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García-Alonso Y, Ramírez-Vélez R, Legarra-Gorgoñon G, Izquierdo M, Alonso-Martínez AM. Associations between physical fitness, physical activity, sedentary behavior and executive function in preschoolers. Pediatr Res 2025:10.1038/s41390-025-03946-w. [PMID: 40000853 DOI: 10.1038/s41390-025-03946-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2024] [Revised: 02/01/2025] [Accepted: 02/05/2025] [Indexed: 02/27/2025]
Abstract
BACKGROUND This study examined the association between individual physical fitness (PF) components, overall fitness scores, and executive function (EF) indicators in preschoolers. Additionally, it explored the relationship between objectively measured physical activity (PA), sedentary behavior (SB), and EF. METHODS This cross-sectional study included 241 preschoolers (121 males, 50%) aged 3-5 years from two different schools. Physical fitness was assessed using the PREFIT battery, which measures lower- and upper-body muscular strength (handgrip strength [HGS] and standing long jump [SLJ]), speed/agility (4 × 10 m), and cardiorespiratory fitness (CRF). The test scores for each student were standardized by age and sex. Individual z-scores were then calculated, and the sum of these z-scores constituted the overall PF. EF (including visual-spatial working memory, phonological working memory, inhibition, and cognitive shifting) was assessed using the one-on-one iPad-based Early Year Toolbox. Total PA, SB, and SB were objectively measured using a tri-axial GENEActiv Original accelerometer worn for six consecutive days. RESULTS Preschoolers with higher overall PF showed significantly better performance in visual-spatial working memory (β = 0.574, p < 0.001), phonological working memory (β = 0.317, p < 0.001), inhibition (β = 0.379, p < 0.001) and cognitive shifting (β = 0.395, p < 0.001). Similarly, greater engagement in total PA was associated with higher scores in visual-spatial working memory (β = 0.179, p = 0.016), phonological working memory (β = 0.237, p = 0.036), and inhibition (β = 0.148, p = 0.045), which had higher scores on inhibitory control and working memory tasks. CONCLUSION These findings highlight the significant influence of PF and PA levels on cognitive performance. Therefore, educational and public health programs must implement strategies to encourage regular PA and improve PF. Such efforts could contribute to better cognitive development and overall health outcomes. IMPACT This study emphasizes the importance of physical fitness, particularly muscular strength, speed agility, and cardiorespiratory fitness, in supporting executive function (EF) development in preschool-aged children. Early childhood education policies should prioritize structured physical activity programs to enhance cognitive functions such as working memory, inhibition, and cognitive flexibility. A direct inverse relationship between sedentary behavior and EF was observed. Limiting sedentary activities and encouraging movement in early childhood settings may yield significant cognitive benefits, suggesting that teachers and caregivers should promote more active environments for children. The findings indicate that overall physical fitness supports cognitive abilities rather than isolated fitness components.
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Affiliation(s)
- Yesenia García-Alonso
- Navarrabiomed, Hospital Universitario de Navarra (HUN), Universidad Pública de Navarra (UPNA), Pamplona, Spain
| | - Robinson Ramírez-Vélez
- Navarrabiomed, Hospital Universitario de Navarra (HUN), Universidad Pública de Navarra (UPNA), Pamplona, Spain
- CIBER of Frailty and Healthy Aging (CIBERFES), Instituto de Salud Carlos III, Madrid, Spain
| | - Gaizka Legarra-Gorgoñon
- Navarrabiomed, Hospital Universitario de Navarra (HUN), Universidad Pública de Navarra (UPNA), Pamplona, Spain
| | - Mikel Izquierdo
- Navarrabiomed, Hospital Universitario de Navarra (HUN), Universidad Pública de Navarra (UPNA), Pamplona, Spain.
- CIBER of Frailty and Healthy Aging (CIBERFES), Instituto de Salud Carlos III, Madrid, Spain.
| | - Alicia M Alonso-Martínez
- Navarrabiomed, Hospital Universitario de Navarra (HUN), Universidad Pública de Navarra (UPNA), Pamplona, Spain
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Zheng Y, Wen P, Wu J, Chen S. Configurational paths to promoting children's agility and balance quality: based on fuzzy-set qualitative comparative analysis. BMC Public Health 2024; 24:3588. [PMID: 39725956 DOI: 10.1186/s12889-024-21051-1] [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: 06/30/2024] [Accepted: 12/10/2024] [Indexed: 12/28/2024] Open
Abstract
BACKGROUND Early childhood is a sensitive period for the development of agility and balance quality. Currently, children's agility and balance quality are gradually declining, and the pathways for enhancing these qualities are limited. In light of this, the study adopts a set theory perspective to explore the configurational pathways through which subsystems of gross motor skills can promote children's agility and balance quality. METHODS This study incorporates test data from 84 children aged 3 to 6 years, employing fuzzy-set Qualitative Comparative Analysis (fsQCA) to examine how configurations of six subsystems within gross motor skills (running, jumping, throwing, catching, kicking, and striking) influence the promotion of children's agility and balance quality. RESULTS Necessary condition analysis reveals that individual subsystems of gross motor skills alone cannot determine the promotion of agility and balance quality in children. Further configuration analyses identify two paths for promoting agility quality ( Overall Consistency = 0.889, Overall Coverage = 0.337 ) and two paths for promoting balance quality ( Overall Consistency = 0.875, Overall Coverage = 0.346 ). CONCLUSION Subsystems of gross motor skills can promote children's balance and agility quality through configurational effects. Specifically, promoting agility quality should primarily involve combined exercises of jumping, running, and catching actions, while promoting balance quality should focus on combined exercises of kicking, jumping, and running actions. Furthermore, prioritizing children's balance quality can support the children's agility quality. These findings offer important practical guidance for promoting children's agility and balance quality.
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Affiliation(s)
- Yuan Zheng
- Guangzhou Sport University, Guangzhou, China
| | - Pengfei Wen
- Guangzhou Sport University, Guangzhou, China.
| | - Jinsong Wu
- Guangzhou Sport University, Guangzhou, China.
| | - Sirao Chen
- Fourth Kindergarten of Guangdong Military Region, Guangzhou, China
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Zhou Z, Chen Y, Huang K, Zeng F, Liang Z, Wang N, Chen Z, Deng C. Relationship between physical fitness and executive function in preschool children: a cross-sectional study. BMC Sports Sci Med Rehabil 2024; 16:238. [PMID: 39633414 PMCID: PMC11616152 DOI: 10.1186/s13102-024-01028-8] [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: 08/25/2024] [Accepted: 11/26/2024] [Indexed: 12/07/2024]
Abstract
BACKGROUND Physical fitness (PF) is important for children's physical and cognitive development. There is increasing interest in the relationship between physical fitness, and executive function. Since it is unclear which physical fitness component benefits which domain of executive functioning, it's challenging to develop effective physical intervention programs for children with executive functioning disorders. This study aimed to examine the relationship between physical fitness components, and executive function domains. METHODS A cross-sectional study was conducted in 14 kindergartens and recruited 272 preschool children aged 3-6. PF was assessed by the National Physical Fitness Measurement (NPFM), including six physical fitness subtests: 10-m shuttle run test (SRT), standing long jump (SLJ), tennis ball throwing (TBT), double-leg timed hop (DTH) tests, sit-and-reach (SR), and balance beam walking (BBW). Executive function assessments include the dimensional change card sort (DCCS) test, digit span test (DST) and Head-toe-knee-shoulder (HTKS) task, to evaluate cognitive flexibility, working memory, and inhibitory control respectively. RESULTS Results from the Spearman correlations analysis showed a significant association between physical fitness and executive function. The hierarchical linear regression showed that age was the only predictor for cognitive flexibility (β = 0.53, p < 0.01) and working memory (β = 0.53, p < 0.01). For inhibitory control, children with older age (β = 0.52, p < 0.01) and better performance on SRT (β = -0.14, p < 0.01) and SLJ (β = 0.13, p < 0.01) scored higher in the HTKS. CONCLUSIONS The results indicated physical fitness, especially speed-agility and lower limb strength, is related to inhibitory control in preschool children.
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Affiliation(s)
- Zhaowen Zhou
- Department of Rehabilitation Medicine, The First Affiliated Hospital of Jinan University, Guangzhou, Guangdong, China
| | - Yiping Chen
- Department of Children's Health Care, Zhongshan Torch Development Zone People's Hospital, Zhongshan, Guangdong, China
| | - Ke Huang
- Department of Children's Health Care, Zhongshan Torch Development Zone People's Hospital, Zhongshan, Guangdong, China
| | - Feng Zeng
- Department of Children's Health Care, Zhongshan Torch Development Zone People's Hospital, Zhongshan, Guangdong, China
| | - Zhenwen Liang
- Department of Rehabilitation Medicine, The First Affiliated Hospital of Jinan University, Guangzhou, Guangdong, China
| | - Nan Wang
- Department of Rehabilitation Medicine, The First Affiliated Hospital of Jinan University, Guangzhou, Guangdong, China
| | - Zhuoming Chen
- Department of Rehabilitation Medicine, The First Affiliated Hospital of Jinan University, Guangzhou, Guangdong, China.
| | - Cheng Deng
- Department of Children's Health Care, Zhongshan Torch Development Zone People's Hospital, Zhongshan, Guangdong, China.
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Şendil AM, Canlı U, Sheeha BB, Alkhamees NH, Batrakoulis A, Al-Mhanna SB. The effects of structured coordinative exercise protocol on physical fitness, motor competence and inhibitory control in preschool children. Sci Rep 2024; 14:28462. [PMID: 39558052 PMCID: PMC11574278 DOI: 10.1038/s41598-024-79811-3] [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: 04/19/2024] [Accepted: 11/12/2024] [Indexed: 11/20/2024] Open
Abstract
The aim of the study was to evaluate the effects of a structured coordinative exercise intervention based on motor skill elements on physical fitness (PF), motor competence (MC) and inhibitory control (IC) in preschool children. A total of 41 kindergarten children (27 boys and 17 girls) aged between 5 and 6 years participated and were divided into exercise (EG; n = 18) and control (CG; n = 23) groups. The exercise group participated in a structured coordinative exercise programme focusing on locomotor and balance skills such as side-stepping, galloping, jumping and running for 30 min, 2 days a week for 8 weeks. The control group followed the normal curriculum. Children participated in measurements before and after 8 weeks, respectively; motor competence was assessed using the Körperkoordinationstest für Kinder (KTK3+) test battery, which includes eye-hand coordination and other coordinative skills. Physical fitness was measured by balance, agility and vertical jump tests. Inhibitory control was assessed using the Go/NoGo test in the Early Years Toolbox. As a result of the two-factor analysis of variance for mixed measures to determine whether being in the exercising group had a significant effect on the test scores, group by time interaction effect showed that the increase in the scores of the exercise group was significantly higher than that of the control group in the parameters of static balance, KTK sideways jump and KTK eye-hand coordination [respectively: F(1-39) = 6.993, p = 0.012; 6.443, p = 0.015; 8.180, p = 0.007). The results show that structured coordinative exercises improve PF and MC but have no significant effect on IC. This study targets the development of motor and cognitive skills considered to be important in preschool children and is one of the few studies to evaluate these parameters simultaneously. It also provides a comprehensive perspective on interventions aimed to positively affect health and development in early childhood.Trial Registration: NCT06631248. Registered on October 07, 2024.
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Affiliation(s)
- Ali Mert Şendil
- Faculty of Sports Sciences, Tekirdağ Namık Kemal University, Tekirdağ, Turkey
| | - Umut Canlı
- Faculty of Sports Sciences, Tekirdağ Namık Kemal University, Tekirdağ, Turkey.
| | - Bodor Bin Sheeha
- Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University, Building 240, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Nouf H Alkhamees
- Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University, Building 240, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Alexios Batrakoulis
- Department of Physical Education and Sport Science, School of Physical Education, Sport Science and Dietetics, University of Thessaly, Trikala, Greece
| | - Sameer Badri Al-Mhanna
- Center for Global Health Research, Saveetha Institute of Medical and Technical Sciences, Saveetha Medical College and Hospitals, Saveetha University, Chennai, Tamil Nadu, India
- Department of Physiology, School of Medical Sciences, Universiti Sains Malaysia, Kubang Kerian, Kelantan, Malaysia
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Oueslati G, Ouergui I, Ammar A, Trabelsi K, Ardigò LP, Chtourou H. Diurnal variation of psychomotor, cognitive and physical performances in schoolchildren: sex comparison. BMC Pediatr 2024; 24:667. [PMID: 39415109 PMCID: PMC11484297 DOI: 10.1186/s12887-024-05145-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Accepted: 10/10/2024] [Indexed: 10/18/2024] Open
Abstract
BACKGROUND The present study investigated the effect of time of day (08h00 vs. 11h00 vs. 14h00 vs. 17h00) and sex (girls vs. boys) on physical (i.e., five jump test (5JT), push-ball test and 5 m shuttle run test (5mSRT)), cognitive (i.e., attention) and mental (i.e., mental flexibility) performances. METHODS Thirty schoolchildren, equally divided in girls (n = 15; age: 9.60 ± 0.51 years) and boys (n = 15; age: 9.40 ± 0.51 years) performed the digit cancellation test, the trail making test, the 5JT, the 2 kg push-ball test and the 5mSRT in a counterbalanced and cross over study design at 08h00, 11h00, 14h00 and 17h00 with 48 h of rest in between. Additionally, rating of perceived exertion (RPE) was determined after each repetition of the 5mSRT and the average of the score (i.e., sum of RPE scores divided by 6) was determined. RESULTS Results showed that RPE at the end of the test was significantly higher at 11h00 compared to 08h00 (p = 0.02) and 14h00 (p = 0.001) and average RPE was higher at 11h00 compared to 08h00 (p = 0.001). Likewise, attention was significantly higher at 08h00 compared to 17h00 (p = 0.001) before and after the 5mSRT test only in girls. However, 5JT performance was significantly lower at 17h00, both in girls and boys, compared to at 08h00 (p = 0.02 and p = 0.001 respectively), 11h00 (p = 0.004 and p = 0.001 respectively) and 14h00 (p = 0.001 and p = 0.001 respectively). However, push-ball (p = 0.086) and 5mSRT performances [best distance (p = 0.173), total distance (p = 0.306), mean distance (p = 0.29), fatigue index (p = 0.06)] were time of day independent. Mental flexibility was significantly higher at 08h00, 11h00 and 14h00 compared to 17h00 (p = 0.001). CONCLUSION Mental flexibility, attention and jump performances were time of day dependent and push-ball test and 5mSRT performances did not change according to the time of day. Also, no clear sex effect was found on the diurnal variation of mental, cognitive and physical performances.
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Affiliation(s)
- Ghada Oueslati
- High Institute of Sport and Physical Education, University of Sfax, Sfax, 3038, Tunisia
- Research Laboratory "Education, Motricité, Sport et Santé" (EM2S) LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Ibrahim Ouergui
- High Institute of Sport and Physical Education of Kef, University of Jendouba, El Kef, 7100, Tunisia.
- Research Unit, Sports Science, Health and Movement, University of Jendouba, El Kef, 7100, Tunisia.
| | - Achraf Ammar
- High Institute of Sport and Physical Education, University of Sfax, Sfax, 3038, Tunisia
- Department of Training and Movement Science, Institute of Sport Science, Johannes Gutenberg-University Mainz, Mainz, Germany
- Interdisciplinary Laboratory in Neurosciences, Physiology and Psychology: Physical Activity, Health and Learning (LINP2), UFR STAPS (Faculty of Sport Sciences), UPL, Paris Nanterre University, Nanterre, 39200, France
- Research Laboratory, Molecular Bases of Human Pathology, LR19ES13, Faculty of Medicine, University of Sfax, Sfax, 3029, Tunisia
| | - Khlaed Trabelsi
- High Institute of Sport and Physical Education, University of Sfax, Sfax, 3038, Tunisia
- Research Laboratory "Education, Motricité, Sport et Santé" (EM2S) LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Luca Paolo Ardigò
- Department of Teacher Education, NLA University College, Oslo, Norway.
| | - Hamdi Chtourou
- High Institute of Sport and Physical Education, University of Sfax, Sfax, 3038, Tunisia
- Physical Activity, Sport and Health, UR18JS01, National Observatory of Sport, Tunis, 1003, Tunisia
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Wu H, Ruan H, Eungpinichpong W, Zhou W. The effects of physical exercise on fitness and emotion in Chinese preschoolers. BMC Public Health 2024; 24:2407. [PMID: 39232695 PMCID: PMC11375933 DOI: 10.1186/s12889-024-19895-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2024] [Accepted: 08/27/2024] [Indexed: 09/06/2024] Open
Abstract
BACKGROUND The global prevalence of overweight and obesity in children under the age of five has emerged as a significant issue in recent years. Physical activity and fitness among children and adolescents have declined globally in the past few decades. Studies have indicated a link between levels of physical activity and cognitive performance in preschool children. METHODS This quasi-experimental study investigated the effects of three different types of physical education programmes on the physical fitness and emotional competence of 239 preschoolers(mean age = 5.49 ± 0.60 years, 54.4% boys)in Haikou, China. The preschoolers were grouped based on which programme they were assigned to: the "Hello Sunshine" ball skills programme (HS group), ordinary physical education (OPE group), and free play (FP group). The "Hello Sunshine" ball skills programme used both a structured curriculum design and autonomous activity selection during outdoor time., which were conducive to children's physical fitness.The National Physical Fitness Measurement Standards Manual and the shortened version of the Social Competence and Behavior Evaluation Scale (SCBE-30) were used to assess physical fitness and emotional competence, respectively. These assessments were conducted both before and after the ten-week intervention period. The analysis utilised a mixed-effects model for physical fitness and a mixed-model ANOVA for the SCBE data. RESULTS The HS group and OPE group demonstrated significantly improvement in the standing long jump, 10-m shuttle run and balance beam walking than the FP group; meanwhile, only anxious-withdrawal levels showed a significant grouping effect and group-by-time interaction effect. After the intervention, both the HS group and the FP group showed significantly lower scores for anxiety compared to the OPE group, with no significant difference observed between the HS and FP groups. CONCLUSIONS The results suggested that structured ball skills programmes may promote physical fitness and reduce anxiety. The integration of effective physical exercise programmes into preschool curricula holds the potential for promoting holistic development.
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Affiliation(s)
- Hua Wu
- Faculty of Physical Education, Hainan Normal University, Haikou, 5771158, China
- Faculty of Associated Medical Sciences, KhonKaen University, KhonKaen, 40002, Thailand
| | - Hui Ruan
- Faculty of Physical Education, Hainan Normal University, Haikou, 5771158, China.
| | - Wichai Eungpinichpong
- Faculty of Associated Medical Sciences, KhonKaen University, KhonKaen, 40002, Thailand
- Faculty of Associated Medical Sciences, PT Division of Physical Therapy, BNOJHP Research Center, KhonKaen University, KhonKaen, 40002, Thailand
| | - Wenlonog Zhou
- Key Laboratory of Child Cognition &Behavior Development of Hainan Province, Haikou, 571100, China
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Sortwell A, O’Brien K, Murphy A, Ramirez-Campillo R, Piggott B, Hine G, Newton M. Effects of plyometric-based structured game active breaks on fundamental movement skills, muscular fitness, self-perception, and actual behaviour in primary school students. Biol Sport 2024; 41:69-78. [PMID: 38952915 PMCID: PMC11167464 DOI: 10.5114/biolsport.2024.132991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2023] [Revised: 09/27/2023] [Accepted: 11/08/2023] [Indexed: 07/03/2024] Open
Abstract
This study examined the effects of plyometric-based structured game active breaks on fundamental movement skills (FMS), muscular fitness, student self-perception, and teacher's rating of actual behaviour in Grade 3 and 4 students. Primary school children aged 8-10 years old, from four classes, were cluster-randomly assigned to an intervention group (IG) (n = 54) or a control group (CG) (n = 48). The IG participated in structured plyometric-based game active breaks for 7-10 minutes daily, for six consecutive weeks. The CG resumed their regular daily school routine. FMS were assessed with the Canadian Agility Movement Skills Assessment test, and muscular fitness with the standing long jump (SLJ), countermovement jump (CMJ), and seated medicine ball chest throw tests. The Self-Perception Profile for Children and the Teacher's Rating Scale of Child's Actual Behaviour assessed student self-perception and teacher's perception of student actual behaviour, respectively. A significant (p < 0.01) interaction group by time was observed, with greater improvements in the IG compared to the CG in FMS (%diff = 13.11, ƞp2 = 0.12), SLJ (%diff = 6.67, ƞp2 = 0.02), seated medicine ball chest throw (%diff = 4.69, ƞp2 = 0.08), student social self-perception (%diff = 9.31, ƞp2 = 0.10), student scholastic self-perception (%diff = 7.27, ƞp2 = 0.10), and teacher perception of student social competence (%diff = 8.31, ƞp2 = 0.05). No difference (p > 0.05) was found in other variables. Integrating plyometric-based structured game active breaks into primary school settings evidenced improvement in FMS, muscular fitness, student self-perception, and teacher's rating of student actual behaviour.
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Affiliation(s)
- Andrew Sortwell
- School of Health Sciences and Physiotherapy, University of Notre Dame Australia, Sydney, Australia
- Education and Research Directorate, Sydney Catholic Schools, Sydney, Australia
| | - Kate O’Brien
- Education and Research Directorate, Sydney Catholic Schools, Sydney, Australia
| | - Aron Murphy
- School of Health Sciences and Physiotherapy, University of Notre Dame Australia, Sydney, Australia
| | - Rodrigo Ramirez-Campillo
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago, Chile
| | - Benjamin Piggott
- School of Health Sciences and Physiotherapy, University of Notre Dame Australia, Perth, Australia
| | - Gregory Hine
- School of Education, University of Notre Dame Australia, Perth, Australia
| | - Michael Newton
- School of Health Sciences and Physiotherapy, University of Notre Dame Australia, Perth, Australia
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Bertozzi F, Camuncoli F, Galli M, Tarabini M. The relationship between jump and sprint performance in preschool children. J Sports Med Phys Fitness 2024; 64:526-531. [PMID: 38385638 DOI: 10.23736/s0022-4707.24.15628-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/23/2024]
Abstract
BACKGROUND Physical activity may help prevent the development of adverse health disorders in children. Thus, it is fundamental to assess key physical skills, such as jumping and running, from an early age. Several studies proposed test batteries to evaluate these motor skills in preschoolers, but no research studied their association. Therefore, this study aimed to evaluate the relationship between jump performance, including force production parameters, and sprint performance in preschool children. METHODS Twenty-nine preschoolers, aged 4 to 5, underwent assessments, including countermovement jumps (CMJ) and standing long jumps (SLJ) on a force plate. Then they performed a 10-meter linear sprint assessed using photocells. RESULTS Regression models revealed that SLJ distance emerged as a significant predictor (R2=49.3%, P<0.001) of sprint horizontal velocity, while, for sprint momentum (R2=34.3%), both SLJ distance (P=0.004) and SLJ vertical peak force (P=0.036) were found to be significant predictors. CONCLUSIONS The findings showed that short-distance (i.e., 10 m) linear sprint performance, both velocity and momentum, in preschoolers may be predicted mainly using SLJ assessment. These findings underscore the importance of early motor skill development in shaping physical abilities and their potential relationship in preschool children.
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Affiliation(s)
| | - Federica Camuncoli
- E4Sport Lab, Politecnico di Milano, Lecco, Italy
- Department of Electronics, Information and Bioengineering, Politecnico di Milano, Milan, Italy
| | - Manuela Galli
- E4Sport Lab, Politecnico di Milano, Lecco, Italy
- Department of Electronics, Information and Bioengineering, Politecnico di Milano, Milan, Italy
| | - Marco Tarabini
- E4Sport Lab, Politecnico di Milano, Lecco, Italy
- Department of Mechanical Engineering, Politecnico di Milano, Milan, Italy
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Tigerstrand Grevnerts H, Delisle Nyström C, Migueles JH, Löf M. Longitudinal associations of meeting the WHO physical activity guidelines and physical fitness, from preschool to childhood. Scand J Med Sci Sports 2024; 34:e14624. [PMID: 38572847 DOI: 10.1111/sms.14624] [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: 11/07/2023] [Revised: 02/16/2024] [Accepted: 03/25/2024] [Indexed: 04/05/2024]
Abstract
There is a well-established relationship between physical activity (PA) and physical fitness in children, being the latter an important marker for present and future health; however, there is still insufficient knowledge for the transition from the preschool age to early childhood. Therefore, this study in Swedish children aimed to investigate the estimated effect of meeting the aerobic component of the PA guidelines at 4 and/or 9 years of age on physical fitness measured at 9 years of age. PA was assessed using a wrist-worn ActiGraph accelerometer and identical data processing in 217 healthy children in Sweden (114 boys and 103 girls). Physical fitness test included cardiorespiratory (20 m shuttle run test), motor (4 × 10 m shuttle run), and muscular fitness (hand grip strength and long jump). A linear mixed model was run, investigating the interaction between meeting the PA guidelines and time (either 4 or 9 years of age) and each fitness component (at 4 and 9). Interactions by sex were also checked. Meeting the PA guidelines consistently (at 4 and 9 years) was significantly associated to better performance in physical fitness parameters for motor fitness (-0.76 s, p < 0.001) and lower body muscular fitness (+4.6 cm; p < 0.001) at 9 years. There was an interaction between meeting the PA guidelines and time point, for cardiorespiratory fitness (+4.58 laps; p < 0.001). This study shows that meeting the PA guidelines at 4 and 9 years of age is associated to higher physical fitness at 9 years of age.
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Affiliation(s)
| | | | | | - Marie Löf
- Department of Biosciences and Nutrition, Karolinska Institutet, Stockholm, Sweden
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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: 31] [Impact Index Per Article: 15.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [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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Tortella P, Quinto A, Fumagalli GF, Lipoma M, Stodden D, Sgrò F. Effects of Different Teaching Approaches on Proxy Measures of Physical Fitness of Italian Kindergarten Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20105792. [PMID: 37239522 DOI: 10.3390/ijerph20105792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2023] [Revised: 04/16/2023] [Accepted: 05/04/2023] [Indexed: 05/28/2023]
Abstract
Developing physical fitness (PF) behaviors early in life enhances physical development and facilitates sustained participation in physical activity and sports across childhood. This study addressed the effect of different teaching approaches on precursors of PF in kindergarten children. A total of 178 children (5.45 ± 0.40 years, female = 92) from 11 classes were organized into three groups. Group 1 (structured activity + free play) and Group 2 (only free play) attended the same playground (PrimoSport0246) for one hour/week for 10 weeks. Group 3 (structured activity + free play in kindergarten) followed their standard physical education curriculum at school. PF tests (standing long jump, medicine ball throw, and 20 m running speed) were administered pre- and post-intervention. Factorial ANOVA was implemented using a percentage change in PF performance (PFC) as the dependent variable, and teaching approaches, gender, and age as factors. Group 1 demonstrated significant improvements in fitness performance compared with Groups 2 and 3. Moderate to large effect sizes (Cohen's d range: 0.68-1.40) were noted in both males and females. Six-year-old demonstrated the greatest improvement in composite PFC compared to Groups 2 and 3. A structured teaching plan, even with a limited dose of once per week, supported the development of PF attributes in kindergarteners.
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Affiliation(s)
- Patrizia Tortella
- Faculty of Human and Society Sciences, University of Enna "Kore", 94100 Enna, Italy
| | - Antonella Quinto
- Faculty of Human and Society Sciences, University of Enna "Kore", 94100 Enna, Italy
| | - Guido Francesco Fumagalli
- Research Center on Child Motor Development, Department of Diagnostics and Public Health, University of Verona, 37129 Verona, Italy
| | - Mario Lipoma
- Faculty of Human and Society Sciences, University of Enna "Kore", 94100 Enna, Italy
| | - David Stodden
- Department of Physical Education, University of South Carolina, Columbia, SC 29208, USA
| | - Francesco Sgrò
- Faculty of Human and Society Sciences, University of Enna "Kore", 94100 Enna, Italy
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