Association of physical activity and fitness with executive function among preschoolers

Associations of executive functions with physical activity and sedentary time in children aged 5-7 years: a multi-methodological pilot study

Executive functions are critical for early childhood development. High levels of physical activity and reduced sedentary time may benefit execution function development, although prior research has yielded mixed findings. Studying executive functions through both neurophysiological and behavioral measures provides a more comprehensive view of their relationship with physical activity and sedentary time, yet this approach remains underexplored in young children. Thus, this cross-sectional study aimed to explore these associations using a multi-methodological approach. Eighteen children (Mage = 6.75, SD = 0.60, 50% girls) participated. Executive functions were assessed behaviorally (inhibition+switching and working memory with computerized tests) and neuroelectrically (event-related potential EEG paradigm) in early childhood education settings. Physical activity and sedentary time were measured using hip-worn accelerometers. Associations were examined using linear regression. The results showed that faster response times in inhibition+switching task were associated with larger novelty P3 amplitudes (β = -.54, p < .05). Moderate and moderate-to-vigorous physical activity were associated with increased novelty P3 amplitude (β = .72, p < .01; β = .56, p < .05) and longer peak latency (β = .59, p < .05; β = .53, p < .05), while light physical activity was associated with smaller amplitude (β = -.64, p < .05). Sedentary time was associated with shorter latency (β = -.57, p < .05). No associations between physical activity or sedentary time and behavioral measures of executive functions were found. The findings of this pilot study suggest that moderate-to-vigorous physical activity may support neurocognitive processes in early childhood.

Hyperactive-impulsive behavior does not moderate the association between executive function and physical activity in preschoolers

Experimental research suggests a positive association between executive function (EF) and physical activity (PA). Observational research examining PA in everyday life does not consistently support this positive association, with findings yielding negative or no associations. Hyperactive-impulsive behavior could act as a possible moderator, explaining inconsistent findings. In this observational study, we examined the relation between EF and everyday PA as well as hyperactive-impulsive behavior as a potential moderator in a sample of 68 German preschoolers (3-5 yrs). As performance-based measured of EF and PA, participants performed a computerized EF test battery in two sessions and wore an accelerometer for 7 days. Parental questionnaires of EF, PA, and hyperactive-impulsive behavior were further implemented. Accelerometer-assessed moderate-to-vigorous PA was negatively related to EF performance, and hyperactive-impulsive behavior did not moderate this association. Neither time spent in any other PA intensity nor parental PA reports were related to EF. The present study represents the first study to investigate if hyperactive-impulsive behavior moderates the association between everyday PA and preschoolers' EF. Thus, the findings yield new insight into the relation between PA in everyday life and preschoolers' EF, as the unexpected negative relation could not be explained through hyperactive-impulsive behavior.

Active futures: combating youth sedentary lifestyles in Pakistan through smart use of fragmented time

Sedentary behavior among adolescents is a growing concern globally, including in Pakistan, due to its association with negative physical and psychological health outcomes. Fragmented time agility training has arisen as a prospective solution to tackle these challenges. The proposed work evaluates the impact of a structured six-week agility training protocol on sedentary behavior, mood, and stress among adolescents aged 12-18 in Pakistan. A total of 100 participants (50 intervention, 50 control) were recruited from three schools in Islamabad, with equal representation of males and females. Participants were randomly assigned to an intervention group that completed daily 30-min agility training sessions (including high-knee running, lateral shuffles, and cone drills, five days a week) or a control group that maintained their usual routines. Sedentary behavior (sitting and screen time), mood [Profile of Mood States (POMS)], and stress levels [Perceived Stress Scale (PSS)] were assessed at baseline and post-intervention. Differences between groups were analyzed using independent t-tests. At post-intervention, significant between-group differences were observed. The intervention group showed reductions in sitting time (6-4 h/day, p < 0.001) and screen time (4-2.5 h/day, p < 0.001) equated to the control group. Mood improvements were noted with decreased tension and fatigue and increased vigor (p < 0.01 for all). Stress levels in the intervention group decreased significantly from 31 to 24 (p < 0.001), though no notable alterations were detected in the control group. Concise, systematically organized agility-oriented training significantly diminishes sedentary behavior while concurrently improving psychological well-being in adolescent populations. This adaptable and economically feasible intervention provides critical insights for public health initiatives focused on mitigating sedentary lifestyles and addressing mental health issues among young individuals, especially in contexts with limited resources.

Connections among family socioeconomic status, aerobic fitness, executive function, and the positive experiences of childhood physical activity

A family's socioeconomic status (SES) can be linked to a child's physical and cognitive health, with children from low-SES families often experiencing poor developmental outcomes. Early positive childhood experiences that include structured and unstructured physical activities (SUPAs) offer a potential avenue to promote positive health and cognitive development during early childhood. However, prior to school entry, it is not well-understood whether SES is related to participation in SUPAs or how SUPAs relate to early health and cognitive indicators such as aerobic fitnessand executive function (EF). Children (N = 99) aged 3 to 5 years were recruited from 17 classrooms in seven center-based pre-kindergartens. In fall and spring, children were assessed on EF using the Head-Toes-Knees-Shoulders task and aerobic fitness was assessed with the 20-m shuttle run test. Family SES significantly predicted SUPAs and fall and spring fitness, with SUPAs and spring fitness significantly predicting spring EF. Partial support for an indirect relationship between SES and EF through SUPAs was also found. Results suggest that family SES could play a role in predicting participation in SUPAs and aerobic fitness, with SUPAs and aerobic fitness linked to EF during pre-kindergarten.

24-hour movement behaviors and cognitive ability in preschool children: A compositional and isotemporal reallocation analysis

Research has supported the association between movement behaviors and cognitive ability in preschool children. However, most of the research has independently examined the various movement behaviors (e.g., physical activity, sedentary behavior, and sleep) without considering the dynamic composition of these behaviors in a 24-hour daily cycle. Therefore, this study aimed to explore the relationship between 24-hour movement behaviors and cognitive ability in preschool children. The participants were 191 Chinese preschool children from Zhuzhou aged 3-6 years. We measured light physical activity (LPA), moderate-to-vigorous physical activity (MVPA), and sedentary behavior (SB) using the Actigraph Accelerometers and evaluated the children's sleep time based on reports from parents and teachers. The Chinese version of the Wechsler Young Children Scale of Intelligence (C-WYCSI) was used to assess cognitive ability. Compositional analysis and isotemporal substitution were performed to examine the influence of 24-hour movement behaviors on children's cognitive ability. After controlling for demographics (e.g., age and sex), the composition of 24-hour movement behaviors was significantly associated with the verbal intelligence quotient (VIQ), performance intelligence quotient (PIQ), and full intelligence quotient (FIQ). Importantly, preschool children demonstrated greater cognitive behavior when time in MVPA replaced that spent in LPA, SB, or sleep than when time spent in LPA, SB, and sleep replaced that spent in MVPA within the 24-hour cycle. Physical activity engaged in a 24-hour daily cycle has a significant effect on cognitive ability in preschool children, with increased MVPA and LPA being associated with higher PIQ and FIQ and increased sleep being associated with lower VIQ, PIQ, and FIQ. Replacing time in SB and LPA with MVPA is promising for children's cognitive development.

Physical Activity Monitoring in Children in the 1-Year After 3 or More Days of Invasive Ventilation: Feasibility of Using Accelerometers

OBJECTIVES

To measure physical activity in a cohort of children who survived greater than or equal to 3 days of invasive ventilation.

DESIGN

Prospective cohort study (2018-2021).

SETTING

Quaternary children's hospital PICU.

PATIENTS

Children (2-17 yr old) without a preexisting tracheostomy who were ambulatory pre-illness and received greater than or equal to 3 days of invasive ventilation.

INTERVENTIONS

None.

MEASUREMENTS AND MAIN RESULTS

We measured duration and intensity of physical activity using hip- (< 6 yr old) or wrist- (≥ 6 yr old) worn ActiGraph GT3XP-BTLE accelerometers (ActiGraph, Pensacola, FL) for 7 days at three timepoints: hospital discharge, 3 months, and 12 months post-discharge. We measured duration of moderate or vigorous physical activity (MVPA) and nonsedentary activity, both characterized as percent of total awake wear time and total minutes per day. We categorized participants based on when they first attained a "high activity" day defined as greater than or equal to 60 minutes of MVPA or a day with percent of MVPA in the top quartile of all days measured. We evaluated 55 children of whom 43 (78%) had data from greater than or equal to 1 timepoint including 19 (35%) with data from all timepoints. Maximum daily MVPA increased across the three post-discharge timepoints (median, 16.0 min [interquartile range (IQR), 8.0-42.8 min], 48.3 min [27.8-94.3 min], and 68.4 min [34.7-111.0 min], respectively) as did maximum daily percent of awake wear time in MVPA (median, 4.3% [IQR, 2.8-9.0%], 10.1% [5.7-14.4%], and 11.1% [7.1-17.5%], respectively). Of the 43 participants, 27 achieved a high activity day: nine of 43 during the hospital discharge period, 14 of 43 during the 3 months post-discharge period, and four of 43 during the 12 months post-discharge period; 16 of 43 did not demonstrate high activity during the post-discharge year.

CONCLUSIONS

In the 1-year after PICU discharge measuring physical activity with accelerometers in children 2-17 years old is feasible. Furthermore, demonstration of variable recovery trajectories in our pilot cohort suggests it has potential to be an outcome measure in clinical trials.

Associations between physical fitness, physical activity, sedentary behavior and executive function in preschoolers

BACKGROUND

This study examined the association between individual physical fitness (PF) components, overall fitness scores, and executive function (EF) indicators in preschoolers. Additionally, it explored the relationship between objectively measured physical activity (PA), sedentary behavior (SB), and EF.

METHODS

This cross-sectional study included 241 preschoolers (121 males, 50%) aged 3-5 years from two different schools. Physical fitness was assessed using the PREFIT battery, which measures lower- and upper-body muscular strength (handgrip strength [HGS] and standing long jump [SLJ]), speed/agility (4 × 10 m), and cardiorespiratory fitness (CRF). The test scores for each student were standardized by age and sex. Individual z-scores were then calculated, and the sum of these z-scores constituted the overall PF. EF (including visual-spatial working memory, phonological working memory, inhibition, and cognitive shifting) was assessed using the one-on-one iPad-based Early Year Toolbox. Total PA, SB, and SB were objectively measured using a tri-axial GENEActiv Original accelerometer worn for six consecutive days.

RESULTS

Preschoolers with higher overall PF showed significantly better performance in visual-spatial working memory (β = 0.574, p < 0.001), phonological working memory (β = 0.317, p < 0.001), inhibition (β = 0.379, p < 0.001) and cognitive shifting (β = 0.395, p < 0.001). Similarly, greater engagement in total PA was associated with higher scores in visual-spatial working memory (β = 0.179, p = 0.016), phonological working memory (β = 0.237, p = 0.036), and inhibition (β = 0.148, p = 0.045), which had higher scores on inhibitory control and working memory tasks.

CONCLUSION

These findings highlight the significant influence of PF and PA levels on cognitive performance. Therefore, educational and public health programs must implement strategies to encourage regular PA and improve PF. Such efforts could contribute to better cognitive development and overall health outcomes.

IMPACT

This study emphasizes the importance of physical fitness, particularly muscular strength, speed agility, and cardiorespiratory fitness, in supporting executive function (EF) development in preschool-aged children. Early childhood education policies should prioritize structured physical activity programs to enhance cognitive functions such as working memory, inhibition, and cognitive flexibility. A direct inverse relationship between sedentary behavior and EF was observed. Limiting sedentary activities and encouraging movement in early childhood settings may yield significant cognitive benefits, suggesting that teachers and caregivers should promote more active environments for children. The findings indicate that overall physical fitness supports cognitive abilities rather than isolated fitness components.

Screen time exposure and executive functions in preschool children

Increased screen time (ST) among preschool children is becoming a matter of concern globally. Although gadgets such as phones, tablets and computers might be of educational use in this population, excessive ST might impair cognitive function among preschoolers. As data on this topic in preschool children are scarce, this study sought to investigate the relationship between ST and executive functions (EFs) in this population. A total of 1016 preschool children aged 5-6 years (M = 70.8 months, SD = 4.5) were tested using the Developmental Neuropsychological Assessment (NEPSY-II) and the Dimensional Change Card Sort tests for cognitive flexibility (CF), visual working memory (WM), verbal WM, inhibition and motor persistence with parental consent, while ST was reported via a questionnaire completed by their mothers. Participants spent approximately 2 h in both active and passive ST per day, with boys spending much more time in active ST than girls. There was a very weak negative correlation between CF and both active and passive ST, and a weak negative correlation between verbal WM and both active and passive ST. Additionally, there was a very weak negative correlation between inhibition and passive ST on weekday. To ensure proper development of EFs in preschool children, ST should be limited to ≤ 1 h per day of high-quality educational/interactive content as previously determined by eminent pediatric institutions worldwide. Proven remedies that enhance EFs in children, such as physical activity and cognitive training, should be practiced regularly.

Co-designing a physical activity intervention for low-income mothers of preschool-aged children with community leaders: a qualitative study

BACKGROUND

Young children from low-income families experience disparities in school readiness that impact short and long-term health. Family physical activity co-participation is an interactive activity that may promote positive health and academic outcomes. The purpose of this study is to describe the process and outcomes of engaging with community leaders to co-design the Families Moving Together intervention for low-income mothers and their preschool-aged children.

METHODS

Five action planning sessions were conducted with community leaders, experts in physical activity, early learning, or engaging low-income families (i.e., families receiving housing assistance). The PRACTical planning for Implementation and Scale-up (PRACTIS) guide provided a framework for each session to address implementation and sustainability barriers and facilitators. Qualitative data were analyzed using the Framework Analysis method with inductive and deductive coding.

RESULTS

Action planning participants (N = 19) were aged 50 ± 13.4 years, mostly female (89%), and worked across several community organizations serving low-income mothers and children in an urban city in central Kentucky. Three core themes were identified from analyzing the transcripts. First, participants held shared values, such as respect and equity, that informed the intervention design process. Second, these core values provided a foundation for creating collaborative and sustainable solutions to achieve outcomes. Finally, participants described program design elements to remove barriers and increase facilitators. Through the action planning process, participants co-designed the core components of Families Moving Together, which included leading free family movement programs in the community and engaging trusted community members to deliver the intervention. The goal of this 6-month community-level intervention is to increase school readiness and health by engaging families in physical activity together.

CONCLUSIONS

Community experts and the research team used the PRACTIS guide to co-design strategies to increase physical activity and school readiness that they perceived would enhance the likelihood of implementation and sustainability in the community. Participants underscored the importance of the co-design process that centers community representation and collaborative approaches to create, implement, and sustain programs in the local community. Researchers and community leaders serving low-income mothers and children in other settings may be able to replicate the action planning process to facilitate equitable health outcomes.

The Association Between Motor Competence and Inhibitory Control in Preschool Children

Background: Inhibitory control is a higher-order cognitive function that affects children's lives and learning, and the development of inhibitory control plays a vital role in the overall development of preschool children. However, most studies have paid more attention to inhibitory and physical fitness, but less focus on motor competence. Therefore, the purpose of this study was to explore the association between motor competence and inhibitory control in preschool children. Methods: A total of 160 preschool children aged 3 to 6 years were selected using a stratified random sampling method, and both motor ability and inhibitory control were assessed. Motor competence was assessed via the Children's Motor Assessment Battery, Version 2 (MABC-2). Inhibitory control was assessed using the one-on-one iPad-based Early Year Toolbox and reflected by reaction time and accuracy. Results: A total of 153 preschoolers were included in the final statistical analysis. After adjusting the confounders, motor competence was associated with accuracy (β = 0.010, 95% CI: 0.003, 0.017). Similarly, a negative association was observed between motor competence and reaction time (β = -0.008, 95% CI: -0.014, -0.002). Compared with the participants in the lowest group, motor competence (β = 0.051, 95% CI: 0.003, 0.098), manual dexterity (β = 0.106, 95% CI: 0.043, 0.170), and balance (β = 0.065, 95% CI: 0.002, 0.129) were all positively associated with accuracy of those in the highest group. Conclusions: A positive relationship between motor competence and the accuracy of inhibitory control was observed in preschoolers, whereas a negative relationship between motor competence and the reaction time of inhibitory control was also identified. Enhancing preschool children's motor competence is likely to facilitate their development of inhibitory control.

Recent trends and disparities in 24-hour movement behaviors among US youth with mental, behavioral and neurodevelopmental conditions

BACKGROUND

Meeting 24-h movement behaviors (24-HMB: physical activity [PA], screen time [ST], and sleep [SL]) recommendations may be associated with positive health outcomes among youth with specific mental, behavioral, and neurodevelopmental (MBD) conditions. However, temporal trends and disparities in meeting 24-HMB guidelines in these higher-risk groups have not been investigated, hampering the development of evidence-based clinical and public health interventions.

METHODS

Serial, cross-sectional analyses of nationally National Survey of Children's Health (NSCH) data (including U.S. youth aged 6-17 years with MBD conditions) were conducted. The time-trends survey data was conducted between 2016 and 2021. The prevalence of 24-HMB adherence estimates were reported for the overall sample and for various sociodemographic subgroups. The subgroups analyzed included: age group (children[aged 6 to 13 years], adolescents[aged 14 to 17 years]), sex, socioeconomic status, and ethnicity.

RESULTS

Data on 52,634 individuals (mean age, 12.0 years [SD,3.5]; 28,829 [58.0 %] boys) were analyzed. From 2016 to 2021 the estimated trend in meeting PA + ST + SL guidelines declined (-0.8 % [95%CI, -1.0 % to -0.5 %], P for trend <0.001), whereas meeting none of 24-HMB guidelines increased (2.2 % [1.8 % to 2.6 %], P for trend <0.001). White participants, children, and boys reported higher estimated prevalence of meeting full integrated (PA + ST + SL) guidelines.

DISCUSSION

The temporal trends observed in this study highlight the importance of consistently monitoring movement behavior among MBD youth and identifying variations by sociodemographic groups in meeting 24-HMB guidelines for health promotion within these vulnerable groups.

Relationship between physical fitness and executive function in preschool children: a cross-sectional study

BACKGROUND

Physical fitness (PF) is important for children's physical and cognitive development. There is increasing interest in the relationship between physical fitness, and executive function. Since it is unclear which physical fitness component benefits which domain of executive functioning, it's challenging to develop effective physical intervention programs for children with executive functioning disorders. This study aimed to examine the relationship between physical fitness components, and executive function domains.

METHODS

A cross-sectional study was conducted in 14 kindergartens and recruited 272 preschool children aged 3-6. PF was assessed by the National Physical Fitness Measurement (NPFM), including six physical fitness subtests: 10-m shuttle run test (SRT), standing long jump (SLJ), tennis ball throwing (TBT), double-leg timed hop (DTH) tests, sit-and-reach (SR), and balance beam walking (BBW). Executive function assessments include the dimensional change card sort (DCCS) test, digit span test (DST) and Head-toe-knee-shoulder (HTKS) task, to evaluate cognitive flexibility, working memory, and inhibitory control respectively.

RESULTS

Results from the Spearman correlations analysis showed a significant association between physical fitness and executive function. The hierarchical linear regression showed that age was the only predictor for cognitive flexibility (β = 0.53, p < 0.01) and working memory (β = 0.53, p < 0.01). For inhibitory control, children with older age (β = 0.52, p < 0.01) and better performance on SRT (β = -0.14, p < 0.01) and SLJ (β = 0.13, p < 0.01) scored higher in the HTKS.

CONCLUSIONS

The results indicated physical fitness, especially speed-agility and lower limb strength, is related to inhibitory control in preschool children.

Daily Physical Activity, Sports Participation, and Executive Function in Children

Importance

It is unclear whether daily physical activity and sports participation relate to executive function (EF) in children.

Objective

To explore associations between early-life physical activity, sports participation, and executive function in primary school children.

Design, Setting, and Participants

Data for this cohort study were collected from April 2006 to December 2017 from the Groningen Expert Center for Kids with Obesity (GECKO) Drenthe birth cohort, which includes Northern Dutch children. Preschool children aged 5 to 6 years and primary school children aged 10 to 11 years with valid EF, daily physical activity, and sports participation data were included in the analysis. Data were analyzed from May 2023 to February 2024.

Exposures

At ages 5 to 6 years, daily physical activity was measured with accelerometry. At ages 10 to 11 years, sports participation data were collected using the Short Questionnaire to Assess Health-Enhancing Physical Activity.

Main Outcomes and Measures

Executive function was assessed using the Behavior Rating Inventory of Executive Function at ages 10 to 11 years.

Results

A total of 880 children (470 female [53.4%]; mean [SD] age at EF measurement, 11.1 [0.4] years) were included. Moderate to vigorous physical activity at ages 5 to 6 years did not correlate with EF at ages 10 to 11 years (eg, Global Executive Composite [GEC]: β, 0.16; 95% CI, -0.21 to 0.53). Higher levels of light physical activity at ages 5 to 6 years were associated with poorer inhibitory control (β, 0.86; 95% CI, 0.24-1.47) and self-monitoring (β, 0.79; 95% CI, 0.09-1.48) at ages 10 to 11 years, while greater sedentary time was associated with better inhibitory control (β, -0.62; 95% CI, -1.08 to -0.16) and self-monitoring (β, -0.57; 95% CI, -1.09 to -0.06). Compared with children engaged in individual sports, team sports participants exhibited better overall EF (mean difference [SE], -3.03 [0.81]), behavior regulation (mean difference [SE], -3.39 [0.77]), and metacognition (mean difference [SE], -2.55 [0.81]). Children involved in both types of sports vs only individual sports had better EF (GEC: mean difference [SE], -2.66 [0.93]).

Conclusions and Relevance

In this cohort study of Dutch children, early-life moderate to vigorous physical activity was not associated with EF in middle childhood. Children participating in team sports at ages 10 to 11 years consistently exhibited superior EF compared with participants in individual sports.

Associations between sedentary types, sedentary patterns and cognitive ability in preschool children

The preschool years are a critical period for developing cognitive abilities such as reasoning, memorization, comprehension, quick thinking, and problem-solving. Sedentary behavior (SB) is known to be associated with cognitive development in preschool children. However, limited research has focused on how different types of SB (active, passive) and sedentary patterns (bouts, breaks) affect preschool children's cognitive abilities. This cross-sectional study aimed to investigate: (1) the relationship between sedentary types and preschoolers' cognitive abilities; and (2) the relationship between sedentary patterns and preschoolers' cognitive abilities. Preschoolers aged 3 to 6 years (n = 353) were recruited from 5 kindergartens in Changsha, Hunan, China. Sedentary types were reported by parents, sedentary patterns were measured by preschoolers wearing an ActiGraph wGT3X-BT for seven consecutive days, and cognitive abilities were assessed using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV). The relationships between variables were analyzed using multiple linear regression models. Non-screen-based active SB was associated with higher full-scale IQ and fluid reasoning index in boys and higher visual spatial index in girls. Screen-based active SB was negatively associated with overall cognitive ability. Passive SB potentially had a negative effect on overall cognitive ability, but screen-based passive SB was positively associated with higher fluid reasoning indices in girls. Preschoolers' cognitive ability was positively associated with sedentary breaks, but not with sedentary bouts.

CONCLUSIONS

Not all types of SB are equal when examining optimal cognitive development in preschoolers. Frequent breaks from sedentary time were associated with better cognitive development. Encouraging more frequent breaks to interrupt prolonged SB may be a viable strategy for reducing sedentary time to promote optimal cognitive development. These findings should be further validated in larger prospective studies.

WHAT IS KNOWN

• Sedentary behavior is not advantageous for cognitive development.

WHAT IS NEW

• Not all types of sedentary behavior are harmful. • Active sedentary behaviors are beneficial to overall cognitive development, but screen-based active sedentary behaviors may negatively impact some areas of cognitive performance. • Cognitive abilities in preschoolers are associated with sedentary breaks, but not with sedentary bouts.

Are there sensitive periods for physical activity to influence the development of executive function in children?

Executive functions emerge throughout childhood and shape multiple cognitive and behavioral outcomes across the lifespan. Given the importance of these functions, there is considerable interest in understanding the role of environmental enrichment to support their development. The past 20 years have seen the emergence of a body of evidence around the beneficial effects of engaging in physical activity for executive functioning in children. Despite this, there are still unanswered questions, particularly about the confounding effects of the timing and dose of exercise-based interventions. During development, sensitive periods with heightened neural plasticity and sensitivity to environmental influences can offer an optimal time to introduce enrichment interventions. As such, sensitive periods for executive function could indicate an ideal time to introduce physical activity or be a potential confounder to study results if not considered. This narrative review discusses the potential presence of sensitive periods in preadolescent development where physical activity has greater benefits for executive function. Initially, we briefly review the largely parallel fields investigating the presence of sensitive periods for executive function and the effects of physical activity on executive function outcomes. We then bring together these 2 concepts to discuss the theoretical basis for developmentally sensitive periods during which children may be particularly amenable to physical activity-based interventions and offer potential ways forward to investigate this phenomenon. We hope this review will attract researchers to collaborate in the area and extend our current understanding of the development of executive functions as well as interventions like physical activity.

Nature and success: Outdoor play is linked to school readiness

BACKGROUND

and Purpose: Outdoor play is widely acknowledged for its benefits to physical health and psychological well-being, yet its relationship with school readiness remains understudied in preschoolers. To address this gap in the literature, this study investigated how outdoor play relates to cognitive and psychosocial development among a nationally representative sample of preschoolers.

MATERIALS AND METHOD

Data on the duration of outdoor play (on weekdays and weekends) and specific cognitive and psychosocial outcome variables (i.e., early learning skills, self-regulation, social-emotional development, and flourishing) were collected via questionnaires provided to the caregivers of preschoolers. Logistic regressions were performed to examine the associations between outdoor play with cognitive and psychosocial outcomes while adjusting for covariates and calculate the odds ratio with 95 % confidence intervals (CI).

RESULTS

Among the 10,682 preschoolers (i.e., 3-5y) included in this study (i.e., 5558 boys, Mage = 3.98 ± 0.99 years), there was a lower percentage of preschoolers engaged in outdoor play for over 3 h per day on weekdays (33.39 %) compared to weekends (56.85 %). Outdoor play in preschoolers is positively associated with various domains of school readiness, and engaging in outdoor play for more than 3 h per day is associated with more beneficial outcomes.

CONCLUSION

The findings of this cross-sectional study suggest that promoting outdoor play among preschoolers can be an effective strategy for enhancing cognitive, social, and emotional development in this age group although further intervention studies are required to buttress this assumption empirically.

Recent trends and disparities in screen-based sedentary behavior and physical activity among U.S. overweight youth, 2018-2022

BACKGROUND

Sedentary behavior (SB) and physical activity (PA) are crucial factors influencing health outcomes in overweight children and adolescents. However, recent changes in SB and PA trends among U.S. overweight youth have not been well described, limiting the development of evidence-based clinical and public health interventions.

METHODS

Serial, cross-sectional analyses were conducted using data from the National Survey of Children's Health (NSCH) on U.S. overweight youth aged 6-17 years, spanning from 2018 to 2022. Linear regression models were employed to analyze time trends, with survey year as the exposure and recreational screen time (ST), adherence to the ≤2 h/day ST guideline, and adherence to the ≥1 h/day PA guideline as the outcomes. Multivariable-adjusted logistic and linear regressions were used to evaluate trends, adjusting for age group, sex, race/ethnicity, household income, and the highest education level of primary caregivers.

RESULTS

Data from 11,865 individuals (mean age 12.3 years [SD 2.9]; 6417 [52.3 %] girls) were analyzed. From 2018 to 2022, the average ST duration among overweight youth increased from 3.7 h to 4.1 h per day, a statistically significant increase (p = 0.07). The estimated prevalence of overweight youth meeting the ≤2 h/day ST guideline decreased from 44.6 % to 30.0 % (p = 0.007). Additionally, the prevalence of meeting the ≥1 h/day PA guideline remained low and stable, ranging from 8.4 % to 12.3 % during the analysis period (p = 0.6).

DISCUSSION

In this nationally representative sample of U.S. overweight youth, ST increased by nearly 0.4 h/day over the five-year observation period, while adherence to the ≤2 h/day ST guideline decreased. Adherence to the ≥1 h/day PA guideline remained consistently low. These patterns were consistent across sociodemographic subgroups (age group, sex, ethnicity, and household income). These findings underscore the need for enhanced public health initiatives targeting U.S. youth to reduce recreational screen time and promote a physically active lifestyle.

Prevalence and correlates of meeting 24-hour movement behavior guidelines among 8523 youth prescribed eyeglasses/contact lenses

BACKGROUND

Contemporary 24-h movement behavior (24-HMB) guidelines provide recommendations on time spent on physical activity (PA), screen time (ST), and sleep (SL). There is evidence of physiological and psychological health benefits associated with meeting such guidelines. However, the prevalence of meeting 24-HMB guidelines among youth prescribed eyeglasses/contact lenses is less clear. The primary purpose of this cross-sectional analysis was to examine the prevalence of partially or fully meeting 24-HMB guidelines in U.S. youth prescribed eyeglasses/contact lenses, and variations in meeting the guidelines by demographic, health status, and environmental attributes.

METHODS

Data from the 2021 National Survey of Children's Health (NSCH) yielded a target subpopulation of 8523 youth aged 6-17 years (54.22 % girls) prescribed eyeglasses/contact lenses. The representative sample of US children and adolescents was used to estimate the prevalence of meeting 24-HMB guidelines, and a multinomial logistic regression analysis was conducted to examine the odds of meeting 24-HMB guidelines by demographic, health status, and environmental variables.

RESULTS

Overall, only 6.57 % met all three 24-HMB guidelines, 23.74 % did not meet any of the three 24-HMB guidelines, and 3.57 %, 10.88 %, and 29.98 % met single guidelines for physical activity, screen time, or sleep duration, respectively, while 25.27 % met any of two 24-HMB guidelines. Female participants were less likely to meet PA + SL guidelines (OR = 0.57, 95 % CI [0.38, 0.56]) but more likely to meet ST + SL guidelines (OR = 1.52, 95 % CI [1.20, 1.91]). Hispanic participants were less likely to meet PA + ST (OR = 0.28, 95 % CI [0.14, 0.52]) guidelines and all three guidelines (OR = 0.41, 95 % CI [0.23, 0.71]) while participants identified as black (OR = 0.33, 95 % CI [0.21, 0.51]) were significantly less likely to meet ST + SL guidelines. With respect to health status, overweight status, repeated/chronic physical pain, and born premature, were detrimentally associated with meeting two or more 24-HMB guidelines. Living in neighborhoods with parks or playgrounds and neighborhood safety were positively linked to meeting the guidelines while living in neighborhoods with sidewalks or walking paths was negatively linked to meeting PA + ST guidelines.

CONCLUSION

In U.S. youth prescribed eyeglasses/contact lenses the prevalence of meeting all three 24-HMB guidelines was low, especially the low prevalence observed in female participants, Hispanic and black participants, participants with overweight status, repeated/chronic pain, born premature, living in neighborhoods with sidewalks. Policy makers should take initiative to promote integrated guidelines among this special age group for health benefits.

The Cross-Sectional and Longitudinal Associations Between Adherence to 24-Hour Movement Behavior Guidelines and Bone Health in Young Children

BACKGROUND

Adherence to the World Health Organization's 24-hour movement behavior (24-HMB) guidelines is associated with various health outcomes. However, its relationship with bone mineral density (BMD) in young children has not been investigated. This study aimed to examine the cross-sectional and longitudinal associations between adherence to the 24-HMB guidelines and BMD in young children.

METHODS

A total of 120 children aged 3-5 years were recruited from three kindergartens in Changsha, Hunan, China. Physical activity (PA) was objectively measured using ActiGraph wGT3X-BT accelerometers, and BMD was assessed using the Sunlight Omnisense 7000P ultrasound device. Screen time (ST) and sleep duration (SD) were reported by parents. Logistic regression was used to analyze the associations between guideline adherence and BMD.

RESULTS

Only 5.5% of the participants met all three guidelines for PA, ST, and SD, while 16.5% did not meet any. In the cross-sectional analysis, young children who met both ST and SD guidelines (OR = 0.29, 95% CI: 0.09, 0.95) had a lower risk of insufficient BMD compared to those who met none. In the one-year cohort follow-up, young children who met the PA guideline at baseline (OR = 0.22, 95% CI: 0.07, 0.71), as well as those who met both the PA and ST guidelines (OR = 0.18, 95% CI: 0.04, 0.83) or all three (OR = 0.13, 95% CI: 0.03, 0.69), had a lower risk of insufficient BMD at one year.

CONCLUSIONS

Adherence to the 24-HMB guidelines may promote bone health in young children. Future research should prioritize achievable goals, such as limiting ST and ensuring adequate SD, while gradually increasing MVPA to optimize bone development.

Meeting 24-h movement behavior guidelines is associated with academic engagement, social-emotional functioning in obese/overweight youth

BACKGROUND

The 24-h movement behavior (24-HMB) guidelines suggest that the integration of adequate sleep (SL), increased physical activity (PA), and limited screen time (ST) has general health benefits. However, associations of meeting integrated guidelines with academic engagement and social-emotional functioning among obese/overweight youth have yet to be fully examined. Thus, we aimed to investigate the associations between meeting 24-HMB guidelines and the above-presented outcome measures among this unique group.

METHODS

In this cross-sectional study, 2800 children and adolescents (youth aged 6-17 years old) that were retrieved from the National Survey of Children's Health (NSCH) were included for data analysis. Exposure of interests included adherence to 24-HMB guideline(s), while indicators of academic engagement and social-emotional functioning were operationalized. Furthermore, multiple logistic regression was conducted while adjusting for social-demographic variables including age, sex, ethnicity, household income, parental education level and mental health status.

RESULTS

The percentages of meeting 24-HMB guidelines varied greatly across different combinations: 1399 participants (49.96 %) met 1 of the 3 guidelines, 580 participants (20.91 %) met 2 guidelines, while only 91 participants (2.94 %) met all 3 guidelines. Meeting integrated guidelines was selectively associated with higher odds of indicators (showing interest/curiosity in learning, caring about school performance, and completing all required homework) of academic engagement. Additionally, Meeting SL + ST guideline (OR = 0.52, 95%CI: 0.29-0.93, p < 00.05) was associated with lower odds of serious difficulty in concentrating, remembering, and making decisions, while meeting ST + SL guideline (OR = 1.67, 95%CI: 1.03-2.69, p < 00.05) was more likely to be good at making and keeping friendships. Furthermore, meeting all 3 guidelines was associated with less argumentative behaviors (OR = 0.58, 95%CI: 0.33-0.99, p < 00.05) and a higher level of resilience (OR = 3.51, 95%CI: 1.88-6.54, p < 00.01), while meeting any two integrated guidelines was associated with a higher level of resilience (OR = 1.72, 95%CI: 1.09-2.71, p < 00.05).

CONCLUSION

Findings have indicated the role of meeting 24-HMB guidelines, especially integrated guidelines in the healthy development of obese/overweight youth. Policymakers should implement a long-term plan for this unique group to engage in physical activity, achieve enough sleep, and limit screen time.

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

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

Physical training improves inhibitory control in children aged 7-12 years: An fNIRS study

Physical exercise plays a crucial role in the development of cognition and brain functions in children. Inhibitory control is an advanced cognition that affects children's life and learning. In the current study, the relationship between physical training and inhibitory control was explored. In total, 80 children were randomly but equally assigned to the experimental and control groups. The experimental group underwent physical training (volleyball) for 60 min, thrice a week for 12 weeks. In contrast, the control group did not undergo any training and continued with their daily routines. The flanker task and functional near-infrared spectroscopy (fNIRS) were employed to investigate the effects of 12-week physical training on inhibitory control and changes in the oxy-Hb concentration in the prefrontal cortex (PFC) during the task. The behavioral results revealed that the experimental group performed better on the flanker task (e.g., shorter response time [F(1,74) = 18.420, p < 0.001, ηp2 = 0.199] and higher accuracy [F(1,74) = 15.00, p < 0.001, ηp2 = 0.169] than the control group. The oxy-Hb concentration in the right dorsolateral PFC (R-DLPFC) was higher and the activation level of this region was higher during the flanker task [F(1,74) = 6.216, p < 0.05, ηp2 = 0.077]. Moreover, the McNemar test revealed improved cognitive performance in response time or accuracy and R-DLPFC activation induced by physical exercise coincided significantly (χ2 = 5.49, p < 0.05; χ2 = 6.081, p < 0.05). These findings suggest that the R-DLPFC is likely the neural substrate for improved cognitive performance elicited by 12-week physical training.

Meeting 24-h movement behavior guidelines is linked to academic engagement, psychological functioning, and cognitive difficulties in youth with internalizing problems

BACKGROUND

This study aimed to investigate associations of meeting 24-h movement behavior (24-HMB: physical activity [PA], screen time [ST] in the school-aged youth, and sleep) guidelines with indicators of academic engagement, psychological functioning, and cognitive function in a national representative sample of U.S. youth.

METHODS

In this cross-sectional study, 1794 participants aged 6 to 17 years old were included for multivariable logistic regression to determine the above-mentioned associations, while adjusting for sociodemographic and health covariates.

RESULTS

The proportion of participants who met 24-HMB guideline(s) varied greatly (PA+ ST+ sleep = 34 [weighted 1.17 %], PA + ST = 23 [weighted 1.72 %], PA + sleep = 52 [weighted 2.15 %], PA = 34 [weighted 2.88 %], ST = 142 [weighted 7.5 %], ST+ sleep = 209 [weighted 11.86 %], sleep = 725 [weighted 35.5 %], none = 575 [weighted 37.22 %]). Participants who met ST guideline alone and integrated (ST + Sleep and ST + sleep + PA) guidelines demonstrated the consistently beneficial associations with learning interest/curiosity, caring for school performance, completing required homework, resilience, cognitive difficulties, self-regulation (ps < 0.05).

CONCLUSION

Meeting 24-HMB guidelines in an isolated or integrative manner was associated with improved academic engagement, psychological functioning, and reduced cognitive difficulties. These findings highlight the importance of the promotion of 24-HMB guidelines in youth with internalizing problems. Future longitudinal studies are needed to investigate whether changes or modifications of meeting specific 24-HMB guidelines (especially ST) is beneficial for youth with internalizing problems.

Developmental associations of fundamental motor skills and executive functions in preschoolers - The role of the physical activity and the effects on early numeracy

BACKGROUND

Physical activity, fundamental motor skills, executive functions and early numeracy have shown to be related, but very little is known about the developmental relations of these factors.

PROCEDURE

We followed 317 children (3-6 years) over two years. Fundamental motor skills and executive functions (inhibition+switching, updating) were measured at all time points (T1, T2, T3) and physical activity at T1 and early numeracy at T3.

MAIN FINDINGS

Children with better fundamental motor skills at T1 developed slower in inhibition and switching. Fundamental motor skills developed faster in children who had better initial inhibition and switching ability. Vigorous physical activity at T1 was associated with a weaker initial inhibition and switching. The initial level and the developmental rate of updating were related to better early numeracy skills.

CONCLUSIONS

Findings indicate that fundamental motor skills and executive functions are developmentally related, and updating is an important predictor for early numeracy in preschoolers.

Effects of low-volume functional and running high-intensity interval training on physical fitness in young adults with overweight/obesity

Objectives: This study examined and compared the effects of functional and running high-intensity interval training (HIIT) on body composition, cardiorespiratory fitness, and muscular fitness of young adults with overweight or obesity. Methods: Forty-five participants (22.1 ± 2.1 years, BMI = 25.2 ± 1.0 kg/m2) were assigned to functional HIIT (HIIT-F; n = 15), running HIIT (HIIT-R; n = 15), or non-training control group (CON; n = 15). Participants in HIIT-F and HIIT-R performed functional exercise based-HIIT (four sets of all-out whole-body exercises including jumping jacks, squats, twist jumps and mountain climbers, et al.) and running HIIT (four sets of running on a treadmill) for 12 weeks, respectively. Body composition, muscular fitness, and cardiorespiratory fitness were assessed pre and post intervention. Results: Both HIIT-F and HIIT-R significantly improved the body composition and cardiorespiratory fitness, with HIIT-F induced greater improvements in lean mass (+1.623 vs. -1.034 kg, p < 0.001), back strength (+6.007 vs. +3.333 kg, p < 0.01), and push-ups (+5.692 vs. 1.923 reps, p < 0.001) than that in HIIT-R. HIIT-R reduced more visceral fat area (VFA) (-11.416 vs. -4.338 cm2, p = 0.052) and induced similar improvement in cardiorespiratory fitness (VO2max, +2.192 vs. +2.885 mL/kg/min, p = 0.792) with HIIT-F. Conclusion: Twelve weeks of HIIT-R or HIIT-F improved physical fitness among young adults with overweight or obesity. Despite the similar impact on cardiorespiratory fitness, HIIT-F generates a better positive effect on muscular fitness relative to HIIT-R, which could be partly explained by the greater increase in lean mass after HIIT-F intervention.

Effects of 12-week aerobic exercise with different frequencies on executive function in preschool children: a cluster randomized controlled trial

OBJECTIVE

To explore the effects of a 12-week aerobic exercise program with different frequencies on executive functions (EFs) in preschool children.

METHOD

Four kindergartens, comprising 126 preschool children in Shanghai, were enrolled in this 12-week cluster randomized controlled trial with a 12-week follow-up period. Kindergartens were allocated to high-frequency (three times a week) or low-frequency (once a week) exercise groups using stratified block randomization. Three core sub-EFs, including inhibition, working memory, and cognitive flexibility, were assessed at baseline, post-intervention, and the 12-week follow-up.

RESULTS

Compared to baseline, both groups showed significant improvements in inhibition and working memory after the intervention and at the 12-week follow-up. However, only the high-frequency exercise group demonstrated a significant improvement in cognitive flexibility after the follow-up period. Nonetheless, there were no significant differences in the core sub-functions of EFs between the two groups at the end of the intervention or the follow-up periods.

CONCLUSION

A 12-week aerobic exercise of three times a week was insufficient to significantly improve EFs in preschool children compared to once a week. Future studies are needed to examine the dose-response relationship of aerobic exercise on EFs and to verify the effects of different exercise modalities on EFs in preschool children.