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Ricci J, Johnson-Shelton D, Westling E. Preliminary Program Evaluation of Pocket PE 3-5™, A User-Friendly Digital Application for Teacher Skills Training and Physical Education Activities for Third- to Fifth-Grade Elementary Students. J Phys Act Health 2024; 21:606-615. [PMID: 38565167 DOI: 10.1123/jpah.2023-0422] [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: 08/04/2023] [Revised: 11/03/2023] [Accepted: 02/16/2024] [Indexed: 04/04/2024]
Abstract
BACKGROUND In the United States, many classroom teachers also teach physical education (PE). However, there is a dearth of evidence- and standard-based PE programs designed to support classroom teachers to deliver PE effectively in schools. METHODS The purpose of this study was to establish proof-of-concept for the Pocket PE 3-5 digital app in school settings with 10 third- to fifth-grade classroom teachers. We assessed fidelity of program implementation, measured via observations of PE quality. Students used wrist-worn heart rate monitors during Pocket PE 3-5 lessons to measure time spent in moderate to vigorous physical activity. Program feasibility was primarily assessed through teacher-reported surveys of usability, satisfaction, and acceptability and exit interviews. RESULTS Mean PE observation scores were 18.6 (SD = 1.5) on a scale of 5 to 20. On average, students spent 56.7% (SD = 13.1%) of class time engaging in moderate to vigorous physical activity. Mean survey scores, reported on a 5-point scale, were 4.5 (SD = 0.6) for acceptability, 4.8 (SD = 0.4) for usability, and 4.7 (SD = 0.7) for satisfaction. Teachers liked how easy the app was to use but mentioned some technological challenges. CONCLUSIONS This program evaluation study established the proof-of-concept for the Pocket PE 3-5 elementary school PE program.
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Dai S, Qiu Q, Zhang Y, Yan J, Yin R. An experimental study on the influence of healthy physical education curriculum model on sports ability of Chinese senior high school students. PLoS One 2024; 19:e0298858. [PMID: 38743708 PMCID: PMC11093281 DOI: 10.1371/journal.pone.0298858] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Accepted: 02/01/2024] [Indexed: 05/16/2024] Open
Abstract
In recent years, the growing incidence of health issues among Chinese students, including obesity, diabetes, and other chronic diseases, has been attributed to a sedentary lifestyle, lack of physical activity, and unhealthy eating habits. Physical education (PE) classes play a crucial role in promoting physical activity and fostering healthy lifestyles among Chinese students. The purpose of this study was to investigate the influence of the healthy PE curriculum model on the sports ability of senior high school students in China. The trial adopted a quasi-experimental design with equivalent groups. The experimental group followed the healthy PE curriculum model in their PE classes, while the control group received traditional technical instruction. During the 12-week intervention, 149 senior high school students completed the sports ability test as both the pre-test and post-test measurements for this experimental study. The results indicated that the experimental group showed significant improvements in sports ability compared to the control group, highlighting the positive effects of the healthy PE curriculum model. The structural characteristics of the healthy PE curriculum model provided essential support for students' learning and proved to be an effective way to promote physical literacy among senior high school students in China.
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Affiliation(s)
- Shengting Dai
- School of Sports Science and Engineering, East China University of Science and Technology, Shanghai, China
| | - Qian Qiu
- Physical Education College, Xuchang University, Xuchang, China
| | - Yuancai Zhang
- College of Physical Education and Health, East China Normal University, Shanghai, China
| | - Jingfei Yan
- Ministry of Physical Education, Shanghai Institute of Technology, Shanghai, China
| | - Rongbin Yin
- School of Physical Education, Soochow University, Suzhou, China
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Crumbley C, Cepni AB, Taylor A, Thompson D, Moran NE, Olvera N, O'Connor DP, Johnston CA, Ledoux TA. Exploring Factors Associated With Accelerometer Validity Among Ethnically Diverse Toddlers. Pediatr Exerc Sci 2024; 36:66-74. [PMID: 37758263 DOI: 10.1123/pes.2022-0114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/27/2022] [Revised: 05/11/2023] [Accepted: 07/28/2023] [Indexed: 10/03/2023]
Abstract
PURPOSE Studying physical activity in toddlers using accelerometers is challenging due to noncompliance with wear time (WT) and activity log (AL) instructions. The aims of this study are to examine relationships between WT and AL completion and (1) demographic and socioeconomic variables, (2) parenting style, and (3) whether sedentary time differs by AL completion. METHODS Secondary analysis was performed using baseline data from a community wellness program randomized controlled trial for parents with toddlers (12-35 mo). Parents had toddlers wear ActiGraph wGT3x accelerometers and completed ALs. Valid days included ≥600-minute WT. Analysis of variance and chi-square analyses were used. RESULTS The sample (n = 50) comprised racial and ethnically diverse toddlers (mean age = 27 mo, 58% male) and parents (mean age = 31.7 y, 84% female). Twenty-eight families (56%) returned valid accelerometer data with ALs. Participants in relationships were more likely to complete ALs (P < .05). Toddler sedentary time did not differ between those with ALs and those without. CONCLUSIONS We found varied compliance with WT instructions and AL completion. Returned AL quality was poor, presenting challenges in correctly characterizing low-activity counts to improve internal validity of WT and physical activity measures. Support from marital partners may be important for adherence to study protocols.
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Affiliation(s)
- Christine Crumbley
- Department of Health and Human Performance, University of Houston, Houston, TX,USA
| | - Aliye B Cepni
- Department of Health and Human Performance, University of Houston, Houston, TX,USA
| | - Ashley Taylor
- Department of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX,USA
| | - Debbe Thompson
- USDA/ARS Children's Nutrition Research Center & Department of Pediatrics, Baylor College of Medicine, Houston, TX,USA
| | - Nancy E Moran
- USDA/ARS Children's Nutrition Research Center & Department of Pediatrics, Baylor College of Medicine, Houston, TX,USA
| | - Norma Olvera
- Department of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX,USA
- Latino Health Disparities Lab, University of Houston, Houston, TX,USA
| | - Daniel P O'Connor
- Department of Health and Human Performance, University of Houston, Houston, TX,USA
- HEALTH Research Institute, University of Houston, Houston, TX,USA
| | - Craig A Johnston
- Department of Health and Human Performance, University of Houston, Houston, TX,USA
| | - Tracey A Ledoux
- Department of Health and Human Performance, University of Houston, Houston, TX,USA
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Bao R, Qin H, Memon AR, Chen S, López-Gil JF, Liu S, Zou L, Cai Y. Is adherence to the 24-h movement guidelines associated with greater academic-related outcomes in children and adolescents? A systematic review and meta-analysis. Eur J Pediatr 2024; 183:2003-2014. [PMID: 38416259 DOI: 10.1007/s00431-024-05461-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 01/23/2024] [Accepted: 01/30/2024] [Indexed: 02/29/2024]
Abstract
The purpose of this systematic review was to synthesise the evidence for the association of adherence to the 24-h movement guidelines with academic-related outcomes in children and adolescents. This systematic review was based on the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. PubMed, PsycINFO, Scopus, WOS, SPORTDiscus, and EMBASE were searched from their inception to 12 December 2023. The Joanna Briggs Institute (JBI) Critical Appraisal Checklist was used to assess the risk of bias of included studies. In total, 4326 records were identified through database searches; 10 articles met the inclusion criteria and were included in this systematic review. There were eight cross-sectional studies and two longitudinal studies; the main academic-related outcomes were academic achievement and cognitive function. A small association between adherence to all three recommendations and academic achievement (k = 5, r = 0.17, 95% CI = 0.10-0.24, I2 = 49%) was found compared to those who did not adhere to any recommendations. Conclusion: Findings from this systematic review and meta-analysis reveal a small association between adherence to all three recommendations and greater academic achievement in children and adolescents. Nevertheless, it is imperative to underscore the need for more studies to establish robust evidence underpinning this relationship. Trial registration: PROSPERO (CRD42021295403). What is Known: • Regular physical activity, reduced screen time, and optimal sleep duration are independently associated with improved academic-related outcomes in children and adolescents. • The associations between adherence to the 24-h movement guidelines and academic-related outcomes in children and adolescents have not been quantitatively synthesised. What is New: • There is a small but positive association between adherence to all three recommendations of the 24-h movement guidelines and greater academic achievement in children and adolescents. • Further well-designed research is needed to focus on academic achievement, cognitive function and classroom behaviours in young individuals.
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Affiliation(s)
- Ran Bao
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, 2308, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW, 2305, Australia
| | - Huimin Qin
- ShanghaiTech Colleges, ShanghaiTech University, Shanghai, 201210, China
| | - Aamir Raoof Memon
- Institute for Health and Sport, Victoria University, Melbourne, 8001, Australia
| | - Sitong Chen
- Institute for Health and Sport, Victoria University, Melbourne, 8001, Australia
| | | | - Shijie Liu
- School of Physical Education, Wuhan University of Technology, Wuhan, 430070, China
| | - Liye Zou
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen, 518060, China
| | - Yujun Cai
- School of Physical Education, Shanghai University of Sport, Shanghai, 200438, China.
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5
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Tonge KL, Mavilidi M, Jones RA. An updated systematic review of correlates of children's physical activity and sedentary time in early childhood education services. Child Care Health Dev 2024; 50:e13265. [PMID: 38657131 DOI: 10.1111/cch.13265] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Revised: 02/06/2024] [Accepted: 03/24/2024] [Indexed: 04/26/2024]
Abstract
BACKGROUND Early childhood education services (ECE) continue to be a key setting to promote physical activity and limit sedentary behaviour. Thus, the aim of this study was to (1) provide an updated systematic review of correlates of physical activity and sedentary behaviour among children in ECE settings and (2) discuss changes in physical activity and sedentary behaviour correlates among children in ECEC settings over time. METHODS A systematic search of eight databases identified 40 studies published between 2015 and 2023 that met the inclusion criteria. The variables were categorized into four domains (child, educator, physical environmental and organizational). Fifty-eight variables were identified. RESULTS For data from 2015 to 2023, strong associations were identified in all domains (child, educator, physical environmental and organizational) for physical activity, yet no strong associations for sedentary behaviour were identified. Aggregated data (i.e., combining data from previous review and this review) showed strong associations with children's physical activity and age, motor coordination and sex (child), educator behaviour and presence (educator), presence and size of outdoor environments (physical environmental) and active opportunities and service quality (organizational). For sedentary behaviour, sex, outdoor environments and active opportunities were strongly associated in the combined data. CONCLUSION The correlates of physical activity and sedentary behaviour in ECE settings continue to be multi-dimensional and span different domains. Variables such as educator behaviours and intentionality, provision of active opportunities, use of outdoor space and service quality should be the key focus area for improving physical activity and sedentary behaviour levels of young children.
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Affiliation(s)
- Karen L Tonge
- Early Start, Faculty of the Arts, Humanities and Social Sciences, University of Wollongong, Wollongong, New South Wales, Australia
- School of Education, Faculty of The Arts, Humanities and Social Sciences, University of Wollongong, Wollongong, New South Wales, Australia
| | - Myrto Mavilidi
- Early Start, Faculty of the Arts, Humanities and Social Sciences, University of Wollongong, Wollongong, New South Wales, Australia
- School of Education, Faculty of The Arts, Humanities and Social Sciences, University of Wollongong, Wollongong, New South Wales, Australia
| | - Rachel A Jones
- Early Start, Faculty of the Arts, Humanities and Social Sciences, University of Wollongong, Wollongong, New South Wales, Australia
- School of Education, Faculty of The Arts, Humanities and Social Sciences, University of Wollongong, Wollongong, New South Wales, Australia
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Morales JS, Alberquilla Del Río E, Valenzuela PL, Martínez-de-Quel Ó. Physical Activity and Cognitive Performance in Early Childhood: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Sports Med 2024:10.1007/s40279-024-02020-5. [PMID: 38598150 DOI: 10.1007/s40279-024-02020-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/11/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Growing evidence suggests that physical activity (PA) could improve cognitive performance in youths, but whether these effects occur from early childhood remains unclear. OBJECTIVE To summarize evidence on the effects of PA interventions on cognitive performance in early childhood. METHODS We performed a systematic search in PubMed, Scopus, Web of Science and PsycINFO (from inception to 6 September 2023) for randomized controlled trials assessing the effects of PA interventions (≥ 3 weeks) on cognitive-related outcomes in early childhood (3-6 years). We conducted a random-effects meta-analysis when five or more studies assessed a given outcome. The potential moderating role of participant (e.g., age) and intervention characteristics (e.g., duration, volume, intensity, cognitive engagement) was also assessed. RESULTS We found a total of 24 studies (N = 3483 children) that were deemed to be of overall fair methodological quality. PA interventions were supervised and lasted between 3 and 24 weeks. The most common session duration was 30 min, with a frequency of two sessions per week. Pooled analyses revealed that PA interventions have positive effects on all analysed outcomes, including attention (standardized mean difference (SMD) = 0.49, 95% confidence interval (CI) 0.18-0.79, p = 0.002), inhibition (SMD = 0.45, 95% CI 0.06-0.84, p = 0.022), working memory (SMD = 0.50, 95% CI 0.18-0.82, p = 0.002), cognitive flexibility (SMD = 0.39, 0.15-0.62, p = 0.002) and vocabulary (SMD = 1.18, 0.19-2.16, p = 0.019). Sensitivity analyses confirmed the benefits in all cases except for inhibition (p = 0.062). No consistent differences were found relating to any moderator variable. CONCLUSIONS Although further research is warranted, our findings suggest that PA interventions may improve cognitive performance in early childhood, particularly in the domains of attention, inhibition, working memory, cognitive flexibility and vocabulary. These findings might support the implementation of PA interventions from early childhood. PROSPERO REGISTRATION CRD42021249319.
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Affiliation(s)
- Javier S Morales
- MOVE-IT Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cádiz, Cádiz, Spain
- Biomedical Research and Innovation Institute of Cádiz (INiBICA) Research Unit, Puerta del Mar University Hospital, University of Cádiz, Cádiz, Spain
| | | | - Pedro L Valenzuela
- Physical Activity and Health Research Group ('PaHerg'), Research Instituto de Investigación Hospital 12 de Octubre ('imas12'), Centro de Actividades Ambulatorias, 7ª Planta, Bloque D. Av. de Córdoba s/n, 28041, Madrid, Spain.
- Systems Biology Department, University of Alcalá, Madrid, Spain.
| | - Óscar Martínez-de-Quel
- Faculty of Education, Complutense University of Madrid, Madrid, Spain
- Faculty of Physical Activity and Sport Sciences (INEF), Technical University of Madrid, Madrid, Spain
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Di J, Tuttle PG, Adamowicz L, Lin W, Zhang H, Psaltos D, Selig J, Bai J, Karahanoglu FI, Sheriff P, Seelam V, Williams B, Ghafoor S, Demanuele C, Santamaria M, Cai X. Monitoring Activity and Gait in Children (MAGIC) using digital health technologies. Pediatr Res 2024:10.1038/s41390-024-03147-x. [PMID: 38514860 DOI: 10.1038/s41390-024-03147-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/07/2023] [Revised: 02/22/2024] [Accepted: 03/02/2024] [Indexed: 03/23/2024]
Abstract
BACKGROUND Digital health technologies (DHTs) can collect gait and physical activity in adults, but limited studies have validated these in children. This study compared gait and physical activity metrics collected using DHTs to those collected by reference comparators during in-clinic sessions, to collect a normative accelerometry dataset, and to evaluate participants' comfort and their compliance in wearing the DHTs at-home. METHODS The MAGIC (Monitoring Activity and Gait in Children) study was an analytical validation study which enrolled 40, generally healthy participants aged 3-17 years. Gait and physical activity were collected using DHTs in a clinical setting and continuously at-home. RESULTS Overall good to excellent agreement was observed between gait metrics extracted with a gait algorithm from a lumbar-worn DHT compared to ground truth reference systems. Majority of participants either "agreed" or "strongly agreed" that wrist and lumbar DHTs were comfortable to wear at home, respectively, with 86% (wrist-worn DHT) and 68% (lumbar-worn DHT) wear-time compliance. Significant differences across age groups were observed in multiple gait and activity metrics obtained at home. CONCLUSIONS Our findings suggest that gait and physical activity data can be collected from DHTs in pediatric populations with high reliability and wear compliance, in-clinic and in home environments. TRIAL REGISTRATION ClinicalTrials.gov: NCT04823650 IMPACT: Digital health technologies (DHTs) have been used to collect gait and physical activity in adult populations, but limited studies have validated these metrics in children. The MAGIC study comprehensively validates the performance and feasibility of DHT-measured gait and physical activity in the pediatric population. Our findings suggest that reliable gait and physical activity data can be collected from DHTs in pediatric populations, with both high accuracy and wear compliance both in-clinic and in home environments. The identified across-age-group differences in gait and activity measurements highlighted their potential clinical value.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Xuemei Cai
- Pfizer, Inc., Cambridge, MA, USA
- Tufts Medical Center, Boston, MA, USA
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Ainsworth BE, Feng Z. Commentary on "Alexa, let's train now! A systematic review and classification approach to digital and home-based physical training interventions aiming to support healthy cognitive aging". JOURNAL OF SPORT AND HEALTH SCIENCE 2024:S2095-2546(24)00024-3. [PMID: 38453012 DOI: 10.1016/j.jshs.2024.03.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2024] [Accepted: 02/28/2024] [Indexed: 03/09/2024]
Affiliation(s)
- Barbara E Ainsworth
- School of Exercise and Health, Shanghai University of Sport, Shanghai 200438, China.
| | - Zeyun Feng
- School of Exercise and Health, Shanghai University of Sport, Shanghai 200438, China
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King KP, Humiston T, Gowey MA, Murdaugh DL, Dutton GR, Lansing AH. A biobehavioural and social-structural model of inflammation and executive function in pediatric chronic health conditions. Health Psychol Rev 2024; 18:24-40. [PMID: 36581801 PMCID: PMC10307927 DOI: 10.1080/17437199.2022.2162430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 12/20/2022] [Indexed: 12/31/2022]
Abstract
Evidence indicates that pediatric chronic health conditions (CHCs) often impair executive functioning (EF) and impaired EF undermines pediatric CHC management. This bidirectional relationship likely occurs due to biobehavioural and social-structural factors that serve to maintain this feedback loop. Specifically, biobehavioural research suggests that inflammation may sustain a feedback loop that links together increased CHC severity, challenges with EF, and lower engagement in health promoting behaviours. Experiencing social and environmental inequity also maintains pressure on this feedback loop as experiencing inequities is associated with greater inflammation, increased CHC severity, as well as challenges with EF and engagement in health promoting behaviours. Amidst this growing body of research, a model of biobehavioural and social-structural factors that centres inflammation and EF is warranted to better identify individual and structural targets to ameliorate the effects of CHCs on children, families, and society at large. This paper proposes this model, reviews relevant literature, and delineates actionable research and clinical implications.
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Affiliation(s)
| | - Tori Humiston
- University of Vermont, Department of Psychological Sciences
| | - Marissa A. Gowey
- University of Alabama-Birmingham School of Medicine, Department of Pediatrics
| | - Donna L. Murdaugh
- University of Alabama-Birmingham School of Medicine, Department of Pediatrics
| | - Gareth R. Dutton
- University of Alabama-Birmingham School of Medicine, Department of Preventive Medicine
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Liu C, Liang X, Sit CHP. Physical Activity and Mental Health in Children and Adolescents With Neurodevelopmental Disorders: A Systematic Review and Meta-Analysis. JAMA Pediatr 2024; 178:247-257. [PMID: 38285440 PMCID: PMC10825789 DOI: 10.1001/jamapediatrics.2023.6251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 11/24/2023] [Indexed: 01/30/2024]
Abstract
Importance Children and adolescents with neurodevelopmental disorders experience mental health issues and are encouraged to be brought together in real-life treatment. However, physical activity, which is a promising method for boosting mental health, has only been examined in children and adolescents with certain types of neurodevelopmental disorders. Objective To examine the association of physical activity interventions with mental health (ie, cognitive function, psychological well-being, internalizing, and externalizing problems) in children and adolescents with neurodevelopmental disorders and to identify possible moderators. Data Sources Studies were searched from inception to May 2023 through Web of Science, PsycINFO, SPORTDiscus, MEDLINE, CINAHL, and ERIC. Study Selection Randomized clinical trials or nonrandomized designs applying physical activity interventions and reporting at least 1 mental health outcome in children and adolescents aged 5 to 17 years with neurodevelopmental disorders were included. Two independent reviewers selected and assessed the studies. Data Extraction and Synthesis Random multilevel meta-analysis using Hedges g was performed. Data extraction and risk-of-bias assessment were conducted by multiple reviewers. Heterogeneity, publication bias, sensitivity analysis, and moderator analysis were examined to substantiate the results. Main Outcomes and Measures The main outcomes were mental health related to cognitive function, psychological well-being, internalizing, or externalizing problems measured by neurocognitive tasks or subjective questionnaires. Results A total of 76 studies involving 3007 participants were included in systematic review, 59 of which were used for meta-analysis. The findings indicated that physical activity interventions were associated with significant benefits for overall mental health (g, 0.67; 95% CI, 0.50-0.85), cognitive function (g, 0.74; 95% CI, 0.53-0.95), psychological well-being (g, 0.56; 95% CI, 0.16-0.96), internalizing (g, 0.72; 95% CI, 0.34-1.10), and externalizing problems (g, 0.58; 95% CI, 0.28-0.89). Moderators were also identified: frequency, total sessions, and total duration for overall mental health; total sessions, and total duration for cognitive function; session duration and frequency for psychological well-being; physical activity type for internalizing problems; and session duration for externalizing problems. Moderator analyses showed that type of neurodevelopmental disorder did not modify the associations between physical activity and overall mental health or its subgroups. Conclusions and Relevance The findings in this study suggest that children and adolescents with different types of neurodevelopmental disorders may be grouped together when performing physical activity interventions, which were confirmed to be beneficial to overall mental health and its subgroups in this new diagnostic population, but that physical activity interventions should be tailored when targeting different mental health domains.
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Affiliation(s)
- Chang Liu
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong, China
| | - Xiao Liang
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong, China
| | - Cindy H. P. Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong, China
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Liang Y, Jin Q, Miao J, Ni X, Qian X, Xiong Y, Liu Z, Xue H. Association between screen time and physical activity on mental health among preschoolers: a cross-sectional study from Southwest China. BMC Public Health 2024; 24:261. [PMID: 38254090 PMCID: PMC10804503 DOI: 10.1186/s12889-024-17722-8] [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: 03/15/2023] [Accepted: 01/10/2024] [Indexed: 01/24/2024] Open
Abstract
BACKGROUND Screen time and physical activity behaviors undergo development during early childhood and impact mental health. However, there is limited knowledge regarding the associations between physical activity, screen time, and mental health problems (MHP) in preschoolers. This study examines these associations using a large sample size and brief measures. METHODS A multistage cluster stratified sampling method was used to conduct an observational cross-sectional study of 19,015 Chinese preschoolers in 2020. Information on physical activity, and screen time was collected by a self-administered questionnaire; MHP was assessed by the parent-reported Strengths and Difficulties Questionnaire (SDQ). Logistic regression models were used to obtain the odds ratios (ORs) and 95% confidence intervals (95% CIs) of preschoolers' MHP associated with screen time, total physical activities, moderate to vigorous physical activity (MVPA), and outdoor physical activities. RESULTS A total of 19,015 participants from the 19,548 recruited population were included in the analyses (missing rate: 2.73%), 52.60% were boys. 64.01%, 57.96%, 35.98%, and 82.64% of preschoolers were reported to meet total physical activities, MVPA, and outdoor activities with screen time recommendations level. The results of multivariable-adjusted ORs (95% CIs) of preschoolers' MHP for comparisons of different levels of screen time (< 2 h/day, 2-4 h/day,≥4 h/day) show that screen time positively associated with MHP after adjusting for confounders (P < 0.05), but the association was not significant among girls with screen time ≥ 4 h/day. In addition, increased engagement in physical activity was reversely linked to MHP (P < 0.05). A stronger association between MHP and MVPA was observed in boys, however, this association was weakened when the total time spent engaging in MVPA exceeded two hours per day (P < 0.05). CONCLUSION Less physical activity and more screen time positively relate to MHP, but the relationship differs by type of physical activity, total time, and gender. These findings provide novel insights and evidence supporting for guidelines on physical activity, screen time, and improvement of mental health for preschoolers.
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Affiliation(s)
- Yi Liang
- Department of Clinical Nutrition, Affiliated Hospital of Guizhou Medical University, Guiyang, Guizhou, China
| | - Qiyun Jin
- Department of Child Healthcare, Zunyi Maternal and Child Health Care Hospital, Zunyi, Guizhou, China
| | - Junjie Miao
- School of Public Health, Hebei Medical University, Shijiazhuang, China
| | - Xiaorong Ni
- School of Public Health, Guizhou Medical University, Guiyang, Guizhou, China
| | - Xiaoxiao Qian
- Department of Clinical Nutrition, Affiliated Hospital of Guizhou Medical University, Guiyang, Guizhou, China
| | - Yi Xiong
- Department of Child Healthcare, Zunyi Maternal and Child Health Care Hospital, Zunyi, Guizhou, China
| | - Zhijun Liu
- Department of Applied Psychology, School of Management, Zunyi Medical University, Zunyi, Guizhou, China.
| | - Hongmei Xue
- Department of Clinical Nutrition, The First Hospital of Hebei Medical University, Shijiazhuang, Hebei, China.
- College of Public Health, Hebei University, Baoding, Hebei, China.
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12
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Reyes-Amigo T, Ibarra-Mora J, Aguilar-Farías N, Gómez-Álvarez N, Carrasco-Beltrán H, Zapata-Lamana R, Hurtado-Almonácid J, Páez-Herrera J, Yañez-Sepulveda R, Cortés G, Rolle-Cáceres G, Bezerra A. An active break program (ACTIVA-MENTE) at elementary schools in Chile: study protocol for a pilot cluster randomized controlled trial. Front Public Health 2024; 11:1243592. [PMID: 38259740 PMCID: PMC10800631 DOI: 10.3389/fpubh.2023.1243592] [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: 07/11/2023] [Accepted: 12/20/2023] [Indexed: 01/24/2024] Open
Abstract
Background Physical inactivity is prevalent in childhood. Schools can be an ideal context to promote the regular practice of physical activity since children spend there a large part of the day. In this sense, an emerging and current trend is active breaks at school. This article presents a study protocol that seeks to assess the feasibility and effectiveness of an intervention with active breaks (ACTIVA-MENTE program) in a school context on physical activity, on-task classroom behavior, and the physical activity enjoyment in schoolchildren. Methods The protocol includes children aged 10 to 11 years. Two groups will be randomized (intervention and control groups). The intervention group will use the active break program, ACTIVA-MENTE, which consists of the application of a 4-min, 30-s video with moderate to vigorous-intensity physical activity. These breaks will be taken 6 times a day in the classes for 6 weeks. The total physical activity will be measured with accelerometers (Actigraph wGT3X-BT), the on-task behavior through the Direct Behavior Rating Scale and the level of enjoyment through the Physical Activity Enjoyment Scale. Discussion Previous research reported that active breaks have positive results in physical activity levels. This study will be one of the few to design active breaks through videos without depending on the presence of a physical education teacher and it can also provide new findings on the effectiveness of an active break's structure (e.g., types of exercises and intensity) on the indicated outcomes. Expected results It is expected that the ACTIVA-MENTE program can be a suitable program for school settings, potentially increasing physical activity levels, and the commitment to the task, as well as be a pleasant moment for the students. Clinical trial registration Clinicaltrials.gov, identifier NCT05403996.
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Affiliation(s)
- Tomás Reyes-Amigo
- Physical Activity Sciences Observatory (OCAF), Department of Physical Activity Sciences, Universidad de Playa Ancha, Valparaíso, Chile
| | - Jessica Ibarra-Mora
- Physical Education, Universidad Metropolitana de las Ciencias de la Educación, Ñuñoa, Chile
| | - Nicolás Aguilar-Farías
- Department of Physical Education, Sports and Recreation, Universidad de La Frontera, Temuco, Chile
| | - Nicolás Gómez-Álvarez
- Physical Activity, Health and Education Research Group (AFSYE), Physical Education Pedagogy, Universidad Adventista de Chile, Chillán, Chile
| | - Hernaldo Carrasco-Beltrán
- Physical Activity Sciences Observatory (OCAF), Department of Physical Activity Sciences, Universidad de Playa Ancha, Valparaíso, Chile
| | | | - Juan Hurtado-Almonácid
- Physical Education School, Pontificia Universidad Católica de Valparaísio, Viña del Mar, Chile
| | - Jacqueline Páez-Herrera
- Physical Education School, Pontificia Universidad Católica de Valparaísio, Viña del Mar, Chile
| | | | - Guillermo Cortés
- School of Education, Universidad Viña del Mar, Viña del Mar, Chile
| | - Grissel Rolle-Cáceres
- Faculty of Education and Social Sciences, Universidad Andrés Bello, Viña del Mar, Chile
| | - Andréa Bezerra
- Research Centre in Physical Activity, Health and Leisure, Faculty of Sports, Universidade do Porto, Porto, Portugal
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13
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Ciaccioni S, Castro O, Bahrami F, Tomporowski PD, Capranica L, Biddle SJH, Vergeer I, Pesce C. Martial arts, combat sports, and mental health in adults: A systematic review. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 70:102556. [PMID: 37949383 DOI: 10.1016/j.psychsport.2023.102556] [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: 01/17/2023] [Revised: 09/15/2023] [Accepted: 10/29/2023] [Indexed: 11/12/2023]
Abstract
Martial arts (MA) and combat sports (CS) are physical activities that may be associated with health-related outcomes. The aim of this systematic review was to synthesize and evaluate the available evidence on the relationship between MA and CS training and mental health of adult practitioners (≥18 years). CochraneLibrary, EBSCOhost, Web-of-Science, and Scopus databases were searched up to September 2022 for measures of self-related constructs, ill-being and well-being, cognition and brain structure/function, in adult MA/CS practitioners. Seventy cross-sectional and two longitudinal studies were retained and submitted to risk of bias assessments through an adapted version of the Cochrane Collaboration's Tool. Associations between MA/CS practice and self-related constructs were inconclusive for both consistency and strength of evidence. Limited evidence of significant associations emerged for sub-domains of ill-being (i.e., externalizing and internalizing emotion regulation), and well-being. In regard to cognitive and brain structural/functional variables, evidence of positive association with MA/CS practice was consistent with respect to perceptual and inhibition abilities but limited with respect to attention and memory. Evidence on negative associations of boxing with changes of brain structure integrity due to concussions was also inconclusive. Functional imaging techniques could shed light onto brain activation mechanisms underlying complex cognitive performance. In relation to moderators, mixed results were found for activity exposure, expertise, level of competitive engagement (which often covary with the length of training) and sex and type of MA/CS. The MA/CS' multifaceted nature may produce different, sometimes conflicting outcomes on mental health. Studies on MA/CS represent a flourishing research area needing extensive improvement in theoretical and practical approaches.
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Affiliation(s)
- Simone Ciaccioni
- Department of Movement, Human and Health Sciences, Division of Human Movement and Sport Sciences, University of Rome Foro Italico, Italy.
| | - Oscar Castro
- Centre for Behaviour Change, University College London, London, United Kingdom; Future Health Technologies, Singapore-ETH Centre, Campus for Research Excellence And Technological Enterprise (CREATE), Singapore
| | - Fatimah Bahrami
- Developmental Cognitive Neuroscience Lab, University of British Columbia, Vancouver Campus, Canada
| | | | - Laura Capranica
- Department of Movement, Human and Health Sciences, Division of Human Movement and Sport Sciences, University of Rome Foro Italico, Italy
| | - Stuart J H Biddle
- Physically Active Lifestyles (PALs) Research Group, Centre for Health Research, University of Southern Queensland, Springfield, QLD, Australia; Faculty of Sport & Health Sciences, University of Jyväskylä, Finland
| | - Ineke Vergeer
- Physically Active Lifestyles (PALs) Research Group, Centre for Health Research, University of Southern Queensland, Springfield, QLD, Australia
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, Division of Human Movement and Sport Sciences, University of Rome Foro Italico, Italy
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14
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Tian S, Liang Z, Qiu F, Wang X. Physical activity on executive function in sedentary individuals: Systematic review and meta-analysis of randomized controlled trials. PLoS One 2023; 18:e0294251. [PMID: 38060501 PMCID: PMC10703253 DOI: 10.1371/journal.pone.0294251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Accepted: 10/29/2023] [Indexed: 12/18/2023] Open
Abstract
Physical activity has been demonstrated to promote cognitive performance. However, the relationship between physical activity and executive function (EF) in sedentary individuals is not fully understood. This meta-analysis examined the impact of physical activity on EF in sedentary individuals and evaluated potential moderators of the relationship between physical activity and EF. In accordance with the PRISMA guidelines, the electronic databases MEDLINE, Embase, PsycINFO and Web of Science were searched. Included studies had to report sedentary individuals randomized to either a physical activity group or a control group. Subgroup analyses of EF sub-domains, exercise prescription and age were conducted alongside the overall meta-analysis. Thirteen RCT studies were included, with a total of 752 participants. Results showed a small to moderate beneficial effect of physical activity on EF (SMD = 0.24, 95% CI 0.08 to 0.40). In subgroup analysis by EF sub-domains, physical activity enhanced inhibitory control (SMD = 0.38, 95% CI 0.12 to 0.63) and working memory (SMD = 0.22, 95% CI -0.05 to 0.49), but not cognitive flexibility (SMD = 0.11, 95% CI -0.18 to 0.41). Interventions with an intervention length > 12 weeks improved overall EF (SMD = 0.26, 95% CI 0.06 to 0.46), but intervention length ≤ 12 weeks did not (SMD = 0.20, 95% CI -0.08 to 0.47). Interventions with session time ≥ 45 minutes improved overall EF (SMD = 0.47, 95% CI 0.22 to 0.77), but session time < 45 minutes did not (0.17, 95% CI -0.11 to 0.44). Physical activity improves EF for older adults (age ≥ 60 years) (SMD = 0.25, 95% CI 0.08 to 0.42), but not for younger individuals (age < 60 years) (SMD = 0.17, 95% CI -0.25 to 0.59). Overall, physical activity has a beneficial effect on EF in sedentary individuals, although the influence may be domain specific and influenced by exercise prescription and age. These findings have practical implications for those seeking to improve EF in sedentary individuals through physical activity.
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Affiliation(s)
- Shudong Tian
- School of Physical Education, Shandong University, Jinan, 250061, China
| | - Zhide Liang
- Department of Physical Education, Qingdao University, Qingdao, 266071, China
| | - Fanghui Qiu
- Department of Physical Education, Qingdao University, Qingdao, 266071, China
| | - Xianliang Wang
- School of Physical Education, Shandong University, Jinan, 250061, China
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15
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Zhang M, Jia J, Yang Y, Zhang L, Wang X. Effects of exercise interventions on cognitive functions in healthy populations: A systematic review and meta-analysis. Ageing Res Rev 2023; 92:102116. [PMID: 37924980 DOI: 10.1016/j.arr.2023.102116] [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: 01/09/2023] [Revised: 10/17/2023] [Accepted: 10/31/2023] [Indexed: 11/06/2023]
Abstract
Chronic exercise intervention is a non-pharmacological therapy suggested to improve cognitive function in various populations. However, few meta-analyses have assessed the cognitive benefits associated with all FITT-VP variables (exercise frequency, intensity, bout duration time, type, volume or total intervention length, and progression) in healthy populations by age. Thus, this meta-analysis assessed the effects of each FITT-VP variable on cognitive function in healthy children, adults, and older adults. This study followed PRISMA guidelines. After searching PubMed and the Web of Science, we included 54 randomized controlled trials to examined the effects of FITT-VP variables on five cognitive domains: global cognition, executive function, memory, attention, and information processing. Moderation analyses assessed the effects by age and by each exercise variables. Exercise benefitted overall cognition and all subcognitive domains. Aerobic and resistance exercise showed the greatest benefits on global cognition and executive function respectively, whereas mind-body exercise benefitted memory. Among all populations, older adults showed the greatest benefits of exercise on global cognition, executive function, and memory compared with controls. Additional studies are needed to assess the effects of exercise on attention and information processing. This meta-analysis offers new insights on the relationships between cognition and FITT-VP exercise variables in healthy populations.
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Affiliation(s)
- Minggang Zhang
- School of Psychology, Shanghai University of Sport, Shanghai 200438, China
| | - Jiafeng Jia
- School of Psychology, Shanghai University of Sport, Shanghai 200438, China
| | - Yang Yang
- School of Psychology, Shanghai University of Sport, Shanghai 200438, China
| | - Lepu Zhang
- School of Psychology, Shanghai University of Sport, Shanghai 200438, China
| | - Xiaochun Wang
- School of Psychology, Shanghai University of Sport, Shanghai 200438, China.
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16
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Masini A, Marini S, Ceciliani A, Barone G, Lanari M, Gori D, Bragonzoni L, Toselli S, Stagni R, Bisi MC, Sansavini A, Tessari A, Dallolio L. The effects of an active breaks intervention on physical and cognitive performance: results from the I-MOVE study. J Public Health (Oxf) 2023; 45:919-929. [PMID: 37403403 DOI: 10.1093/pubmed/fdad102] [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: 09/06/2022] [Revised: 04/12/2023] [Indexed: 07/06/2023] Open
Abstract
BACKGROUND The present quasi-experimental study aimed to evaluate the effects of active breaks intervention (ABs) to promote physical and cognitive improvement in primary school. METHODS The active breaks group (ABsG) performed 10 min of ABs three times per school day and the control group (CG) did normal lessons. The baseline and follow-up evaluation was conducted respectively in October 2019 and in May 2021. Cognitive performance was assessed using working memory test, physical performance was analyzed with ActiGraph accelerometers and physical fitness tests, quality of life was monitored using the Paediatric Quality of Life questionnaire (PedsQL) and classroom behavior was collected with an ad hoc questionnaire. RESULTS We enrolled 153 children (age: 7.61 ± 1.41, 54.2% males). Working memory significantly increased in the ABsG (ΔWM: 1.30 ± 1.17) than in CG (ΔWM: 0.96 ± 1.20). The 6 min Cooper test increased in the ABsG (Δ: 1.77 ± 136.03) but not in CG (Δ: -156.42 ± 187.53), P < 0.05. The weekly physical activity levels increased in both groups; however, the sedentary behavior significantly increased both in ABsG and CG. Children reported improvements in their quality of school life including feeling better in class and in school when using ABs; moreover, children improved their time on task behaviors in ABsG. CONCLUSION The present study has proven to be effective on children's physical and cognitive performance.
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Affiliation(s)
- Alice Masini
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Sofia Marini
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Andrea Ceciliani
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Giuseppe Barone
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Marcello Lanari
- Pediatric Emergency Unit, S. Orsola University Hospital, Scientific Institute for Research and Healthcare (IRCCS) Azienda Ospedaliero-Universitaria di Bologna, 40138 Bologna, Italy
| | - Davide Gori
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Laura Bragonzoni
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Stefania Toselli
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Rita Stagni
- Department of Electrical, Electronic, and Information Engineering "Guglielmo Marconi" University of Bologna, 40136 Bologna, Italy
| | - Maria Cristina Bisi
- Department of Electrical, Electronic, and Information Engineering "Guglielmo Marconi" University of Bologna, 40136 Bologna, Italy
| | - Alessandra Sansavini
- Department of Psychology "Renzo Canestrari", University of Bologna, 40127 Bologna, Italy
| | - Alessia Tessari
- Department of Psychology "Renzo Canestrari", University of Bologna, 40127 Bologna, Italy
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
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Rowe K, Ruiz Pozuelo J, Nickless A, Nkosi AD, Dos Santos A, Kahn K, Tollman S, Wagner RG, Scerif G, Stein A. The adolescent HIV executive function and drumming (AHEAD) study, a feasibility trial of a group drumming intervention amongst adolescents with HIV. AIDS Care 2023; 35:1796-1814. [PMID: 37039077 DOI: 10.1080/09540121.2023.2195607] [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: 03/09/2022] [Accepted: 03/20/2023] [Indexed: 04/12/2023]
Abstract
AHEAD feasibility trial assessed the feasibility and acceptability of an 8-session group drumming programme aiming to improve executive function, depression and anxiety symptoms, and perceived social support in adolescents living with HIV in a rural low-income South African setting. Sixty-eight 12- to 19-year-old adolescents participated. They were individually randomised. The intervention arm (n = 34) received weekly hour-long group drumming sessions. Controls (n = 34) received no intervention. Feasibility and acceptability were assessed using rates of: enrolment; retention; attendance; logistical problems; adolescent-reported acceptability. Secondary measures included: five Oxford Cognitive Screen-Executive Function (OCS-EF) tasks; two Rapid Assessment of Cognitive and Emotional Regulation (RACER) tasks; the Self-Reporting Questionnaire-20 (SRQ-20) measuring depression and anxiety symptoms; the Multidimensional Scale of Perceived Social Support (MSPSS). All feasibility criteria were within green progression limits. Enrolment, retention, and acceptability were high. There was a positive effect on adolescent depressed mood with signal for a working memory effect. There were no significant effects on executive function or socio-emotional scales. Qualitative findings suggested socio-emotional benefits including: group belonging; decreased internalised stigma; improved mood; decreased anxiety. Group drumming is a feasible and acceptable intervention amongst adolescents living with HIV in rural South Africa. A full-scale trial is recommended.
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Affiliation(s)
- Kirsten Rowe
- Department of Psychiatry, University of Oxford, Oxford, UK
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of Witwatersrand, Johannesburg, South Africa
- Department of Psychiatry, University of Stellenbosch, Cape Town, South Africa
| | - Julia Ruiz Pozuelo
- Department of Psychiatry, University of Oxford, Oxford, UK
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of Witwatersrand, Johannesburg, South Africa
- Centre for the Study of African Economies, Blavatnik School of Government, University of Oxford, Oxford, UK
| | - Alecia Nickless
- Nuffield Department of Primary Care Clinical Trials Unit, University of Oxford, Oxford, UK
- Exploristics, Belfast, UK
| | - Absolum David Nkosi
- Odeion School of Music, University of the Free State, Bloemfontein, South Africa
| | | | - Kathleen Kahn
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of Witwatersrand, Johannesburg, South Africa
- Centre for Global Health Research, Umeå University, Umeå, Sweden
| | - Stephen Tollman
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of Witwatersrand, Johannesburg, South Africa
- Centre for Global Health Research, Umeå University, Umeå, Sweden
| | - Ryan G Wagner
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of Witwatersrand, Johannesburg, South Africa
- Centre for Global Health Research, Umeå University, Umeå, Sweden
| | - Gaia Scerif
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Alan Stein
- Department of Psychiatry, University of Oxford, Oxford, UK
- MRC/Wits Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of Witwatersrand, Johannesburg, South Africa
- Africa Health Research Institute, KwaZulu Natal, South Africa
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18
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Wu J, Xu Z, Liu H, Chen X, Huang L, Shi Q, Weng L, Ji Y, Zeng H, Peng L. Effects of Commercial Exergames and Conventional Exercises on Improving Executive Functions in Children and Adolescents: Meta-Analysis of Randomized Controlled Trials. JMIR Serious Games 2023; 11:e42697. [PMID: 37856191 PMCID: PMC10623224 DOI: 10.2196/42697] [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: 09/14/2022] [Revised: 12/25/2022] [Accepted: 07/18/2023] [Indexed: 10/20/2023] Open
Abstract
BACKGROUND Exergames are promising exercise tools for improving health. To the best of our knowledge, no systematic review has compared the effects of commercial exergames and conventional exercises on improving executive functions (EFs) in children and adolescents. OBJECTIVE This study aimed to investigate the effects of commercial exergames and conventional exercises on improving EFs in children and adolescents. METHODS Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, 5 randomized controlled trial (RCT) databases (PubMed, Web of Science, Scopus, PsycINFO, and SPORTDiscus) were searched from their inception to July 7, 2022, to identify relevant RCTs. The Cochrane Collaboration tool was used to evaluate the risk of bias for each study. GRADE (Grading of Recommendations, Assessment, Development, and Evaluation) was used to evaluate the overall quality of evidence. RESULTS In total, 8 RCTs including 435 children and adolescents were included in the analysis. Commercial exergames had no significant benefit on overall EFs compared to conventional exercises (Hedges g=1.464, 95% CI -0.352 to 3.280; P=.06). For core EFs, there was no evidence to suggest that commercial exergames are more beneficial for improving cognitive flexibility (g=0.906, 95% CI -0.274 to 2.086; P=.13), inhibitory control (g=1.323, 95% CI -0.398 to 3.044; P=.13), or working memory (g=2.420, 95% CI -1.199 to 6.038; P=.19) than conventional exercises. We rated the evidence for overall EFs, cognitive flexibility, inhibitory control, and working memory as being of very low quality due to inconsistency (large heterogeneity) and imprecision (low number of people). Additionally, no effects of the intervention were observed in the acute and chronic groups. CONCLUSIONS We do not have strong evidence to support the benefit of commercial exergaming on EFs because we did not observe a Hedges g close to 0 with tight CIs. Further research is needed to confirm this hypothesis. TRIAL REGISTRATION PROSPERO CRD42022324111; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=324111.
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Affiliation(s)
- Jinlong Wu
- College of Physical Education, Southwest University, Chongqing, China
| | - Zhuang Xu
- College of Physical Education, Southwest University, Chongqing, China
| | - Haowei Liu
- College of Physical Education, Southwest University, Chongqing, China
| | - Xiaoke Chen
- Department of Physical Education, Tsinghua University, Beijing, China
| | - Li Huang
- College of Physical Education, Southwest University, Chongqing, China
| | - Qiuqiong Shi
- Laboratory for Artificial Intelligence in Design, Hong Kong, China
| | - Linman Weng
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Yemeng Ji
- College of Physical Education, Southwest University, Chongqing, China
| | - Hao Zeng
- College of Physical Education, Nanchang University, Nanchang, China
| | - Li Peng
- College of Physical Education, Southwest University, Chongqing, China
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Chen J, Zhou X, Wu X, Gao Z, Ye S. Effects of exergaming on executive functions of children: a systematic review and meta-analysis from 2010 to 2023. Arch Public Health 2023; 81:182. [PMID: 37833741 PMCID: PMC10571260 DOI: 10.1186/s13690-023-01195-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Accepted: 09/27/2023] [Indexed: 10/15/2023] Open
Abstract
BACKGROUND Executive function plays a crucial role in children's cognitive development, academic performance, as well as their physical and mental health. This study aims to assess the impact of exergaming on executive functions in pediatric populations. METHODS The criteria of inclusion were randomized controlled trials of exergaming intervention and evaluation of executive function in children aged 4-12 years. A meta-analysis was performed in databases of China National Knowledge Infrastructure (in Chinese), Wan Fang (in Chinese), Web of Science, Embase, and PubMed, from January 2010 to February 2023, following the PRISMA guidelines. Risk of bias was assessed by the Jadad scale, the Cochrane risk of bias assessment tool, funnel plot, and regression-based Egger test. The Review Manager 5.3 was used to analyze the included articles using a random-effects model, and the effects were calculated as standardized mean difference (SMD). RESULTS Eleven experimental studies with children (n = 508) were included. Exergaming was found to have a positive impact on children's cognitive flexibility (SMD = 0.34, 95%CI [0.17,0.52], P < 0.01), inhibitory control (SMD = 0.57, 95%CI [0.31,0.83], P < 0.01), and working memory (SMD = 0.26, 95%CI [0.02,0.51], P < 0.05). The publication bias were observed. CONCLUSIONS Exergaming has the potential to improve executive functions in children. More studies with rigorous designs are warranted to explore the specific effects of exergaming intervention. This study was registered on the PROSPERO (CRD42023401526).
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Affiliation(s)
- Jiaqi Chen
- Department of Preschool Education, Jiaxing University, Jiaxing, China
| | - Xiaojiao Zhou
- Department of Preschool Education, Jiaxing University, Jiaxing, China
- Institute of Child Development, Jiaxing University, Jiaxing, China
| | - Xiangting Wu
- Department of Preschool Education, Jiaxing University, Jiaxing, China
| | - Zan Gao
- Department of Kinesiology, Recreation, and Sport Studies, The University of Tennessee, Knoxville, TN, USA
| | - Sunyue Ye
- Department of Preschool Education, Jiaxing University, Jiaxing, China.
- Institute of Child Development, Jiaxing University, Jiaxing, China.
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20
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Jussila JJ, Pulakka A, Halonen JI, Salo P, Allaouat S, Mikkonen S, Lanki T. Are active school transport and leisure-time physical activity associated with performance and wellbeing at secondary school? A population-based study. Eur J Public Health 2023; 33:884-890. [PMID: 37487554 PMCID: PMC10567132 DOI: 10.1093/eurpub/ckad128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/26/2023] Open
Abstract
BACKGROUND Physically active pupils may be better and more resilient learners. However, it is unclear whether walking or cycling to school yields similar educational and school-related mental health benefits as leisure-time physical activity. We examined the associations of active school transport and leisure-time moderate-to-vigorous physical activity with perceived academic performance, competency in academic skills, school burnout and school enjoyment. METHODS We included 34 103 Finnish adolescents (mean age 15.4 years; 53% girls) from the 2015 School Health Promotion study cohort. For the analyses, we used logistic regression, adjusting for major sociodemographic, environmental, lifestyle and physical activity covariates. RESULTS Active school transport was positively associated with educational outcomes and school enjoyment, but not with school burnout. For example, compared with non-active transport, 10-30 min of daily active school transport was linked to 30% [odds ratio (OR) 1.30, 95% confidence interval (CI) 1.21-1.40] and 17% (OR 1.17, 95% CI 1.08-1.27) higher odds of high perceived academic performance and high reading competency, respectively. Leisure-time physical activity was robustly associated with all outcomes. For example, compared with the inactive, the most physically active adolescents had 86% higher odds of high perceived academic performance (OR 1.86, 95% CI 1.66-2.08), 57% higher odds of high competency in mathematics (OR 1.57, 95% CI 1.39-1.77) and 40% lower odds of school burnout (OR 0.60, 95% CI 0.52-0.69). CONCLUSIONS Compared with active school transport, leisure-time physical activity was more strongly associated with educational and school-related mental health outcomes. Nevertheless, walking or cycling to school might lead to improvements in classroom performance and school enjoyment.
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Affiliation(s)
- Juuso J Jussila
- Institute of Public Health and Clinical Nutrition, University of Eastern Finland, Kuopio, Finland
- Department of Health Security, Finnish Institute for Health and Welfare (THL), Helsinki, Finland
| | - Anna Pulakka
- Research Unit of Population Health, Faculty of Medicine, University of Oulu, Oulu, Finland
- Department of Public Health and Welfare, Finnish Institute for Health and Welfare (THL), Helsinki, Finland
| | - Jaana I Halonen
- Department of Health Security, Finnish Institute for Health and Welfare (THL), Helsinki, Finland
| | - Paula Salo
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland
| | - Sara Allaouat
- Institute of Public Health and Clinical Nutrition, University of Eastern Finland, Kuopio, Finland
- Department of Health Security, Finnish Institute for Health and Welfare (THL), Helsinki, Finland
| | - Santtu Mikkonen
- Department of Technical Physics, University of Eastern Finland, Kuopio, Finland
- Department of Environmental and Biological Sciences, University of Eastern Finland, Kuopio, Finland
| | - Timo Lanki
- Institute of Public Health and Clinical Nutrition, University of Eastern Finland, Kuopio, Finland
- Department of Health Security, Finnish Institute for Health and Welfare (THL), Helsinki, Finland
- Department of Environmental and Biological Sciences, University of Eastern Finland, Kuopio, Finland
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21
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Sturm S, Costa-Faidella J, SanMiguel I. Neural signatures of memory gain through active exploration in an oculomotor-auditory learning task. Psychophysiology 2023; 60:e14337. [PMID: 37209002 DOI: 10.1111/psyp.14337] [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: 02/02/2023] [Revised: 04/27/2023] [Accepted: 04/27/2023] [Indexed: 05/21/2023]
Abstract
Active engagement improves learning and memory, and self- versus externally generated stimuli are processed differently: perceptual intensity and neural responses are attenuated. Whether the attenuation is linked to memory formation remains unclear. This study investigates whether active oculomotor control over auditory stimuli-controlling for movement and stimulus predictability-benefits associative learning, and studies the underlying neural mechanisms. Using EEG and eye tracking we explored the impact of control during learning on the processing and memory recall of arbitrary oculomotor-auditory associations. Participants (N = 23) learned associations through active exploration or passive observation, using a gaze-controlled interface to generate sounds. Our results show faster learning progress in the active condition. ERPs time-locked to the onset of sound stimuli showed that learning progress was linked to an attenuation of the P3a component. The detection of matching movement-sound pairs triggered a target-matching P3b. There was no general modulation of ERPs through active learning. However, we found continuous variation in the strength of the memory benefit across participants: some benefited more strongly from active control during learning than others. This was paralleled in the strength of the N1 attenuation effect for self-generated stimuli, which was correlated with memory gain in active learning. Our results show that control helps learning and memory and modulates sensory responses. Individual differences during sensory processing predict the strength of the memory benefit. Taken together, these results help to disentangle the effects of agency, unspecific motor-based neuromodulation, and predictability on ERP components and establish a link between self-generation effects and active learning memory gain.
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Affiliation(s)
- Stefanie Sturm
- Brainlab - Cognitive Neuroscience Research Group, Departament de Psicologia Clinica i Psicobiologia, Universitat de Barcelona, Barcelona, Spain
- Institut de Neurociències, Universitat de Barcelona, Barcelona, Spain
| | - Jordi Costa-Faidella
- Brainlab - Cognitive Neuroscience Research Group, Departament de Psicologia Clinica i Psicobiologia, Universitat de Barcelona, Barcelona, Spain
- Institut de Neurociències, Universitat de Barcelona, Barcelona, Spain
- Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
| | - Iria SanMiguel
- Brainlab - Cognitive Neuroscience Research Group, Departament de Psicologia Clinica i Psicobiologia, Universitat de Barcelona, Barcelona, Spain
- Institut de Neurociències, Universitat de Barcelona, Barcelona, Spain
- Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
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22
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Nakhostin-Ansari A, Shayestehfar M, Hasanzadeh A, Gorgani F, Memari A. Organized physical activity and sedentary behaviors in children and adolescents with autism spectrum disorder, cerebral palsy, and intellectual disability. World J Psychiatry 2023; 13:685-697. [PMID: 37771640 PMCID: PMC10523200 DOI: 10.5498/wjp.v13.i9.685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/07/2023] [Revised: 07/11/2023] [Accepted: 08/01/2023] [Indexed: 09/15/2023] Open
Abstract
BACKGROUND There is little data on physical activity (PA), organized PA (OPA), and sedentary behaviors in autism spectrum disorders (ASD) and other neurodevelopmental disorders in developing countries. AIM To examine OPA, non-OPA, and sedentary behaviors and their associated factors in children and adolescents with ASD, cerebral palsy (CP), and intellectual disability (ID). METHODS A total of 1020 children and adolescents with ASD, CP, and ID were assessed regarding the child and family information as well as the Children's Leisure Activities Study Survey. RESULTS The results showed that the OPA level was significantly lower than non-OPA in all groups. Furthermore, the OPA level was significantly lower in the CP group compared to ASD and ID groups (P < 0.001). Also, moderate (P < 0.001), vigorous (P < 0.05), and total (P < 0.001) physical activity levels were significantly different between all three groups, with the values being higher in the ASD group compared to the other two. The mean of the total sedentary behavior duration in the ASD group (1819.4 min/week, SD: 1680) was significantly lower than in the CP group (2687 min/week, SD: 2673) (P = 0.007) but not ID group (2176 min/week, SD: 2168.9) (P = 0.525). CONCLUSION Our findings remark on the participation rate of PA, OPA, and sedentary behaviors of children and adolescents with ASD, CP, and ID in a developing country. In contrast, the need for developing standards of PA/OPA participation in neurodevelopmental disorders is discussed.
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Affiliation(s)
- Amin Nakhostin-Ansari
- Sports Medicine Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran 1417653761, Iran
| | - Monir Shayestehfar
- Sports Medicine Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran 1417653761, Iran
| | - Alireza Hasanzadeh
- Medical School, Tehran University of Medical Sciences, Tehran 1417653761, Iran
| | - Fateme Gorgani
- Digestive Disease Research Institute, Shariati Hospital, Tehran University of Medical Sciences, Tehran 1417653761, Iran
| | - Amirhossein Memari
- Sports Medicine Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran 1417653761, Iran
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23
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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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24
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Bermejo-Cantarero A, Sánchez-López M, Álvarez-Bueno C, Redondo-Tébar A, García-Hermoso A, Martínez-Vizcaino V. Are Physical Activity Interventions Effective in Improving Health-Related Quality of Life in Children and Adolescents? A Systematic Review and Meta-Analysis. Sports Health 2023:19417381231190885. [PMID: 37608692 DOI: 10.1177/19417381231190885] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/24/2023] Open
Abstract
CONTEXT Physical activity (PA) interventions improve well-being and positive mental health in children and adolescents, but the results of previous systematic reviews included participants with chronic medical conditions and did not accurately assess the multidimensional nature of health-related quality of life (HRQoL). OBJECTIVE The aims of this meta-analysis were to (1) evaluate the effects of PA interventions on several domains of HRQoL in healthy <18-year-olds and (2) examine the effectiveness of interventions on HRQoL according to whether they were successful in increasing PA, the type of intervention delivered, and the duration of the intervention. DATA SOURCES PubMed (Medline), EMBASE, the Cochrane Library, SCIELO, SPORTDiscus, and PEDro databases were systematically searched from inception to September 30, 2022. STUDY SELECTION Experimental studies that examined the effectiveness of PA interventions on HRQoL participants aged <18 years. STUDY DESIGN Systematic review with meta-analysis and meta-regression. LEVEL OF EVIDENCE Level 1. METHODS Random-effects models were used to calculate pooled effect size (ES) for total HRQoL score and its dimensions. Subgroup analyses were conducted to examine the effect of PA program characteristics. RESULTS A total of 17 studies were included. Pooled ES (95% CI) estimations were as follows: 0.179 (0.045, 0.002) for total HRQoL score, 0.192 (0.077, 0.306) for physical well-being, 0.158 (0.080, 0.237) for psychological well-being, 0.118 (0.044, 0.192) for autonomy and parent relation, 0.135 (0.043, 0.227) for social support and peers, and 0.129 (-0.013, 0.270) for school environment. Subgroup analyses suggested there were no differences in the effectiveness of the interventions by category of PA increase or by type and duration of intervention. CONCLUSION Exercise interventions are an effective strategy for improving overall HRQoL and its most significant domains in children and adolescents.
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Affiliation(s)
- Alberto Bermejo-Cantarero
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Castilla-La Mancha, Spain
- Faculty of Nursing, Universidad de Castilla-La Mancha, Ciudad Real, Castilla-La Mancha, Spain
| | - Mairena Sánchez-López
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Castilla-La Mancha, Spain
- School of Education, Universidad de Castilla-La Mancha, Ciudad Real, Castilla-La Mancha, Spain
| | - Celia Álvarez-Bueno
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Castilla-La Mancha, Spain
- Universidad Politécnica y Artística del Paraguay, Asunción 2024, Paraguay
| | - Andres Redondo-Tébar
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Castilla-La Mancha, Spain
| | - Antonio García-Hermoso
- Navarrabiomed, Complejo Hospitalario de Navarra (CHN), Universidad Pública de Navarra (UPNA), IdiSNA, Pamplona, Navarra, Spain
- Escuela de Ciencias de la Actividad Física, el Deporte y la Salud, Universidad de Santiago de Chile (USACH), Santiago, Chile
| | - Vicente Martínez-Vizcaino
- Health and Social Research Center, Universidad de Castilla-La Mancha, Cuenca, Castilla-La Mancha, Spain
- Facultad de Ciencias de la Salud, Universidad Autónoma de Chile, Talca, Chile
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25
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Li D, Wang D, Zou J, Li C, Qian H, Yan J, He Y. Effect of physical activity interventions on children's academic performance: a systematic review and meta-analysis. Eur J Pediatr 2023; 182:3587-3601. [PMID: 37227500 DOI: 10.1007/s00431-023-05009-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 02/07/2023] [Accepted: 04/28/2023] [Indexed: 05/26/2023]
Abstract
The physical and psychological benefits of physical activity are well established. However, there is no consensus regarding the effects of physical activity on children's academic performance in general and in specific subjects. We conducted this systematic review and meta-analysis to identify forms of physical activity that are suitable for improving the physical activity levels and academic performance of children aged 12 years and under. The PubMed, Web of Science, Embase, and Cochrane Library databases were searched. Included studies had to meet the following criteria: randomized controlled trials examining the effect of physical activity interventions on children's academic performance. Stata 15.1 software was used to conduct the meta-analysis. A total of 16 studies were included, and the results showed that the "physical activity + academic curriculum" format had a positive effect on children's academic performance. Physical activity had a stronger effect on math performance than on reading and spelling performance (SMD = 0.75, 95% CI: 0.30,1.19, P < 0.001). Conclusion: The impact of physical activity on children's academic performance varies based on the type of physical activity intervention, with "physical activity + academic curriculum" format having a better effect on academic performance. The effect of physical activity interventions on children's academic performance also varies by subject; the effect is strongest for math. Trial registration: Registration and protocol CRD42022363255. What is Known: • The physical and psychological benefits of physical activity are well established. • Previous meta-analyses have failed to demonstrate the impact of physical activity on the general and subject-specific academic performance of children aged 12 and under. What is New: • The PAAL form of physical activity has a better effect on the academic performance of children aged 12 and under. • The benefit of physical activity also varies by subject, with the greatest effect being observed for math.
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Affiliation(s)
- Dong Li
- Department of Physical Education, Jianghan University, Wuhan, China
- Department of International Culture Education, Chodang University, Wuan, Republic of Korea
| | - Deng Wang
- LFE Research Group, Department of Health and Human Performance, Universidad Politécnica de Madrid, Martín Fierro 7, Madrid, Spain
| | - Jianye Zou
- School of Health Sciences and Physical Education, Macao Polytechnic University, Macao, China
| | - Chenmu Li
- School of Physical Education, Guangzhou Sport University, Guangzhou, China
| | - Haonan Qian
- Hanyang University, Seoul, Republic of Korea
| | - Jin Yan
- Centre for Active Living and Learning, University of Newcastle, Callaghan, NSW, Australia.
| | - Yabin He
- Department of Physical Education, Jianghan University, Wuhan, China.
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26
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Sanmarchi F, Scheier LM, Dallolio L, Ricci M, Longo G, Ceciliani A, Masini A. Association of Socioeconomic Factors and Physical Activity with Health-Related Quality of Life in Italian Middle School Children: An Exploratory Cross-Sectional Study. Healthcare (Basel) 2023; 11:2092. [PMID: 37510533 PMCID: PMC10379006 DOI: 10.3390/healthcare11142092] [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: 06/11/2023] [Revised: 07/17/2023] [Accepted: 07/19/2023] [Indexed: 07/30/2023] Open
Abstract
Health-related quality of life (HRQoL) provides a broad assessment of an individual's well-being and can serve as a good prognosticator of life's outcomes later for children and adolescents. Understanding the factors associated with HRQoL is crucial for promoting better health and life satisfaction. This study investigated the cross-sectional association of socioeconomic status, cardio fitness, and physical activity levels with HRQoL in 224 Italian early adolescents attending secondary school in the Emilia-Romagna region located in Northern Italy. In a multivariate path regression model, younger students and females reported a higher quality of life (β = -0.139, p = 0.015, 95% CI: -0.254--0.023 and β = 0.142, p = 0.019, 95% CI: 0.011-0.273, respectively). Having both parents employed and having a higher familiar educational status were also associated with a higher quality of life (β = 0.142, p = 0.013, 95% CI 0.027-0.257 and β = 0.133, p = 0.017, 95% CI 0.022-0.244, respectively). Greater engagement in routine physical activity levels from moderate to vigorous intensity was positively associated with quality of life (β = 0.429, p < 0.001, 95% CI: 0.304-0.554). Endurance (speed) was positively associated with quality of life (β = 0.221, p = 0.001, 95% CI: 0.087-0.355), and students with longer times on the shuttle run reported less quality of life (β = -0.207, p = 0.002, 95% CI: -0.337--0.077). These relations remained intact even when controlling for socioeconomic factors. The current findings reinforce the importance of promoting regular physical activity among younger children and also addressing socioeconomic status disparities to improve children's well-being. Future studies may want to consider expanding the array of measures used to assess physical activity and include additional measures assessing nutrition, cultural factors, and family functioning, all of which can influence a child's willingness to engage in physical activity and their well-being. The emphasis on fitness and physical activity and their contribution to a child's well-being should be the prime focus for stakeholders who work in the education, public health, and health policy sectors.
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Affiliation(s)
- Francesco Sanmarchi
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Lawrence M Scheier
- LARS Research Institute, Inc., Sun City, AZ 85351, USA
- Prevention Strategies, Greensboro, NC 27410, USA
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Matteo Ricci
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Giulia Longo
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Andrea Ceciliani
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Alice Masini
- Department of Translational Medicine, University of Eastern Piedmont (UNIUPO), Via Solaroli, 17, 28100 Novara, Italy
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27
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Amine I, Guillien A, Philippat C, Anguita-Ruiz A, Casas M, de Castro M, Dedele A, Garcia-Aymerich J, Granum B, Grazuleviciene R, Heude B, Haug LS, Julvez J, López-Vicente M, Maitre L, McEachan R, Nieuwenhuijsen M, Stratakis N, Vafeiadi M, Wright J, Yang T, Yuan WL, Basagaña X, Slama R, Vrijheid M, Siroux V. Environmental exposures in early-life and general health in childhood. Environ Health 2023; 22:53. [PMID: 37480033 PMCID: PMC10360263 DOI: 10.1186/s12940-023-01001-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 06/28/2023] [Indexed: 07/23/2023]
Abstract
BACKGROUND Early-life environmental exposures are suspected to be involved in the development of chronic diseases later in life. Most studies conducted so far considered single or few exposures and single-health parameter. Our study aimed to identify a childhood general health score and assess its association with a wide range of pre- and post-natal environmental exposures. METHODS The analysis is based on 870 children (6-12 years) from six European birth cohorts participating in the Human Early-Life Exposome project. A total of 53 prenatal and 105 childhood environmental factors were considered, including lifestyle, social, urban and chemical exposures. We built a general health score by averaging three sub-scores (cardiometabolic, respiratory/allergy and mental) built from 15 health parameters. By construct, a child with a low score has a low general health status. Penalized multivariable regression through Least Absolute Shrinkage and Selection Operator (LASSO) was fitted in order to identify exposures associated with the general health score. FINDINGS The results of LASSO show that a lower general health score was associated with maternal passive and active smoking during pregnancy and postnatal exposure to methylparaben, copper, indoor air pollutants, high intake of caffeinated drinks and few contacts with friends and family. Higher child's general health score was associated with prenatal exposure to a bluespace near residency and postnatal exposures to pets, cobalt, high intakes of vegetables and more physical activity. Against our hypotheses, postnatal exposure to organochlorine compounds and perfluorooctanoate were associated with a higher child's general health score. CONCLUSION By using a general health score summarizing the child cardiometabolic, respiratory/allergy and mental health, this study reinforced previously suspected environmental factors associated with various child health parameters (e.g. tobacco, air pollutants) and identified new factors (e.g. pets, bluespace) warranting further investigations.
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Affiliation(s)
- Ines Amine
- University Grenoble Alpes, Inserm U 1209, CNRS UMR 5309, Team of Environmental Epidemiology applied to Development and Respiratory Health, Institute for Advanced Biosciences, Grenoble, France.
| | - Alicia Guillien
- University Grenoble Alpes, Inserm U 1209, CNRS UMR 5309, Team of Environmental Epidemiology applied to Development and Respiratory Health, Institute for Advanced Biosciences, Grenoble, France
| | - Claire Philippat
- University Grenoble Alpes, Inserm U 1209, CNRS UMR 5309, Team of Environmental Epidemiology applied to Development and Respiratory Health, Institute for Advanced Biosciences, Grenoble, France
| | - Augusto Anguita-Ruiz
- Parc de Recerca Biomèdica de Barcelona (PRBB), ISGlobal-Instituto de Salud Global de Barcelona Campus MAR, 08003, Barcelona, Spain
- CIBEROBN, (Physiopathology of Obesity and Nutrition CB12/03/30038), Institute of Health Carlos III (ISCIII), 28029, Madrid, Spain
| | - Maribel Casas
- Parc de Recerca Biomèdica de Barcelona (PRBB), ISGlobal-Instituto de Salud Global de Barcelona Campus MAR, 08003, Barcelona, Spain
- Pompeu Fabra University (UPF), 08002, Barcelona, Spain
- Spanish Consortium for Research On Epidemiology and Public Health (CIBERESP), Av. Monforte de Lemos, 3-5. Pabellón 11, 28029, Madrid, Spain
| | - Montserrat de Castro
- Parc de Recerca Biomèdica de Barcelona (PRBB), ISGlobal-Instituto de Salud Global de Barcelona Campus MAR, 08003, Barcelona, Spain
- Pompeu Fabra University (UPF), 08002, Barcelona, Spain
- Spanish Consortium for Research On Epidemiology and Public Health (CIBERESP), Av. Monforte de Lemos, 3-5. Pabellón 11, 28029, Madrid, Spain
- Epidemiology and Environmental Health Joint Research Unit, Foundation for the Promotion of Health and Biomedical Research in the Valencian Region, FISABIO-Public Health, FISABIO-Universitat Jaume I-Universitat de València, Av. Catalunya 21, 46020, Valencia, Spain
| | - Audrius Dedele
- Department of Environmental Science, Vytautas Magnus University, 44248, Kaunas, Lithuania
| | - Judith Garcia-Aymerich
- Parc de Recerca Biomèdica de Barcelona (PRBB), ISGlobal-Instituto de Salud Global de Barcelona Campus MAR, 08003, Barcelona, Spain
- Pompeu Fabra University (UPF), 08002, Barcelona, Spain
- Spanish Consortium for Research On Epidemiology and Public Health (CIBERESP), Av. Monforte de Lemos, 3-5. Pabellón 11, 28029, Madrid, Spain
| | - Berit Granum
- Division for Climate and Environmental Health, Norwegian Institute of Public Health, 0213, Oslo, Norway
| | - Regina Grazuleviciene
- Department of Environmental Science, Vytautas Magnus University, 44248, Kaunas, Lithuania
| | - Barbara Heude
- Université Paris Cité and Université Sorbonne Paris Nord, Inserm, INRAE, Center for Research in Epidemiology and StatisticS (CRESS), 75004, Paris, France
| | - Line Småstuen Haug
- Division for Climate and Environmental Health, Norwegian Institute of Public Health, 0213, Oslo, Norway
| | - Jordi Julvez
- Parc de Recerca Biomèdica de Barcelona (PRBB), ISGlobal-Instituto de Salud Global de Barcelona Campus MAR, 08003, Barcelona, Spain
- Clinical and Epidemiological Neuroscience (NeuroÈpia), Institut d'Investigació Sanitària Pere Virgili (IISPV), 43204, Reus, Spain
| | - Mónica López-Vicente
- Parc de Recerca Biomèdica de Barcelona (PRBB), ISGlobal-Instituto de Salud Global de Barcelona Campus MAR, 08003, Barcelona, Spain
| | - Léa Maitre
- Parc de Recerca Biomèdica de Barcelona (PRBB), ISGlobal-Instituto de Salud Global de Barcelona Campus MAR, 08003, Barcelona, Spain
- Pompeu Fabra University (UPF), 08002, Barcelona, Spain
- Spanish Consortium for Research On Epidemiology and Public Health (CIBERESP), Av. Monforte de Lemos, 3-5. Pabellón 11, 28029, Madrid, Spain
| | - Rosemary McEachan
- Bradford Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
| | - Mark Nieuwenhuijsen
- Parc de Recerca Biomèdica de Barcelona (PRBB), ISGlobal-Instituto de Salud Global de Barcelona Campus MAR, 08003, Barcelona, Spain
- Pompeu Fabra University (UPF), 08002, Barcelona, Spain
- Spanish Consortium for Research On Epidemiology and Public Health (CIBERESP), Av. Monforte de Lemos, 3-5. Pabellón 11, 28029, Madrid, Spain
| | - Nikos Stratakis
- Parc de Recerca Biomèdica de Barcelona (PRBB), ISGlobal-Instituto de Salud Global de Barcelona Campus MAR, 08003, Barcelona, Spain
| | - Marina Vafeiadi
- Department of Social Medicine, School of Medicine, University of Crete, Heraklion, Crete, Greece
| | - John Wright
- Bradford Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
| | - Tiffany Yang
- Bradford Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
| | - Wen Lun Yuan
- Université Paris Cité and Université Sorbonne Paris Nord, Inserm, INRAE, Center for Research in Epidemiology and StatisticS (CRESS), 75004, Paris, France
- Singapore Institute for Clinical Science, Agency for Science, Technology and Research (A*STAR), Singapore, Singapore
| | - Xavier Basagaña
- Parc de Recerca Biomèdica de Barcelona (PRBB), ISGlobal-Instituto de Salud Global de Barcelona Campus MAR, 08003, Barcelona, Spain
- Pompeu Fabra University (UPF), 08002, Barcelona, Spain
- Spanish Consortium for Research On Epidemiology and Public Health (CIBERESP), Av. Monforte de Lemos, 3-5. Pabellón 11, 28029, Madrid, Spain
| | - Rémy Slama
- University Grenoble Alpes, Inserm U 1209, CNRS UMR 5309, Team of Environmental Epidemiology applied to Development and Respiratory Health, Institute for Advanced Biosciences, Grenoble, France
| | - Martine Vrijheid
- Parc de Recerca Biomèdica de Barcelona (PRBB), ISGlobal-Instituto de Salud Global de Barcelona Campus MAR, 08003, Barcelona, Spain
- Pompeu Fabra University (UPF), 08002, Barcelona, Spain
- Spanish Consortium for Research On Epidemiology and Public Health (CIBERESP), Av. Monforte de Lemos, 3-5. Pabellón 11, 28029, Madrid, Spain
| | - Valérie Siroux
- University Grenoble Alpes, Inserm U 1209, CNRS UMR 5309, Team of Environmental Epidemiology applied to Development and Respiratory Health, Institute for Advanced Biosciences, Grenoble, France
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28
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Korcz A, Krzysztoszek J, Bronikowski M, Łopatka M, Bojkowski Ł. Associations between physical activity, screen time, sleep time and selected academic skills in 8/9-year-old children. BMC Public Health 2023; 23:1335. [PMID: 37438782 DOI: 10.1186/s12889-023-16230-5] [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: 03/20/2023] [Accepted: 07/01/2023] [Indexed: 07/14/2023] Open
Abstract
BACKGROUND High levels of physical activity (PA), low levels of screen time, combined with sufficient sleep time, provide better health benefits. However, few studies have examined the association of these behaviours with academic skills. Therefore, this study aims to determine how PA, screen time, and sleep time are related to selected academic skills of 8/9-year-old children while examining compliance with the guidelines on PA, sedentary behaviour, and sleep among this population group. METHODS This cross-sectional study included 114 primary school children (50% girls) aged 8-9years old from 2nd grade. The levels of PA, screen time, and sleep were assessed using self-reported questionnaires. The selected academic skills (based on reading and writing) were assessed by a battery of methods designed to diagnose the causes of school failure in students aged 7-9. Non-linear regression was applied to build multivariate models aimed at finding the most significant predictors for the selected academic skills separately. RESULTS Sixty-seven percent of children met the sleep guidelines, 22% met the screen time guidelines, and only 8% met PA guidelines. In terms of screen time, boys spent more time playing games than girls (p = .008). Moderate to vigorous intensity physical activity (MVPA) was associated with higher/better scores of the visual-auditory integration (B = -0.07, p = .040). Not meeting the sleep guidelines was associated with lower scores in visual-auditory integration among children (B = 0.12, p = .042). Children who did not meet the screen time guidelines had lower scores in perceptual-motor integration (B = -0.09, p = .040). CONCLUSIONS Participating in PA, limiting screen time and sufficient sleep time may benefit/support academic skills in children.
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Affiliation(s)
- Agata Korcz
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Krolowej Jadwigi 27/39, Poznan, 61-871, Poland.
| | - Jana Krzysztoszek
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Krolowej Jadwigi 27/39, Poznan, 61-871, Poland
| | - Michał Bronikowski
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Krolowej Jadwigi 27/39, Poznan, 61-871, Poland
| | - Marlena Łopatka
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Krolowej Jadwigi 27/39, Poznan, 61-871, Poland
| | - Łukasz Bojkowski
- Department of Psychology, Poznan University of Physical Education, Krolowej Jadwigi 27/39, Poznan, 61-871, Poland
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Madinabeitia-Cabrera I, Alarcón-López F, Chirosa-Ríos LJ, Pelayo-Tejo I, Cárdenas-Vélez D. The cognitive benefits of basketball training compared to a combined endurance and resistance training regimen: a four-month intervention study. Sci Rep 2023; 13:11132. [PMID: 37429866 DOI: 10.1038/s41598-023-32470-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Accepted: 03/28/2023] [Indexed: 07/12/2023] Open
Abstract
Neurocognitive function, especially executive functioning, is positively associated with better fitness or higher levels of physical activity (PA). Previous research suggests that combined endurance and resistance (AER+R) training leads to greater improvements than training in either modality separately. Dynamic team sports with cognitive dimensions, such as basketball (BAS), may be an excellent context for improving cognition. This study compared the effects of following a four-month PA training program in BAS versus AER+R on executive functions along with a control group with low PA. Fifty participants completed the training period and were randomly distributed into three groups: BAS (16 participants), AER+R (18), and control (16). Participants in the BAS group showed improved inhibition and working memory and those in the AER+R group showed improved inhibition and cognitive flexibility, while inhibition deteriorated in the control group. There were significant differences between groups only in inhibition. It appears that following a four-month PA training program is enough to enhance executive functioning, and improvements in inhibition are more evident when the program includes an open sport such as BAS.
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Affiliation(s)
- Iker Madinabeitia-Cabrera
- Department of Physical Education and Sport, Faculty of Sport Sciences, University of Granada, 18071, Granada, Spain.
- Sport and Health University Research Institute (iMUDS), University of Granada, 18071, Granada, Spain.
| | - Francisco Alarcón-López
- Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690, Alicante, Spain
| | - Luis J Chirosa-Ríos
- Department of Physical Education and Sport, Faculty of Sport Sciences, University of Granada, 18071, Granada, Spain
| | - Ignacio Pelayo-Tejo
- Department of Physical Education and Sport, Faculty of Sport Sciences, University of Granada, 18071, Granada, Spain
| | - David Cárdenas-Vélez
- Department of Physical Education and Sport, Faculty of Sport Sciences, University of Granada, 18071, Granada, Spain
- Sport and Health University Research Institute (iMUDS), University of Granada, 18071, Granada, Spain
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Song H, Wang JJ, Zhang B, Shi L, Lau PWC. Do acute and chronic physical activity interventions affect the cognitive function of preschool children? A meta-analysis. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 67:102419. [PMID: 37665872 DOI: 10.1016/j.psychsport.2023.102419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Revised: 02/20/2023] [Accepted: 03/07/2023] [Indexed: 09/06/2023]
Abstract
This meta-analysis aims to investigate the effects of acute and chronic physical activity (PA) interventions on multiple domains of cognitive function (CF) in preschool children. Electronic databases (PsycINFO, PubMed, SPORTDiscus, Embase, Web of Science, MEDLINE, and ERIC) were searched for relevant studies between January 2000 and February 2022. Studies that examined the effects of acute or chronic physical activity interventions on CF in preschool children aged 2-6 years were included. A total of 16 articles were eligible for this meta-analysis. Results showed that there was no effect of acute PA interventions on CF (Hedges' g = 0.04; 95% CI = -0.12, 0.19). Chronic PA interventions had a moderate and positive effect on overall CF (Hedges' g = 0.49; 95% CI = 0.29, 0.69), a large effect on perception (Hedges' g = 1.19; 95% CI = 0.64, 1.75), and a moderate effect on inhibitory control (Hedges' g = 0.73; 95% CI = 0.22, 1.24). The moderator analyses showed that overall CF performance was significantly moderated by intervention modality and assessment of cognitive outcomes, and no other moderator (study design, sample size, frequency, duration, and session length) was found to have an effect. Chronic PA intervention might be a promising way to promote multiple aspects of CF, especially executive function and perception. Future studies should explore the effect of different intensities of PA on the CF of preschool children to discern the most effective PA prescription to, in turn, enhance the CF of preschool children.
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Affiliation(s)
- Huiqi Song
- Department of Sport, Physical Education and Health, Hong Kong Baptist University, Hong Kong, China
| | - Jing-Jing Wang
- Mass Sports Research Center, China Institute of Sport Science, Beijing, China
| | - Borui Zhang
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong, China
| | - Lei Shi
- Laboratory of Exercise Science and Health, Beijing Normal University-Hong Kong Baptist University United International College (UIC), Zhuhai, China
| | - Patrick W C Lau
- Department of Sport, Physical Education and Health, Hong Kong Baptist University, Hong Kong, China.
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Vasilopoulos F, Jeffrey H, Wu Y, Dumontheil I. Multi-level meta-analysis of whether fostering creativity during physical activity interventions increases their impact on cognitive and academic outcomes during childhood. Sci Rep 2023; 13:8383. [PMID: 37225728 DOI: 10.1038/s41598-023-35082-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Accepted: 05/12/2023] [Indexed: 05/26/2023] Open
Abstract
Neuroplasticity research supports the idea that varied practice and new environments promote cognitive engagement and enhance learning. Expanding on a meta-analysis of the effect of physical activity interventions on cognition and academic outcomes, we reviewed and quantified the impact of task and environmental factors that foster creative physical activity. Interventions were considered as fostering creative physical activity to a greater extent if (1) they were varied, (2) relied less on technical acquisition, instruction or demonstration, (3) involved open spaces, props, or open-ended instructions, and (4) involved interactions with peers. A wide range of physical activities were considered, from dance to aerobic exercise across 92 studies in 5-12-year-old children. Creativity ratings of physical activity interventions were varied but did not associate with greater beneficial effects on executive functions (k = 45), academic achievement (k = 47), or fluid intelligence (k = 8). Studies assessing on-task behaviour (k = 5) tended not to foster creativity, while reversely studies assessing creativity tended to foster creative physical activities (k = 5). As a group, three studies that fostered more creative PA showed a small significant negative summary effect on cognitive flexibility. Considering qualitative differences in the physical activities performed in schools will improve our understanding of their mechanisms of impact. Future research should consider using more varied measures, including more proximal outcomes that involve body movements (e.g., a Simon Says task to measure inhibitory control).
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Affiliation(s)
- Fotini Vasilopoulos
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London, WC1E 7HX, UK.
- Centre for Educational Neuroscience, University of London, London, UK.
| | | | - Yanwen Wu
- University of Cambridge, Cambridge, UK
| | - Iroise Dumontheil
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London, WC1E 7HX, UK
- Centre for Educational Neuroscience, University of London, London, UK
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de Bruijn AGM, Meijer A, Königs M, Oosterlaan J, Smith J, Hartman E. The mediating role of neurocognitive functions in the relation between physical competencies and academic achievement of primary school children. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 66:102390. [PMID: 37665853 DOI: 10.1016/j.psychsport.2023.102390] [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: 09/14/2022] [Revised: 01/12/2023] [Accepted: 01/13/2023] [Indexed: 09/06/2023]
Abstract
Previous studies into associations between physical, neurocognitive and academic skills have reported inconsistent results. This study aimed to get more insight into these relations by examining all three domains simultaneously, testing a complete mediational model including measures of physical competencies (cardiovascular fitness and motor skills), neurocognitive skills (attention, information processing, and core executive functions), and academic achievement (reading, mathematics, and spelling). Dutch primary school students (n = 891, 440 boys, mean age 9.17 years) were assessed on the Shuttle Run Test (cardiovascular fitness), items of the Körperkoordinationstest für Kinder and Bruininks-Oseretsky Test-II (fundamental motor skills), computerized neurocognitive tests, and standardized academic achievement tests. A multilevel structural equation model showed that physical competencies were only indirectly related to academic achievement, via specific neurocognitive functions depending on the academic domain involved. Results provide important implications, highlighting the importance of well-developed physical competencies in children.
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Affiliation(s)
- Anne G M de Bruijn
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorstraat 7, 1081 HV, Amsterdam, the Netherlands.
| | - Anna Meijer
- Institute of Education and Child Studies, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, the Netherlands
| | - Marsh Königs
- Emma Neuroscience Group, Emma Children's Hospital, Amsterdam UMC, University of Amsterdam, Meibergdreef 9, 1105 AZ, Amsterdam, the Netherlands
| | - Jaap Oosterlaan
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorstraat 7, 1081 HV, Amsterdam, the Netherlands
| | - Joanne Smith
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV, Groningen, the Netherlands
| | - Esther Hartman
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV, Groningen, the Netherlands
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Ren T, Ye X, Li Z, Li Q, Zhang X, Dou W, Jia X, Li BM, Wang C. Associations between physical activity and proactive control and the modulating role of working memory. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 66:102374. [PMID: 37665846 DOI: 10.1016/j.psychsport.2022.102374] [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: 07/15/2022] [Revised: 11/29/2022] [Accepted: 12/28/2022] [Indexed: 09/06/2023]
Abstract
Accumulating evidence indicates positive associations between physical activity (PA) and cognitive control. Proactive control, the ability to maintain goal-relevant information in preparation of upcoming task demands, is a critical component of cognitive control. However, little research has examined the association between PA and proactive control. To address this issue, a total of 132 university students were recruited and divided into two groups based on reported regular PA during past week. All participants completed two common cognitive control tasks: the AX Continuous Performance Task (AX-CPT) and the Cued Task-Switching Paradigm (CTS). In comparison with the low PA group, the high PA group showed greater proactive control efficiency on both tasks. Moreover, proactive control indices significantly correlated between the two tasks for the high but not for the low PA group. Further, working memory significantly modulated the association between PA and proactive control efficiency of CTS. Although the present cross-section design does not allow us to test the causal relationship between PA and proactive control, these findings may have important implications for developing effective intervention strategies which aim to promote proactive control through increasing PA or to promote PA through increasing proactive control. Moreover, individual differences in working memory are important to consider when we aim to design such interventions.
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Affiliation(s)
- Tian Ren
- Institute of Brain Science and Department of Physiology, School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, China; Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Xuejian Ye
- Institute of Brain Science and Department of Physiology, School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, China
| | - Zheng Li
- Institute of Brain Science and Department of Physiology, School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, China
| | - Qingyi Li
- Institute of Brain Science and Department of Physiology, School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, China
| | - Xinyuan Zhang
- Institute of Brain Science and Department of Physiology, School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, China
| | - Wenjie Dou
- Institute of Brain Science and Department of Physiology, School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, China
| | - Xi Jia
- Institute of Brain Science and Department of Physiology, School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, China
| | - Bao-Ming Li
- Institute of Brain Science and Department of Physiology, School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, China
| | - Chunjie Wang
- Institute of Brain Science and Department of Physiology, School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, China; Zhejiang Key Laboratory for Research in Assessment of Cognitive Impairments, Hangzhou, China.
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LUDYGA SEBASTIAN, HANKE MANUEL, LEUENBERGER RAHEL, BRUGGISSER FABIENNE, PÜHSE UWE, GERBER MARKUS, LEMOLA SAKARI, CAPONE-MORI ANDREA, KEUTLER CLEMENS, BROTZMANN MARK, WEBER PETER. Martial Arts and Cognitive Control in Children with Attention-Deficit Hyperactivity Disorder and Children Born Very Preterm: A Combined Analysis of Two Randomized Controlled Trials. Med Sci Sports Exerc 2023; 55:777-786. [PMID: 36728805 PMCID: PMC10090288 DOI: 10.1249/mss.0000000000003110] [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] [Indexed: 02/03/2023]
Abstract
INTRODUCTION Very preterm birth and attention-deficit hyperactivity disorder (ADHD) are associated with impairments in response inhibition that often persist beyond childhood. Athletes skilled in martial arts show a neurocognitive profile that is associated with an improved inhibition processing stream, suggesting that engagement in this kind of sport has the potential to reduce impairments in this cognitive function. We investigated the behavioral and neurocognitive effects of judo training on response inhibition in children born very preterm and children with ADHD by a combined analysis of two randomized controlled trials. METHODS In both the CHIPMANC ( n = 65) and JETPAC ( n = 63) studies, participants were randomly allocated to a waitlist or a 12-wk judo training program in a 1:1 ratio. At pretest and posttest, participants completed a Go/NoGo task, the Movement Assessment Battery for Children-2 and a physical work capacity test on a bicycle ergometer. During the cognitive task, event-related potentials (N2, P3a, P3b) were recorded via electroencephalography. RESULTS The effects of the judo training were moderated by the study group. In contrast to children with ADHD (JETPAC), judo training reduced the commission error rate on the Go/NoGo task and increased the P3a amplitude in children born very preterm (CHIPMANC). No treatment effects were found for N2, P3b and physical fitness outcomes. CONCLUSIONS The neurodevelopmental condition influences the cognitive benefits of judo training. Whereas judo may be ineffective in children with ADHD, children born very preterm can expect improved response inhibition due to a more effective engagement of focal attention to resolve the task-related response conflict.
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Affiliation(s)
- SEBASTIAN LUDYGA
- Department of Sport, Exercise and Health, University of Basel, Basel, SWITZERLAND
| | - MANUEL HANKE
- Department of Sport, Exercise and Health, University of Basel, Basel, SWITZERLAND
| | - RAHEL LEUENBERGER
- Department of Sport, Exercise and Health, University of Basel, Basel, SWITZERLAND
| | - FABIENNE BRUGGISSER
- Department of Sport, Exercise and Health, University of Basel, Basel, SWITZERLAND
| | - UWE PÜHSE
- Department of Sport, Exercise and Health, University of Basel, Basel, SWITZERLAND
| | - MARKUS GERBER
- Department of Sport, Exercise and Health, University of Basel, Basel, SWITZERLAND
| | - SAKARI LEMOLA
- Department of Psychology, Bielefeld University, Bielefeld, GERMANY
- Department of Psychology, University of Warwick, Coventry, UNITED KINGDOM
| | - ANDREA CAPONE-MORI
- Division of Neuropediatrics, Kantonsspital Aarau, Clinic for Children and Teenagers, Aarau, SWITZERLAND
| | - CLEMENS KEUTLER
- St. Elisabethen Krankenhaus Lörrach, Clinic of Childhood and Adolescent Psychiatry and Psychotherapy, Lörrach, GERMANY
| | - MARK BROTZMANN
- Division of Neuropediatrics and Developmental Medicine, University of Basel, University Children’s Hospital, Basel, SWITZERLAND
| | - PETER WEBER
- Division of Neuropediatrics and Developmental Medicine, University of Basel, University Children’s Hospital, Basel, SWITZERLAND
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Kolovelonis A, Goudas M. The Effects of Cognitively Challenging Physical Activity Games versus Health-Related Fitness Activities on Students' Executive Functions and Situational Interest in Physical Education: A Group-Randomized Controlled Trial. Eur J Investig Health Psychol Educ 2023; 13:796-809. [PMID: 37232698 DOI: 10.3390/ejihpe13050060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 04/21/2023] [Accepted: 04/24/2023] [Indexed: 05/27/2023] Open
Abstract
This study compared cognitively challenging physical activity games and health-related fitness activities in terms of their effects on students' executive functions and situational interest in physical education. A total of 102 fourth- and fifth-grade students (56 boys, 46 girls) participated in this study. A group-randomized controlled trial design involving an acute experiment was used. Two intact classes of students (one fourth-grade and one fifth-grade) were randomly assigned to each one of the three groups. Students in Group 1 participated in cognitively challenging physical activity games, students in Group 2 participated in activities for developing their health-related fitness, and Group 3 students were the control group without physical education. Executive functions were measured pre- and post-intervention with the design fluency test, whereas situational interest was only measured post-intervention with the situational interest scale. Group 1 students who played cognitively challenging physical activity games had increased their executive functions' scores more than the Group 2 students involved in health-related fitness activities. Students of both these groups outperformed control group students. Moreover, Group 1 students reported higher levels of instant enjoyment and total interest than Group 2 students. The results of this study suggest that cognitively challenging physical activity games can be an effective means for enhancing executive functions, and motivate students to be involved in interesting and enjoyable forms of physical activity.
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Affiliation(s)
- Athanasios Kolovelonis
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
| | - Marios Goudas
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
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Lemos N, Sobral N, Duncan M, Mota J, dos Santos R, Martins C. A bibliometric analysis of physical activity interventions and cognition in children and adolescents. Sci Sports 2023. [DOI: 10.1016/j.scispo.2022.03.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2023]
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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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Altermann W, Gröpel P. Effects of acute endurance, strength, and coordination exercise interventions on attention in adolescents: A randomized controlled study. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 64:102300. [PMID: 37665800 DOI: 10.1016/j.psychsport.2022.102300] [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: 02/14/2022] [Revised: 09/01/2022] [Accepted: 09/24/2022] [Indexed: 09/06/2023]
Abstract
OBJECTIVES The aim of this study was to compare three different modes of an acute bout of exercise - endurance, strength, and coordination - in their effects on adolescents' attention. DESIGN This was a preregistered, prospective, randomized intervention study with four groups and two distinct measurement occasions. METHOD Eighty adolescent students aged 15-18 years were randomized to one of three exercise intervention groups (endurance, strength, coordination) or to a non-exercise, control group. The exercise interventions lasted for 25 min. The random assignment to the study groups was stratified according to participants' age and gender. Before and after the exercise intervention, all participants completed the revised d2-test of attention. A 4 × 2 repeated measures ANOVA with contrast-coded test was used as the main analysis method. RESULTS Attentional test performance increased from before to after the exercise intervention for all exercise groups, as compared with the control group. The three exercise groups improved equally and did not differ in their attentional scores after the intervention. CONCLUSIONS An acute bout of exercise was in general beneficial for adolescent students' attention, while the mode of the provided exercise training was not decisive. School directors and teachers are encouraged to incorporate exercise-related breaks into their school plan.
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Affiliation(s)
- Wolfgang Altermann
- Division of Sport Psychology, Department of Sport Science, Centre for Sport Science and University Sports, University of Vienna, Vienna, Austria
| | - Peter Gröpel
- Division of Sport Psychology, Department of Sport Science, Centre for Sport Science and University Sports, University of Vienna, Vienna, Austria.
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Sun L. INFLUENCES OF PHYSICAL EXERCISE ON PHYSICAL FITNESS OF FEMALE UNIVERSITY STUDENTS. REV BRAS MED ESPORTE 2023. [DOI: 10.1590/1517-8692202329012022_0788] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2023] Open
Abstract
ABSTRACT Introduction Attention to the physical health of female university students has been increasing in recent years, and scientifically formulating sports plans for this public, and enhancing their fitness, has become an important topic. Objective Explore the influences of long-term physical exercise on the physical fitness of female college students. Methods 240 female college students in a given city were selected as volunteers, and divided into a resistance exercise group, an aerobic exercise group, and a control group. The total intervention period was ten weeks, followed by the recollection of vital data and other relevant markers for statistical analysis. Results After ten weeks of exercise, the task performance of the resistance exercise group was improved; the task performance of the resistance exercise group was significantly superior to aerobic exercise and control. Conclusion It was observed that the task performance of the resistance exercise group and the aerobic exercise group were positively impacted, and the positive benefits of the two types of exercise were different. Level of evidence II; Therapeutic studies - investigating treatment outcomes.
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Affiliation(s)
- Ling Sun
- Taiyuan University of Science and Technology, China
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McMath AL, Iwinski S, Shen S, Bost KF, Donovan SM, Khan NA. Adherence to Screen Time and Physical Activity Guidelines is Associated with Executive Function in US Toddlers Participating in the STRONG Kids 2 Birth Cohort Study. J Pediatr 2023; 252:22-30.e6. [PMID: 36027980 PMCID: PMC10918530 DOI: 10.1016/j.jpeds.2022.08.026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 07/18/2022] [Accepted: 08/18/2022] [Indexed: 02/02/2023]
Abstract
OBJECTIVE To test the hypothesis that healthy weight status and adherence to American Academy of Pediatrics (AAP) guidelines for diet and physical activity would extend to greater executive function (EF) at age 24 months. STUDY DESIGN Parents of 24-month-old children from the STRONG Kids 2 cohort study (n = 352) completed the Behavioral Rating Inventory of Executive Function for Preschoolers (BRIEF-P) and reported physical activities, diet, and screen time. Toddlers met AAP guidelines if they consumed at least 5 servings of fruits and vegetables, were physically active, refrained from sugar-sweetened beverages, and limited daily screen time to <60 minutes. Relationships between EF, 24-month weight status, and meeting AAP guidelines were tested independent of child sex, ethnicity, socioeconomic status, weight status at birth, and maternal pregnancy weight status. RESULTS Weight-for-length z-score had no effect on EF. Toddlers meeting the screen time guideline had greater EF (β, -0.125; 95% CI, 0.234 to -0.008), inhibitory self-control (β, -0.142; 95% CI, -0.248 to -0.029), and emergent metacognition (β, -0.111; 95% CI, -0.221 to 0.002), indicated by lower BRIEF-P scores. Those with more minutes of screen time had poorer overall EF (β, 0.257; 95% CI, 0.118-0.384), inhibitory self-control (β, 0.231; 95% CI, 0.099-0.354), cognitive flexibility (β, 0.217; 95% CI, 0.082-0.342), and emergent metacognition (β, 0.257; 95% CI, 0.120-0.381). Daily physical activity was associated with greater emergent metacognition (β, -0.116; 95% CI, -0.225 to -0.005). CONCLUSIONS Meeting AAP guidelines for physical activity and screen time was related to greater EF in a demographically homogenous sample of toddlers. Future randomized control trials and more diverse samples are needed to confirm the directionality of this relationship. CLINICAL TRIAL REGISTRATION ClinicalTrials.gov, NCT03341858.
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Affiliation(s)
- Arden L McMath
- Division of Nutritional Sciences, University of Illinois Urbana-Champaign, Champaign, IL
| | - Samantha Iwinski
- Department of Human Development and Family Studies, University of Illinois Urbana-Champaign, Champaign, IL
| | - Sa Shen
- College of Applied Health Sciences, University of Illinois Urbana-Champaign, Champaign, IL
| | - Kelly F Bost
- Department of Human Development and Family Studies, University of Illinois Urbana-Champaign, Champaign, IL; Department of Psychology, University of Illinois Urbana-Champaign, Champaign, IL
| | - Sharon M Donovan
- Division of Nutritional Sciences, University of Illinois Urbana-Champaign, Champaign, IL; Department of Food Science and Human Nutrition, University of Illinois Urbana-Champaign, Champaign, IL
| | - Naiman A Khan
- Division of Nutritional Sciences, University of Illinois Urbana-Champaign, Champaign, IL; Department of Kinesiology and Community Health, University of Illinois Urbana-Champaign, Champaign, IL.
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Zhu F, Zhu X, Bi X, Kuang D, Liu B, Zhou J, Yang Y, Ren Y. Comparative effectiveness of various physical exercise interventions on executive functions and related symptoms in children and adolescents with attention deficit hyperactivity disorder: A systematic review and network meta-analysis. Front Public Health 2023; 11:1133727. [PMID: 37033046 PMCID: PMC10080114 DOI: 10.3389/fpubh.2023.1133727] [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: 12/29/2022] [Accepted: 03/08/2023] [Indexed: 04/11/2023] Open
Abstract
Background Physical exercise has been recommended as an important nonpharmacological therapeutic strategy for managing attention deficit hyperactivity disorder (ADHD). We conducted a network meta-analysis (NMA) to assess the comparative impact of different physical exercise modalities on enhancing executive functions (EFs) and alleviating symptoms in children and adolescents with ADHD. Methods We searched Web of Science, PubMed, Embase, Cochrane Central Register of Controlled Trials, SPORTDiscus, PsycINFO, CNKI, and clinical trials databases from inception to October 20, 2022. Randomized controlled trials (RCTs) and quasi-experimental studies investigating physical exercise for ADHD-related symptoms of hyperactivity/impulsivity and inattention, and executive functions were included. The frequentist random-effect NMA method was applied to pool the results. Results A total of 59 studies (including 39 RCTs, 5 quasi-RCTs, and 15 self-controlled trials) published between 1983 and 2022 were incorporated into the systematic review, of which 44 studies with 1757 participants were eligible for meta-analysis. All types of physical exercise were effective in improving EFs (SMD = 1.15, 95% CI: 0.83 to 1.46), and open-skill activities which require participants to react in a dynamically changing and externally paced environment induced the most incredible benefits for executive functions (SUCRA = 98.0%, SMD = 1.96, and 95% CI: 1.15 to 2.77). Subgroup analyses for EFs revealed varied findings that open-skill activities were the most promising physical exercise type for improving inhibitory control (SUCRA = 99.1%, SMD = 1.94, and 95% CI: 1.24 to 2.64), and closed-skill activities dominated by aerobic exercises had a slightly higher probability of being the most promising physical exercise intervention for working memory (SUCRA = 75.9%, SMD = 1.21, and 95% CI: -0.22 to 2.65), and multicomponent physical exercise tended to be the most effective in cognitive flexibility (SUCRA = 70.3%, SMD = 1.44, and 95% CI: -0.19 to 3.07). Regarding ADHD-related symptoms, closed-skill activities dominated by aerobic exercises might be more advantageous for hyperactivity/impulsivity (SUCRA = 72.5%, SMD = -1.60, and 95% CI: -3.02 to -0.19) and inattention (SUCRA = 96.3%, SMD = -1.51, and 95% CI: -2.33 to -0.69) improvement. Conclusion Physical exercise can significantly help to alleviate the symptoms of ADHD and improve executive functions in children and adolescents with ADHD. Most of all, to promote adherence to treatment, they should be encouraged to perform the physical exercises that they enjoy most.
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Affiliation(s)
- Feilong Zhu
- College of Physical Education and Sports, Beijing Normal University, Beijing, China
| | - Xiaotong Zhu
- College of Physical Education and Sports, Beijing Normal University, Beijing, China
| | - Xiaoyu Bi
- College of Physical Education and Sports, Beijing Normal University, Beijing, China
| | - Dongqing Kuang
- College of Physical Education and Sports, Beijing Normal University, Beijing, China
| | - Boya Liu
- School of Social Ecology, University of California, Irvine, Irvine, CA, United States
| | - Jingyi Zhou
- College of Physical Education and Sports, Beijing Normal University, Beijing, China
| | - Yiming Yang
- College of Physical Education and Sports, Beijing Normal University, Beijing, China
| | - Yuanchun Ren
- College of Physical Education and Sports, Beijing Normal University, Beijing, China
- *Correspondence: Yuanchun Ren,
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Brown DMY, Porter C, Hamilton F, Almanza F, Narvid C, Pish M, Arizabalo D. Interactive Associations between Physical Activity and Sleep Duration in Relation to Adolescent Academic Achievement. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15604. [PMID: 36497677 PMCID: PMC9736778 DOI: 10.3390/ijerph192315604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 11/19/2022] [Accepted: 11/21/2022] [Indexed: 06/17/2023]
Abstract
PURPOSE The present study aimed to examine independent and interactive associations between physical activity and sleep duration with adolescent academic achievement. METHODS This cross-sectional study used data from the 2019 cycle of the US-based Youth Risk Behavior Surveillance System. A total of 13,677 American adolescents in grades 9 through 12 (MAGE = 16.06 ± 1.24 years; 50.9% female) self-reported their sleep and physical activity behavior as well as their grades. Linear regression models fit with cubic splines were computed to capture potential non-linear associations. RESULTS Findings for the independent effect models revealed significant curvilinear relationships between physical activity and sleep with academic achievement wherein optimal grades were associated with 7-9 h/night of sleep and 5-7 days/week of physical activity. A significant physical activity by sleep interaction was also observed for academic achievement, which demonstrated that the association between sleep duration and academic achievement is not uniform across levels of physical activity engagement, and tradeoffs may exist. CONCLUSIONS Overall, the results help to identify different combinations of physical activity and sleep behavior associated with optimal academic achievement and suggest that a one-size-fits-all approach to physical activity and sleep recommendations may not be adequate for promoting academic achievement during adolescence.
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Valkenborghs SR, Hillman CH, Al‐Iedani O, Nilsson M, Smith JJ, Leahy AA, Harries SK, Ramadan S, Lubans DR. Effect of high-intensity interval training on hippocampal metabolism in older adolescents. Psychophysiology 2022; 59:e14090. [PMID: 35599295 PMCID: PMC9787522 DOI: 10.1111/psyp.14090] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Revised: 04/26/2022] [Accepted: 04/26/2022] [Indexed: 12/30/2022]
Abstract
Although well-evidenced in older adults, the effects of exercise on the hippocampus in youth are relatively unknown. This study examined the impact of a 6-month school-based physical activity intervention on hippocampal metabolism in adolescents using magnetic resonance spectroscopy. A subset of lower fit older adolescents [N = 56, 61% female, 16.1 ± 0.4 years] was included from four secondary schools (10 classes) in New South Wales, Australia, who were participating in a larger cluster randomized controlled trial. Participants were randomized to the Burn 2 Learn (B2L) intervention (five classes, 30 participants) or a control group (five classes, 26 participants). Changes in hippocampal metabolism were assessed using linear mixed models adjusted for clustering at the class level. We observed group-by-time effects for the B2L intervention on N-acetylaspartate (NAA) (+2.66 mmol/L, 95% CI 0.20 to 5.11, d = 0.66) and glutamate+glutamine (Glx) (+3.38 mmol/L, 95% CI 0.34 to 6.42, d = 0.67) in the left hippocampus. Increases in left hippocampal NAA and Glx concentrations were associated with improvements in cardiorespiratory fitness (NAA: rs = 0.52, p = .016; Glx: rs = 0.57, p = .007), lower body muscular fitness (NAA: rs = 0.49, p = .018; Glx: rs = 0.59, p = .003), and working memory (NAA: rs = 0.42, p = .032; Glx: rs = 0.43, p = .028) in the intervention group. Our findings suggest physical activity may improve hippocampal metabolism in lower fit older adolescents with implications for working memory. Further studies involving larger samples are needed to replicate our findings.
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Affiliation(s)
- Sarah Ruth Valkenborghs
- School of Biomedical Sciences and PharmacyThe University of NewcastleCallaghanNew South WalesAustralia,Centre for Active Living and LearningThe University of NewcastleCallaghanNew South WalesAustralia
| | - Charles H. Hillman
- Center for Cognitive & Brain Health, Department of Psychology, Department of Physical Therapy, Movement, and Rehabilitation SciencesNortheastern UniversityBostonMassachusettsUSA
| | - Oun Al‐Iedani
- School of Health SciencesThe University of NewcastleCallaghanNew South WalesAustralia
| | - Michael Nilsson
- Centre for Rehab InnovationsThe University of NewcastleCallaghanNew South WalesAustralia,Priority Research Centre for Stroke and Brain InjuryThe University of NewcastleCallaghanNew South WalesAustralia,School of Medicine and Public HealthThe University of NewcastleCallaghanNew South WalesAustralia
| | - Jordan J. Smith
- Centre for Active Living and LearningThe University of NewcastleCallaghanNew South WalesAustralia,School of EducationThe University of NewcastleCallaghanNew South WalesAustralia
| | - Angus Aaron Leahy
- Centre for Active Living and LearningThe University of NewcastleCallaghanNew South WalesAustralia,School of EducationThe University of NewcastleCallaghanNew South WalesAustralia
| | - Simon K. Harries
- Centre for Active Living and LearningThe University of NewcastleCallaghanNew South WalesAustralia,School of EducationThe University of NewcastleCallaghanNew South WalesAustralia
| | - Saadallah Ramadan
- School of Health SciencesThe University of NewcastleCallaghanNew South WalesAustralia
| | - David Revalds Lubans
- Centre for Active Living and LearningThe University of NewcastleCallaghanNew South WalesAustralia,School of EducationThe University of NewcastleCallaghanNew South WalesAustralia
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Pindus DM, Selzer-Ninomiya A, Nayak A, Pionke JJ, Raine LB. Effects of reducing sedentary behaviour duration by increasing physical activity, on cognitive function, brain function and structure across the lifespan: a systematic review protocol. BMJ Open 2022; 12:e046077. [PMID: 36270758 PMCID: PMC9594536 DOI: 10.1136/bmjopen-2020-046077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
INTRODUCTION Greater engagement in sedentary behaviours has been related to poorer cognitive functions in epidemiological research. However, the effects of reducing sedentary behaviour duration on cognitive function, brain function, and structure remain poorly understood. This systematic review aims to synthesise the evidence on the effects of reducing sedentary behaviour duration by increasing time spent in physical activity on cognitive function, brain structure and function in apparently healthy children, adolescents and adults. METHODS AND ANALYSIS The protocol follows Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The literature search will be conducted (search dates: August-September 2022) across six databases: PubMed, Scopus, Cumulative Index to Nursing and Allied Health Literature (via EBSCO Host), PsycINFO (via ProQuest), SPORTDiscus and Web of Science (Science and Social Science Citation Index). The inclusion criteria are as follows: randomised and non-randomised experimental studies as defined by the Cochrane Handbook, published in English, in peer-reviewed journals, and as theses or dissertations. References of included papers will be screened for additional studies. Acute and chronic interventions targeting children (≥ 4 years), adolescents, younger adults (≥ 18-40 years), middle-aged (40-64 years) and older adults (65+ years) will be eligible. Methodological quality will be assessed with the Effective Public Health Practice Project quality assessment tool for quantitative studies. Qualitative synthesis will be stratified by intervention type (acute vs chronic), intervention content (reducing sedentary time or interrupting prolonged sitting) and outcome (cognitive, brain structure and function). ETHICS AND DISSEMINATION No primary data collection will be conducted as part of this systematic review. Study findings will be disseminated through peer-reviewed publications, conference presentations and social media. PROSPERO REGISTRATION NUMBER CRD42020200998.
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Affiliation(s)
- Dominika M Pindus
- Kinesiology and Community Health, University of Illinois at Chicago, Chicago, Illinois, USA
| | - Ana Selzer-Ninomiya
- Kinesiology and Community Health, University of Illinois at Urbana-Champaign College of Applied Health Sciences, Champaign, Illinois, USA
| | - Apurva Nayak
- Molecular and Cellular Biology, University of Illinois at Urbana-Champaign, Urbana, Illinois, USA
| | - J J Pionke
- University Library, University of Illinois at Urbana-Champaign, Urbana, Illinois, USA
| | - Lauren B Raine
- Department of Psychology, Northeastern University, Boston, Massachusetts, USA
- Department of Medical Sciences, Department of Physical Therapy, Movement & Rehabilitation Sciences, Northeastern University, Boston, Massachusetts, USA
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Kolovelonis A, Pesce C, Goudas M. The Effects of a Cognitively Challenging Physical Activity Intervention on School Children's Executive Functions and Motivational Regulations. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191912742. [PMID: 36232040 PMCID: PMC9564380 DOI: 10.3390/ijerph191912742] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 09/28/2022] [Accepted: 09/29/2022] [Indexed: 05/31/2023]
Abstract
This study examined the effects of a physical education intervention consisting of cognitively challenging physical activity games on school children's executive functions and motivational regulations. Ninety-nine fourth- and fifth-grade children participated in this two-group, repeated measures, quasi-experimental study with a cross-over design. Children's executive functions (measured with the design fluency and Stroop and flanker tests) and motivational regulations were measured pre- and post-intervention and one month later. At post-test, the experimental group children outperformed the waiting-list control group children in all design fluency test conditions and accuracy in the Stroop and flanker tests. Both groups improved from pre- to post-intervention their speed (reaction time) in the Stroop and flanker tests. The waiting-list control group children, after receiving the intervention, improved their performance in the executive function tests except for Stroop test accuracy and flanker test speed. The positive effects were reduced significantly one month after the end of the intervention but remained significantly higher compared to pre-intervention. No intervention effects were found for the motivational regulations. These results showed that the intervention had positive effects on children's executive functions and supported the new shift of designing physical activity programs for developing combinedly children's physical and cognitive development.
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Affiliation(s)
- Athanasios Kolovelonis
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, Italian University Sport and Movement “ForoItalico”, 00135 Rome, Italy
| | - Marios Goudas
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
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46
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Contreras-Osorio F, Ramirez-Campillo R, Cerda-Vega E, Campos-Jara R, Martínez-Salazar C, Araneda R, Ebner-Karestinos D, Arellano-Roco C, Campos-Jara C. Effects of Sport-Based Exercise Interventions on Executive Function in Older Adults: A Systematic Review and Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191912573. [PMID: 36231873 PMCID: PMC9566349 DOI: 10.3390/ijerph191912573] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 09/17/2022] [Accepted: 09/29/2022] [Indexed: 05/19/2023]
Abstract
Exercise programs of moderate-to-vigorous intensity have been shown to improve the cognitive performance of older people. However, the specific effects of sports-based exercise programs on cognitive performance, particularly executive functions, remain unclear. Therefore, the purpose of this study is to clarify the effects of sports-based exercise programs on executive functions in older adults using a systematic review and meta-analysis of the scientific literature. A systematic review was conducted between 1 March and 1 July 2022, to look for published scientific evidence that analyzed different sports programs that may have affected executive function in healthy older adults. Longitudinal studies, which assessed the effects of sports interventions on healthy older adults, were identified through a systematic search of the four principal electronic databases: Web of Science, PubMed, Scopus, and EBSCO. A total of nine studies with a total of 398 subjects met the inclusion criteria and were classified based on one or more of the following categories: working memory, inhibition, and cognitive flexibility. The DerSimonian and Laird random-effects model was performed using the Comprehensive Meta-Analysis software to facilitate the analysis of the studies. Statistical significance was set at p ≤ 0.05. In terms of working memory, a small but positive significant effect was noted for the intervention group compared to the control group (effect size (ES) = 0.35, 95% confidence interval (CI) = 0.04-0.67; p = 0.029; I2 = 36.7%); in terms of inhibition, the intervention had a small favoring but no significant effect compared to the control group (ES = 0.20, 95% CI = -0.42-0.84; p = 0.517; I2 = 78.8%); and in terms of cognitive flexibility, the intervention had a small favoring but no significant effect compared to the control group (ES = 0.39, 95% CI = -0.11-0.89; p = 0.131; I2 = 75.5%). Our findings suggest that healthy older adults should be encouraged to participate in sports to improve their working memory; however, more studies are required in this area to reach more robust conclusions. This systematic review was registered with the International Prospective Register of Systematic Reviews (registration number: CRD42022284788).
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Affiliation(s)
- Falonn Contreras-Osorio
- Exercise and Rehabilitation Sciences Institute, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile
| | - Rodrigo Ramirez-Campillo
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile
| | - Enrique Cerda-Vega
- Pedagogy in Physical Education and Health Career, Department of Health Science, Faculty of Medicine, Pontificia Universidad Católica de Chile, Santiago 7820436, Chile
| | | | - Cristian Martínez-Salazar
- Departamento de Educación Física, Deportes y Recreación, Pedagogía en Educación Física, Facultad de Educación y Ciencias Sociales y Humanidades, Universidad de La Frontera, Temuco 4780000, Chile
| | - Rodrigo Araneda
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile
| | - Daniela Ebner-Karestinos
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile
| | - Cristián Arellano-Roco
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile
| | - Christian Campos-Jara
- Exercise and Rehabilitation Sciences Institute, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile
- Correspondence: ; Tel.: +56-9-42057069
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47
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Ram B, Foley KA, van Sluijs E, Hargreaves DS, Viner RM, Saxena S. Developing a core outcome set for physical activity interventions in primary schools: a modified-Delphi study. BMJ Open 2022; 12:e061335. [PMID: 36180126 PMCID: PMC9528589 DOI: 10.1136/bmjopen-2022-061335] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 08/26/2022] [Indexed: 02/02/2023] Open
Abstract
OBJECTIVES To develop a core outcome set (COS) for physical activity interventions in primary schools. DESIGN Modified-Delphi study. SETTING The UK and international. PARTICIPANTS 104 participants from four stakeholder groups (educators, public health professionals, health researchers, parents); 16 children (aged 8-9 years) from 1 London primary school. INTERVENTIONS Physical activity interventions. METHODS Four-stage process: (1) outcomes extracted from relevant studies identified from an umbrella review and a focus group; (2) list of outcomes produced and domains established; (3) stakeholders completed a two-round Delphi survey by rating (Round 1) and re-rating (Round 2) each outcome on a nine-point Likert Scale from 'not important' to 'critical': a>70% participant threshold identified the outcomes rated 'critical' to measure, and outcomes important to children were identified through a workshop; and (4) a stakeholder meeting to achieve consensus of the outcomes to include in the COS. RESULTS In total, 74 studies were extracted from 53 reviews. A list of 50 outcomes was produced and three domains were established: 'physical activity and health' (16 outcomes), 'social and emotional health' (22 outcomes) and 'educational performance' (12 outcomes). 104 participants completed survey Round 1; 65 participants completed both rounds. In total, 13 outcomes met the threshold; children identified 8 outcomes. Fourteen outcomes achieved consensus to produce the COS: five outcomes for physical activity and health (diet (varied and balanced), energy, fitness, intensity of physical activity, sleep (number of hours)); seven outcomes for social and emotional health (anxiety, depression, enjoyment, happiness, self-esteem, stress, well-being); and two outcomes for educational performance (concentration, focus). CONCLUSIONS We have developed the first COS for physical activity interventions in primary schools in consultation with those interested in the development and application of an agreed standardised set of outcomes. Future studies including these outcomes will reduce heterogeneity across studies. TRIAL REGISTRATION NUMBER Core Outcome Measures in Effectiveness Trials Initiative registration number 1322; Results.
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Affiliation(s)
- Bina Ram
- Primary Care and Public Health, Imperial College London, London, UK
| | | | - Esther van Sluijs
- MRC Epidemiology Unit, University of Cambridge School of Clinical Medicine, Cambridge, Cambridgeshire, UK
| | - Dougal S Hargreaves
- Primary Care and Public Health, Imperial College London, London, UK
- Mohn Centre for Children's Health and Wellbeing, Imperial College London, London, UK
| | - Russell M Viner
- Population, Policy and Practice Research Programme, UCL Institute of Child Health, London, UK
| | - Sonia Saxena
- Primary Care and Public Health, Imperial College London, London, UK
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48
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Zhang JY, Shen QQ, Wang DL, Hou JM, Xia T, Qiu S, Wang XY, Zhou SB, Yang WW, Heng SY, Lu CC, Cui L, Yin HC. Physical activity intervention promotes working memory and motor competence in preschool children. Front Public Health 2022; 10:984887. [PMID: 36225790 PMCID: PMC9549139 DOI: 10.3389/fpubh.2022.984887] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2022] [Accepted: 08/31/2022] [Indexed: 01/25/2023] Open
Abstract
Objective This study investigated the effects of 12 weeks of specifically designed physical activity intervention on working memory and motor competence in preschool children and explored the correlation between working memory changes and motor competence changes by the intervention. Methods Four classes of preschool children were grouped into an intervention group and a control group. Children in the intervention group received a 12-week physical activity intervention, while children in the control group followed their daily routine as usual. Before and after the intervention period, children were assessed with the 1-back task and Movement Assessment Battery for Children, second edition (MABC-2) to measure their working memory and motor competence, respectively. Results Regarding working memory, the accuracy on the 1-back task increased significantly in the intervention group relative to the control group. The intervention group demonstrated a greater decrease in response time from pre- to posttest than the control group, but the difference was not statistically significant. Regarding motor competence, children's manual dexterity, aiming and catching and total score increased significantly in the intervention group relative to the control group, while no significant difference in static and dynamic balance was observed between the two groups. Furthermore, the correlation results showed that changes in the efficacy and efficiency of working memory were positively related to changes in static and dynamic balance and the total score on the MABC-2. Conclusion These findings demonstrated that 12 weeks of specifically designed physical activity intervention could improve preschool children's efficacy of working memory as well as manual dexterity, aiming and catching and global motor competence. The improvement in the efficacy and efficiency of working memory was positively related to the improvement in static and dynamic balance and global motor competence.
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Affiliation(s)
- Jing-Yi Zhang
- College of P.E. and Sports, Beijing Normal University, Beijing, China
| | - Qi-Qi Shen
- College of P.E. and Sports, Beijing Normal University, Beijing, China
| | - Dong-Ling Wang
- College of P.E. and Sports, Beijing Normal University, Beijing, China
| | - Jin-Mei Hou
- College of P.E. and Sports, Beijing Normal University, Beijing, China
| | - Tong Xia
- College of P.E. and Sports, Beijing Normal University, Beijing, China
| | - Shou Qiu
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Xiao-Ye Wang
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Si-Bo Zhou
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Wen-Wen Yang
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Si-Yu Heng
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Can-Can Lu
- Branch School of Mingguang, Beijing Normal University Kindergarten, Beijing, China
| | - Lei Cui
- College of P.E. and Sports, Beijing Normal University, Beijing, China,*Correspondence: Lei Cui
| | - Heng-Chan Yin
- College of P.E. and Sports, Beijing Normal University, Beijing, China,Heng-Chan Yin
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49
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Papadopoulos N, Mantilla A, Bussey K, Emonson C, Olive L, McGillivray J, Pesce C, Lewis S, Rinehart N. Understanding the Benefits of Brief Classroom-Based Physical Activity Interventions on Primary School-Aged Children's Enjoyment and Subjective Wellbeing: A Systematic Review. THE JOURNAL OF SCHOOL HEALTH 2022; 92:916-932. [PMID: 35607277 PMCID: PMC9545911 DOI: 10.1111/josh.13196] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Revised: 04/07/2022] [Accepted: 05/01/2022] [Indexed: 06/01/2023]
Abstract
BACKGROUND Engaging in classroom-based physical activity (PA) breaks may help increase children's subjective wellbeing and enjoyment of PA, important precursors for children to remain engaged in PA. We conducted a systematic review to investigate the effect of brief classroom-based PA interventions on primary school children's subjective wellbeing and enjoyment of PA. METHODS Databases were reviewed between the earliest date of records and April 2020. Eligibility criteria included peer-reviewed empirical quantitative or mixed methods studies reporting enjoyment of PA or wellbeing outcomes of participating in a brief classroom-based PA program. Fifteen papers were included. Interventions supported 7022 child participants enrolled at baseline and 6286 children analyzed in interventions across 148 schools. RESULTS Thirteen studies examined the effect of brief classroom-based PA interventions on subjective wellbeing. Four found a significant positive effect for children in the intervention group (specifically for children's self-efficacy in learning with video exercises, quality of life, and self-confidence). Eight studies examined the effect of brief classroom-based PA interventions on enjoyment of PA. Five studies reported a positive effect for children in the intervention group and only 1 study found a negative effect for 1 grade level of children in the intervention group. The remaining studies with wellbeing and/or enjoyment outcomes reported no significant effect. CONCLUSIONS Findings from these studies indicate that the integration of brief PA breaks may support PA enjoyment and specific self-beliefs and quality of life perceptions that contribute to children's subjective wellbeing. However, more research is needed to confirm this effect.
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Affiliation(s)
- Nicole Papadopoulos
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Ana Mantilla
- School of Educational Psychology & Counselling, Faculty of Education, Monash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Katherine Bussey
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Chloe Emonson
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Lisa Olive
- School of Psychology, Deakin University1 Gheringhap StGeelongVictoria3220Australia
| | - Jane McGillivray
- School of PsychologyDeakin University1 Gheringhap StGeelongVictoria3220Australia
| | - Caterina Pesce
- Department of Movement, Human and Health SciencesUniversity of Rome“Foro Italico,” Rome00135Italy
| | - Samantha Lewis
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Nicole Rinehart
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
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50
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Contreras-Osorio F, Ramirez-Campillo R, Cerda-Vega E, Campos-Jara R, Martínez-Salazar C, Arellano-Roco C, Campos-Jara C. Effects of Sport-Based Interventions on Executive Function in Older Adults: A Systematic Review and Meta-Analysis Protocol. Brain Sci 2022; 12:brainsci12091142. [PMID: 36138879 PMCID: PMC9496824 DOI: 10.3390/brainsci12091142] [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: 08/07/2022] [Revised: 08/24/2022] [Accepted: 08/25/2022] [Indexed: 11/16/2022] Open
Abstract
Background: Moderate-to-vigorous intensity exercise programs have proven to exert positive effects on the cognitive performance of older people. However, the specific effects sport-based exercise programs have on cognitive performance, upon executive functions, remain unclear. Therefore, the purpose of this study is to clarify the effects of sport-based exercise programs on executive functions in older adults, through a systematic review protocol of the scientific literature, with a meta-analysis. Methods: The search was performed in the Web of Science, PubMed, Scopus, and EBSCO electronic databases by combining keywords and different medical subject headings (MeSH) to identify and evaluate the relevant studies from inception up until June 2022. This study considers longitudinal studies with at least one experimental group and pre- and post-intervention measurements involving healthy older adults of 60 years of age or older. Studies have to consider one or more measures of executive function, including dimensions of working memory, inhibition, and cognitive flexibility, in order to meet the eligibility criteria for inclusion in this report. The Physiotherapy Evidence Database (PEDro) scale was used for methodological quality assessment studies. The DerSimonian and Laird random-effects model was used to compute the meta-analyses and report effect sizes (ES, i.e., Hedges’ g) with 95% confidence intervals (95% CIs), and a statistical significance set at p ≤ 0.05. The ES values were calculated for executive function globally and for each dimension of executive function (e.g., working memory, inhibition, cognitive flexibility) in the experimental and control/comparator groups using the mean and standard deviation values before and after the intervention period. Conclusions: Our systematic review aims to clarify the effects of sport-based exercise programs on executive functions in older adults. The results may help practitioners and stakeholders to provide better evidence-based decisions regarding sport-based exercise program implementation for older adults, and to help them to optimize cognitive functions during the aging process. Ethical permission is not required for this study. Systematic review registration: this systematic review is registered with the International Prospective Register of Systematic Reviews (PROSPERO; registration number: CRD42022284788).
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Affiliation(s)
- Falonn Contreras-Osorio
- Exercise and Rehabilitation Sciences Institute, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile
| | - Rodrigo Ramirez-Campillo
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile
| | - Enrique Cerda-Vega
- Pedagogy in Physical Education and Health Career, Department of Health Science, Faculty of Medicine, Pontificia Universidad Católica de Chile, Santiago de Chile 7820436, Chile
| | | | - Cristian Martínez-Salazar
- Departamento de Educación Física, Deportes y Recreación, Pedagogía en Educación Física, Facultad de Educación y Ciencias Sociales y Humanidades, Universidad de La Frontera, Temuco 4780000, Chile
| | - Cristián Arellano-Roco
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile
| | - Christian Campos-Jara
- Exercise and Rehabilitation Sciences Institute, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago 7591538, Chile
- Correspondence: ; Tel.: +56-9-42057069
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