Physical activity intervention promotes working memory and motor competence in preschool children

Effects of Dance Programs on Fundamental Motor Skills in Preschool Children: A Systematic Review and Meta-Analysis

Introduction: This systematic review aimed to analyze the literature on the effects of dance program as a strategy to improve fundamental motor skills in preschool children. Methods: Randomized clinical trials and comparative studies were searched in three electronic databases (Web of Science, PubMed, and Scopus) until March 2025. The methodological quality of included studies was assessed using the Physiotherapy Evidence Database and Methodological Index for Non-Randomized Studies scales. Results: A total of five randomized clinical trials and six comparative studies were included. The results obtained indicated that dancing programs led to improvements in motor skills. In addition to overall motor skills improvement, dance programs were found to be effective in enhancing body coordination and balance in preschool children. The performed meta-analysis with data from 149 participants, indicated a significant difference on static balance in dance groups compared to control (Hedges' g 0.43; 95% CI -0.47; 1.32, P = .021). Conclusions: The evidence from this systematic review strongly advocates for the integration of dance programs into the preschool curriculum. Dancing practices stimulates the development of fundamental motor skills, leading to improvements in body coordination and balance.

Research progress on the relationship between fine motor skills and academic ability in children: a systematic review and meta-analysis

Background

In recent years, an increasing number of scholars have begun to focus on the relationship between children's motor development and school activities, with the relationship between children's fine motor skills and academic achievement being a particularly researched area. However, due to different research perspectives among scholars, the results in this field have been somewhat controversial. Therefore, this study aims to delve deeper into the relationship between children's fine motor skills and their various academic abilities through systematic review and meta-analysis.

Method

English databases (PubMed, Web of Science, Embase) and Chinese databases (CNKI, Wei Pu) were searched, and a quantitative meta-analysis was conducted using STATA software, along with a systematic descriptive analysis of the included literature.

Results

From the 1,147 documents retrieved, 11 studies were ultimately included. All meta-analysis results are significant, and there is a medium correlation between fine motor skills and reading ability, a larger correlation is observed with mathematical ability. In the subgroup analysis of each fine motor skill component and academic ability, except for the fine motor coordination, which shows only a small correlation with reading ability, the variables in the other subgroups all exhibit a medium degree of correlation. Notably, the correlation between visual-motor integration and mathematical ability is the strongest in subgroup (r = 0.47).

Conclusion

The meta-analysis provides evidence supporting a positive and statistically significant correlation between preschool children's fine motor skills and learning outcomes. However, the scope of academic abilities examined in this domain is predominantly confined to mathematics and reading. Moreover, existing research largely focuses on surface-level correlational analyses, necessitating deeper exploration into the underlying mechanisms.

Systematic Review Registration

https://www.crd.york.ac.uk/PROSPERO/, identifier (CRD42023415498).

The Association Between Motor Competence and Inhibitory Control in Preschool Children

Background: Inhibitory control is a higher-order cognitive function that affects children's lives and learning, and the development of inhibitory control plays a vital role in the overall development of preschool children. However, most studies have paid more attention to inhibitory and physical fitness, but less focus on motor competence. Therefore, the purpose of this study was to explore the association between motor competence and inhibitory control in preschool children. Methods: A total of 160 preschool children aged 3 to 6 years were selected using a stratified random sampling method, and both motor ability and inhibitory control were assessed. Motor competence was assessed via the Children's Motor Assessment Battery, Version 2 (MABC-2). Inhibitory control was assessed using the one-on-one iPad-based Early Year Toolbox and reflected by reaction time and accuracy. Results: A total of 153 preschoolers were included in the final statistical analysis. After adjusting the confounders, motor competence was associated with accuracy (β = 0.010, 95% CI: 0.003, 0.017). Similarly, a negative association was observed between motor competence and reaction time (β = -0.008, 95% CI: -0.014, -0.002). Compared with the participants in the lowest group, motor competence (β = 0.051, 95% CI: 0.003, 0.098), manual dexterity (β = 0.106, 95% CI: 0.043, 0.170), and balance (β = 0.065, 95% CI: 0.002, 0.129) were all positively associated with accuracy of those in the highest group. Conclusions: A positive relationship between motor competence and the accuracy of inhibitory control was observed in preschoolers, whereas a negative relationship between motor competence and the reaction time of inhibitory control was also identified. Enhancing preschool children's motor competence is likely to facilitate their development of inhibitory control.

The Impact of COVID-19 on Neuropsychological and Emotional-Behavioural Development in a Group of 8- and 9-Year-Old Children

Introduction: The rapid spread of the COVID-19 pandemic has had a significant impact on the psychological well-being of millions of people around the world, and even more so among children. Contracting SARS-CoV-2, resulting in home confinement and restrictions on daily and school activities, led to negative effects on the mental health of the paediatric population. Although children suffering from COVID-19 had milder general symptoms compared to adults, impairments in cognitive, neuropsychological, and emotional-behavioural development were noted. Objective: The main aim of the present study was to detect possible changes in the neuropsychological and emotional-behavioural development of children after infection with the SARS-CoV-2 virus. The second aim was to investigate possible relationships between cognitive abilities and psychosocial characteristics. Methods: A total of 40 patients aged 8-9 years were recruited and divided into two groups: children who contracted (CG) and did not contract (NCG) SARS-CoV-2. The BVN 5-11 (Neuropsychological evaluation battery for developmental age from 5 to 11 years) instrument was administered to assess attention, memory, verbal recall, planning, phonemics, and categorical fluency domains in the paediatric population. Data on changes in emotional-behavioural profile and daily activities were collected through a questionnaire to parents. Results: The Wilcoxon signed-rank test revealed a significant change in mood after the COVID-19 period only in the CG participants (p = 0.019). However, the neuropsychological performance of the two identified groups on BVN 5-11 sub-items was below the cutoff of clinical significance. Correlations were found between sub-items of the BVN 5-11 battery, extracurricular activities, and children's psycho-motor development. Significant positive correlations were observed between Naming on visual presentation and Reading time (p = 0.006), backward digit span and time of motor activity (p = 0.009), Visual attention and Reading time (p = 0.048), and Phonemic fluency and time observed using devices (p = 0.030). Positive statistically significant correlations were also found between Mood and Free behaviour (p = 0.000), between Mood and Structured behaviour (p = 0.005), and between Mood and peer Interaction (p = 0.013). Conclusions: SARS-CoV-2 infection negatively affected the emotional development of children contracting the virus. The neuropsychological functioning of the paediatric population was influenced by psychosocial variables and time spent on daily activities, which played a protective role in children's cognitive development.

Physical Activity and Cognitive Performance in Early Childhood: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

BACKGROUND

Growing evidence suggests that physical activity (PA) could improve cognitive performance in youths, but whether these effects occur from early childhood remains unclear.

OBJECTIVE

To summarize evidence on the effects of PA interventions on cognitive performance in early childhood.

METHODS

We performed a systematic search in PubMed, Scopus, Web of Science and PsycINFO (from inception to 6 September 2023) for randomized controlled trials assessing the effects of PA interventions (≥ 3 weeks) on cognitive-related outcomes in early childhood (3-6 years). We conducted a random-effects meta-analysis when five or more studies assessed a given outcome. The potential moderating role of participant (e.g., age) and intervention characteristics (e.g., duration, volume, intensity, cognitive engagement) was also assessed.

RESULTS

We found a total of 24 studies (N = 3483 children) that were deemed to be of overall fair methodological quality. PA interventions were supervised and lasted between 3 and 24 weeks. The most common session duration was 30 min, with a frequency of two sessions per week. Pooled analyses revealed that PA interventions have positive effects on all analysed outcomes, including attention (standardized mean difference (SMD) = 0.49, 95% confidence interval (CI) 0.18-0.79, p = 0.002), inhibition (SMD = 0.45, 95% CI 0.06-0.84, p = 0.022), working memory (SMD = 0.50, 95% CI 0.18-0.82, p = 0.002), cognitive flexibility (SMD = 0.39, 0.15-0.62, p = 0.002) and vocabulary (SMD = 1.18, 0.19-2.16, p = 0.019). Sensitivity analyses confirmed the benefits in all cases except for inhibition (p = 0.062). No consistent differences were found relating to any moderator variable.

CONCLUSIONS

Although further research is warranted, our findings suggest that PA interventions may improve cognitive performance in early childhood, particularly in the domains of attention, inhibition, working memory, cognitive flexibility and vocabulary. These findings might support the implementation of PA interventions from early childhood.

PROSPERO REGISTRATION

CRD42021249319.

Impact and Implementation of an Early Years Fundamental Motor Skills Intervention for Children 4-5 Years

Fundamental motor skills (FMS) are the cornerstone of a child's motor development, but concerns remain on the current level of FMS competencies, and intervention is required. This evaluation investigated if a targeted Early Years FMS intervention, delivered by a specialist physical education (PE) provider, improved the FMS of 4-5-year-old children across multiple sites.

METHODS

The Early Years FMS intervention ran for 18 weeks, 1 h/week, using a standardised programme of activities to develop FMS competencies across 219 children from 15 schools in the Midlands, UK. An adapted assessment was employed as a measure of FMS, assessing locomotor, object control, and stability skills at weeks 1, 9, and 18. The FMS were each rated as green = competent, amber = working towards, or red = not meeting the standards of the skill. A description of key programme implementation characteristics was described.

FINDINGS

Statistically significant increases in FMS competencies were achieved for 80% of participants at 18 weeks. Key implementation characteristics for the intervention included consistent staffing, a standardised programme, and a variety of pedagogical approaches delivered by specialist PE staff.

CONCLUSION

This evaluation provided important insights into the effectiveness and implementation of the Early Years FMS intervention to improve FMS competencies in children aged 4-5 years.

The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes

BACKGROUND

Motor competence has important developmental associations with aspects of physical health, but there has been no synthesis of longitudinal associations with cognitive and social-emotional health.

OBJECTIVES

The first aim was to present a conceptual model that positions motor competence as a mediator between physical activity and cognitive and social-emotional outcomes. The second aim was to synthesize the association of motor competence and cognitive and social-emotional development using longitudinal observational and experimental evidence, in particular to (i) identify the role of task, individual, and environmental characteristics in moderating the association between motor and cognitive and social-emotional outcomes and (ii) synthesize the strength of evidence pertaining to domain-specific relationships.

METHODS

This systematic review was registered with the International Prospective Register of Systematic Reviews (PROSPERO) and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement for reporting systematic reviews and meta-analyses. Five electronic databases (PubMed, Web of Science, Scopus, PsycINFO, and SPORTDiscus) were systematically searched. Following study screening and risk-of-bias assessment by two authors, 49 eligible studies were identified for inclusion and grouped by study design. Evidence for domain-specific paths between motor competence and cognitive and social-emotional outcomes was synthesized by calculating the significant analyses in the hypothesized direction, divided by the total number of analyses for that path. These percentages were then collated for each domain outcome. This collated influence was classified as either no association (0-33%), written as '0', or indeterminate/inconsistent (34-59%), written as '?' If there were fewer than three studies in the domain, the strength of evidence was classified as insufficient (I).

RESULTS

Of the 49 studies, 35% were able to satisfy six or more of the seven risk-of-bias criteria. Longitudinal observational evidence about domain-specific and global associations of motor competence and cognitive and social-emotional development is indeterminate. The included studies also did not provide evidence for a consistent moderating role of age and sex. Some preliminary experimental evidence does support the role of motor competence in moderating the influence of cognitively enriched physical activity on cognitive outcomes, especially working memory and social-emotional skills. However, too few studies were appropriately designed to acknowledge the moderating role of contextual mechanisms.

CONCLUSIONS

Between-study heterogeneity means it was not possible to identify definitive domain- and construct-specific relationships between motor competence and cognitive and social-emotional outcomes. To further develop our understanding, it is important that researchers acknowledge the complexity of these relationships within rigorous study designs.

Physical strength levels and short-term memory efficiency in primary school children: a possible match?

BACKGROUND

Physical strength stimulation and, in general, physical activity induces brain plasticity (functional and structural adaptations) in different cerebral areas, benefiting executive function, cognition, attention and academic performance, which is usually estimated by measuring the Intelligent Quotient (IQ), and IQ is related to short-term memory, generally during school age. However, very little is known about the role of physical strength on short-term memory efficiency. Therefore, the primary aim of this study is to examine whether the level of physical strength can positively impact short-term memory efficiency in primary school children. Additionally, if this effect is observed, the secondary goal of this study is to determine whether the age of the participants plays a role in mediating and moderating this influence.

METHODS

Seventy-five children from a primary school in the metropolitan area of Turin were recruited for this study. Each subject performed the overhead medicine ball toss (backwards) test to assess physical strength and the Digit Span test from the Wechsler Intelligence Scale for Children (WISC) to evaluate short-term memory efficiency. Firstly, a simple mediation model was used to identify the possible impact of physical strength levels on short-term memory efficiency and the potential role of participants' chronological age. Secondly, a moderation model was carried out to observe if age could moderate the impact of physical training on short-term memory efficiency and the different significance levels of the moderator. Significance was assumed at P<0.05.

RESULTS

The results showed a statistically significant direct effect of physical strength on short-term memory (Β=0.429, t(72)=3.247, P<0.01). On the contrary, age was not statistically significant (Β=0.167, t(72)=3.247, P=0.211). Furthermore, a significant interaction between strength and age was identified by the moderation model (β=-0.270, P<0.01). Specifically, the impact of physical strength levels on short-term memory increased for individuals who were above the mean age (β=0.755, P<0.001). but not for those under the mean age (β=0.215, P=0.153). This model explains 37.2% of the variance in memory (R2=0.372, F(3, 71)=14.031, P<0.001).

CONCLUSIONS

These findings suggest that physical strength can positively influence short-term memory. In addition, this impact is enhanced in older-age children. Thus, primary school programs should stimulate physical strength to help children develop cognitive abilities.