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Bao L, Soh KG, Mohd Nasiruddin NJ, Xie H, Zhang J. Unveiling the Impact of Metacognition on Academic Achievement in Physical Education and Activity Settings: A Comprehensive Systematic Review and Meta-Analysis of Qualitative Insights. Psychol Res Behav Manag 2024; 17:973-987. [PMID: 38476350 PMCID: PMC10929567 DOI: 10.2147/prbm.s444631] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2023] [Accepted: 02/28/2024] [Indexed: 03/14/2024] Open
Abstract
Purpose The purpose of this study is to unveil the impact of metacognition on academic achievement in physical education and activity settings by conducting a comprehensive systematic literature review with a meta-analysis of qualitative findings. Patients and Methods Systematic searches identified English-language, peer-reviewed journal articles reporting the results of qualitative or mixed-methods studies of the emerging themes of metacognition on academic achievement in sports. PubMed, Web of Science, Scopus, ProQuest, and SPORTDiscus were searched from inception to June 2023. Results Data from 20 studies were included in the review. Thematic meta-analysis identified descriptive themes: 1) Metacognitive performance during the learning process in different sports disciplines; 2) Domains of metacognitive skills related to academic performance; 3) Self-regulation strategies related to academic performance; 4) Influencing factors of metacognition; 5) Metacognitive interventions on motor learning and academic performance. Generate an analytical theme based on five descriptive themes. Conclusion In-depth descriptions of the emerging themes related to metacognition and academic performance during motor learning were provided by different students and athletes. The conclusions reported in the study align with the theoretical models of metacognition. The research findings will provide strategies for physical education teachers, coaches, and trainers to enhance both physical and academic performance.
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Affiliation(s)
- Lixia Bao
- Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia
- Physical Education Department of Yuncheng University, Shanxi, People’s Republic of China
| | - Kim Geok Soh
- Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia
| | | | - Huijuan Xie
- Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia
| | - Junlong Zhang
- Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia
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Chu CL, Chueh TY, Hung TM. Examining the effects of exercise with different cognitive loads on executive function: A systematic review. PROGRESS IN BRAIN RESEARCH 2024; 283:167-192. [PMID: 38538187 DOI: 10.1016/bs.pbr.2024.01.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/23/2024]
Abstract
Executive functions (EFs) play a pivotal role in daily functioning, academic and vocational achievement, well-being, and the regulation of cognitive processes that impact the quality of life. Physical exercise has been shown to have positive effects on EFs. However, there remains some controversy regarding whether exercise with greater cognitive loads may be more effective for improving EFs. Through this systematic review, we aimed to synthesize available cross-sectional and longitudinal intervention studies concerning the effects of exercise with varying cognitive loads on EFs. The literature search was conducted across three electronic databases, retrieving cross-sectional and longitudinal intervention (randomized controlled trials) studies, using a standardized EF measurement from inception until June 2023. Our search yielded a total of 1570 potentially relevant articles, of which 53 were considered for full-text reading, and 28 were included in the review after full-text reading. The present study utilized Gentile's (2000) taxonomy classification to determine the cognitive load levels in exercises. Overall, findings from the 28 included studies suggested that exercise training interventions are a promising way to promote overall EF. Noteworthy, there is preliminary empirical evidence to suggest that exercises with higher cognitive loads resulted in greater benefits for EF than those with lower cognitive loads.
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Affiliation(s)
- Chiung-Ling Chu
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Ting-Yu Chueh
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan; Master's Program of Transition and Leisure Education for Individuals with Disabilities, University of Taipei, Taipei, Taiwan
| | - Tsung-Min Hung
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan.
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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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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: 6] [Impact Index Per Article: 6.0] [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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González-Fernández FT, Delgado-García G, Coll JS, Silva AF, Nobari H, Clemente FM. Relationship between cognitive functioning and physical fitness in regard to age and sex. BMC Pediatr 2023; 23:204. [PMID: 37120530 PMCID: PMC10148392 DOI: 10.1186/s12887-023-04028-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Accepted: 04/22/2023] [Indexed: 05/01/2023] Open
Abstract
The aim of this study was to analyze the relationships among physical cognitive ability, academic performance, and physical fitness regarding age and sex in a group of 187 students (53.48% male, 46.52% female) from one town of Norwest of Jaén, Andalusia (Spain), aged between 9 and 15 years old (M = 11.97, SD = 1.99). The D2 attention test was used in order to analyze selective attention and concentration. Physical fitness, reflected on maximal oxygen uptake (VO2max), was evaluated using the 6 min Walking Test (6MWT). The analysis taken indicated a significant relationship between physical fitness level, attention, and concentration, as in the general sample looking at sex (finding differences between boys and girls in some DA score in almost all age categories [p < 0.05]) and at age category (finding some differences between the younger age category groups and the older age category groups in some DA scores (p < 0.05), not finding any significant interaction between sex and age category (p > 0.05). In sum, the present study revealed that students with better aerobic fitness can present better-processed elements and smaller omission errors. Moreover, girls and older students seem to present better cognitive functioning scores than boys and younger. Our findings suggest that more research is necessary to elucidate the cognitive function between ages, sexes, and physical fitness and anthropometry levels of students.
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Affiliation(s)
| | - Gabriel Delgado-García
- SER Research Group, Department of Physical Activity and Sport Sciences, Center of Higher Education Alberta Giménez (Affiliated to Pontifical, University of Comillas), Palma, 07013, Spain
| | - Jesús Siquier Coll
- SER Research Group, Department of Physical Activity and Sport Sciences, Center of Higher Education Alberta Giménez (Affiliated to Pontifical, University of Comillas), Palma, 07013, Spain
| | - Ana Filipa Silva
- The Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), Vila Real, 5001-801, Portugal
- Escola Superior Desporto e Lazer, Instituto Politécnico de Viana do Castelo, Rua Escola Industrial e Comercial de Nun'Álvares, Viana do Castelo, 4900-347, Portugal
| | - Hadi Nobari
- Department of Exercise Physiology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, 56199-11367, Ardabil, Iran.
- Faculty of Sport Science, University of Extremadura, Cáceres, Spain.
| | - Filipe Manuel Clemente
- Escola Superior Desporto e Lazer, Instituto Politécnico de Viana do Castelo, Rua Escola Industrial e Comercial de Nun'Álvares, Viana do Castelo, 4900-347, Portugal
- Instituto de Telecomunicações, Delegação da Covilhã, Lisboa, 1049-001, Portugal
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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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Peiris DLIHK, Duan Y, Vandelanotte C, Liang W, Yang M, Baker JS. Effects of In-Classroom Physical Activity Breaks on Children's Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:9479. [PMID: 35954831 PMCID: PMC9368257 DOI: 10.3390/ijerph19159479] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 07/30/2022] [Accepted: 07/30/2022] [Indexed: 02/01/2023]
Abstract
In-Classroom physical activity breaks (IcPAB) are a promising way to promote children’s health behaviors, while contributing to the development of their academic and cognitive ability and health outcomes. Yet the effect of the activity breaks, which are exclusive to classroom settings, are still mixed and unclear. Hence, this review was conducted to identify the characteristics and the effects of IcPAB among primary school children. The review protocol was registered on PROSPERO (CRD42021234192). Following the Cochrane guidelines, PubMed, PsycINFO (ProQuest), MEDLINE (EBSCOhost), Embase/Ovid, SportDISCUS (EBSCOhost), Web of Science, Scopus and Academic Search Premier (EBSCOhost) databases were searched to collect data on randomised control trials without a time restriction. The final database search was conducted on the 8 November 2021. Random effects models were used to calculate the effect sizes. The systematic review identified ten eligible studies, nine of which were also included in the meta-analysis. Few studies used the theoretical frameworks and process evaluations. IcPAB showed mixed effectiveness on academic outcomes: i.e., IcPAB had effects on spelling performance (p < 0.05) and foreign language learning (p < 0.01) but not on mathematics and reading performance. Health behaviors such as moderate-to-vigorous physical activity levels were improved (p < 0.01), but IcPAB did not have an impact on cognition outcomes and health outcomes. Given these mixed results, further research is needed underpinned by strong methodological quality, theoretical underpinnings and reliable process evaluation methods.
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Affiliation(s)
- D. L. I. H. K. Peiris
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
| | - Yanping Duan
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
| | - Corneel Vandelanotte
- Physical Activity Research Group, School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton 4701, Australia
| | - Wei Liang
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
| | - Min Yang
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
| | - Julien Steven Baker
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
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Luan X, Liu J, Luo X. Examining the Link Between Physical Activity and Cognitive Function: A Parallel Mediation Model of Health and Wellbeing Among Adolescents. Front Psychol 2022; 13:764842. [PMID: 35310245 PMCID: PMC8928735 DOI: 10.3389/fpsyg.2022.764842] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Accepted: 01/17/2022] [Indexed: 11/21/2022] Open
Abstract
Background Adolescents’ engagement in daily physical activity brings multiple benefits, including reduction in obesity, improvement of mental health, and enhancement of cognitive function (CF). While prior studies have examined the link between physical activity and cognitive function, little is known regarding the extent to which this relationship is shaped by health and wellbeing factors. This study examines how subjective wellbeing (SWB) and general health (GH) mediate the relationship between adolescents’ physical activity and cognitive function. Methods This study estimates a parallel structural equation model using the Program for International Student Assessment 2018 dataset. Specifically, a total of 63,228 15-year-old subjects in nine countries/economies satisfied the study inclusion criteria, including in Bulgaria, Georgia, Hong Kong, Ireland, Mexico, Panama, Serbia, Spain, and United Arab Emirates. Frequency of moderate physical activity (MPA, ≥3.0 Metabolic Equivalent Task) was reported weekly; SWB and GH were assessed using an internationally validated multi-item standardized questionnaire. SWB was measured by students’ self-evaluated satisfaction with their health, life, and schooling. GH was measured by students’ physical health and mental health status. Cognitive function (CF) was modeled as a latent function consisting of plausible values derived using item response theory on reading, mathematics, and science achievement tests. Results Findings indicated that increase in weekly MPA was positively associated with higher levels of SWB (p < .001), GH (p < .001), and CF (p < .001) among the study subjects. Parallel mediation analyses revealed that more frequent weekly MPA had relatively large direct effects (p < .001) on CF, and indirect effects channeling through improvements in SWB and GH were non-trivial (p < .001). Heterogeneity results showed that boosts to CF, associated with MPA, were larger for mathematics and science than for reading (p < .001). Conclusion This study used a large-scale international dataset to show that the positive relationship observed between MPA and CF among adolescents was robust, and that SWB and GH were two critical mediators through which physical activity positively bolster CF.
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Affiliation(s)
- Xi Luan
- Faculty of Education, Shaanxi Normal University, Xi'an, China
| | - Ji Liu
- Faculty of Education, Shaanxi Normal University, Xi'an, China
| | - Xin Luo
- Faculty of Education, Shaanxi Normal University, Xi'an, China
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Effect of Acupuncture on Cognitive Function of Insomnia Patients Compared with Drugs: A Protocol for Meta-analysis and Systematic Review. Behav Neurol 2021; 2021:6158275. [PMID: 34552671 PMCID: PMC8452430 DOI: 10.1155/2021/6158275] [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: 07/22/2021] [Accepted: 08/30/2021] [Indexed: 11/17/2022] Open
Abstract
Insomnia, one of the most common sleep disorders, is thought to have an adverse effect on cognitive function. At the same time, people with cognitive dysfunction are more prone to insomnia. At present, pharmacotherapy is the main treatment for insomnia, but there are some shortcomings such as poor long-term efficacy and potential dependence. There is some evidence that acupuncture has some advantages in alleviating insomnia and improving cognitive function. This study is aimed at investigating the effects of acupuncture and drugs on cognitive function in patients with insomnia and evaluating the efficacy and safety of these two interventions, providing strong evidence for clinical decision-making. The study will retrieve eight major databases: China National Knowledge Infrastructure, Wanfang Database, VIP Database for Chinese Technical Periodicals, SinoMed, PubMed, Web of Science, Embase, and Cochrane Library. Dissertations, conference papers, and ongoing experiments will also be retrieved for supplement. Literature screening and data extraction will be completed by two authors independently (JJ and X-QW). If there were any disagreements, they would be discussed or referred to a third person for adjudication (W-ZW). Authors will use Cochrane risk of bias tool to assess the included studies. The Review Manager Statistical (RevMan) software is used to conduct the statistical process of meta-analysis, and funnel plot is used to evaluate reporting biases. The Grading of Recommendations Assessment Development and Evaluation (GRADE) Profiler can be used to be aware of the quality of evidence.
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Effects of physical activity interventions on cognitive performance of overweight or obese children and adolescents: a systematic review and meta-analysis. Pediatr Res 2021; 89:46-53. [PMID: 32388536 DOI: 10.1038/s41390-020-0941-3] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 02/15/2020] [Accepted: 03/15/2020] [Indexed: 12/19/2022]
Abstract
BACKGROUND Physical activity (PA) and obesity were linked with poor cognition. Our study assessed PA interventions could improve domain-specific cognition among overweight/obese youth. METHODS Systematically searched PubMed to identify relevant studies published up to October 2019. Standardized mean differences (SMD) of pre-post intervention were calculated in meta-analysis. The level of study heterogeneity represented by I2 was interpreted as small (I2 ≤ 25%), moderate (25% < I2 ≤ 50%), substantial (50% < I2 ≤ 75%), or considerable (I2 > 75%). RESULTS Seventeen studies met the inclusion criteria; eight were included in the meta-analysis. Meta-analysis revealed that PA interventions improved core executive functions (core-EFs) (SMD = 0.301; 95% CI = 0.002-0.600; I2% = 80.6%) and non-EFs (SMD = 0.159; 95% CI = 0.029-0.289; I2% = 0.0%), but not metacognition and academic performance. Core-EFs benefited from enriched PA (SMD = 0.535; 95% CI = 0.020-1.051; I2% = 72.0%) and enhanced and enriched PA (SMD = 1.005; 95% CI = 0.017-1.993; I2% = 90.8%) interventions, while the non-EFs benefited more from enhanced PA (SMD = 0.166; 95% CI = 0.018-0.314; I2% = 0.0%). Interventions with a favorable effect on adiposity measures resulted in a significantly greater improvement in core-EFs (SMD = 0.438; 95% CI = 0.047-0.829; I2% = 58.8%) than those with no effects. CONCLUSIONS PA interventions can improve several domains of cognition, especially core-EFs and non-EFs, and the effects are affected by PA characteristics among overweight and obese youth. IMPACT Our study is the first to quantify the effect of PA interventions on CP among overweight or obese children and adolescents. Physical activity interventions positively affect cognitive performance, especially core executive functions (core-EFs) and non-EFs. Physical activity interventions seem to not positively affect metacognition (higher-level EFs and cognitive life skills) and academic performance. Physical task characteristics could influence the effect of chronic exercise on cognitive performance. Short-term physical activity programs may be particularly beneficial to affect core-EFs.
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Physical Activity and Academic Achievement: An Umbrella Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17165972. [PMID: 32824593 PMCID: PMC7460146 DOI: 10.3390/ijerph17165972] [Citation(s) in RCA: 54] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Revised: 08/07/2020] [Accepted: 08/12/2020] [Indexed: 01/08/2023]
Abstract
Background: This umbrella review aimed to summarise the evidence presented in systematic reviews and meta-analyses regarding the effect of physical activity on academic achievement of school-age children and adolescents. Methods: A comprehensive electronic search for relevant systematic reviews and meta-analyses were performed in Pubmed, Cochrane Library, Web of Science, Scopus, and Latin American and Caribbean of Health Sciences Information System, and reference lists of the included studies, from inception to May 2020. Studies were included if they were systematic reviews or meta-analyses, included school-age children or adolescents, the intervention included physical activity, and the outcome was the academic achievement. Two independent authors screened the text of potentially eligible studies and assessed the methodological quality of the studies using the AMSTAR 2 tool. Results: Forty-one systematic reviews and meta-analyses that examined the effects of physical activity on children and adolescents’ academic achievement were identified. Overall, the systematic reviews reported small positive or mixed associations between physical activity and academic achievement. From meta-analyses, it was observed that physical activity had null or small-to-medium positive effects on academic achievement. Chronic physical activity showed a medium positive effect on academic achievement, and acute physical activity did not demonstrate benefits. Conclusions: Physical activity seems not to be detrimental to school-age children and adolescents’ academic achievement, and may, in fact, be beneficial.
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Marques A, Gouveira ÉR, Peralta M, Martins J, Venturini J, Henriques-Neto D, Sarmento H. Cardiorespiratory fitness and telomere length: a systematic review. J Sports Sci 2020; 38:1690-1697. [PMID: 32284029 DOI: 10.1080/02640414.2020.1754739] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
This study aimed to systematically review the association between cardiorespiratory fitness and telomere length (TL). Studies were identified from searches in Cochrane Central, PubMed, Scopus, Sportdiscus, and Web of Science databases through July 2019. Eligibility criteria included: cross-sectional, prospective, and experimental study design; outcomes included TL; results expressed the relationship between cardiorespiratory fitness and TL; studies published in English, Portuguese, or Spanish. A total of 20 articles met the inclusion criteria. Sixteen studies (80%) reported a significant relationship between cardiorespiratory fitness, or training load, and TL. Better cardiorespiratory fitness or a large cardiorespiratory training load are associated with an increase in TL. Although, TL was related to regular moderate-to-vigorous aerobic exercise and cardiorespiratory fitness in older healthy humans, it was not related to cardiorespiratory fitness among young subjects. There seems to be a positive and significant relationship between cardiorespiratory fitness and TL, mainly among middle age and older people, which emphasizes the importance of cardiorespiratory fitness for healthy ageing. Therefore, endurance exercise and better cardiorespiratory fitness may regulate the TL in middle age and older adults, slowing the cellular ageing process.
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Affiliation(s)
- Adilson Marques
- Centro Interdisciplinar do Estudo da Performance Humana, Faculdade de Motricidade Humana, Universidade de Lisboa , Lisboa, Portugal.,Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa , Lisboa, Portugal
| | - Élvio Rubio Gouveira
- Departamento de Educação Física e Desporto, Universidade da Madeira , Funchal, Portugal.,Interactive Technologies Institute, LARSyS , Funchal, Portugal
| | - Miguel Peralta
- Centro Interdisciplinar do Estudo da Performance Humana, Faculdade de Motricidade Humana, Universidade de Lisboa , Lisboa, Portugal.,Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa , Lisboa, Portugal
| | - João Martins
- Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa , Lisboa, Portugal.,Laboratório de Pedagogia, Faculdade de Motricidade Humana e UIDEF, Instituto de Educação, Universidade de Lisboa , Lisboa, Portugal
| | - Joed Venturini
- NOVA Medical School, Universidade NOVA de Lisboa , Lisboa, Portugal
| | - Duarte Henriques-Neto
- Centro Interdisciplinar do Estudo da Performance Humana, Faculdade de Motricidade Humana, Universidade de Lisboa , Lisboa, Portugal
| | - Hugo Sarmento
- Research Unit for Sport and Physical Activity, Faculty of Sport Sciences and Physical Education, University of Coimbra , Coimbra, Portugal
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13
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Cadenas-Sanchez C, Migueles JH, Esteban-Cornejo I, Mora-Gonzalez J, Henriksson P, Rodriguez-Ayllon M, Molina-García P, Löf M, Labayen I, Hillman CH, Catena A, Ortega FB. Fitness, physical activity and academic achievement in overweight/obese children. J Sports Sci 2020; 38:731-740. [PMID: 32091309 DOI: 10.1080/02640414.2020.1729516] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
The aim of this study was to examine the associations of fitness and physical activity with academic achievement in children with overweight/obesity. A total of 106 (10.0 ± 1.1y, 61 boys) children participated. The fitness components were assessed by field and laboratory-based tests. Physical activity was measured via accelerometry. The academic achievement was assessed by a standardised test and school-grades. Field-based cardiorespiratory fitness was associated with language skills (ß-standardised- ranging from 0.281 to 0.365, p < 0.01). The field-based muscular strength was associated with grade point average, natural and social sciences, and foreign language (ß = 0.280-0.326, all p ≤ 0.01). Speed-agility was associated with some language-related skills (ß = 0.325-0.393, all p ≤ 0.01). The laboratory-based muscular strength also showed an association with mathematics skills (ß = 0.251-0.306, all p ≤ 0.01). Physical activity did not show significant association with academic achievement (p > 0.01). Overall, the significant associations observed for muscular strength and speed/agility were attenuated and disappeared in many cases after additional adjustments for body mass index and cardiorespiratory fitness, indicating that these associations are inter-dependent. Our study contributes by indicating that other fitness components apart from cardiorespiratory fitness, such as muscular strength and speed-agility, are positively associated with academic achievement. However, these associations appear to be dependent on body mass index and cardiorespiratory fitness.
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Affiliation(s)
- Cristina Cadenas-Sanchez
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Jairo H Migueles
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Irene Esteban-Cornejo
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain.,Center for Cognitive and Brain Health, Department of Psychology, Northeastern University, Boston, MA, USA
| | - Jose Mora-Gonzalez
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Pontus Henriksson
- Department of Biosciences and Nutrition at NOVUM, Karolinska Institutet, Huddinge, Sweden.,Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
| | - María Rodriguez-Ayllon
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Pablo Molina-García
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain
| | - Marie Löf
- Department of Biosciences and Nutrition at NOVUM, Karolinska Institutet, Huddinge, Sweden.,Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
| | - Idoia Labayen
- Department of Health Sciences, Public University of Navarra, Pamplona, Spain
| | - Charles H Hillman
- Center for Cognitive and Brain Health, Department of Psychology, Northeastern University, Boston, MA, USA.,Department of Physical Therapy, Movement, & Rehabilitation Sciences, Northeastern University, Boston, MA, USA
| | - Andrés Catena
- Department of Experimental Psychology, Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
| | - Francisco B Ortega
- PROFITH "Promoting FITness and Health through Physical Activity" Research Group,Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, Granada, Spain.,Department of Biosciences and Nutrition at NOVUM, Karolinska Institutet, Huddinge, Sweden
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14
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Adelantado-Renau M, Moliner-Urdiales D, Cavero-Redondo I, Beltran-Valls MR, Martínez-Vizcaíno V, Álvarez-Bueno C. Association Between Screen Media Use and Academic Performance Among Children and Adolescents: A Systematic Review and Meta-analysis. JAMA Pediatr 2019; 173:1058-1067. [PMID: 31545344 PMCID: PMC6764013 DOI: 10.1001/jamapediatrics.2019.3176] [Citation(s) in RCA: 94] [Impact Index Per Article: 18.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
IMPORTANCE The health consequences of excessive screen media use in children and adolescents are increasingly being recognized; however, the association between screen media use and academic performance remains to be elucidated. OBJECTIVES To estimate the association of time spent on screen-based activities with specific academic performance areas in children and adolescents and to examine this association separately in these populations. DATA SOURCES MEDLINE, Scopus, Web of Science, Cochrane Database of Systematic Reviews, and ERIC were searched from database inception through September 2018. STUDY SELECTION Cross-sectional studies of the association between time or frequency of screen media use and academic performance in children and adolescents were independently screened by 2 researchers. A total of 5599 studies, published between 1958 and 2018 from 23 countries, were identified. DATA EXTRACTION AND SYNTHESIS Data were processed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Random-effects models were used to estimate the pooled effect size (ES). MAIN OUTCOMES AND MEASURES Academic performance areas included composite scores, language, and mathematics. Screen media measurements included time or frequency of computer, internet, mobile phone, television, video game, and overall screen media use. RESULTS In total, 58 cross-sectional studies (1.0%) of 5599 articles were included in the systematic review, of which 30 (52%) were included in the meta-analysis. The systematic review studies involved 480 479 participants aged 4 to 18 years, ranging from 30 to 192 000 people per study, and the meta-analysis studies involved 106 653 total participants, ranging from 70 to 42 041 people per study. Across studies, the amount of time spent on overall screen media use was not associated with academic performance (ES = -0.29; 95% CI, -0.65 to 0.08). Individually, television viewing was inversely associated with composite academic performance scores (ES = -0.19; 95% CI, -0.29 to -0.09), language (ES = -0.18; 95% CI, -0.36 to -0.01), and mathematics (ES = -0.25; 95% CI, -0.33 to -0.16). Video game playing was inversely associated with composite scores (ES = -0.15; 95% CI, -0.22 to -0.08). Subgroup analyses found that television viewing was inversely associated with language only in children (ES = -0.20; 95% CI, -0.26 to -0.15), whereas both television viewing (ES = -0.19; 95% CI, -0.30 to -0.07) and video game playing (ES = -0.16; 95% CI, -0.24 to -0.09) were inversely associated with composite scores only in adolescents. CONCLUSIONS AND RELEVANCE Findings from this study suggest that each screen-based activity should be analyzed individually for its association with academic performance, particularly television viewing and video game playing, which appeared to be the activities most negatively associated with academic outcomes. Education and public health professionals should consider supervision and reduction to improve the academic performance of children and adolescents exposed to these activities.
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Affiliation(s)
| | | | - Iván Cavero-Redondo
- Universidad Politécnica y Artística del Paraguay, Asunción, Paraguay,Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain
| | | | - Vicente Martínez-Vizcaíno
- Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain,Universidad Autónoma de Chile, Facultad de Ciencias de la Salud, Talca, Chile
| | - Celia Álvarez-Bueno
- Universidad Politécnica y Artística del Paraguay, Asunción, Paraguay,Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain
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15
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Association among Executive Function, Physical Activity, and Weight Status in Youth. ACTA ACUST UNITED AC 2019; 55:medicina55100677. [PMID: 31597316 PMCID: PMC6843179 DOI: 10.3390/medicina55100677] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2019] [Revised: 09/24/2019] [Accepted: 09/27/2019] [Indexed: 01/23/2023]
Abstract
Background and objectives: Executive function (EF) is an umbrella term that encompasses the set of higher-order processes. Core EFs are inhibition, interference control, working memory, and cognitive flexibility. The aim of the study was to compare the EF between normal weight (NW) and inactive overweight (OW), NW and sport trained (ST), ST and OW 16-19-year-old youths. In addition, the relationship between EF and peak oxygen uptake (VO2peak) was evaluated. Materials and Methods: 10 NW, 14 ST, and 10 OW youths participated in this study. EF was evaluated using the ANAM4 battery. VO2peak was measured during an increasing walking exercise (modified Balke test). Results: The NW youths demonstrated better visual tracking and attention (94.28% ± 3.11%/90.23% ± 2.01%), response inhibition (95.65% ± 1.83%/92.48% ± 1.05%), speed of processing, and alternating attention with a motor speed component (95.5% ± 3.51%/89.01% ± 4.09%) than the OW youths (p < 0.05). The ST youths demonstrated better visual tracking and attention (96.76% ± 1.85%/90.23% ± 2.01%), response inhibition (97.58% ± 0.94%/92.48% ± 1.05%), speed of processing, and alternating attention with a motor speed component (98.35% ± 1.35%/89.01% ± 4.09%) than the OW youths (p < 0.05). The ST youths demonstrated better EF results than NW youths (p < 0.05). Conclusions: The ST 16-19-year-old youths demonstrated better EF than their OW and NW peers. The NW youths demonstrated better EF than their OW peers. There was a significant correlation between VO2peak and EF indicators in all groups of participants.
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16
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Mezghanni N, Masmoudi L, Abdallah SB. Effect of play at recess on diurnal fluctuations in ability to refocus cognitively in pupils aged 11–12 years. BIOL RHYTHM RES 2019. [DOI: 10.1080/09291016.2018.1498195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Nourhen Mezghanni
- Departement of Physical Education and Sport Science, Taif University, Saudi Arabia
- Unit of Obesity and Metabolic Syndrome (UR04SP31), Faculty of Medecine of sfax, Tunisia
| | - Liwa Masmoudi
- Université de Sfax, Institut Supérieur du Sport et de l’Education Physique de Sfax, Tunisia
| | - Sabeh Ben Abdallah
- Université de Sfax, Institut Supérieur du Sport et de l’Education Physique de Sfax, Tunisia
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17
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de Azevedo KPM, de Oliveira Segundo VH, de Medeiros GCBS, de Sousa Mata ÁN, García DÁ, de Carvalho Leitão JCG, Knackfuss MI, Piuvezam G. Effects of exercise on the levels of BDNF and executive function in adolescents: A protocol for systematic review and meta-analysis. Medicine (Baltimore) 2019; 98:e16445. [PMID: 31305474 PMCID: PMC6641795 DOI: 10.1097/md.0000000000016445] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/22/2022] Open
Abstract
BACKOGROUND Evidence available in the literature suggests that physical exercise increases the release of brain-derived neurotrophic factor (BDNF) in humans and may possibly be related to improvements in executive function. However, studies of this phenomenon in adolescents are still scarce. The objective of this work is to describe the protocol for a systematic review (SR) and meta-analysis of interventional studies aiming to determine the effect of physical exercise on BDNF levels and executive function in adolescents. METHODS This protocol is guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) and by the Cochrane Handbook of Systematic Reviews of Interventions. The databases to be searched are PubMed, EMBASE, Scopus, ScienceDirect, Web of Science, SPORTDiscus, the Cochrane Central Register of Controlled Trials (CENTRAL), and CINAHL. Interventional studies conducted on adolescents with different exercise protocols and evaluations of BDNF levels and executive function in pre- and post-intervention periods will be included in the systematic review. The characteristics of the studies, participants, and main results will be described, then the evaluation of the risk of biases and the level of evidence obtained by the protocol will be assessed. The selection of studies, data extraction, and evaluation of the methodological quality will be performed by 2 experienced reviewers independently. CONCLUSION The systematic review will present the effects of the practice of physical exercises on the BDNF and executive function levels. The results will strengthen the interventions with the focus on the brain health of adolescents through general orientations and the evidences described shall direct future research. PROSPERO REGISTRATION NUMBER CRD42018110683.
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Affiliation(s)
| | | | | | | | | | | | - Maria Irany Knackfuss
- Post-Graduate program in health and society, University of the State of Rio Grande do Norte (UERN), Mossoró/RN, Brazil
| | - Grasiela Piuvezam
- Department of Public Health, Federal University of Rio Grande do Norte, Natal/RN
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18
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Padulo J, Bragazzi NL, De Giorgio A, Grgantov Z, Prato S, Ardigò LP. The Effect of Physical Activity on Cognitive Performance in an Italian Elementary School: Insights From a Pilot Study Using Structural Equation Modeling. Front Physiol 2019; 10:202. [PMID: 30890960 PMCID: PMC6412095 DOI: 10.3389/fphys.2019.00202] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2018] [Accepted: 02/15/2019] [Indexed: 01/11/2023] Open
Abstract
When compared to the previous generations, younger generations have become sedentary on a global level. Physical activity positively contributes to human growth and development, causing, indeed, both physiological and psychological benefits. The aim of the current study was examining the relationship between physical activity and school achievement in a sample of 80 Italian elementary (viz. primary) school last year responding children (11.0 ± 0.3 years, 1.46 ± 0.09 m, 39.5 ± 7.9 kg). Such an aim was fulfilled by investigating eventual correlations between physical tests results and school marks and by disclosing eventual mutual relationships between socio-demographics, family context, lifestyle (including physical activity), and school performance information using a structural modeling approach. Children were assessed for lower/upper limbs muscle strength and running/agility performance. Pearson's correlation between physical tests and school performance was studied. We found that agility correlated with English, Italian, mathematics, music, and sport marks, whereas jump correlated with English, mathematics, sport, and technologies marks. Sprint correlated with mathematics, sport, and technologies marks. All correlation coefficients were moderate, except for correlations between sport marks and physical tests (strong correlation). From the structural model, we found that socio-demographics and lifestyle significantly impacted on school achievement. In particular, lifestyle was found to fully moderate the impact of the family context on school achievement. Schools and households represent important settings for improving children physical and psychological-cognitive health and status, offering physical activities opportunities.
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Affiliation(s)
- Johnny Padulo
- Department of Psychology, eCampus University, Novedrate, Italy
- Faculty of Kinesiology, University of Split, Split, Croatia
- Sport Performance Laboratory, University of Split, Split, Croatia
- Research Laboratory “Sport Performance Optimization”, National Center of Medicine and Sciences in Sport (CNMSS), Tunis, Tunisia
| | - Nicola Luigi Bragazzi
- Faculty of Kinesiology, University of Split, Split, Croatia
- Postgraduate School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy
| | | | - Zoran Grgantov
- Faculty of Kinesiology, University of Split, Split, Croatia
| | | | - Luca Paolo Ardigò
- School of Exercise and Sport Science, Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy
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19
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Xue Y, Yang Y, Huang T. Effects of chronic exercise interventions on executive function among children and adolescents: a systematic review with meta-analysis. Br J Sports Med 2019; 53:1397-1404. [PMID: 30737201 DOI: 10.1136/bjsports-2018-099825] [Citation(s) in RCA: 124] [Impact Index Per Article: 24.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/25/2018] [Indexed: 12/19/2022]
Abstract
OBJECTIVE To synthesise randomised controlled trials (RCTs) regarding the effects of chronic exercise interventions on different domain-specific executive functions (EFs) among children and adolescents. DESIGN Systematic review with meta-analysis. DATA SOURCES PsycINFO, PubMed, SPORTDiscus, Academic Search Premier, Embase and Web of Science were searched. ELIGIBILITY CRITERIA FOR SELECTING STUDIES RCTs or cluster RCT design, which employ chronic exercise interventions and target healthy children (age 6-12 years) and adolescents (age 13-17 years). We defined chronic exercise as physical activity (PA) which consists of multiple exercise sessions per week and lasts for an extended period of time (typically over 6 weeks). RESULTS We included 19 studies, with a total of 5038 participants. The results showed that chronic exercise interventions improved overall EFs (standardised mean difference (SMD)=0.20, 95% CI 0.09 to 0.30, p<0.05) and inhibitory control (SMD=0.26, 95% CI 0.08 to 0.45, P<0.05). In meta regression, higher body mass index was associated with greater improvements in overall EFs performance (β=0.03, 95% CI 0.0002 to 0.06, p<0.05), whereas age and exercise duration were not. In subgroup analysis by intervention modality, sports and PA programme (SMD=0.21, 95% CI 0.12 to 0.31, p<0.05) and curricular PA (SMD=0.39, 95% CI 0.08 to 0.69, p<0.05) improved overall EFs performance, but integrated PA did not (SMD=0.02, 95% CI -0.05 to 0.09, p>0.05). Interventions with a session length < 90 minutes improved overall EFs performance (SMD=0.24, 95%CI 0.10 to 0.39, p=0.02), but session length ≥ 90 minutes did not (SMD=0.05, 95%CI -0.03 to 0.14). No other moderator was found to have an effect. CONCLUSIONS Despite small effect sizes, chronic exercise interventions, implemented in curricular or sports and PA programme settings, might be a promising way to promote multiple aspects of executive functions, especially inhibitory control.
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Affiliation(s)
- Yue Xue
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
- School of Kinesiology, University of Minnesota, Minneapolis, Minnesota, USA
| | - Yanxiang Yang
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
| | - Tao Huang
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
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20
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Álvarez-Bueno C, Pesce C, Cavero-Redondo I, Sánchez-López M, Garrido-Miguel M, Martínez-Vizcaíno V. Academic Achievement and Physical Activity: A Meta-analysis. Pediatrics 2017; 140:peds.2017-1498. [PMID: 29175972 DOI: 10.1542/peds.2017-1498] [Citation(s) in RCA: 147] [Impact Index Per Article: 21.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/30/2017] [Indexed: 11/24/2022] Open
Abstract
CONTEXT The effect of physical activity (PA) on different areas of academic achievement and classroom behaviors and how different characteristics of PA interventions could modify the effect remain unclear. OBJECTIVE The objective was twofold: (1) to assess the effect of PA interventions on academic achievement and classroom behaviors in childhood and (2) to determine the characteristics of individuals and PA programs that enhance academic performance. DATA SOURCES We identified studies from the database inception to October 16, 2016. STUDY SELECTION We selected intervention studies aimed at examining the effect of exercise on academic achievement and classroom behaviors at developmental age. DATA EXTRACTION Random-effects models were used to calculate pooled effect size for all primary outcomes (language- and mathematics-related skills, reading, composite score, and time in on-task behavior). Positive values represent a direct relationship between PA programs and academic achievement scores or on-task behaviors. RESULTS A total of 26 studies (10 205 children, aged from 4 to 13) were included. Pooled effect size (95% confidence interval) estimates were as follows: (1) 0.16 (-0.06 to 0.37) for language-related skills; (2) 0.21 (0.09 to 0.33) for mathematics-related skills; (3) 0.13 (0.02 to 0.24) for reading; (4) 0.26 (0.07 to 0.45) for composite scores; and (5) 0.77 (0.22 to 1.32) for time in on-task behaviors. LIMITATIONS Limitations included the variety of tools used to measure academic achievement and the limited number of studies that reported the effect of after-school PA interventions. CONCLUSIONS PA, especially physical education, improves classroom behaviors and benefits several aspects of academic achievement, especially mathematics-related skills, reading, and composite scores in youth.
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Affiliation(s)
- Celia Álvarez-Bueno
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University "Foro Italico" of Rome, Rome, Italy
| | - Iván Cavero-Redondo
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain;
| | - Mairena Sánchez-López
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain.,School of Education, Universidad de Castilla-La Mancha, Ciudad Real, Spain; and
| | - Miriam Garrido-Miguel
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain
| | - Vicente Martínez-Vizcaíno
- Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain.,Facultad de Ciencias de la Salud, Universidad Autónoma de Chile, Talca, Chile
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21
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Marques A, Santos DA, Hillman CH, Sardinha LB. How does academic achievement relate to cardiorespiratory fitness, self-reported physical activity and objectively reported physical activity: a systematic review in children and adolescents aged 6–18 years. Br J Sports Med 2017; 52:1039. [DOI: 10.1136/bjsports-2016-097361] [Citation(s) in RCA: 96] [Impact Index Per Article: 13.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/12/2017] [Indexed: 11/03/2022]
Abstract
ObjectiveThis report aimed to systematically review the evidence for a differential association between objective and self-reported physical activity and cardiorespiratory fitness on academic achievement.DesignSystematic review.Data sourcesStudies were identified from searches in Embase, Education Resources Information Center, PubMed, PsycINFO, SPORTdiscus and Web of Science databases from January 2000 to December 2016.Eligibility criteria for selecting studiesEligibility criteria included cross-sectional, longitudinal and interventional study designs. Outcomes included students’ school grade or a standardised test or measure of academic achievement. Explanatory variables were cardiorespiratory fitness and objective and self-reported physical activity. Inclusion criteria included school-aged children and adolescents aged–18 years (or students from primary to secondary school when student’s participants age was not described) and articles published in English, Portuguese or Spanish.ResultsA total of 51 articles met inclusion criteria: 41 cross-sectional, 2 intervention and 8 longitudinal studies. Results from 11 studies were inconsistent regarding the relationship between objectively measured physical activity and academic achievement. Ten of the 16 articles reported positive associations between self-reported physical activity and academic achievement. From the 22 studies that analysed the relationship between cardiorespiratory fitness and academic achievement, it was verified that they all generally support the beneficial effect of cardiorespiratory fitness on students’ academic achievement.ConclusionHigher cardiorespiratory fitness may be important to enhance children and adolescents’ health and, additionally, academic achievement. Due to a lack of consensus across studies, methodological issues associated with the assessment of physical activity should be considered when investigating physical activity and academic achievement.
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22
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Álvarez-Bueno C, Pesce C, Cavero-Redondo I, Sánchez-López M, Martínez-Hortelano JA, Martínez-Vizcaíno V. The Effect of Physical Activity Interventions on Children's Cognition and Metacognition: A Systematic Review and Meta-Analysis. J Am Acad Child Adolesc Psychiatry 2017; 56:729-738. [PMID: 28838577 DOI: 10.1016/j.jaac.2017.06.012] [Citation(s) in RCA: 199] [Impact Index Per Article: 28.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2017] [Revised: 05/19/2017] [Accepted: 06/29/2017] [Indexed: 12/12/2022]
Abstract
OBJECTIVE The objective was twofold: to assess the effect of physical activity (PA) interventions on children's and adolescents' cognition and metacognition; and to determine the characteristics of individuals and PA programs that enhance the development of cognitive and metacognitive functions. METHOD We systematically searched MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, Web of Science, and PsycINFO databases from their inception to October 16, 2016. Intervention studies aimed at examining the exercise-cognition interaction at a developmental age were included in this systematic review and meta-analysis. Random-effects models were used to calculate pooled effect size (ES) values and their corresponding 95% CIs. Subgroup analyses were conducted to examine the effect of participants' and PA programs' characteristics. RESULTS A total of 36 studies were included in this systematic review and meta-analysis. Pooled ES estimations were as follows: nonexecutive cognitive functions 0.23 (95% CI = 0.09-0.37); core executive functions 0.20 (95% CI = 0.10-0.30), including working memory (0.14 [95% CI = 0.00-0.27]), selective attention-inhibition (0.26 [95% CI = 0.10-0.41]), and cognitive flexibility (0.11 [95% CI = -0.10 to 0.32]); and metacognition 0.23 (95% CI = 0.13-0.32), including higher-level executive functions (0.19 [95% CI = 0.06-0.31]) and cognitive life skills (0.30 [95% CI = 0.15-0.45]). CONCLUSION PA benefits several domains of cognition and metacognition in youth. Curricular physical education interventions and programs aimed at increasing daily PA seem to be the most effective.
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Affiliation(s)
- Celia Álvarez-Bueno
- Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain
| | - Caterina Pesce
- Human and Health Sciences, Italian University Sport and Movement "Foro Italico," Rome, Italy
| | - Iván Cavero-Redondo
- Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain
| | - Mairena Sánchez-López
- Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain; Universidad de Castilla-La Mancha, School of Education, Ciudad Real, Spain.
| | | | - Vicente Martínez-Vizcaíno
- Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain; Universidad Autónoma de Chile, Facultad de Ciencias de la Salud, Talca, Chile
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23
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Chen FT, Chen SR, Chu IH, Liu JH, Chang YK. Multicomponent Exercise Intervention and Metacognition in Obese Preadolescents: A Randomized Controlled Study. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY 2017; 39:302-312. [PMID: 29111863 DOI: 10.1123/jsep.2017-0013] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study examines the effect of a 12-week multicomponent exercise intervention on metacognition among preadolescents with obesity. Seventy-five preadolescents were randomly assigned to either a multicomponent exercise group or a reading control group. An exercise intervention consisting of a jumping rope was utilized to develop multifaceted fitness features, with each session lasting for 75 min and three sessions being conducted per week for 12 weeks. Results revealed significant interactions between group and time point for cardiovascular fitness, muscular endurance, flexibility, and power, as well as for Tower of London task measures, including total move score, total executive time, and total planning-solving time, with better postintervention performances achieved by the exercise group. Positive correlations between the physical fitness and metacognition measurements were also observed. These findings suggest that the multicomponent exercise benefits metacognition in obese preadolescents, with exercise-associated changes in multifaceted fitness features mediating the relationship between exercise and metacognition.
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Mavilidi MF, Okely AD, Chandler P, Paas F. Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment. APPLIED COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1002/acp.3325] [Citation(s) in RCA: 49] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Affiliation(s)
- Myrto-Foteini Mavilidi
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
| | - Anthony D. Okely
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
| | - Paul Chandler
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
| | - Fred Paas
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
- Department of Psychology, Education and Child Studies; Erasmus University Rotterdam; Rotterdam The Netherlands
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