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Wang J, Yang Y, Li L, Yang X, Guo X, Yuan X, Xie T, Yang K, Zhuang J. Comparative efficacy of physical activity types on executive functions in children and adolescents: A network meta-analysis of randomized controlled trials. J Sci Med Sport 2024; 27:187-196. [PMID: 38042755 DOI: 10.1016/j.jsams.2023.11.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2023] [Revised: 11/04/2023] [Accepted: 11/13/2023] [Indexed: 12/04/2023]
Abstract
OBJECTIVES This study investigates the impact of various physical activity (PA) types on executive functions (EFs) in children and adolescents. DESIGN A systematic review and network meta-analysis of randomized clinical trials. METHODS We searched databases such as PubMed, Embase, Cochrane, and Web of Science up to April 2023, including randomized controlled trials involving 6 distinct PA types for healthy children and adolescents. The Cochrane risk of bias tool was used to assess the risk of bias, and a random-effects model in STATA 17.0 was used to calculate standardized mean differences (SMDs) and 95 % confidence intervals (CI). RESULTS Ball Games emerged as the most effective modality for improving updating accuracy, securing a SUCRA score of 94.4 %, and for reducing inhibition reaction time, with a SUCRA score of 94.8 %. Cognitively Engaging Physical Activity led in improving inhibition accuracy with a SUCRA score of 71.7 %. Dance excelled in improving update accuracy and reducing shifting reaction time, with SUCRA scores of 86.6 % and 99.5 %, respectively. CONCLUSIONS PA has a significant benefit in EFs in children and adolescents, however the size of the effect varies by type of PA. Ball Games emerged as the most efficacious modality for enhancing updating accuracy and for expediting inhibition reaction time. Cognitively Engaging Physical Activity proved to be the preeminent strategy for improving inhibition accuracy. Dance was distinguished as the optimal approach for improving updating accuracy and reducing shifting reaction time.
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Affiliation(s)
- Junyu Wang
- School of Exercise and Health, Shanghai University of Sport, China; Officers College of PAP, China
| | - Yong Yang
- Institute for Brain Sciences Research, School of Life Sciences, Henan University, China
| | - Longkai Li
- Putuo District Sports Administration Center of Shanghai, China
| | | | | | | | - Ting Xie
- Chengdu Xinqiao Primary School, China
| | - Kunyi Yang
- School of Exercise and Health, Shanghai University of Sport, China
| | - Jie Zhuang
- School of Exercise and Health, Shanghai University of Sport, China.
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2
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Mavilidi MF, Pesce C, Mazzoli E, Bennett S, Paas F, Okely AD, Howard SJ. Effects of Cognitively Engaging Physical Activity on Preschool Children's Cognitive Outcomes. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2023; 94:839-852. [PMID: 35522990 DOI: 10.1080/02701367.2022.2059435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 03/24/2022] [Indexed: 06/14/2023]
Abstract
Research combining physical activity with the training of cognitive skills such as executive functions is emerging as a novel and fruitful intervention approach for children. Purpose: This study aimed to examine the impact of an intervention program including cognitively engaging physical activity on preschool children's cognitive outcomes and physical activity. Methods: Children (N = 144, 65 female; Mage = 4.41 years, SD = 0.61), randomly assigned to one of three groups: cognitively engaging physical activity (CPA; i.e., storytelling, cognitive activities, and motor tasks, n = 55), cognition (i.e., storytelling and cognitive activities without motor tasks, n = 48), or control (i.e., traditional storytelling, n = 41). Sessions lasted approximately 17 minutes, conducted twice a week, for 6 weeks. Children's executive function, self-regulation, and related outcomes (i.e., numeracy) were assessed at baseline and again-along with perceived enjoyment-at the end of the program. Accelerometers measured children's physical activity during each session. Teachers completed a logbook for each session, and two fidelity checks per preschool took place by the researcher. Main analyses used linear mixed models adjusted for covariates (age, sex) and clustering at the preschool level. Results: Results showed no significant group by time interaction for executive function, self-regulation, numeracy, enjoyment. During the sessions, children in the CPA group were more physically active than children in the cognition and control groups. Conclusion: While we did not find the expected amplified cognitive benefits, making storytelling more active has the potential to meet two needs (increase cognitive stimulation and physical activity levels) in one deed.
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Affiliation(s)
| | | | | | | | - Fred Paas
- University of Wollongong
- Erasmus University Rotterdam
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Paoletti P, Pellegrino M, Ben-Soussan TD. A Three-Fold Integrated Perspective on Healthy Development: An Opinion Paper. Brain Sci 2023; 13:857. [PMID: 37371337 DOI: 10.3390/brainsci13060857] [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: 04/19/2023] [Revised: 05/17/2023] [Accepted: 05/23/2023] [Indexed: 06/29/2023] Open
Abstract
Mental health and wellbeing are increasingly threatened in the current post-pandemic times, with stress, especially in students, reaching preoccupying levels. In addition, while many educational programs are unidimensional (i.e., lacking integration between physical, emotional and cognitive elements), there are ways to promote physical, social and mental health in children and adolescents. In this opinion paper, we will discuss the importance of an integrative approach for health development and examine relevant factors, such as awareness and emotional intelligence. We will highlight evidence ranging from behavioral to electrophysiological, structural and molecular, and report several recent studies supporting the effectiveness of a holistic approach in supporting wellbeing and creativity in children and adults, and detailing a specific paradigm named the Quadrato Motor Training (QMT). QMT is a specifically structured movement meditation, involving cognitive, motor and affective components. Finally, we will support a holistic view on education, integrating motion, emotion and cognition to develop a person-centered, or in this case student-centered, approach to wellbeing and health.
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Affiliation(s)
- Patrizio Paoletti
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
| | - Michele Pellegrino
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
| | - Tal Dotan Ben-Soussan
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
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Chou CC, Kao SC, Pan CC, McCullick B, Fu HL, Wang CH. Cognitively engaging movement games improve interference control and academic performance in overweight children: A randomized control trial. Scand J Med Sci Sports 2023; 33:521-534. [PMID: 36334308 DOI: 10.1111/sms.14264] [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: 07/05/2022] [Revised: 10/18/2022] [Accepted: 10/24/2022] [Indexed: 11/06/2022]
Abstract
The purpose of this study was to determine the (a) dose-response effects of cognitively engaging movement games (CEMGs) designed to improve aerobic capacity, interference control (IC), and academic performance, (b) relationship between intervention-induced improvements in aerobic capacity, IC, and academic performance, and (c) moderation effect of IC on the relationship between aerobic capacity and academic performance in overweight children. Seventy-five overweight children (aged 11.23 ± 0.60 years; 48% males) participated in this study conducted in Taipei during the 2018/2019 academic year and were randomly assigned to the low-dose (20-min) intervention, high-dose (40-min) intervention, and control groups and completed a Stroop test, half-mile run, and language and mathematics tests before and after a 10-week afterschool program. Both intervention groups showed similar improvements in outcomes of aerobic capacity (ds > 0.80), IC (ds > 0.76), and academic performance (ds > 0.90) from the pretest to posttest, whereas these outcomes were unchanged for the control group. Furthermore, improved IC moderated the association between improvements in aerobic capacity and academic performance. Our findings suggest that CEMG with varying doses is feasible and effective for improving aerobic capacity, IC, and academic performance in overweight children and that the association between improvements in aerobic capacity and academic performance depends on the intervention effects on IC.
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Affiliation(s)
- Chien-Chih Chou
- Graduate Institute of Sport Pedagogy, University of Taipei, Taipei City, Taiwan
| | - Shih-Chun Kao
- Health & Kinesiology, Purdue University, West Lafayette, Indiana, USA
| | - Cheng-Chen Pan
- Special Education Center, National Taiwan Normal University, Taipei City, Taiwan
| | - Bryan McCullick
- Department of Kinesiology, University of Georgia, Athens, Georgia, USA
| | - Hao-Lun Fu
- Department of Psychology, National Cheng Kung University, Taipei City, Taiwan
| | - Chun-Hao Wang
- Department of Psychology, National Cheng Kung University, Taipei City, Taiwan.,Institute of Physical Education, Health & Leisure Studies, National Cheng Kung University, Taipei City, Taiwan
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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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Martins RMG, Mazzoli E, Duncan MJ, Clark CCT, Eyre ELJ. The Acute Effects of Cognitively Demanding Physical Activity on Inhibitory and Affective Responses in Children: An Online-Based Mixed Methods Approach. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9121896. [PMID: 36553340 PMCID: PMC9776716 DOI: 10.3390/children9121896] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 11/28/2022] [Accepted: 11/29/2022] [Indexed: 12/09/2022]
Abstract
This online study investigated the acute effects of a cognitively demanding physical activity (CDPA) vs a simple physical activity (SPA) bout on children’s inhibitory and affective responses. Using a counterbalanced within-subjects’ crossover design, thirty-nine participants aged 9−12 years old (29 boys; Mage = 11 ± 1 years) performed a CDPA and a SPA bout online (via ZOOM) for 15 min. Inhibition (Stroop test) was measured at the baseline, 1 and 30 min following the physical activity (PA) bouts, and self-report measures of affect, mental and physical exertion were taken prior, during and post-PA. Additionally, 31 children took part in semi-structured focus groups to explore the factors affecting their enjoyment. The quantitative results suggest no significant differences on inhibitory responses, affect and physical exertion (all p > 0.05). However, the CDPA induced more mental exertion than the SPA did (p < 0.05). In the focus groups, four themes were identified: physical exertion (e.g., tiredness), social (e.g., teams/groups), environment (e.g., outdoors and competition) and emotional (e.g., fun/enjoyment). Some children (n = 18) reported that the CDPA condition confused them, and to make these activities more interesting and enjoyable, they suggested performing the activities outdoors (n = 15) and including other children as part of a group/team (n = 19). The findings suggest no additional benefit of a cognitively enriched physical activity compared to an SPA bout on the inhibitory responses, affect and enjoyment. Using the instructions provided and given the low cost, the easy administration and the minimal amount of equipment and time involved, either of the approaches may be used in a diversity of contexts (i.e., online, schools or outdoors), and it is worth exploring the effects of these conditions on other aspects of executive function.
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Affiliation(s)
- Ricardo M. G. Martins
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CV1 5FB, UK
- Correspondence:
| | - Emiliano Mazzoli
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong, VIC 3216, Australia
| | - Michael J. Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CV1 5FB, UK
| | - Cain C. T. Clark
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CV1 5FB, UK
| | - Emma L. J. Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CV1 5FB, UK
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7
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Malin SK, Stewart NR, Ude AA, Alderman BL. Brain insulin resistance and cognitive function: influence of exercise. J Appl Physiol (1985) 2022; 133:1368-1380. [PMID: 36269295 PMCID: PMC9744647 DOI: 10.1152/japplphysiol.00375.2022] [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: 07/01/2022] [Revised: 10/12/2022] [Accepted: 10/12/2022] [Indexed: 12/15/2022] Open
Abstract
Exercise has systemic health benefits in people, in part, through improving whole body insulin sensitivity. The brain is an insulin-sensitive organ that is often underdiscussed relative to skeletal muscle, liver, and adipose tissue. Although brain insulin action may have only subtle impacts on peripheral regulation of systemic glucose homeostasis, it is important for weight regulation as well as mental health. In fact, brain insulin signaling is also involved in processes that support healthy cognition. Furthermore, brain insulin resistance has been associated with age-related declines in memory and executive function as well as Alzheimer's disease pathology. Herein, we provide an overview of brain insulin sensitivity in relation to cognitive function from animal and human studies, with particular emphasis placed on the impact exercise may have on brain insulin sensitivity. Mechanisms discussed include mitochondrial function, brain growth factors, and neurogenesis, which collectively help combat obesity-related metabolic disease and Alzheimer's dementia.
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Affiliation(s)
- Steven K Malin
- Department of Kinesiology & Health, Rutgers University, New Brunswick, New Jersey
- Division of Endocrinology, Metabolism & Nutrition, Rutgers University, New Brunswick, New Jersey
- New Jersey Institute for Food, Nutrition and Health, Rutgers University, New Brunswick, New Jersey
- Institute of Translational Medicine and Science, Rutgers University, New Brunswick, New Jersey
| | - Nathan R Stewart
- Department of Kinesiology & Health, Rutgers University, New Brunswick, New Jersey
| | - Andrew A Ude
- Department of Kinesiology & Health, Rutgers University, New Brunswick, New Jersey
| | - Brandon L Alderman
- Department of Kinesiology & Health, Rutgers University, New Brunswick, New Jersey
- Center of Alcohol and Substance Use Studies, Rutgers University, New Brunswick, New Jersey
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8
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Chorlton RA, Williams CA, Denford S, Bond B. Incorporating movement breaks into primary school classrooms; a mixed methods approach to explore the perceptions of pupils, staff and governors. BMC Public Health 2022; 22:2172. [PMID: 36434549 PMCID: PMC9701018 DOI: 10.1186/s12889-022-14551-5] [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: 12/02/2021] [Accepted: 11/04/2022] [Indexed: 11/27/2022] Open
Abstract
BACKGROUND Public health guidelines for children advocate physical activity (PA) and the restriction of continuous sedentary time. Schools offer an attractive setting for health promotion, however school-based interventions to increase PA typically fail, and primary school children may spend most of the school day sitting down. Classroom movement breaks have been identified as an attractive opportunity to address this concern and may positively influence behaviour, but little is known about the barriers to implementing movement within lessons from a multi stakeholder perspective. The purpose of this study was to explore (1) the perceptions of primary school pupils, staff members and governors regarding classroom movement breaks, and (2) their perceived barriers and facilitators to implementing PA into the classroom. METHODS Thirty-four pupils (Key Stages 1 and 2, ages 5-7 y) took part in a focus group discussion. Sixty-four staff members and twenty governors completed a questionnaire and an optional follow up semi-structured telephone interview. Qualitative data were analysed using thematic analysis. RESULTS Pupils, staff members and governors expressed an enthusiasm for movement breaks provided that they were short, simple, pupil-guided and performed at the discretion of the teacher. Time and concerns regarding transitioning back to work following a movement break were identified as key barriers by pupils and staff. Governors and some staff expressed that favourable evidence for movement breaks is needed to facilitate their adoption, particularly regarding the potential for improvements in cognitive functioning or classroom behaviour. CONCLUSION There is a wide appeal for classroom-based activity breaks, when delivered in a manner that is not disruptive. Future research which examines the potential benefits of such activity breaks is warranted.
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Affiliation(s)
- Rebecca A. Chorlton
- grid.8391.30000 0004 1936 8024Children’s Health and Exercise Research Centre, Sport and Health Sciences, College of Life and Environmental Sciences, University of Exeter, EX1 2LU Exeter, UK
| | - Craig A. Williams
- grid.8391.30000 0004 1936 8024Children’s Health and Exercise Research Centre, Sport and Health Sciences, College of Life and Environmental Sciences, University of Exeter, EX1 2LU Exeter, UK
| | - Sarah Denford
- grid.8391.30000 0004 1936 8024Children’s Health and Exercise Research Centre, Sport and Health Sciences, College of Life and Environmental Sciences, University of Exeter, EX1 2LU Exeter, UK ,grid.5337.20000 0004 1936 7603Bristol Medical School, Faculty of Health Sciences, University of Bristol, Bristol, UK
| | - Bert Bond
- grid.8391.30000 0004 1936 8024Children’s Health and Exercise Research Centre, Sport and Health Sciences, College of Life and Environmental Sciences, University of Exeter, EX1 2LU Exeter, UK
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Pindus DM, Selzer-Ninomiya A, Nayak A, Pionke JJ, Raine LB. Effects of reducing sedentary behaviour duration by increasing physical activity, on cognitive function, brain function and structure across the lifespan: a systematic review protocol. BMJ Open 2022; 12:e046077. [PMID: 36270758 PMCID: PMC9594536 DOI: 10.1136/bmjopen-2020-046077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
INTRODUCTION Greater engagement in sedentary behaviours has been related to poorer cognitive functions in epidemiological research. However, the effects of reducing sedentary behaviour duration on cognitive function, brain function, and structure remain poorly understood. This systematic review aims to synthesise the evidence on the effects of reducing sedentary behaviour duration by increasing time spent in physical activity on cognitive function, brain structure and function in apparently healthy children, adolescents and adults. METHODS AND ANALYSIS The protocol follows Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The literature search will be conducted (search dates: August-September 2022) across six databases: PubMed, Scopus, Cumulative Index to Nursing and Allied Health Literature (via EBSCO Host), PsycINFO (via ProQuest), SPORTDiscus and Web of Science (Science and Social Science Citation Index). The inclusion criteria are as follows: randomised and non-randomised experimental studies as defined by the Cochrane Handbook, published in English, in peer-reviewed journals, and as theses or dissertations. References of included papers will be screened for additional studies. Acute and chronic interventions targeting children (≥ 4 years), adolescents, younger adults (≥ 18-40 years), middle-aged (40-64 years) and older adults (65+ years) will be eligible. Methodological quality will be assessed with the Effective Public Health Practice Project quality assessment tool for quantitative studies. Qualitative synthesis will be stratified by intervention type (acute vs chronic), intervention content (reducing sedentary time or interrupting prolonged sitting) and outcome (cognitive, brain structure and function). ETHICS AND DISSEMINATION No primary data collection will be conducted as part of this systematic review. Study findings will be disseminated through peer-reviewed publications, conference presentations and social media. PROSPERO REGISTRATION NUMBER CRD42020200998.
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Affiliation(s)
- Dominika M Pindus
- Kinesiology and Community Health, University of Illinois at Chicago, Chicago, Illinois, USA
| | - Ana Selzer-Ninomiya
- Kinesiology and Community Health, University of Illinois at Urbana-Champaign College of Applied Health Sciences, Champaign, Illinois, USA
| | - Apurva Nayak
- Molecular and Cellular Biology, University of Illinois at Urbana-Champaign, Urbana, Illinois, USA
| | - J J Pionke
- University Library, University of Illinois at Urbana-Champaign, Urbana, Illinois, USA
| | - Lauren B Raine
- Department of Psychology, Northeastern University, Boston, Massachusetts, USA
- Department of Medical Sciences, Department of Physical Therapy, Movement & Rehabilitation Sciences, Northeastern University, Boston, Massachusetts, USA
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Play Smart, Be Smart? Effect of Cognitively Engaging Physical Activity Interventions on Executive Function among Children 4~12 Years Old: A Systematic Review and Meta-Analysis. Brain Sci 2022; 12:brainsci12060762. [PMID: 35741648 PMCID: PMC9220861 DOI: 10.3390/brainsci12060762] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2022] [Revised: 05/26/2022] [Accepted: 06/01/2022] [Indexed: 01/25/2023] Open
Abstract
This paper aims to collect a compendium of randomized controlled trials (RCTs) exploring the effects of cognitively engaging physical activity (PA) interventions (basketball and floorball) on various domain-specific executive functions (EFs) in children aged 4 to 12. Following the PRISMA principle, 11 articles (total sample size: 2053) were analyzed for effect size and moderating impact with Stata 13.0 software. Overall EFs (SMD = 0.21, 95% CI 0.10 to 0.32, p < 0.05), updating (SMD = 0.17, 95% CI 0.03 to 0.30, p < 0.05) and shifting (SMD = 0.32, 95% CI 0.02 to 0.61, p < 0.05) were enhanced by cognitively engaging PA interventions. Age and BMI were found to have no effect on overall EFs performance in Meta regression. Overall EFs performance was improved by interventions with a session length (≥35 min) (SMD = 0.30, 95 % CI 0.10 to 0.49, p = 0.033). The review suggests that despite the moderate effect sizes, cognitively engaging PA may be an effective approach to improving EFs in children aged 4 to 12, especially updating and shifting.
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Muntaner-Mas A, Mazzoli E, Abbott G, Mavilidi MF, Galmes-Panades AM. Do Physical Fitness and Executive Function Mediate the Relationship between Physical Activity and Academic Achievement? An Examination Using Structural Equation Modelling. CHILDREN 2022; 9:children9060823. [PMID: 35740760 PMCID: PMC9221993 DOI: 10.3390/children9060823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Revised: 05/24/2022] [Accepted: 05/26/2022] [Indexed: 11/24/2022]
Abstract
Background: Physical activity health benefits are widely known. However, the association between physical activity, physical fitness, executive function, and academic performance need further investigation. Additionally, one of the literature gaps reveals scarce and mixed findings on what mediators of physical activity may affect academic achievement. Purpose: This investigation aims to provide knowledge about the mediation role of physical fitness and executive function in the association of physical activity with academic achievement in a cohort of Spanish schoolchildren using a structural equation modelling approach. Methods: The data for this cross-sectional study were collected from a convenience sample of children from Spain (Balearic Islands) aged between 9 and 13 years. Physical activity levels were self-reported with the Physical Activity Questionnaire for Children; physical fitness was assessed using the International Fitness Scale; executive function was assessed with the Trail Making Test, and children’s achievements were collected from the school records. Structural equation modelling was used to explore the relationship between physical activity, physical fitness, executive function, and academic achievement. Findings: Statistically significant positive direct associations were observed between physical activity and physical fitness (β = 0.46, 95% CI [0.29, 0.64]), physical fitness and executive function (β = 0.28, 95% CI [0.04, 0.52]), and executive function and academic achievement (β = 0.46, 95% CI [0.28, 0.65]), while adjusting for the confounding effects of sex and body mass index. Furthermore, indirect associations were observed between physical activity and executive function mediated by physical fitness (β = 0.13, bias-corrected 95% CI [0.02, 0.31]) and between physical fitness and academic achievement through executive function (β = 0.13, bias-corrected 95% CI [0.03, 0.32]). Conclusions: This investigation adds to the literature with evidence supporting the idea that regular PA leads to improvements in physical fitness and may support cognitive skills and academic performance in children.
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Affiliation(s)
- Adrià Muntaner-Mas
- GICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of Education, University of Balearic Islands, 07122 Palma, Spain;
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain
- Correspondence:
| | - Emiliano Mazzoli
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong, VIC 3220, Australia; (E.M.); (G.A.)
| | - Gavin Abbott
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong, VIC 3220, Australia; (E.M.); (G.A.)
| | - Myrto F. Mavilidi
- School of Education, University of Wollongong, Wollongong, NSW 2522, Australia;
- Early Start, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW 2522, Australia
| | - Aina M. Galmes-Panades
- GICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of Education, University of Balearic Islands, 07122 Palma, Spain;
- CIBEROBN “CIBER Consortium of Physiopathology of Obesity and Nutrition”, Carlos III Health Research Institute (ISCIII), 28029 Madrid, Spain
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Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review. SUSTAINABILITY 2022. [DOI: 10.3390/su14073713] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
(1) Background: Children spend an ever-increasing amount of time performing sedentary behaviors, and an important part of their daily life is at school. Learning in an outdoor environment improves children’s physical activity levels, and their cognitive and social spheres. Furthermore, physically active breaks are a solution to reduce sedentary behaviors and improve well-being and academic performance. The study evaluated the published literature on physically active breaks during school hours and explored (a) if the interventions were proposed in an outdoor context and (b) the outcomes of these interventions. (2) Methods: This review collected 31,559 articles from different electronic databases. After the screening, the results were analyzed narratively. (3) Results: 41 studies have been included in the analysis. As reported by the results, most of the interventions took place in the classroom, and only three studies were performed outside. A common aspect of all studies is the feasibility of active breaks, assessing positive outcomes. (4) Conclusions: Physically active outdoor breaks are poorly adopted, highlighting the necessity for deeper study on this topic. Although the protocols considered present differences, generally breaks increase physical activity levels, present positive learning outcomes, and improve social well-being. Furthermore, they are sustainable in terms of time, cost, and effort of the teacher.
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de Bruijn AGM, van der Fels IMJ, Renken RJ, Königs M, Meijer A, Oosterlaan J, Kostons DDNM, Visscher C, Bosker RJ, Smith J, Hartman E. Differential effects of long-term aerobic versus cognitively-engaging physical activity on children's visuospatial working memory related brain activation: A cluster RCT. Brain Cogn 2021; 155:105812. [PMID: 34716033 DOI: 10.1016/j.bandc.2021.105812] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Revised: 10/11/2021] [Accepted: 10/13/2021] [Indexed: 11/19/2022]
Abstract
Different types of physical activity are thought to differentially affect children's brain activation, via physiological mechanisms, or by activating similar brain areas during physical and cognitive tasks. Despite many behavioral studies relying on these mechanisms, they have been rarely studied. This study looks at both mechanisms simultaneously, by examining effects of two physical activity interventions (aerobic vs. cognitively-engaging) on children's brain activation. Functional Magnetic Resonance Imaging (fMRI) data of 62 children (48.4% boys, mean age 9.2 years) was analyzed. Children's visuospatial working memory related brain activity patterns were tested using a Spatial Span Task before and after the 14-week interventions consisting of four physical education lessons per week. The control group followed their regular program of two lessons per week. Analyses of activation patterns in SPM 12.0 revealed no activation changes between pretest and posttest (p > .05), and no differences between the three conditions in pretest-posttest changes in brain activation (p > .05). Large inter-individual differences were found, suggesting that not every child benefited from the interventions in the same way. To get more insight into the assumed mechanisms, further research is needed to understand whether, when, for whom, and how physical activity results in changed brain activation patterns.
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Affiliation(s)
- A G M de Bruijn
- Groningen Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, the Netherlands.
| | - I M J van der Fels
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands.
| | - R J Renken
- Neuroimaging Center Groningen, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 2, 9713 AW Groningen, the Netherlands.
| | - M Königs
- Emma Neuroscience Group, Emma Children's Hospital, Amsterdam UMC, University of Amsterdam, Postbus 22660, 1100 DD Amsterdam, the Netherlands.
| | - A Meijer
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands.
| | - J Oosterlaan
- Emma Neuroscience Group, Emma Children's Hospital, Amsterdam UMC, University of Amsterdam, Postbus 22660, 1100 DD Amsterdam, the Netherlands; Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, the Netherlands.
| | - D D N M Kostons
- Groningen Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, the Netherlands.
| | - C Visscher
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands.
| | - R J Bosker
- Groningen Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, the Netherlands.
| | - J Smith
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands.
| | - E Hartman
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands.
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