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Ao Z, He H, Shi H, Liu H. Step count and multiple health outcomes: An umbrella review. J Evid Based Med 2024. [PMID: 38566344 DOI: 10.1111/jebm.12596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Accepted: 02/28/2024] [Indexed: 04/04/2024]
Abstract
OBJECTIVE This study aimed to quantify the association between step count and multiple health outcomes in a healthy population. METHODS PubMed, Embase, Web of Science, and The Cochrane Library were systematically searched for systematic reviews and meta-analyses from inception to April 1, 2022. Literature screening, data extraction, and data analysis were performed in this umbrella review. The intervention factor was daily step counts measured based on devices. Multiple health outcomes included metabolic diseases, cardiovascular diseases, all-cause mortality, and other outcomes in the healthy population. RESULTS Twenty studies with 94 outcomes were identified in this umbrella review. The increase in daily step count contributed to a range of human health outcomes. Furthermore, the special population, different age groups, countries, and cohorts should be carefully considered. Negative correlation between step counts and the following outcomes: metabolic outcomes, cardiovascular diseases, all-cause mortality, postural balance, cognitive function, and mental health. However, there was no association between participation in the outdoor walking group and the improvement of systolic blood pressure and diastolic blood pressure. Analysis of the dose-response association between increasing daily step count and the risk of cardiovascular disease events and all-cause mortality showed a substantially linear relationship. CONCLUSION A wide range of health outcomes can benefit from the right number of steps.
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Affiliation(s)
- Zhimin Ao
- Department of Integrated Traditional and Western Medicine, West China Hospital, Sichuan University, Chengdu, China
| | - Hongbo He
- Department of Integrated Traditional and Western Medicine, West China Hospital, Sichuan University, Chengdu, China
| | - Hongxia Shi
- Department of Pharmacy, West China Hospital, Sichuan University, Chengdu, China
| | - Hong Liu
- Department of Integrated Traditional and Western Medicine, West China Hospital, Sichuan University, Chengdu, China
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2
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Petrican R, Fornito A, Boyland E. Lifestyle Factors Counteract the Neurodevelopmental Impact of Genetic Risk for Accelerated Brain Aging in Adolescence. Biol Psychiatry 2024; 95:453-464. [PMID: 37393046 DOI: 10.1016/j.biopsych.2023.06.023] [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: 03/10/2023] [Revised: 05/30/2023] [Accepted: 06/19/2023] [Indexed: 07/03/2023]
Abstract
BACKGROUND The transition from childhood to adolescence is characterized by enhanced neural plasticity and a consequent susceptibility to both beneficial and adverse aspects of one's milieu. METHODS To understand the implications of the interplay between protective and risk-enhancing factors, we analyzed longitudinal data from the Adolescent Brain Cognitive Development (ABCD) Study (n = 834; 394 female). We probed the maturational correlates of positive lifestyle variables (friendships, parental warmth, school engagement, physical exercise, healthy nutrition) and genetic vulnerability to neuropsychiatric disorders (major depressive disorder, Alzheimer's disease, anxiety disorders, bipolar disorder, schizophrenia) and sought to further elucidate their implications for psychological well-being. RESULTS Genetic risk factors and lifestyle buffers showed divergent relationships with later attentional and interpersonal problems. These effects were mediated by distinguishable functional neurodevelopmental deviations spanning the limbic, default mode, visual, and control systems. More specifically, greater genetic vulnerability was associated with alterations in the normative maturation of areas rich in dopamine (D2), glutamate, and serotonin receptors and of areas with stronger expression of astrocytic and microglial genes, a molecular signature implicated in the brain disorders discussed here. Greater availability of lifestyle buffers predicted deviations in the normative functional development of higher density GABAergic (gamma-aminobutyric acidergic) receptor regions. The two profiles of neurodevelopmental alterations showed complementary roles in protection against psychopathology, which varied with environmental stress levels. CONCLUSIONS Our results underscore the importance of educational involvement and healthy nutrition in attenuating the neurodevelopmental sequelae of genetic risk factors. They also underscore the importance of characterizing early-life biomarkers associated with adult-onset pathologies.
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Affiliation(s)
- Raluca Petrican
- Institute of Population Health, Department of Psychology, University of Liverpool, Liverpool, United Kingdom.
| | - Alex Fornito
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash Biomedical Imaging, Monash University, Melbourne, Victoria, Australia
| | - Emma Boyland
- Institute of Population Health, Department of Psychology, University of Liverpool, Liverpool, United Kingdom
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Shi P, Zhang Z, Feng X, Li C, Tang Y. Effect of physical exercise in real-world settings on executive function of atypical children: A systematic review and meta-analysis. Child Care Health Dev 2024; 50:e13182. [PMID: 37873578 DOI: 10.1111/cch.13182] [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: 10/13/2022] [Revised: 09/07/2023] [Accepted: 09/20/2023] [Indexed: 10/25/2023]
Abstract
BACKGROUND Impaired executive function is a core symptom of cognitive impairment in atypical children. The purpose of this systematic review and meta-analysis is to explore the effectiveness of interventions for exercise in real-life settings on executive function in atypical children. METHODS This study searched the CNKI, Wan-Fang, VIP, WOS, PubMed, Scopus and EBSCO databases. Two researchers independently selected articles, extracted data and assessed the risk of bias for the included studies. Exercise activities were categorized into open and closed skills based on the unpredictability of the environmental context and into sequential and continuous skills based on the complexity of the movement structure. Based on these two classifications, motor skills were categorized into open-sequential (e.g. basketball), open-continuous (e.g. obstacle running), closed-sequential (e.g. martial arts) and closed-continuous (e.g. swimming) skills. The SPSS 25.0 and Stata 16.0 software were used for statistical analysis. RESULTS A total of 19 articles (23 studies) were included in the systematic review and meta-analysis. The participants were 990 atypical children with neurodevelopmental disorders. Physical exercise in real-world settings had significant intervention effects on inhibitory control (SMD = -0.592, P = 0.033), working memory (SMD = -0.473, P = 0.034) and cognitive flexibility (SMD = -0.793, P = 0.014) in atypical children. Quantitative intervention characteristics and motor skill types moderated the effect of exercise on promoting executive function in atypical children. Overall, exercise for 30-50 min, three to seven times a week for less than 10 weeks is effective in improving executive function in atypical children. Open skills and sequential skills have a positive intervention effect on more dimensions of executive function in atypical children. CONCLUSIONS Physical exercise in real-world settings has a positive intervention effect on executive function in atypical children. We should design interventions based on the personality traits of the subject and the type of exercise they are interested in to better promote improved executive function in atypical children.
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Affiliation(s)
- Peng Shi
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Ziyun Zhang
- School of Life and Health, Huzhou College, Huzhou, China
| | - Xiaosu Feng
- School of Physical Educaiton, Liaoning Normal University, Dalian, China
| | - Chenyang Li
- Department of Physical Education, Huaiyin Institute of Technology, Huaian, China
| | - Yan Tang
- School of Physical Education, Shanghai University of Sport, Shanghai, China
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Mora-Gonzalez J, Esteban-Cornejo I, Solis-Urra P, Rodriguez-Ayllon M, Cadenas-Sanchez C, Hillman CH, Kramer AF, Catena A, Ortega FB. The effects of an exercise intervention on neuroelectric activity and executive function in children with overweight/obesity: The ActiveBrains randomized controlled trial. Scand J Med Sci Sports 2024; 34:e14486. [PMID: 37691352 DOI: 10.1111/sms.14486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 07/11/2023] [Accepted: 08/21/2023] [Indexed: 09/12/2023]
Abstract
OBJECTIVE To investigate whether a 20-week aerobic and resistance exercise program induces changes in brain current density underlying working memory and inhibitory control in children with overweight/obesity. METHODS A total of 67 children (10.00 ± 1.10 years) were randomized into an exercise or control group. Electroencephalography (EEG)-based current density (μA/mm2 ) was estimated using standardized low-resolution brain electromagnetic tomography (sLORETA) during a working memory task (Delayed non-matched-to-sample task, DNMS) and inhibitory control task (Modified flanker task, MFT). In DNMS, participants had to memorize four stimuli (Pokemons) and then select between two of them, one of which had not been previously shown. In MFT, participants had to indicate whether the centered cow (i.e., target) of five faced the right or left. RESULTS The exercise group had significantly greater increases in brain activation in comparison with the control group during the encoding phase of DNMS, particularly during retention of second stimuli in temporal and frontal areas (peak t = from 3.4 to 3.8, cluster size [k] = from 11 to 39), during the retention of the third stimuli in frontal areas (peak t = from 3.7 to 3.9, k = from 15 to 26), and during the retention of the fourth stimuli in temporal and occipital areas (peak t = from 2.7 to 4.3, k = from 13 to 101). In MFT, the exercise group presented a lower current density change in the middle frontal gyrus (peak t = -4.1, k = 5). No significant change was observed between groups for behavioral performance (p ≥ 0.05). CONCLUSION A 20-week exercise program modulates brain activity which might provide a positive influence on working memory and inhibitory control in children with overweight/obesity.
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Affiliation(s)
- Jose Mora-Gonzalez
- Department of Physical Education and Sports, Faculty of Sport Sciences, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
| | - Irene Esteban-Cornejo
- Department of Physical Education and Sports, Faculty of Sport Sciences, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
- Centro de Investigación Biomédica en Red Fisiopatología de la Obesidad y Nutrición (CIBERobn), Instituto de Salud Carlos III, Madrid, Spain
| | - Patricio Solis-Urra
- Department of Physical Education and Sports, Faculty of Sport Sciences, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
- Faculty of Education and Social Sciences, Universidad Andres Bello, Viña del Mar, Chile
| | - María Rodriguez-Ayllon
- Department of Physical Education and Sports, Faculty of Sport Sciences, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
- Department of Epidemiology, Erasmus University Medical Center, Rotterdam, the Netherlands
| | - Cristina Cadenas-Sanchez
- Department of Physical Education and Sports, Faculty of Sport Sciences, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
- Centro de Investigación Biomédica en Red Fisiopatología de la Obesidad y Nutrición (CIBERobn), Instituto de Salud Carlos III, Madrid, Spain
| | - Charles H Hillman
- Department of Psychology, Northeastern University, Boston, Massachusetts, USA
- Department of Physical Therapy, Movement & Rehabilitation Sciences, Northeastern University, Boston, Massachusetts, USA
| | - Arthur F Kramer
- Department of Psychology, Northeastern University, Boston, Massachusetts, USA
- Beckman Institute, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA
| | - Andrés Catena
- School of Psychology, University of Granada, Granada, Spain
| | - Francisco B Ortega
- Department of Physical Education and Sports, Faculty of Sport Sciences, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain
- Centro de Investigación Biomédica en Red Fisiopatología de la Obesidad y Nutrición (CIBERobn), Instituto de Salud Carlos III, Madrid, Spain
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
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Feng X, Zhang Z, Jin T, Shi P. Effects of open and closed skill exercise interventions on executive function in typical children: a meta-analysis. BMC Psychol 2023; 11:420. [PMID: 38037184 PMCID: PMC10690989 DOI: 10.1186/s40359-023-01317-w] [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: 03/31/2023] [Accepted: 09/08/2023] [Indexed: 12/02/2023] Open
Abstract
BACKGROUND The effects of open and closed skill exercise interventions for executive function in children and adolescents have received widespread attention. Open skill refers to the skill of performing motor tasks in an unpredictable environment; closed skill refers to the skill of performing motor tasks in a stable environment. However, the results of related studies are currently controversial and Meta-analysis is urgently needed. METHODS After computer searches of CNKI, Wan-Fang, VIP, WOS, PubMed, and EBSCO databases, two researchers independently screened articles, extracted information, and evaluated the quality of the articles. This study was statistical analyzed using Stata 16.0 software. RESULTS A total of 31 articles were included, including 2988 typical children. Open, closed, continuous and sequential skills all improved executive function in typical children to varying degrees, but open and sequential skills were more effective in improving executive function, particularly in the former in the working memory (SMD=-0.833, P < 0.001) and in the latter in the inhibitory control (SMD=-0.834, P < 0.001) and cognitive flexibility (SMD=-0.903, P < 0.001). Long-term, moderate- intensity interventions were better than acute, vigorous-intensity interventions for executive function, with long-term interventions reflected in working memory (SMD=-0.579, P < 0.001) and moderate-intensity interventions reflected in all three dimensions of executive function (P < 0.01). Intervention periods, intervention intensity and continuous and sequential skills classified by action structure play a significant moderating role. Better results for long-term, sequential structural action interventions based on open skills (P < 0.001); better results for acute, moderate intensity, sequential structural action interventions based on closed (P < 0.05). Whereas intervention intensity had a non-significant moderating effect in the open skills intervention, both moderate and vigorous intensity had a significant effect on executive function (P < 0.001). CONCLUSION Open and closed skills have different levels of facilitation effects on executive function in typical children, but open skills are more effective. The facilitation effects of open and closed skills were moderated by the qualitative characteristics and action structure of the intervention.
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Affiliation(s)
- Xiaosu Feng
- School of Physical Education, Liaoning Normal University, Dalian, 116029, China
| | - Ziyun Zhang
- School of Life and Health, Huzhou College, Huzhou, 313002, China
| | - Teng Jin
- School of Physical Education, Northeast Normal University, Changchun, 130024, China
| | - Peng Shi
- School of Physical Education, Shanghai University of Sport, Shanghai, 200438, China.
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Yu M, Han X, Wang X, Guan R. Effects of Physical Exercise on Executive Functions among College Students in China: Exploring the Influence of Exercise Intensity and Duration. Behav Sci (Basel) 2023; 13:987. [PMID: 38131843 PMCID: PMC10740733 DOI: 10.3390/bs13120987] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Revised: 11/23/2023] [Accepted: 11/28/2023] [Indexed: 12/23/2023] Open
Abstract
BACKGROUND This study investigates the effects of exercise intensity and duration on executive functions among college students in China. METHOD Participants in this study were Chinese college students divided into four groups based on exercise duration and intensity. Each group engaged in physical exercise twice a week for six weeks. Group 1 performed low-intensity exercises for 10 min per session; Group 2 performed low-intensity exercises for 20 min per session; Group 3 performed high-intensity exercises for 10 min per session; and Group 4 performed high-intensity exercise for 20 min per session. Executive functions were assessed in all subjects before the experiment (time 1), after one exercise session (time 2), at the end of the exercise program (time 3), and six weeks after the exercise program (time 4). A mixed ANOVA with a 2 (exercise intensity: low/high) × 2 (duration: short/long) × 4 (time of measurement: time 1/time 2/time 3/time 4) design was employed, with exercise intensity and exercise duration as independent variables and executive functions as the dependent variable. RESULTS Mixed ANOVA showed that the results revealed a significant main effect of measurement time on working memory accuracy (p < 0.001) and reaction time (p < 0.001); inhibition control accuracy (p < 0.001) and reaction time (p < 0.001); cognitive flexibility accuracy (p < 0.001) and reaction time (p < 0.001). A single session of high-intensity exercise significantly improved executive functions in college students. Both low-intensity and high-intensity exercise were effective in enhancing executive functions, with high-intensity exercise demonstrating better maintenance of the effect. CONCLUSION Both exercise intensity and exercise duration were found to enhance executive functions in college students, with exercise intensity showing greater effectiveness than exercise duration.
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Affiliation(s)
- Ming Yu
- Physical Education Department, Northeastern University, Shenyang 110819, China; (M.Y.); (X.W.)
| | - Xinyi Han
- College of Physical Education, Hebei Normal University, Shijiazhuang 050024, China;
| | - Xiaomei Wang
- Physical Education Department, Northeastern University, Shenyang 110819, China; (M.Y.); (X.W.)
| | - Rongxin Guan
- Physical Education Department, Northeastern University, Shenyang 110819, China; (M.Y.); (X.W.)
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Luo X, Herold F, Ludyga S, Gerber M, Kamijo K, Pontifex MB, Hillman CH, Alderman BL, Müller NG, Kramer AF, Ishihara T, Song W, Zou L. Association of physical activity and fitness with executive function among preschoolers. Int J Clin Health Psychol 2023; 23:100400. [PMID: 37663042 PMCID: PMC10469079 DOI: 10.1016/j.ijchp.2023.100400] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Accepted: 07/12/2023] [Indexed: 09/05/2023] Open
Abstract
It is well-documented in the literature that high levels of regular physical activity (PA), low levels of sedentary behavior (SB), and high levels of cardiorespiratory fitness (CRF) are associated with superior cognitive functioning, especially with regard to older populations. However, concerning other age groups (e.g., preschoolers) the available evidence documenting such a positive relationship is relatively scarce. Thus, this study aimed to investigate the association of time spent in different PA intensity zones and CRF with executive functions (EFs) in preschool-age children. To this end, preschoolers (n = 127) aged 3 to 6 years were recruited from 9 kindergarten classes in 2 districts of Shenzhen, China. The amount and the intensity of PA were assessed via accelerometry, and the CRF level was quantified by the 20-meter shuttle run test. EFs including inhibitory control and working memory were assessed using the one-on-one iPad-based Early Year Toolbox. Results suggested that children who had a higher CRF level ("impulse control" scores: β = 0.34, p < .001; "Go" accuracy: β = 0.31, p < .001; "No-Go" accuracy: β =0.28, < .001) and spentmore time in moderate-to-vigorous physical activity (MVPA) ("impulse control" scores: β = 0.50, p < .001; No-Go" accuracy: β = 0.52, p < .001) had higher scores on inhibitory control tasks, and those who had a higher CRF level had higher scores on a working memory task (β = 0.24, p < .05). The findings are discussed in light of the positive roles of MVPA and CRF for promoting EFs, but also consider the disproportionate association of PA and CRF with working memory relative to inhibition.
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Affiliation(s)
- Xun Luo
- Key Laboratory of Adolescent Health Assessment and Exercise Intervention of Ministry of Education, East China Normal University, Shanghai 200241, China
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, 518060, China
| | - Fabian Herold
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, 518060, China
- Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, 14476 Potsdam, Germany
| | - Sebastian Ludyga
- Department of Sport, Exercise & Health, University of Basel, Basel, Switzerland
| | - Markus Gerber
- Department of Sport, Exercise & Health, University of Basel, Basel, Switzerland
| | - Keita Kamijo
- Faculty of Liberal Arts and Sciences, Chukyo University, Nagoya, Japan
| | | | - Charles H. Hillman
- Center for Cognitive and Brain Health, Department of Psychology, Northeastern University, Boston, MA, USA
- Department of Physical Therapy, Movement, and Rehabilitation Sciences, Northeastern University, Boston, MA, USA
| | - Bandon L. Alderman
- Department of Kinesiology and Health, Rutgers University, New Brunswick, USA
| | - Notger G. Müller
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, 518060, China
- Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, 14476 Potsdam, Germany
| | - Arthur F. Kramer
- Center for Cognitive and Brain Health, Department of Psychology, Northeastern University, Boston, MA, USA
- Beckman Institute, University of Illinois-Urbana-Champaign, Champaign 61820, IL, USA
| | - Toru Ishihara
- Graduate School of Human Development and Environment, Kobe University, Kobe, Japan
| | - Wook Song
- Department of Kinesiology, Institute of Sport Science / Institute on Aging, Seoul National University, Gwanak-gu, Seoul 08826, South Korea
| | - Liye Zou
- Key Laboratory of Adolescent Health Assessment and Exercise Intervention of Ministry of Education, East China Normal University, Shanghai 200241, China
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, 518060, China
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Zheng Q, Chi A, Shi B, Wang Y, Ma Q, Zhou F, Guo X, Zhou M, Lin B, Ning K. Differential features of early childhood motor skill development and working memory processing: evidence from fNIRS. Front Behav Neurosci 2023; 17:1279648. [PMID: 37840544 PMCID: PMC10574188 DOI: 10.3389/fnbeh.2023.1279648] [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: 08/22/2023] [Accepted: 09/12/2023] [Indexed: 10/17/2023] Open
Abstract
Objective The study investigated the differential characteristics associated with motor skill development and working memory processing during early childhood, thereby providing insights for understanding motor learning and cognitive development in young children. Methods In total, 101 preschool children (age: 4-6 years) were recruited for this study. The motor skill development level and the working memory capacity of the children were assessed using the MOBAK Motor Development Assessment Scale and a block task paradigm, respectively. Functional near-infrared spectroscopy brain imaging technology was used to monitor hemodynamic signals in the prefrontal cortex (PFC) of the children while they completed different memory tasks. MATLAB software and the Homer2 plugin were used to calculate the oxygenated hemoglobin (Oxy-Hb) concentration in relevant brain regions during the tasks. Results (1) The low motor skill group exhibited significantly lower accuracy during the three-memory load condition than during the two-memory load condition. Under both two-memory and three-memory load conditions, the high motor skill group exhibited significantly higher accuracy than the low motor skill group. (2) Significant differences in the Oxy-Hb concentration were observed in the left dorsolateral PFC (L-DLPFC), and right and left triangular part of the Broca's area (R-PTBA and L-PTBA, respectively) between the two memory difficulty levels for the high motor skill group. The Oxy-Hb concentration was significantly higher during the three-memory load condition than during the two-memory load condition. Under the two-memory load condition, the high motor skill group exhibited significantly higher Oxy-Hb concentration in the L-DLPFC and L-PTBA regions than in the low motor skill group. Under the three-memory load condition, the high motor skill group exhibited significantly higher Oxy-Hb concentration in the L-DLPFC, R-PTBA, and L-PTBA regions than the low motor skill group. Conclusion A close association was observed between the motor skill levels and working memory in young children, with higher motor skill levels being associated with more pronounced brain activation patterns during working memory tasks.
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Affiliation(s)
- Quanliang Zheng
- School of Physical Education, Xi'an Fanyi University, Xi’an, China
| | - Aiping Chi
- School of Physical Education, Shaanxi Normal University, Xi’an, China
| | - Bing Shi
- School of Physical Education, Shaanxi Normal University, Xi’an, China
| | - Yimin Wang
- School of Physical Education, Shaanxi Normal University, Xi’an, China
| | - Qing Ma
- School of Physical Education, Xi'an Fanyi University, Xi’an, China
| | - Fang Zhou
- The First Kindergarten of Xi'an Gaoxin, Xi’an, China
| | - Xianmei Guo
- The First Kindergarten of Xi'an Gaoxin, Xi’an, China
| | - Menghan Zhou
- Xi'an High-Tech Zone 22nd Kindergarten, Xi’an, China
| | - Bowei Lin
- Xi'an High-Tech Zone 22nd Kindergarten, Xi’an, China
| | - Ke Ning
- School of Physical Education, Shaanxi Normal University, Xi’an, China
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Fernandes VR, Becker DR, McClelland MM, Deslandes AC. Head-Toes-Knees-Shoulders task and EF in two samples of adolescents in Brazil and United States. Front Psychol 2023; 14:1149053. [PMID: 37780155 PMCID: PMC10539611 DOI: 10.3389/fpsyg.2023.1149053] [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: 01/20/2023] [Accepted: 08/28/2023] [Indexed: 10/03/2023] Open
Abstract
Executive function (EF) is a foundational cognitive construct, which is linked to better cognitive and physical health throughout development. The present study examines the construct validity of an EF task, the Head-Toes-Knees-Shoulders task (HTKS) that was initially developed for young children, in a sample of adolescents. We investigate the initial validity and range in scores between 54 adolescents from Brazil (mean age 12.58) and 56 US adolescents (mean age 12.48) from different socioeconomic contexts. Results indicated that the HTKS showed sufficient variability in both samples, especially for a measure of HTKS efficiency (completion time divided by the total score). The US sample performed better on all cognitive measures. For the Brazilian sample, regression models controlling for age and sex showed a significant relationship between the digit span working memory task, the HTKS total score, and the HTKS efficiency score. The Heart and Flowers cognitive flexibility measure was also included as an independent variable only for the Brazil sample, showing a significant relationship with both HTKS scores. For the US sample, results showed that only the HTKS efficiency score was significantly related to the digit span working memory task. This study highlights the importance of cognitive efficiency measures to achieve greater validity, as they can assess a broader range of performance with different populations. The HTKS showed good ecological validity with two adolescent samples, as it differentiated between populations with high and low socioeconomic status from different cultural contexts.
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Affiliation(s)
- Valter R. Fernandes
- Exercise Neuroscience Laboratory, Institute of Psychiatry, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
| | - Derek R. Becker
- Department of Human Services, College of Education and Allied Professions, Western Carolina University, Cullowhee, NC, United States
| | - Megan M. McClelland
- Hallie E. Ford Center for Healthy Children & Families, Oregon State University, Corvallis, OR, United States
| | - Andrea C. Deslandes
- Exercise Neuroscience Laboratory, Institute of Psychiatry, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
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10
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Zou L, Herold F, Ludyga S, Kamijo K, Müller NG, Pontifex MB, Heath M, Kuwamizu R, Soya H, Hillman CH, Ando S, Alderman BL, Cheval B, Kramer AF. Look into my eyes: What can eye-based measures tell us about the relationship between physical activity and cognitive performance? JOURNAL OF SPORT AND HEALTH SCIENCE 2023; 12:568-591. [PMID: 37148971 PMCID: PMC10466196 DOI: 10.1016/j.jshs.2023.04.003] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Revised: 03/07/2023] [Accepted: 03/16/2023] [Indexed: 05/08/2023]
Abstract
BACKGROUND There is a growing interest to understand the neurobiological mechanisms that drive the positive associations of physical activity and fitness with measures of cognitive performance. To better understand those mechanisms, several studies have employed eye-based measures (e.g., eye movement measures such as saccades, pupillary measures such as pupil dilation, and vascular measures such as retinal vessel diameter) deemed to be proxies for specific neurobiological mechanisms. However, there is currently no systematic review providing a comprehensive overview of these studies in the field of exercise-cognition science. Thus, this review aimed to address that gap in the literature. METHODS To identify eligible studies, we searched 5 electronic databases on October 23, 2022. Two researchers independently extracted data and assessed the risk of bias using a modified version of the Tool for the assEssment of Study qualiTy and reporting in EXercise (TESTEX scale, for interventional studies) and the critical appraisal tool from the Joanna Briggs Institute (for cross-sectional studies). RESULTS Our systematic review (n = 35 studies) offers the following main findings: (a) there is insufficient evidence available to draw solid conclusions concerning gaze-fixation-based measures; (b) the evidence that pupillometric measures, which are a proxy for the noradrenergic system, can explain the positive effect of acute exercise and cardiorespiratory fitness on cognitive performance is mixed; (c) physical training- or fitness-related changes of the cerebrovascular system (operationalized via changes in retinal vasculature) are, in general, positively associated with cognitive performance improvements; (d) acute and chronic physical exercises show a positive effect based on an oculomotor-based measure of executive function (operationalized via antisaccade tasks); and (e) the positive association between cardiorespiratory fitness and cognitive performance is partly mediated by the dopaminergic system (operationalized via spontaneous eye-blink rate). CONCLUSION This systematic review offers confirmation that eye-based measures can provide valuable insight into the neurobiological mechanisms that may drive positive associations between physical activity and fitness and measures of cognitive performance. However, due to the limited number of studies utilizing specific methods for obtaining eye-based measures (e.g., pupillometry, retinal vessel analysis, spontaneous eye blink rate) or investigating a possible dose-response relationship, further research is necessary before more nuanced conclusions can be drawn. Given that eye-based measures are economical and non-invasive, we hope this review will foster the future application of eye-based measures in the field of exercise-cognition science.
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Affiliation(s)
- Liye Zou
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen 518060, China; Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, Potsdam 14476, Germany.
| | - Fabian Herold
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen 518060, China; Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, Potsdam 14476, Germany
| | - Sebastian Ludyga
- Department of Sport, Exercise, and Health, University of Basel, Basel 4052, Switzerland
| | - Keita Kamijo
- Faculty of Liberal Arts and Sciences, Chukyo University, Nagoya 466-8666, Japan
| | - Notger G Müller
- Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen 518060, China; Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, Potsdam 14476, Germany
| | - Matthew B Pontifex
- Department of Kinesiology, Michigan State University, East Lansing, MI 48824, USA
| | - Matthew Heath
- School of Kinesiology, Faculty of Health Sciences, University of Western Ontario, London ON N6A 3K7, Canada; Canadian Centre for Activity and Aging, University of Western Ontario, London ON, N6A 3K7, Canada; Graduate Program in Neuroscience, University of Western Ontario, London ON, N6A 3K7, Canada
| | - Ryuta Kuwamizu
- Laboratory of Exercise Biochemistry and Neuroendocrinology, Faculty of Health and Sport Sciences, University of Tsukuba, Tsukuba 305-0006, Japan
| | - Hideaki Soya
- Laboratory of Exercise Biochemistry and Neuroendocrinology, Faculty of Health and Sport Sciences, University of Tsukuba, Tsukuba 305-0006, Japan; Sport Neuroscience Division, Advanced Research Initiative for Human High Performance (ARIHHP), Faculty of Health and Sport Sciences, University of Tsukuba, Tsukuba 305-0006, Japan
| | - Charles H Hillman
- Center for Cognitive and Brain Health, Department of Psychology, Department of Physical Therapy, Movement, and Rehabilitation Sciences, Northeastern University, Boston, MA 02115, USA
| | - Soichi Ando
- Graduate School of Informatics and Engineering, The University of Electro-Communications, Tokyo 182-8585, Japan
| | - Brandon L Alderman
- Department of Kinesiology and Health, Rutgers University-New Brunswick, New Brunswick, NJ 08854, USA
| | - Boris Cheval
- Swiss Center for Affective Sciences, University of Geneva, Geneva 1205, Switzerland; Laboratory for the Study of Emotion Elicitation and Expression (E3Lab), Department of Psychology, University of Geneva, Geneva 1205, Switzerland
| | - Arthur F Kramer
- Department of Psychology, Center for Cognitive and Brain Health, Northeastern University, Boston, MA 02115, USA; Beckman Institute, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA
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Song Y, Fan B, Wang C, Yu H. Meta-analysis of the effects of physical activity on executive function in children and adolescents with attention deficit hyperactivity disorder. PLoS One 2023; 18:e0289732. [PMID: 37590250 PMCID: PMC10434964 DOI: 10.1371/journal.pone.0289732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 07/25/2023] [Indexed: 08/19/2023] Open
Abstract
BACKGROUND Executive function is a core deficit in children with attention deficit hyperactivity disorder (ADHD). This study systematically reviewed the evidence for the effects of physical activity (PA) interventions on executive function in children and adolescents with ADHD and explored the moderating effects of key variables of PA on executive function. METHODS Relevant literature in four electronic databases, Pubmed, Web of Science, Cochrane Library, and Embase, were systematically searched. Revman 5.4 was used for data analysis, and combined effect sizes, heterogeneity tests, subgroup analyses, and sensitivity analyses were calculated. Egger's test in Stata 15.0 was used for publication bias testing. RESULTS A total of 24 articles with 914 participants were included. Meta-analysis showed that PA interventions improved inhibitory control (SMD = -0.50, 95%CI [-0.71, -0.29], P < 0.00001), working memory (SMD = -0.50, 95%CI [-0.83, -0.16], P = 0.004) and cognitive flexibility in children and adolescents with ADHD (SMD = -0.45, 95%CI [-0.81, -0.09], P = 0.01). Subgroup analysis revealed a moderating effect of intervention intensity, motor skill type, sessions of PA, and weekly exercise volume on executive function. CONCLUSION PA interventions had positive effects on improvements in core executive functions in children and adolescents with ADHD and were influenced by intervention intensity, type of motor skill, sessions of PA, and amount of exercise. This has practical implications for the formulation of PA interventions programs.
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Affiliation(s)
- Yiling Song
- Department of Physical Education, Tsinghua University, Beijing, China
| | - Biyao Fan
- College of Physical Education and Sports, Beijing Normal University, Beijing, China
| | - Chunshun Wang
- Department of Physical Education, Tsinghua University, Beijing, China
| | - Hongjun Yu
- Department of Physical Education, Tsinghua University, Beijing, China
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12
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Dastamooz S, Sadeghi-Bahmani D, Farahani MH, Wong SH, Yam JC, Tham CC, Sit CH. The efficacy of physical exercise interventions on mental health, cognitive function, and ADHD symptoms in children and adolescents with ADHD: an umbrella review. EClinicalMedicine 2023; 62:102137. [PMID: 37599910 PMCID: PMC10432969 DOI: 10.1016/j.eclinm.2023.102137] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Revised: 07/11/2023] [Accepted: 07/19/2023] [Indexed: 08/22/2023] Open
Abstract
Background A considerable number of published reviews have addressed the effects of physical exercise on mental health, cognitive function, or attention-deficit hyperactivity (ADHD) symptoms as outcomes in children and adolescents with ADHD. Their findings have often conflicted, therefore, there is an urgent need to synthesise a hierarchy of the evidence and examine the credibility of previous meta-analyses. To establish the robustness of these findings, we conducted an additional meta-analysis on a number of individual studies that were not covered in previous reviews but were suitable for inclusion in our own study. Methods Three reviewers independently searched Web of Science, Psych INFO, Embase, Cochrane Library, PubMed, SPORTDiscus, and Cumulative Index to Nursing and Allied Health Literature (CINAHL) for meta-analyses published between database inceptions to December 1, 2022. The individual studies were also screened from 1 January 2015 to 1 December 2022. We included meta-analyses and eligible individual studies that addressed the effects of exercise on at least one outcome of mental health, cognitive function, or ADHD symptoms in children and adolescents with ADHD. We excluded systematic reviews and articles that lacked sufficient data for a meaningful second analysis. The effect estimates (Hedges' g), 95% confidence interval (95% CI), 95% prediction interval (95% PI), small study effects, and excess significance bias were calculated. Finally, we categorised the meta-analyses based on the credibility of the evidence criteria and their quality using a Measurement Tool to Assess Systematic Reviews 2 checklist. This umbrella review was registered with PROSPERO, CRD42022361331. Findings Of 181 listed review articles and 60 individual papers, 10 reviews and 12 individual articles were included in the meta-analyses. This yielded 37 meta-analyses based on 106 study estimates. Evidence was highly suggestive for the effectiveness of exercise (class II) for improving inattention (G = 0.92, 95% CI: 0.44-1.39, 95%), inhibitory control (G = 0.82, 95% CI: 0.52-1.13), and cognitive flexibility (G = 0.52, 95% CI: 0.32-0.72). However, evidence for the effectiveness of exercise on emotional, social, and working memory outcomes was weak, and these results were not significant for hyperactivity and behavioural functioning. Interpretation Improvement of cognitive flexibility, inhibitory control, and inattention in children and adolescents with ADHD was highly suggested by exercise interventions. However, results were weak for other outcomes (emotional functioning, social functioning, and working memory). Further high-quality randomised controlled trials are, therefore, warranted to determine the effectiveness of exercise on weak outcomes. Funding None.
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Affiliation(s)
- Sima Dastamooz
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, China
| | - Dena Sadeghi-Bahmani
- Department of Psychology, Stanford University, Stanford, CA, USA
- Department of Epidemiology and Population Health, Stanford University, Stanford, CA, USA
| | - Mohammad H.D. Farahani
- Department of Mechanical and Automation Engineering, Faculty of Engineering, The Chinese University of Hong Kong, China
| | - Stephen H.S. Wong
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, China
| | - Jason C.S. Yam
- Department of Ophthalmology and Visual Sciences, Faculty of Medicine, The Chinese University of Hong Kong, China
| | - Clement C.Y. Tham
- Department of Ophthalmology and Visual Sciences, Faculty of Medicine, The Chinese University of Hong Kong, China
| | - Cindy H.P. Sit
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, China
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Petrican R, Fornito A. Adolescent neurodevelopment and psychopathology: The interplay between adversity exposure and genetic risk for accelerated brain ageing. Dev Cogn Neurosci 2023; 60:101229. [PMID: 36947895 PMCID: PMC10041470 DOI: 10.1016/j.dcn.2023.101229] [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: 12/08/2022] [Revised: 03/08/2023] [Accepted: 03/12/2023] [Indexed: 03/18/2023] Open
Abstract
In adulthood, stress exposure and genetic risk heighten psychological vulnerability by accelerating neurobiological senescence. To investigate whether molecular and brain network maturation processes play a similar role in adolescence, we analysed genetic, as well as longitudinal task neuroimaging (inhibitory control, incentive processing) and early life adversity (i.e., material deprivation, violence) data from the Adolescent Brain and Cognitive Development study (N = 980, age range: 9-13 years). Genetic risk was estimated separately for Major Depressive Disorder (MDD) and Alzheimer's Disease (AD), two pathologies linked to stress exposure and allegedly sharing a causal connection (MDD-to-AD). Adversity and genetic risk for MDD/AD jointly predicted functional network segregation patterns suggestive of accelerated (GABA-linked) visual/attentional, but delayed (dopamine [D2]/glutamate [GLU5R]-linked) somatomotor/association system development. A positive relationship between brain maturation and psychopathology emerged only among the less vulnerable adolescents, thereby implying that normatively maladaptive neurodevelopmental alterations could foster adjustment among the more exposed and genetically more stress susceptible youths. Transcriptomic analyses suggested that sensitivity to stress may underpin the joint neurodevelopmental effect of adversity and genetic risk for MDD/AD, in line with the proposed role of negative emotionality as a precursor to AD, likely to account for the alleged causal impact of MDD on dementia onset.
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Affiliation(s)
- Raluca Petrican
- Institute of Population Health, Department of Psychology, University of Liverpool, Bedford Street South, Liverpool L69 7ZA, United Kingdom.
| | - Alex Fornito
- The Turner Institute for Brain and Mental Health, School of Psychological Sciences, and Monash Biomedical Imaging, Monash University, Melbourne, VIC, Australia
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14
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Lin CC, Hsieh SS, Huang CJ, Kao SC, Chang YK, Hung TM. The unique contribution of motor ability to visuospatial working memory in school-age children: Evidence from event-related potentials. Psychophysiology 2023; 60:e14182. [PMID: 36094017 PMCID: PMC10078500 DOI: 10.1111/psyp.14182] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 08/15/2022] [Accepted: 08/19/2022] [Indexed: 01/25/2023]
Abstract
This study investigated the unique contribution of motor ability to visuospatial working memory (VSWM) and neuroelectric activity in school-age children. Seventy-six children aged 8.7 ± 1.1 years participated in this cross-sectional study. We assessed aerobic fitness using the 20-m endurance shuttle run test, muscular fitness (endurance, power) using a standard test battery, and motor ability (manual dexterity, ball skills, and static and dynamic balance) using the Movement Assessment Battery for Children. A modified delayed match-to-sample test was used to assess VSWM and the P3 component of event-related potentials. Hierarchical regression analyses indicated that greater aerobic fitness was associated with smaller coefficient of variation of reaction time (p = .008), greater muscular fitness was associated with higher response accuracy (p = .022), greater motor ability was associated with higher response accuracy (p < .001) and increased P3 mean amplitude (p < .001) after controlling for age. Furthermore, the positive associations of motor ability with response accuracy (p = .001) were independent of muscular fitness. The findings from this study provide new insight into the differential associations between health-related fitness domains and VSWM, highlighting the influence of motor ability on brain health and cognitive development during childhood.
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Affiliation(s)
- Chih-Chien Lin
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Shu-Shih Hsieh
- Department of Psychology, Kingston University, Kingston upon Thames, UK
| | - Chung-Ju Huang
- Graduate Institute of Sports Pedagogy, University of Taipei, Taipei, Taiwan
| | - Shih-Chun Kao
- Department of Health and Kinesiology, Purdue University, West Lafayette, Indiana, USA
| | - Yu-Kai Chang
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan.,Institute in Research Excellence and Learning Science, National Taiwan Normal University, Taipei, Taiwan
| | - Tsung-Min Hung
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan.,Institute in Research Excellence and Learning Science, National Taiwan Normal University, Taipei, Taiwan
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15
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Hulteen RM, Terlizzi B, Abrams TC, Sacko RS, De Meester A, Pesce C, Stodden DF. Reinvest to Assess: Advancing Approaches to Motor Competence Measurement Across the Lifespan. Sports Med 2023; 53:33-50. [PMID: 35997861 DOI: 10.1007/s40279-022-01750-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/03/2022] [Indexed: 01/12/2023]
Abstract
Measurement of motor competence is a vital process to advancing knowledge in the field of motor development. As motor competence is being more widely linked to research in other academic domains (e.g., public health, neuroscience, behavioral health), it is imperative that measurement methodology and protocols are reproducible with high degrees of validity and reliability. When addressing the plethora of available assessments, mostly developed for youth populations, there are potential questions and concerns that need to be addressed and/or clarified. One of the most prominent issues is the lack of a lifespan measure of motor competence, which is at odds with the premise of the field of motor development-studying changes in motor behavior across the lifespan. We address six areas of concern in lifespan assessment which include: (1) lack of assessment feasibility for conducting research with large samples, (2) lack of accountability for cultural significance of skills assessed, (3) limited sensitivity and discriminatory capabilities of assessments, (4) developmental and ecological validity limitations, (5) a problematic definition of 'success' in skill performance, and (6) task complexity and adaptability limitations. It is important to critically analyze current assessment methodologies as it will help us to envision the development and application of potential new assessments through a more comprehensive lens. Ultimately, we propose that reinvesting in how we think about assessment will be highly beneficial for integrating motor development from a holistic perspective, impact scientific advancements in other developmental domains, and increase global and lifespan surveillance of motor competence.
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Affiliation(s)
- Ryan M Hulteen
- School of Kinesiology, Louisiana State University, 2229 Pleasant Hall, Baton Rouge, LA, 70809, USA.
| | - Bryan Terlizzi
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
| | - T Cade Abrams
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
| | - Ryan S Sacko
- Department of Health and Human Performance, The Citadel, 171 Moultrie Street, Charleston, SC, 29409, USA
| | - An De Meester
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | - David F Stodden
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
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16
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Zhu Q, Deng J, Yao M, Xu C, Liu D, Guo L, Zhu Y. Effects of physical activity on visuospatial working memory in healthy individuals: A systematic review and meta-analysis. Front Psychol 2023; 14:1103003. [PMID: 36874874 PMCID: PMC9974834 DOI: 10.3389/fpsyg.2023.1103003] [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: 11/19/2022] [Accepted: 01/25/2023] [Indexed: 02/17/2023] Open
Abstract
Introduction Physical activity interventions improve cognitive performance, especially visuospatial working memory (VSWM). However, evidence on the effects of these interventions in children, adolescents, and older adults remains scant. This meta-analysis aimed to identify the effects of physical activity on VSWM improvement in healthy individuals and the best exercise intervention program to improve VSWM capacity. Methods We searched for randomized controlled trials (RCTs) of exercise interventions targeting VSWM in healthy individuals from Web of Science, MEDLINE, BIOSIS Previews, PubMed, China National Knowledge Infrastructure, and Wanfang Data (Chinese) databases, from inception to August 20, 2022. Results Among 21 articles (1,595 healthy participants), the heterogeneity test statistic was I2 = 32.3%, p = 0.053. The mean quality scores of the included articles were 6.9 points (reaction time [RT] studies) and 7.5 points (Score studies). Moreover, 28 RCTs were included (10 RT studies and 18 Score studies), and the subgroup analysis found significant effects for elderly participants, children, interventions involving a higher level of cognitive engagement, low and moderate exercise intensity, chronic exercise, exercise duration ≥60 min, and exercise period ≥90 days. Physical activity had a small but significant positive impact on VSWM in healthy individuals. Current evidence confirms the effects of physical activity on VSWM capacity only in children and seniors but not in young adults. Other age groups, including adolescents and middle-aged adults, have not been studied. Prescription of interventions involving high-level cognitive engagement, low and moderate exercise intensity, chronic exercise, exercise for >30 min per session, and exercise for more than 3 months is recommended for children and seniors. Discussion Future RCTs would be to fill the gap in studies on adolescents and middle-aged adults, and report detailed exercise intervention programs about different age groups.Systematic Review Registration: PROSPERO (https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022354737). INPLASY (https://doi.org/10.37766/inplasy2022.8.0053).
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Affiliation(s)
- Qiqi Zhu
- College of Physical Education, Southwest University, Chongqing, China
| | - Jie Deng
- College of Physical Education, Southwest University, Chongqing, China
| | - Meixi Yao
- Physical Education College, Zhengzhou University, Henan, China
| | - Chong Xu
- Ministry of Sports and National Defense Education, Chongqing College of Electronic Engineering, Chongqing, China
| | - Demin Liu
- College of Physical Education, Southwest University, Chongqing, China
| | - Liya Guo
- College of Physical Education, Southwest University, Chongqing, China
| | - Yu Zhu
- College of Physical Education, Southwest University, Chongqing, China
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17
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Effect of Physical Exercise in Real-World Settings on Executive Function of Typical Children and Adolescents: A Systematic Review. Brain Sci 2022; 12:brainsci12121734. [PMID: 36552193 PMCID: PMC9775424 DOI: 10.3390/brainsci12121734] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 11/15/2022] [Accepted: 11/22/2022] [Indexed: 12/23/2022] Open
Abstract
OBJECTIVE The aim of this paper is to provide a systematic review of research on physical exercise in real-world settings on executive function of typical children and adolescents. METHODS The CNKI, WOS, PubMed, ScienceDirect, and SPORTDiscus databases were searched by computer. Two researchers independently screened the literature, extracted data, and evaluated the risk of bias in the included literature. Statistical analysis was performed using frequency and percentage and the χ2 test. RESULTS A total of 49 articles was included. Acute (moderate intensity lasting 30-50 min) and long-term (interventions of moderate intensity of 30-50 min at least 3 times a week for 17 weeks or more) physical exercises in real-world settings have positive intervention effects on executive function. Furthermore, for acute interventions, closed skills are more efficient for inhibitory control, open skills are more efficient for working memory and cognitive flexibility, and open-continuous and closed-sequential skills are the most efficient; long-term interventions with open skills, sequential skills, and open-sequential skills are more effective. CONCLUSION Physical exercise in real-world settings has a good promotion effect on typical children and adolescents, and motor skills with open and/or sequential attributes are more helpful in improving executive function.
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Effects of acute exercise on memory: Considerations of exercise intensity, post-exercise recovery period and aerobic endurance. Mem Cognit 2022; 51:1011-1026. [PMID: 36401115 PMCID: PMC9676734 DOI: 10.3758/s13421-022-01373-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/06/2022] [Indexed: 11/19/2022]
Abstract
Accumulating research demonstrates that acute exercise can enhance long-term episodic memory. However, it is unclear if there is an intensity-specific effect of acute exercise on long-term episodic memory function and whether this is influenced by the post-exercise recovery period, which was the primary objective of this experiment. Another uncertainty in the literature is whether aerobic endurance influences the interaction between exercise intensity and post-exercise recovery period on long-term episodic memory function, which was a secondary objective of this study. With exercise intensity and post-exercise recovery period occurring as within-subject factors, and fitness as a between-subject factor, 59 participants (Mage = 20 years) completed 12 primary laboratory visits. These visits included a 20-min bout of exercise (Control, Moderate, and Vigorous), followed by a recovery period (1, 5, 10, and 15 min) and then a word-list episodic memory task, involving an encoding phase and two long-term recall assessments (20-min and 24-h delayed recall). The primary finding from this experiment was that moderate and vigorous-intensity exercise improved memory function when compared to a non-exercise control. A secondary finding was that individuals with higher levels of aerobic endurance, compared to their lesser fit counterparts, had greater memory performance after exercise (moderate or vigorous) when compared to after a control condition. Additionally, individuals with higher levels of aerobic endurance, compared to their lesser fit counterparts, generally performed better on the memory task with longer post-exercise recovery periods. Future research should carefully consider these parameters when evaluating the effects of acute exercise on long-term episodic memory.
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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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Aguirre-Loaiza H, Arias I, Bonilla S, Ramírez R, Ramírez-Herrera S, Nanez J, Barbosa-Granados S, Arenas-Granada J. Effect of acute physical exercise on inhibitory control in young adults: High-intensity indoor cycling session. Physiol Behav 2022; 254:113902. [PMID: 35810836 DOI: 10.1016/j.physbeh.2022.113902] [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: 03/08/2022] [Revised: 05/13/2022] [Accepted: 05/14/2022] [Indexed: 11/26/2022]
Abstract
There is growing evidence that physical exercise (PE) may boost cognitive performance. However, criteria regarding PE intensity, duration, and frequency are still being studied. We hypothesize that high PE intensities have effects on inhibitory control. For this reason, our aim was to study the effect of acute PE on IC in healthy young students of a bachelor's degree in physical education and exercise via a 20-minute indoor cycling session at 80-90% HRmax intensity. We devised an experimental group design (n = 9) relative to a control group (n = 10) with pre-and-post-test IC measures. A Stroop task (two conditions) was administered to undergraduate students (Mage = 23.3, SD = 1.6) of a bachelor's degree program in Physical Education and Sports Sciences from a public university in Colombia. The computed MANOVA did not show an interaction effect between the experimental task of Stroop A-B x measure x group. However, a main effect of reduced response time was obtained after PE in the experimental group. Other main effects were observed in the number of correct and incorrect trials in the Stroop-B condition. The experimental group showed fewer correct answers after PE, and the control group showed fewer errors. It is concluded that high-intensity PE confers favorable effects on inhibitory control.
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Ludyga S, Mücke M, Leuenberger R, Bruggisser F, Pühse U, Gerber M, Capone-Mori A, Keutler C, Brotzmann M, Weber P. Behavioral and neurocognitive effects of judo training on working memory capacity in children with ADHD: A randomized controlled trial. Neuroimage Clin 2022; 36:103156. [PMID: 35988343 PMCID: PMC9402389 DOI: 10.1016/j.nicl.2022.103156] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Revised: 08/12/2022] [Accepted: 08/15/2022] [Indexed: 12/14/2022]
Abstract
BACKGROUND Children with Attention Deficit Hyperactivity Disorder (ADHD) face deficits in working memory capacity that often persist into adulthood. In healthy peers, exercise targeting motor skill acquisition benefits visuospatial working memory, but its potential to reduce ADHD-related deficits remains unclear. We investigated the effect of a judo training program targeting motor skills on behavioral and neurocognitive indices of working memory capacity in children with ADHD. METHODS Children with ADHD aged 8 to 12 years (N = 57) were randomly allocated to a judo training group and a wait-list control group. The training program encompassed 120 min of judo per week over three months. Before and after the intervention period, participants completed a bilateral Change Detection task with low and high memory load conditions and the Movement Assessment Battery for Children-2 (MABC-2). The contralateral delay activity (CDA) elicited by the cognitive task was recorded using electroencephalography. RESULTS Compared to the control group, the judo training group showed a higher K-score on the Change Detection task and an increased negativity of the CDA on the high load condition following the intervention, when pretest scores (and confounders) were accounted for. In contrast, no group differences were found for MABC-2 score. CONCLUSION In children with ADHD, judo training may complement the pharmacological treatment by increasing the effectiveness of working memory maintenance processes. On a behavioral level, this improvement is accompanied with an increased capacity to store visuospatial information.
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Affiliation(s)
- Sebastian Ludyga
- University of Basel, Department of Sport, Exercise and Health, Basel, Switzerland.
| | - Manuel Mücke
- University of Basel, Department of Sport, Exercise and Health, Basel, Switzerland
| | - Rahel Leuenberger
- University of Basel, Department of Sport, Exercise and Health, Basel, Switzerland
| | - Fabienne Bruggisser
- University of Basel, Department of Sport, Exercise and Health, Basel, Switzerland
| | - Uwe Pühse
- University of Basel, Department of Sport, Exercise and Health, Basel, Switzerland
| | - Markus Gerber
- University of Basel, Department of Sport, Exercise and Health, Basel, Switzerland
| | - Andrea Capone-Mori
- Kantonsspital Aarau, Clinic for Children and Teenagers, Division of Neuropediatrics, Aarau, Switzerland
| | - Clemens Keutler
- St. Elisabethen Krankenhaus Lörrach, Clinic of Childhood and Adolescent Psychiatry and Psychotherapy, Lörrach, Germany
| | - Mark Brotzmann
- University of Basel, University Children's Hospital, Division of Neuropediatrics and Developmental Medicine, Basel, Switzerland
| | - Peter Weber
- University of Basel, University Children's Hospital, Division of Neuropediatrics and Developmental Medicine, Basel, Switzerland
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22
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Skurvydas A, Lisinskiene A, Majauskiene D, Valanciene D, Dadeliene R, Istomina N, Sarkauskiene A, Buciunas G. What Types of Exercise Are Best for Emotional Intelligence and Logical Thinking? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191610076. [PMID: 36011715 PMCID: PMC9408604 DOI: 10.3390/ijerph191610076] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 08/11/2022] [Accepted: 08/12/2022] [Indexed: 05/11/2023]
Abstract
The aim of our study was to determine whether EI and LT vs. intuitive thinking (CRT score) are related to participation in professional sports, independent exercise, and exercise at a gym/health center compared with no exercise. We selected 20 of the most popular types of exercise in Lithuania among respondents who exercise independently or at a gym/health center, and we ranked these types of exercise according to the participants' emotional intelligence and logical thinking. We studied 4545 women and 1824 men aged 18-74 years with a focus on whether emotional intelligence and logical thinking are related to type of exercise. Participation in any exercise was significantly related to emotional intelligence in men and women. Women in professional sports solved the lowest number of logic tasks. Women who exercise independently or at a gym/health center had better logical thinking than those who do not exercise. Among men, logical thinking was not associated with the type of exercise. We found the tendency for a negative correlation between EI and LT in the 20 most popular types of exercise. Emotional intelligence correlated positively with participation in MVPA. The highest emotional intelligence was in women who participate in dance or Pilates and in men who participate in martial arts, wrestling, boxing, or yoga. Logical thinking was the highest in men who participate in triathlon and in women who perform CrossFit. Men who practice martial arts or track and field and women who participate in cycling were in the top five for emotional intelligence and logical thinking.
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Affiliation(s)
- Albertas Skurvydas
- Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, 44248 Kaunas, Lithuania
- Department of Rehabilitation, Physical and Sports Medicine, Institute of Health Sciences, Faculty of Medicine, Vilnius University, 21/27 M.K. Čiurlionio St., 03101 Vilnius, Lithuania
| | - Ausra Lisinskiene
- Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, 44248 Kaunas, Lithuania
- Institute of Education, Studies, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, 44248 Kaunas, Lithuania
| | - Daiva Majauskiene
- Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, 44248 Kaunas, Lithuania
- Department of Rehabilitation, Physical and Sports Medicine, Institute of Health Sciences, Faculty of Medicine, Vilnius University, 21/27 M.K. Čiurlionio St., 03101 Vilnius, Lithuania
- Correspondence: ; Tel.: +370-650-21236
| | - Dovile Valanciene
- Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, 44248 Kaunas, Lithuania
| | - Ruta Dadeliene
- Department of Rehabilitation, Physical and Sports Medicine, Institute of Health Sciences, Faculty of Medicine, Vilnius University, 21/27 M.K. Čiurlionio St., 03101 Vilnius, Lithuania
| | - Natalja Istomina
- Institute of Health Sciences, Faculty of Medicine, Vilnius University, 21/27 M.K. Čiurlionio St., 03101 Vilnius, Lithuania
| | - Asta Sarkauskiene
- Departments of Sports Recreation and Tourism, Klaipėda University, Herkaus Manto St. 84, 92294 Klaipėda, Lithuania
| | - Gediminas Buciunas
- Faculty of Law, Vytautas Magnus University, K. Donelaičio Str. 58, 44248 Kaunas, Lithuania
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Zheng K, Deng Z, Qian J, Chen Y, Li S, Huang T. Changes in working memory performance and cortical activity during acute aerobic exercise in young adults. Front Behav Neurosci 2022; 16:884490. [PMID: 35983476 PMCID: PMC9379142 DOI: 10.3389/fnbeh.2022.884490] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2022] [Accepted: 06/24/2022] [Indexed: 12/05/2022] Open
Abstract
This study aimed to examine the concurrent performance of working memory and cortical activity during acute aerobic exercise in young adults. In a crossover study design, 27 young adults (mean age = 22.7 ± 3.4 years, 15 women) participated in two experimental conditions in a randomized order: (1) sitting condition (without exercise) and (2) cycling condition (moderate-intensity exercise). Working memory was measured with a modified version of the n-back task. A functional near-infrared spectroscopy (fNIRS) was used to measure cortex activation. In the cycling condition, response time (RT) for the n-back task was significantly faster (p < 0.05). No differences in accuracy were observed between the sitting and cycling conditions. The fNIRS results showed that the oxygenated hemoglobin (oxy-Hb) concentrations in the bilateral frontopolar area (p < 0.05), dorsolateral prefrontal cortex (p < 0.05), and right premotor and supplementary cortex (p < 0.05) were decreased while cycling. The findings indicated that the concurrent performance of working memory was improved during acute aerobic exercise, whereas cortical activity was decreased in some brain regions.
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Affiliation(s)
- Kefeng Zheng
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
| | - Zhangyan Deng
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
- School of Education, Shanghai Jiao Tong University, Shanghai, China
| | - Jiali Qian
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
- School of Education, Shanghai Jiao Tong University, Shanghai, China
| | - Yanxia Chen
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
- School of Education, Shanghai Jiao Tong University, Shanghai, China
| | - Shiyuan Li
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
| | - Tao Huang
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
- *Correspondence: Tao Huang
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Cherukunnath D, Singh AP. Exploring Cognitive Processes of Knowledge Acquisition to Upgrade Academic Practices. Front Psychol 2022; 13:682628. [PMID: 35602694 PMCID: PMC9120965 DOI: 10.3389/fpsyg.2022.682628] [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: 03/18/2021] [Accepted: 03/09/2022] [Indexed: 11/13/2022] Open
Abstract
The development of cognitive functions follows certain pathways through brain maturation. Concepts taught at school can be reinforced by understanding the related cognitive functions that enhance learning. The cultural and social diversities faced by the education system worldwide can be solved by understanding the unifying cognitive processes of learning. This knowledge can be effectively used to devise better curriculum and training for students. Cognition, conation, and emotional regulation are the main components that determine an individual’s efficiency to deal with various situations. How the brain receives input, perceives, and organizes these information lays the foundation for learning. The objectives of the study were (i) to explore age-group specific inputs for knowledge acquisition, (ii) to relate knowledge organization to the cognitive processes, and (iii) to identify factors that strengthen the knowledge ensemble through subject-domain allied training. The review focused on studies related to elementary school age (below 7 years), middle school age (7–12 years), and high school age (12 years and above). Published journal articles related to the objectives were randomly reviewed to establish a possible relationship. The findings of this review can help to advance student learning practices and instructional strategies. The findings are listed below. (i) Acquisition of knowledge during early childhood is based on sensory-motor integration on which attentional, perceptual, memory, language, and socialization systems develop. As brain development progresses toward adolescence, meta-awareness and social-emotional cognition influence the student learning process. (ii) Knowledge representations can be strengthened by domain-specific training inputs. (iii) Associational integration of the developmental, cognitive, and conative processes are indicators of curriculum strength. (iv) The strengthening of cognitive processes by rerouting through complementary neural circuitry, such as music, arts, real-life-based experiments, and physical exercises, is an effective way to improve child-friendly instructions.
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Affiliation(s)
| | - Anita Puri Singh
- Department of Psychology, Government M L B Girls PG College, Bhopal, Bhopal, India
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