence Test (SLIT) and the EVAMAT 1.0–5 battery were used. Physical fitness was evaluated by the horizontal jump test, the 4×10 meter speed–agility test, and the Course Navette test. The analyses showed positive relationships between physical fitness with logical–mathematical intelligence and mathematical competence. Specifically, linear regression analyzes indicated that the 4×10 speed–agility test significantly predicted mathematical competence (R2 = 0.16; β = −0.41) and the horizontal jump test significantly predicted logical–mathematical intelligence (R2 = 0.24; β = 0.50). These results are in agreement with previous research, highlighting the importance of improving physical fitness from an early age due to its benefits for intellectual and academic development.
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Affiliation(s)
| | | | - Rafael E. Reigal
- Department of Social Psychology, Social Work, Anthropology and East Asian Studies, University of Málaga, Málaga, Spain
| | | | - Antonio Hernández-Mendo
- Department of Social Psychology, Social Work, Anthropology and East Asian Studies, University of Málaga, Málaga, Spain
| | - Verónica Morales-Sánchez
- Department of Social Psychology, Social Work, Anthropology and East Asian Studies, University of Málaga, Málaga, Spain
- *Correspondence: Verónica Morales-Sánchez,
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29
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Robinson KJ, Lubans DR, Mavilidi MF, Hillman CH, Benzing V, Valkenborghs SR, Barker D, Riley N. Effects of Classroom-Based Resistance Training With and Without Cognitive Training on Adolescents' Cognitive Function, On-task Behavior, and Muscular Fitness. Front Psychol 2022; 13:811534. [PMID: 35386901 PMCID: PMC8977488 DOI: 10.3389/fpsyg.2022.811534] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Accepted: 02/28/2022] [Indexed: 11/13/2022] Open
Abstract
Aim: Participation in classroom physical activity breaks may improve children's cognition, but few studies have involved adolescents. The primary aim of this study was to examine the effects of classroom-based resistance training with and without cognitive training on adolescents' cognitive function. Methods: Participants were 97 secondary school students (45.4% females, mean age 15.78 ± 0.44). Four-year 10 classes from one school were included in this four-arm cluster randomized controlled trial. Classes were randomly assigned to the following groups: sedentary control with no cognitive training, sedentary with cognitive training, resistance training without cognitive training, and resistance training with cognitive training. Sessions varied in levels of both cognitive demand and resistance training (i.e., high vs. low) and were administered three times per week for 4 weeks (12 sessions). Inhibition, cognitive flexibility, episodic memory, on-task behavior, and muscular fitness were assessed at baseline and post-test. Linear mixed models were used to examine changes within and between groups. Results: In comparison with the control group, episodic memory improved significantly in the resistance training without cognitive training group (-9.87 units, 95% CI: -17.71 to -2.03, p = 0.014, d = 0.72). There were no group-by-time effects for inhibition or cognitive flexibility. Classroom activity breaks both with and without cognitive demand improved participants' on-task behavior in comparison with the control and sedentary group. The resistance training programs did not lead to improvements in muscular fitness. Conclusion: Participation in body weight resistance training without cognitive training led to selective improvements in episodic memory. No training effects were found for inhibition or cognitive flexibility. A longer study period may be necessary to induce improvements in muscular fitness and associated changes in inhibition and cognitive flexibility. Clinical Trial Registration: https://www.anzctr.org.au/ACTRN12621001341819.aspx, Australian New Zealand Clinical Trials Registry-ACTRN12621001341819.
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Affiliation(s)
- Katie J Robinson
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - Myrto F Mavilidi
- School of Education/Early Start, University of Wollongong, Wollongong, NSW, Australia
| | - Charles H Hillman
- Department of Psychology, Northeastern University, Boston, MA, United States.,Department of Physical Therapy, Movement, and Rehabilitation Sciences, Northeastern University, Boston, MA, United States
| | - Valentin Benzing
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | - Sarah R Valkenborghs
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - Daniel Barker
- Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - Nicholas Riley
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
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30
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Luan X, Liu J, Luo X. Examining the Link Between Physical Activity and Cognitive Function: A Parallel Mediation Model of Health and Wellbeing Among Adolescents. Front Psychol 2022; 13:764842. [PMID: 35310245 PMCID: PMC8928735 DOI: 10.3389/fpsyg.2022.764842] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Accepted: 01/17/2022] [Indexed: 11/21/2022] Open
Abstract
Background Adolescents’ engagement in daily physical activity brings multiple benefits, including reduction in obesity, improvement of mental health, and enhancement of cognitive function (CF). While prior studies have examined the link between physical activity and cognitive function, little is known regarding the extent to which this relationship is shaped by health and wellbeing factors. This study examines how subjective wellbeing (SWB) and general health (GH) mediate the relationship between adolescents’ physical activity and cognitive function. Methods This study estimates a parallel structural equation model using the Program for International Student Assessment 2018 dataset. Specifically, a total of 63,228 15-year-old subjects in nine countries/economies satisfied the study inclusion criteria, including in Bulgaria, Georgia, Hong Kong, Ireland, Mexico, Panama, Serbia, Spain, and United Arab Emirates. Frequency of moderate physical activity (MPA, ≥3.0 Metabolic Equivalent Task) was reported weekly; SWB and GH were assessed using an internationally validated multi-item standardized questionnaire. SWB was measured by students’ self-evaluated satisfaction with their health, life, and schooling. GH was measured by students’ physical health and mental health status. Cognitive function (CF) was modeled as a latent function consisting of plausible values derived using item response theory on reading, mathematics, and science achievement tests. Results Findings indicated that increase in weekly MPA was positively associated with higher levels of SWB (p < .001), GH (p < .001), and CF (p < .001) among the study subjects. Parallel mediation analyses revealed that more frequent weekly MPA had relatively large direct effects (p < .001) on CF, and indirect effects channeling through improvements in SWB and GH were non-trivial (p < .001). Heterogeneity results showed that boosts to CF, associated with MPA, were larger for mathematics and science than for reading (p < .001). Conclusion This study used a large-scale international dataset to show that the positive relationship observed between MPA and CF among adolescents was robust, and that SWB and GH were two critical mediators through which physical activity positively bolster CF.
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Affiliation(s)
- Xi Luan
- Faculty of Education, Shaanxi Normal University, Xi'an, China
| | - Ji Liu
- Faculty of Education, Shaanxi Normal University, Xi'an, China
| | - Xin Luo
- Faculty of Education, Shaanxi Normal University, Xi'an, China
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31
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Faraji S, Najafabadi MG, Zandi HG, Parent-Nichols J. Water-Based Exercise Therapy And Improvement In The Motor Skills And Cognitive Function Of Children With Autism Spectrum Disorder: A Commentary. RUSSIAN OPEN MEDICAL JOURNAL 2022. [DOI: 10.15275/rusomj.2022.0112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Background — Motor and cognitive dysfunction are common impairments experienced by children with a diagnosis of autism spectrum disorder (ASD). Objective: The main aim of this study was to present suggestions for the incorporation of water-based exercises in rehabilitation for the children with ASD. Methods — Researchers collected the current available data regarding novel methods of water-based exercise therapy for the children with ASD to address motor and cognitive function. Results — Children with a diagnosis of ASD face a number of common challenges that may be addressed by the utilization of aquatic therapy in their rehabilitation plan. Challenges commonly experienced by children with ASD may be addressed by properties of water and aquatic therapies. Presently, aquatic therapy is an underutilized resource as an intervention in the population of children with ASD. Conclusions — Water-based interventions is currently underutilized as a therapeutic intervention should be considered for individuals with a diagnosis of ASD.
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32
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Bhat M, Dehury K, Chandrasekaran B, Palanisamy HP, Arumugam A. Does standing alter reaction times and event related potentials compared to sitting in young adults? A counterbalanced, crossover trial. THEORETICAL ISSUES IN ERGONOMICS SCIENCE 2022. [DOI: 10.1080/1463922x.2022.2033877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Mayur Bhat
- Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Karnataka, India
- Department of Speech and Hearing, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Keshab Dehury
- Department of Exercise and Sports Sciences, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Baskaran Chandrasekaran
- Department of Exercise and Sports Sciences, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Hari Prakash Palanisamy
- Department of Speech and Hearing, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Ashokan Arumugam
- Department of Physiotherapy, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
- Neuromusculoskeletal Rehabilitation Research Group, RIMHS – Research Institute of Medical and Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
- Sustainable Engineering Asset Management Research Group, RISE – Research Institute of Sciences and Engineering, University of Sharjah, Sharjah, United Arab Emirates
- Adjunct Faculty, Department of Physiotherapy, Manipal College of Health professions, Manipal Academy of Higher Education, Manipal, Karnataka, India
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33
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Ferreira Vorkapic C, Alves H, Araujo L, Joaquim Borba-Pinheiro C, Coelho R, Fonseca E, Oliveira A, Dantas EHM. Does Physical Activity Improve Cognition and Academic Performance in Children? A Systematic Review of Randomized Controlled Trials. Neuropsychobiology 2022; 80:454-482. [PMID: 33887743 DOI: 10.1159/000514682] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/01/2020] [Accepted: 01/21/2021] [Indexed: 11/19/2022]
Abstract
INTRODUCTION In the last decades, different studies have investigated the effects of exercise or physical activity (PA) on cognitive functions and academic performance in children and adolescents. But given the inconsistencies regarding methodologies and the fact that many studies do not have controlled or randomized designs, a more recent review is needed in order to summarize the different outcomes and methodologies employed and correlate them from an applied perspective. OBJECTIVES The purpose of the present review is to systematically review and analyze the effects of acute and chronic PA interventions exclusively from randomized controlled trials (RCTs) on cognitive functions and academic performance of children and adolescents. METHODS A literature search was conducted using MEDLINE (via PubMed), EMBASE, Web of Science, and PsycINFO databases for all RCTs published between January 2014 and July 2020. Authors searched these databases using controlled vocabularies, keywords, and Boolean logic, and data were later extracted from the studies. Effect sizes were calculated based on means and SDs at posttest using Hedge's g formula. RESULTS A total of 20 studies met the inclusion criteria. They were assessed for eligibility and later included in the review. Although most of the articles did not show any robust effect size and had significant methodological differences, 80% of the studies analyzed showed positive results, indicating a significant impact of exercise or PA on cognition. DISCUSSION Due to the heterogeneity in the design of the interventions and the variables analyzed, most of the studies showed small or medium effect sizes. Studies with big effect size in all variables had in common the fact that they involved team game variations and coordination activities. The combination of physical exertion (high intensity) and cognitive engagement with social interactions seems to have the strongest effect on executive functions. This ecological and attractive model reflects children's typical PA and might represent an ideal model for exercise in this population. CONCLUSIONS Although grouping different studies based on PA type, control groups, and comparison treatments is a limitation and results should be interpreted with caution, this review suggests that PA interventions, in particular, team game variations and coordination activities, have positive effects on children's cognitive functions.
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Affiliation(s)
- Camila Ferreira Vorkapic
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil
| | - Heloisa Alves
- Department of Psychology, University of Massachusetts, Dartmouth, Massachusetts, USA
| | - Larissa Araujo
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil
| | - Claudio Joaquim Borba-Pinheiro
- Campus Tucuruí, State University of Pará (UEPA), Tucurui, Brazil.,Campus Tucuruí, Federal Institute of Pará (IFPA), Tucurui, Brazil
| | - Renato Coelho
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil.,Multidisciplinary Residence Program, Health Secretariat of the City of Contagem, Contagem, Brazil
| | - Eugenio Fonseca
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil
| | - Ana Oliveira
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil
| | - Estelio H M Dantas
- Laboratory of Biosciences of Human Kinetics - LABIMH, Department of Medicine, Tiradentes University (Unit), Aracaju, Brazil.,Postgraduate Program in Health and Environment, Laboratory of Biosciences of Human Kinetics - LABIMH, Aracaju, Brazil
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34
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Sports, Executive Functions and Academic Performance: A Comparison between Martial Arts, Team Sports, and Sedentary Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182211745. [PMID: 34831501 PMCID: PMC8622860 DOI: 10.3390/ijerph182211745] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 11/05/2021] [Accepted: 11/07/2021] [Indexed: 11/29/2022]
Abstract
It is well known that curricular physical activity benefits children’s executive functions and academic performance. Therefore, this study aimed to determine whether there is an influence of extracurricular sports on executive functions and academic performance. However, it is less known which specific types of the sport better enhance executive functions in children; to investigate this issue, this study compared the performance on executive functions tasks and academic performance in one hundred and two boys and girls with an average age of 11.84 years recruited from Italian schools and gyms (N = 102), who participated in martial arts or team sports or were sedentary children. Executive functions were measured with the tests: Attenzione e Concentrazione, Digit Span test, Tower of London, IOWA Gambling task BVN 5-11, and BVN 12-18. Results demonstrated that children practicing martial arts showed better executive functioning and higher school marks than those involved in team sports or not involved in any sports. Furthermore, participants aged 12 to 15 years old outperformed in cool and hot executive functions tasks and had a better academic performance. Thus, the present findings supported the view that regular practice of extracurricular sports enhances executive functions development and consequently influences academic performance.
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35
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de Bruijn AGM, van der Fels IMJ, Renken RJ, Königs M, Meijer A, Oosterlaan J, Kostons DDNM, Visscher C, Bosker RJ, Smith J, Hartman E. Differential effects of long-term aerobic versus cognitively-engaging physical activity on children's visuospatial working memory related brain activation: A cluster RCT. Brain Cogn 2021; 155:105812. [PMID: 34716033 DOI: 10.1016/j.bandc.2021.105812] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Revised: 10/11/2021] [Accepted: 10/13/2021] [Indexed: 11/19/2022]
Abstract
Different types of physical activity are thought to differentially affect children's brain activation, via physiological mechanisms, or by activating similar brain areas during physical and cognitive tasks. Despite many behavioral studies relying on these mechanisms, they have been rarely studied. This study looks at both mechanisms simultaneously, by examining effects of two physical activity interventions (aerobic vs. cognitively-engaging) on children's brain activation. Functional Magnetic Resonance Imaging (fMRI) data of 62 children (48.4% boys, mean age 9.2 years) was analyzed. Children's visuospatial working memory related brain activity patterns were tested using a Spatial Span Task before and after the 14-week interventions consisting of four physical education lessons per week. The control group followed their regular program of two lessons per week. Analyses of activation patterns in SPM 12.0 revealed no activation changes between pretest and posttest (p > .05), and no differences between the three conditions in pretest-posttest changes in brain activation (p > .05). Large inter-individual differences were found, suggesting that not every child benefited from the interventions in the same way. To get more insight into the assumed mechanisms, further research is needed to understand whether, when, for whom, and how physical activity results in changed brain activation patterns.
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Affiliation(s)
- A G M de Bruijn
- Groningen Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, the Netherlands.
| | - I M J van der Fels
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands.
| | - R J Renken
- Neuroimaging Center Groningen, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 2, 9713 AW Groningen, the Netherlands.
| | - M Königs
- Emma Neuroscience Group, Emma Children's Hospital, Amsterdam UMC, University of Amsterdam, Postbus 22660, 1100 DD Amsterdam, the Netherlands.
| | - A Meijer
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands.
| | - J Oosterlaan
- Emma Neuroscience Group, Emma Children's Hospital, Amsterdam UMC, University of Amsterdam, Postbus 22660, 1100 DD Amsterdam, the Netherlands; Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands.
| | - D D N M Kostons
- Groningen Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, the Netherlands.
| | - C Visscher
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands.
| | - R J Bosker
- Groningen Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, the Netherlands.
| | - J Smith
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands.
| | - E Hartman
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands.
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36
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Lubans DR, Leahy AA, Mavilidi MF, Valkenborghs SR. Physical Activity, Fitness, and Executive Functions in Youth: Effects, Moderators, and Mechanisms. Curr Top Behav Neurosci 2021; 53:103-130. [PMID: 34697789 DOI: 10.1007/7854_2021_271] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Over the last decade, a growing body of research has examined the link between physical activity, fitness, and cognitive function in children and adolescents. Physical activity experimental research conducted with children and adolescents has identified selectively greater effects for tasks requiring higher order executive functions. As such, the primary aim of our chapter is to provide an overview of findings from systematic reviews and meta-analyses that have examined the effects of physical activity on measures of executive function in child and adolescent populations. We begin our chapter with definitions of key concepts associated with physical activity, fitness and cognitive function. We then provide a synthesis of systematic reviews and meta-analyses that have examined the acute and chronic effect of physical activity on EFs. Following this, we discuss the quantitative (e.g., time, intensity) and qualitative (e.g., type) characteristics of physical activity that may moderate effects. The next section focuses on the neurobiological, psychosocial and behavioral mechanisms responsible for the effect of physical activity on executive functions. We conclude by highlighting the limitations of the existing evidence base and providing recommendations for future research.
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Affiliation(s)
| | - Angus A Leahy
- The University of Newcastle, Callaghan, NSW, Australia
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Neil-Sztramko SE, Caldwell H, Dobbins M. School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database Syst Rev 2021; 9:CD007651. [PMID: 34555181 PMCID: PMC8459921 DOI: 10.1002/14651858.cd007651.pub3] [Citation(s) in RCA: 55] [Impact Index Per Article: 18.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
BACKGROUND Physical activity among children and adolescents is associated with lower adiposity, improved cardio-metabolic health, and improved fitness. Worldwide, fewer than 30% of children and adolescents meet global physical activity recommendations of at least 60 minutes of moderate to vigorous physical activity per day. Schools may be ideal sites for interventions given that children and adolescents in most parts of the world spend a substantial amount of time in transit to and from school or attending school. OBJECTIVES The purpose of this review update is to summarise the evidence on effectiveness of school-based interventions in increasing moderate to vigorous physical activity and improving fitness among children and adolescents 6 to 18 years of age. Specific objectives are: • to evaluate the effects of school-based interventions on increasing physical activity and improving fitness among children and adolescents; • to evaluate the effects of school-based interventions on improving body composition; and • to determine whether certain combinations or components (or both) of school-based interventions are more effective than others in promoting physical activity and fitness in this target population. SEARCH METHODS We searched CENTRAL, MEDLINE, Embase, CINAHL, PsycINFO, BIOSIS, SPORTDiscus, and Sociological Abstracts to 1 June 2020, without language restrictions. We screened reference lists of included articles and relevant systematic reviews. We contacted primary authors of studies to ask for additional information. SELECTION CRITERIA Eligible interventions were relevant to public health practice (i.e. were not delivered by a clinician), were implemented in the school setting, and aimed to increase physical activity among all school-attending children and adolescents (aged 6 to 18) for at least 12 weeks. The review was limited to randomised controlled trials. For this update, we have added two new criteria: the primary aim of the study was to increase physical activity or fitness, and the study used an objective measure of physical activity or fitness. Primary outcomes included proportion of participants meeting physical activity guidelines and duration of moderate to vigorous physical activity and sedentary time (new to this update). Secondary outcomes included measured body mass index (BMI), physical fitness, health-related quality of life (new to this update), and adverse events (new to this update). Television viewing time, blood cholesterol, and blood pressure have been removed from this update. DATA COLLECTION AND ANALYSIS: Two independent review authors used standardised forms to assess each study for relevance, to extract data, and to assess risk of bias. When discrepancies existed, discussion occurred until consensus was reached. Certainty of evidence was assessed according to GRADE. A random-effects meta-analysis based on the inverse variance method was conducted with participants stratified by age (children versus adolescents) when sufficient data were reported. Subgroup analyses explored effects by intervention type. MAIN RESULTS Based on the three new inclusion criteria, we excluded 16 of the 44 studies included in the previous version of this review. We screened an additional 9968 titles (search October 2011 to June 2020), of which 978 unique studies were potentially relevant and 61 met all criteria for this update. We included a total of 89 studies representing complete data for 66,752 study participants. Most studies included children only (n = 56), followed by adolescents only (n = 22), and both (n = 10); one study did not report student age. Multi-component interventions were most common (n = 40), followed by schooltime physical activity (n = 19), enhanced physical education (n = 15), and before and after school programmes (n = 14); one study explored both enhanced physical education and an after school programme. Lack of blinding of participants, personnel, and outcome assessors and loss to follow-up were the most common sources of bias. Results show that school-based physical activity interventions probably result in little to no increase in time engaged in moderate to vigorous physical activity (mean difference (MD) 0.73 minutes/d, 95% confidence interval (CI) 0.16 to 1.30; 33 studies; moderate-certainty evidence) and may lead to little to no decrease in sedentary time (MD -3.78 minutes/d, 95% CI -7.80 to 0.24; 16 studies; low-certainty evidence). School-based physical activity interventions may improve physical fitness reported as maximal oxygen uptake (VO₂max) (MD 1.19 mL/kg/min, 95% CI 0.57 to 1.82; 13 studies; low-certainty evidence). School-based physical activity interventions may result in a very small decrease in BMI z-scores (MD -0.06, 95% CI -0.09 to -0.02; 21 studies; low-certainty evidence) and may not impact BMI expressed as kg/m² (MD -0.07, 95% CI -0.15 to 0.01; 50 studies; low-certainty evidence). We are very uncertain whether school-based physical activity interventions impact health-related quality of life or adverse events. AUTHORS' CONCLUSIONS Given the variability of results and the overall small effects, school staff and public health professionals must give the matter considerable thought before implementing school-based physical activity interventions. Given the heterogeneity of effects, the risk of bias, and findings that the magnitude of effect is generally small, results should be interpreted cautiously.
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Affiliation(s)
| | - Hilary Caldwell
- Department of Kinesiology, Child Health & Exercise Medicine Program, McMaster University, Hamilton, Canada
| | - Maureen Dobbins
- School of Nursing, McMaster University, Hamilton, Canada
- National Collaborating Centre for Methods and Tools, Hamilton, Canada
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Mazzoli E, Salmon J, Teo WP, Pesce C, He J, Ben-Soussan TD, Barnett LM. Breaking up classroom sitting time with cognitively engaging physical activity: Behavioural and brain responses. PLoS One 2021; 16:e0253733. [PMID: 34260606 PMCID: PMC8279315 DOI: 10.1371/journal.pone.0253733] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Accepted: 06/08/2021] [Indexed: 12/17/2022] Open
Abstract
INTRODUCTION Classroom-based active breaks are a feasible and effective way to reduce and break up sitting time, and to potentially benefit physical health in school children. However, the effect of active breaks on children's cognitive functions and brain activity remains unclear. OBJECTIVE We investigated the impact of an active break intervention on typically developing children's cognitive functions and brain activity, sitting/standing/stepping, on-task behaviour, and enjoyment. METHODS Up to 141 children, aged between 6 and 8 years (46% girls), were included, although about half of them completed two of the assessments (n = 77, working memory; n = 67, dorsolateral prefrontal cortex haemodynamic response). Classrooms from two consenting schools were randomly allocated to a six-week simple or cognitively engaging active break intervention. Classrooms from another school acted as a control group. The main analyses used linear mixed models, clustered at the class level and adjusted for sex and age, to investigate the effects of the interventions on response inhibition, lapses of attention, working memory, event-related brain haemodynamic response (dorsolateral prefrontal cortex). The mediating effects of sitting/standing/stepping on cognition/brain activity were also explored. To test intervention fidelity, we investigated differences by group on the change values in children's sitting, standing, and moving patterns during class/school time using linear mixed models. Generalized linear mixed models clustered at the individual level were used to examine on-task behaviour data. For the intervention groups only, we also assessed children's perceived enjoyment, physical exertion and mental exertion related to the active breaks and compared the results using independent t-tests. RESULTS There was a significantly greater positive change in the proportion of deoxygenated haemoglobin in the left dorsolateral prefrontal cortex of children assigned to cognitively engaging active breaks compared to the control group (B = 1.53 × 10-07, 95% CI [0.17 × 10-07, 2.90 × 10-07]), which under the same cognitive performance is suggestive of improved neural efficiency. Mixed models showed no significant effects on response inhibition, lapses of attention, working memory. The mediation analysis revealed that the active breaks positively affected response inhibition via a change in sitting and standing time. The sitting, standing, and moving patterns and on-task behaviour were positively affected by the active breaks at end of trial, but not at mid-trial. Children in both intervention groups showed similarly high levels of enjoyment of active breaks. CONCLUSION Cognitively engaging active breaks may improve brain efficiency in the dorsolateral prefrontal cortex, the neural substrate of executive functions, as well as response inhibition, via effects partially mediated by the change in sitting/stepping time. Active breaks can effectively reduce sitting and increase standing/stepping and improve on-task behaviour, but the regular implementation of these activities might require time for teachers to become familiar with. Further research is needed to confirm what type of active break best facilitates cognition.
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Affiliation(s)
- Emiliano Mazzoli
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong, VIC, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong, VIC, Australia
| | - Wei-Peng Teo
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong, VIC, Australia
- Physical Education and Sports Science (PESS) Academic Group, National Institute of Education (NIE), Nanyang Technological University, Singapore, Singapore
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, Università degli Studi di Roma ’Foro Italico’, Rome, Italy
| | - Jason He
- Department of Forensic and Neurodevelopmental Sciences, Sackler Institute for Translational Neurodevelopment, Institute of Psychiatry, Psychology, and Neuroscience, King’s College London, London, United Kingdom
| | - Tal Dotan Ben-Soussan
- Research Institute for Neuroscience, Education and Didactics, Cognitive Neurophysiology Laboratory, Patrizio Paoletti Foundation, Assisi, Italy
| | - Lisa Michele Barnett
- Institute for Physical Activity and Nutrition (IPAN), School of Health and Social Development, Faculty of Health, Deakin University, Geelong, VIC, Australia
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Mavilidi MF, Vazou S. Classroom-based physical activity and math performance: Integrated physical activity or not? Acta Paediatr 2021; 110:2149-2156. [PMID: 33780563 DOI: 10.1111/apa.15860] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/24/2020] [Revised: 02/19/2021] [Accepted: 03/26/2021] [Indexed: 01/11/2023]
Abstract
AIM This 8-week intervention examined the effect of two different types of classroom-based physical activity on math performance in elementary school children. METHODS Students in 4th and 5th grade (N = 560; 32 classes, 9-11 years old) from six schools were assigned to integrated physical activity (Move for Thought [M4T], n = 221), activity break (AB; n = 134) and a control group (n = 205; usual instruction) for eight weeks. Students completed a standardised math test before and after the intervention. Programme fidelity was measured with a teacher daily log, recording the duration and frequency of the physical activity sessions. Linear mixed models were used for the analyses. Grade and gender were explored as moderators. RESULTS Move for Thought group outperformed AB (p < 0.001, d = 0.44) and control groups (p = 0.013, d = 0.38). However, subgroup analyses showed that these effects were evident only in Grade 4. No gender differences were found. Intervention fidelity showed that the classroom-based physical activities (M4T and AB) were used about every other day, with higher implementation among 4th graders. CONCLUSION This study indicated that integrating physical activity with mathematics has stronger effects on mathematics than activity breaks and traditional instruction.
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Affiliation(s)
- Myrto F. Mavilidi
- Early Start, School of Education University of Wollongong Keiraville NSW Australia
- Illawarra Health and Medical Research Institute Keiraville NSW Australia
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Infantes-Paniagua Á, Silva AF, Ramirez-Campillo R, Sarmento H, González-Fernández FT, González-Víllora S, Clemente FM. Active School Breaks and Students' Attention: A Systematic Review with Meta-Analysis. Brain Sci 2021; 11:brainsci11060675. [PMID: 34064202 PMCID: PMC8224334 DOI: 10.3390/brainsci11060675] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2021] [Revised: 05/14/2021] [Accepted: 05/18/2021] [Indexed: 01/20/2023] Open
Abstract
School physical activity breaks are currently being proposed as a way to improve students’ learning. However, there is no clear evidence of the effects of active school breaks on academic-related cognitive outcomes. The present systematic review with meta-analysis scrutinized and synthesized the literature related to the effects of active breaks on students’ attention. On January 12th, 2021, PubMed, PsycINFO, Scopus, SPORTDiscus, and Web of Science were searched for published interventions with counterbalanced cross-over or parallel-groups designs with a control group, including school-based active breaks, objective attentional outcomes, and healthy students of any age. Studies’ results were qualitatively synthesized, and meta-analyses were performed if at least three study groups provided pre-post data for the same measure. Results showed some positive acute and chronic effects of active breaks on attentional outcomes (i.e., accuracy, concentration, inhibition, and sustained attention), especially on selective attention. However, most of the results were not significant. The small number of included studies and their heterogeneous design are the primary limitations of the present study. Although the results do not clearly point out the positive effects of active breaks, they do not compromise students’ attention. The key roles of intensity and the leader of the active break are discussed. INPLASY registration number: 202110054.
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Affiliation(s)
- Álvaro Infantes-Paniagua
- Department of Physical Education, Arts Education, and Music, Faculty of Education of Albacete, University of Castilla-La Mancha, 02071 Albacete, Spain
- Correspondence: ; Tel.: +34-967-599-200 (ext. 2564)
| | - Ana Filipa Silva
- N2i, Polytechnic Institute of Maia, 4475-690 Maia, Portugal;
- The Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), 5001-801 Vila Real, Portugal
| | - Rodrigo Ramirez-Campillo
- Department of Physical Activity Sciences, Universidad de Los Lagos, 8320000 Santiago, Chile;
- Centro de Investigación en Fisiología del Ejercicio, Facultad de Ciencias, Universidad Mayor, 7500000 Santiago, Chile
| | - Hugo Sarmento
- University of Coimbra, 3004-531 Coimbra, Portugal;
- Research Unit for Sport and Physical Activity, Faculty of Sport Sciences and Physical Education, 3004-531 Coimbra, Portugal
| | - Francisco Tomás González-Fernández
- Centro de Estudios Superiores Alberta Giménez, Department of Physical Activity and Sport Sciences, Pontifical University of Comillas, 07013 Palma, Spain;
| | - Sixto González-Víllora
- Department of Physical Education, Arts Education, and Music, Faculty of Education of Cuenca, University of Castilla-La Mancha, 17071 Cuenca, Spain;
| | - Filipe Manuel Clemente
- Escola Superior Desporto e Lazer, Instituto Politécnico de Viana do Castelo, Rua Escola Industrial e Comercial de Nun’Álvares, 4900-347 Viana do Castelo, Portugal;
- Instituto de Telecomunicações, Delegação da Covilhã, 1049-001 Lisboa, Portugal
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Bedard C, Bremer E, Graham JD, Chirico D, Cairney J. Examining the Effects of Acute Cognitively Engaging Physical Activity on Cognition in Children. Front Psychol 2021; 12:653133. [PMID: 34093342 PMCID: PMC8172989 DOI: 10.3389/fpsyg.2021.653133] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 04/22/2021] [Indexed: 11/16/2022] Open
Abstract
Cognitively engaging physical activity (PA) has been suggested to have superior effects on cognition compared to PA with low cognitive demands; however, there have been few studies directly comparing these different types of activities. The aim of this study is to compare the cognitive effects of a combined physically and cognitively engaging bout of PA to a physical or cognitive activity alone in children. Children were randomized in pairs to one of three 20-min conditions: (1) a cognitive sedentary activity; (2) a non-cognitively engaging PA; and a (3) cognitively engaging PA. Executive function (EF) was assessed using a modified Eriksen flanker task immediately before and 10-15 min following the experimental condition. Children ages 6-8 years (n = 48, Mage = 7.04, SD = 1.37; 40% girls) were included in the study. A repeated measures ANOVA found no significant difference between groups with respect to scores on the flanker task. The results do not support the hypotheses that a cognitively engaging bout of PA enhances cognitive performance over non-cognitively engaging PA or sedentary activities. Possible explanations for our findings include overexertion during the acute bout of PA and depletion of positive affect prior to performing the post-intervention EF tasks.
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Affiliation(s)
- Chloe Bedard
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, ON, Canada
- INfant and Child Health (INCH) Lab, Department of Family Medicine, McMaster University, Hamilton, ON, Canada
| | - Emily Bremer
- INfant and Child Health (INCH) Lab, Department of Family Medicine, McMaster University, Hamilton, ON, Canada
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON, Canada
| | - Jeffrey D. Graham
- INfant and Child Health (INCH) Lab, Department of Family Medicine, McMaster University, Hamilton, ON, Canada
| | - Daniele Chirico
- INfant and Child Health (INCH) Lab, Department of Family Medicine, McMaster University, Hamilton, ON, Canada
| | - John Cairney
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON, Canada
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Mazzoli E, Salmon J, Pesce C, Teo WP, Rinehart N, May T, Barnett LM. Effects of classroom-based active breaks on cognition, sitting and on-task behaviour in children with intellectual disability: a pilot study. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2021; 65:464-488. [PMID: 33719112 DOI: 10.1111/jir.12826] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2020] [Revised: 02/09/2021] [Accepted: 02/12/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Classroom-based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on-task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) - a population who are insufficiently active. This study aimed to investigate the effects of a 5-week active breaks intervention on cognitive functions and on-task behaviour in schoolchildren with ID. METHODS Twenty-four children, aged between 8 and 12 years (37.5% girls), were recruited. Children's cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and end of trial using computer-based tests. Sitting, standing and movement patterns were assessed with inclinometers, and on-task behaviour was directly observed in the classroom before and after active breaks, at baseline, mid-trial and end of trial. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns; generalised linear mixed models were used to analyse on-task behaviour data. RESULTS A significant time × group interaction was found for working memory favouring the intervention (B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children's cognition or on-task behaviour. Stepping time and bouts of sitting were positively affected. CONCLUSIONS Classroom-based active breaks can increase physical activity and reduce sedentary behaviour in children with ID and might also benefit their working memory. Further research is required to clarify the effects on cognition and to investigate whether this strategy has other benefits in this population.
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Affiliation(s)
- E Mazzoli
- Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia
- School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Victoria, Australia
| | - J Salmon
- Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia
| | - C Pesce
- Department of Movement, Human and Health Sciences, University of Rome 'Foro Italico', Rome, Italy
| | - W-P Teo
- Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia
- Physical Education and Sports Science (PESS) Academic Group, National Institute of Education (NIE), Nanyang Technological University, Singapore
| | - N Rinehart
- Deakin Child Study Centre, Faculty of Health, Deakin University, Geelong, Victoria, Australia
| | - T May
- Department of Paediatrics, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - L M Barnett
- Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia
- School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Victoria, Australia
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Tarp J, Gejl AK, Hillman CH, Wedderkopp N, Bugge A. Does Additional Physical Education Improve Exam Performance at the End of Compulsory Education? A Secondary Analysis from a Natural Experiment: The CHAMPS-Study DK. CHILDREN-BASEL 2021; 8:children8010057. [PMID: 33477570 PMCID: PMC7831119 DOI: 10.3390/children8010057] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2020] [Revised: 01/08/2021] [Accepted: 01/15/2021] [Indexed: 12/28/2022]
Abstract
It remains unclear whether the provision of additional physical activity in school improves academic outcomes. We conducted a secondary analysis of the Childhood Health, Activity, and Motor Performance School Study Denmark (CHAMPS-study DK), a natural experiment based on a trebling of curricular physical education, to investigate whether children receiving additional physical education performed better on their academic exams at the conclusion of compulsory education (i.e., 9th grade). Children from six intervention schools received 3–7 years of exposure to 270 weekly minutes of physical education (sports schools), while children from four control schools received the 90-min national standard (normal schools). Academic performance was based on the standard Danish 7-point scale (ranging from −03 to 12) and retrieved from national registries. The primary outcome was calculated as the average exam grade. Comparisons of participants at sports and normal schools were adjusted for individual socioeconomic factors and school-level academic environment. There were no differences in the pooled exam performance among 691 sports- and 510 normal-school participants (0.20 (95% confidence interval: −0.12 to 0.52)). Results for subject-specific exams indicated similar results. This analysis from a non-randomized natural experiment did not provide evidence that simply adding additional physical education is sufficient to affect academic performance relative to the national standard.
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Affiliation(s)
- Jakob Tarp
- Department of Sports Medicine, Norwegian School of Sports Sciences, 0863 Oslo, Norway
- Correspondence: ; Tel.: +47-2-326-2322
| | - Anne Kær Gejl
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, Faculty of Health, University College Copenhagen, 1799 Copenhagen, Denmark; (A.K.G.); (A.B.)
| | - Charles H. Hillman
- Department of Psychology, Department of Physical Therapy, Movement, & Rehabilitation Sciences, Northeastern University, Boston, MA 02115, USA;
| | - Niels Wedderkopp
- Department of Regional Health, University of Southern Denmark, 5000 Odense, Denmark;
- Department of Orthopedics, University Hospital of South West Jutland, 6700 Esbjerg, Denmark
| | - Anna Bugge
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, Faculty of Health, University College Copenhagen, 1799 Copenhagen, Denmark; (A.K.G.); (A.B.)
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Pedro Ángel LR, Beatriz BA, Jerónimo AV, Antonio PV. Effects of a 10-week active recess program in school setting on physical fitness, school aptitudes, creativity and cognitive flexibility in elementary school children. A randomised-controlled trial. J Sports Sci 2021; 39:1277-1286. [PMID: 33407022 DOI: 10.1080/02640414.2020.1864985] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
The aim of this study was to assess the effects of a 10-week active recess programme in school setting on physical fitness, school aptitudes, creativity and cognitive flexibility in children. A total of 114 children (age range = 8-12 years old, 47.3% girls) participated in this study. The students were randomly assigned to two groups, experimental group (EG) and control group (CG). The EG performed a programme of physical exercise at moderate to vigorous intensity with cognitive engagement for 10 weeks, three times a week. Physical fitness, school aptitudes, creativity, and cognitive flexibility were tested. Non-significant differences were found in physical fitness (both pre-test and post-test) between groups. The EG experienced significant improvements in all school aptitudes, creativity and cognitive flexibility (TMT test). In addition, the EG showed greater increase (p<0.05) than the CG in all variables of school aptitudes (p<0.01), creativity (p<0.001) and cognitive flexibility (p<0.05). Significant correlation between ∆ TMT-B and ∆ V.O2max (r=-0.289, p=0.031) was found. In conclusion, active recess based on high intensity training can be a proper tool to improve some cognitive skills, such as school aptitudes, creativity, and cognitive flexibility.
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Affiliation(s)
| | - Berrios-Aguayo Beatriz
- Department of Didactics of Music, Plastic and Corporal Expression, University of Jaén, Jaén, Spain
| | - Aragón-Vela Jerónimo
- Department of Nutrition, Exercise and Sports(NEXS), University of Copenhagen, Copenhagen, Denmark
| | - Pantoja-Vallejo Antonio
- Department of Didactics of Music, Plastic and Corporal Expression, University of Jaén, Jaén, Spain
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Liu S, Yu Q, Li Z, Cunha PM, Zhang Y, Kong Z, Lin W, Chen S, Cai Y. Effects of Acute and Chronic Exercises on Executive Function in Children and Adolescents: A Systemic Review and Meta-Analysis. Front Psychol 2020; 11:554915. [PMID: 33391074 PMCID: PMC7773601 DOI: 10.3389/fpsyg.2020.554915] [Citation(s) in RCA: 46] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2020] [Accepted: 11/17/2020] [Indexed: 12/20/2022] Open
Abstract
Background: Physical exercises can affect executive function both acutely and chronically, with different mechanisms for each moment. Currently, only a few reviews have elaborated on the premise that different types of exercises have different mechanisms for improving executive function. Therefore, the primary purpose of our systematic review was to analyze the effects of acute and chronic exercises on executive function in children and adolescents. Objective: We identified acute and chronic exercise studies and randomized controlled trials (RCTs) of executive function in children and adolescents that reported overall effect, heterogeneity, and publication bias of acute and chronic exercises on executive function. Methods: We searched for RCTs of exercise interventions in children and adolescents from databases including PubMed, Web of Science, Scopus, The Cochrane Library, CNKI (China National Knowledge Infrastructure), and Wanfang, from January 1 2009 to December 31 2019. We performed methodological quality evaluations on the included literature using the Physiotherapy Evidence Database Scale (PEDro) and graded evidence with a meta-analysis using Stata 12.0 software. Results: In total, 36 RCTs were included (14 acute exercises, 22 chronic exercises); the overall results of the meta-analysis (4,577 students) indicated that acute exercises significantly improved working memory (standardized mean difference (SMD) = -0.72; 95% confidence interval (CI) -0.89 to -0.56; p < 0.001), inhibitory control (SMD = -0.25; 95% CI -0.40 to -0.09; p = 0.002), and cognitive flexibility (SMD = -0.34; 95% CI -0.55 to -0.14; p < 0.005), whereas chronic exercises significantly improved working memory (SMD = -0.54; 95% CI -0.74 to -0.33; p < 0.001), inhibitory control (SMD = -0.30; 95% CI -0.38 to -0.22; p < 0.001), and cognitive flexibility (SMD = -0.34, 95 % CI -0.48 to -0.20, p < 0.001). Conclusion: Acute and chronic exercises can effectively improve the executive function of children and adolescents. The effects on inhibitory control and cognitive flexibility are considered as small effect sizes, while the effects on working memory are considered as moderate effect size. Limited by the quantity and quality of the included studies, the above conclusions need to be verified with more high-quality studies.
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Affiliation(s)
- Shijie Liu
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai, China
| | - Qian Yu
- Exercise and Mental Health Laboratory, School of Psychology, Shenzhen University, Shenzhen, China
| | - Zaimin Li
- School of Wushu, Chengdu Sport University, Chengdu, China
| | - Paolo Marcello Cunha
- Metabolism, Nutrition, and Exercise Laboratory, Londrina State University, Londrina, Brazil
| | - Yanjie Zhang
- Health and Exercise Science Laboratory, Institute of Sports Science, seoul National University, Seoul, South Korea
| | - Zhaowei Kong
- Faculty of Education, University of Macao, Macao, China
| | - Wang Lin
- Department of Physical Education, Wuhan University of Technology, Wuhan, China
| | - Sitong Chen
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai, China
| | - Yujun Cai
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai, China
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Meijer A, Königs M, van der Fels IMJ, Visscher C, Bosker RJ, Hartman E, Oosterlaan J. The Effects of Aerobic Versus Cognitively Demanding Exercise Interventions on Executive Functioning in School-Aged Children: A Cluster-Randomized Controlled Trial. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY 2020; 43:1-13. [PMID: 33271498 DOI: 10.1123/jsep.2020-0034] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2020] [Revised: 06/13/2020] [Accepted: 07/09/2020] [Indexed: 06/12/2023]
Abstract
The authors performed a clustered randomized controlled trial to investigate the effects of an aerobic and a cognitively demanding exercise intervention on executive functions in primary-school-age children compared with the regular physical education program (N = 856). They hypothesized that both exercise interventions would facilitate executive functioning, with stronger effects for the cognitively demanding exercise group. The interventions were provided four times per week for 14 weeks. Linear mixed models were conducted on posttest neurocognitive function measures with baseline level as covariate. No differences were found between the exercise interventions and the control group for any of the measures. Independently of group, dose of moderate to vigorous physical activity was positively related to verbal working memory and attention abilities. This study showed that physical exercise interventions did not enhance executive functioning in children. Exposure to moderate to vigorous physical activity is a crucial aspect of the relationship between physical activity and executive functioning.
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Gentile A, Boca S, Demetriou Y, Sturm D, Pajaujiene S, Zuoziene IJ, Sahin FN, Güler Ö, Gómez-López M, Borrego CC, Matosic D, Bianco A, Alesi M. The Influence of an Enriched Sport Program on Children's Sport Motivation in the School Context: The ESA PROGRAM. Front Psychol 2020; 11:601000. [PMID: 33192949 PMCID: PMC7656959 DOI: 10.3389/fpsyg.2020.601000] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Accepted: 10/06/2020] [Indexed: 12/18/2022] Open
Abstract
Purpose Besides the evident positive effect on body development, physical activity has proven to boost executive functions, especially if the exercises are enriched with cognitive stimuli. Previous studies have shown that introducing challenging exercises in the physical activity routine can also enhance motivation. Therefore, enriching a physical education program with cognitively challenging exercises may also foster children’s motivation during physical education classes, where the motivation is high at the beginning of the school year and low at the end of it. Therefore, the purpose of this paper is to test if a sport program enriched by cognitive stimuli may improve kids’ motivation or take them out from a state of amotivation along the school year. Methods A sample of 342 school children (203 boys, 139 girls) took part in the study. Participants were asked to complete a battery of motivation and perceived social support questionnaires before and after they completed the ESA Program, a sport program enriched with cognitive stimuli. Moreover, parents of these children attended four seminars about the importance of supporting children for the practice of regular physical activity (PA). A control group consisting of children that attended the ordinary physical education school class was also included. Results A repeated measures MANOVA model showed that the ESA Program was able to improve children’s general motivation, in particular the intrinsic motivation. The program was not effective in social support, but, independently from the group, the family social support in sports activities decreased for females. Conclusion Apart from cognitive improvement, the ESA Program can have beneficial effects on children’s sports motivation in physical education, but not on perceived social support.
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Affiliation(s)
- Ambra Gentile
- Ph.D. Program in Health Promotion and Cognitive Sciences, University of Palermo, Palermo, Italy.,Department of Psychology, Educational Sciences and Human Movement, University of Palermo, Palermo, Italy
| | - Stefano Boca
- Department of Psychology, Educational Sciences and Human Movement, University of Palermo, Palermo, Italy
| | - Yolanda Demetriou
- Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| | - David Sturm
- Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| | - Simona Pajaujiene
- Department of Coaching Science, Lithuanian Sports University, Kaunas, Lithuania
| | | | | | - Özkan Güler
- Faculty of Sports Science, Ankara University, Ankara, Turkey
| | - Manuel Gómez-López
- Department of Physical Activity and Sport, Faculty of Sports Sciences, University of Murcia, Murcia, Spain
| | - Carla Chicau Borrego
- Sport Sciences School of Rio Maior, Polytechnic Institute of Santarém - Research Center in Life Quality, Rio Maior, Portugal
| | - Doris Matosic
- Faculty of Kinesiology, University of Split, Split, Croatia
| | - Antonino Bianco
- Department of Psychology, Educational Sciences and Human Movement, University of Palermo, Palermo, Italy
| | - Marianna Alesi
- Department of Psychology, Educational Sciences and Human Movement, University of Palermo, Palermo, Italy
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48
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Schmidt M, Mavilidi MF, Singh A, Englert C. Combining physical and cognitive training to improve kindergarten children’s executive functions: A cluster randomized controlled trial. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101908] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
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“Walkabouts” Integrated Physical Activities from Preschool to Second Grade: Feasibility and Effect on Classroom Engagement. CHILD & YOUTH CARE FORUM 2020. [DOI: 10.1007/s10566-020-09563-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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50
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Effects of an Acute Physical Activity Break on Test Anxiety and Math Test Performance. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17051523. [PMID: 32120880 PMCID: PMC7084198 DOI: 10.3390/ijerph17051523] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Revised: 02/20/2020] [Accepted: 02/25/2020] [Indexed: 12/27/2022]
Abstract
(1) Background: Test anxiety has been found to negatively affect students' mental health and academic performance. A primary explanation for this is that anxiety-related thoughts occupy working memory resources during testing that cannot be used for test-related processes (such as information retrieval and problem-solving). The present intervention study investigated whether physical activity could decrease anxiety levels and improve maths test performance in sixth-grade children. (2) Methods: Sixty-eight children of 11-12 years from two primary schools in New South Wales, Australia were categorised as low or high anxious from their scores on a trait-anxiety questionnaire. After this assessment, they were randomly assigned to the activity break condition, in which they had to do several physical activities of moderate intensity (i.e., star jumps) for 10 min, or the control condition, in which they played a vocabulary game for 10 min. The outcome measures were children's anxiety levels at the beginning, during, and at the end of the test, invested mental effort, perceived task difficulty and maths test performance. (3) Results: Results showed that regardless of the condition, low anxious students performed better on the maths test than high anxious children. No differences were found for any of the variables between the activity break condition and the control condition. (4) Conclusions: Although test anxiety was not reduced as expected, this study showed that short physical activity breaks can be used before examinations without impeding academic performance.
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