Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children

Medicine & Science in Sports & Exercise, Год журнала: 2016, Номер 48(6), С. 1197 - 1222

Опубликована: Май 17, 2016

Background The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. utility of PA to improve cognition promising but uncertain; thus, this position stand will provide clarity from the available science. Objective purpose study was answer following questions: 1) age 5–13 yr, do fitness influence cognition, learning, brain structure, function? 2) Among PA, education (PE), sports programs standardized test performance concentration/attention? Study Eligibility Criteria This used primary source articles published English peer-reviewed journals. Articles that presented data on, or PE/sport participation function/structure, achievement, concentration/attention were included. Data Sources Two separate searches performed identify studies focused on function concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web Science, Academic Search Premier, Embase searched (January 1990–September 2014) for met inclusion criteria. Sixty-four criteria first search (cognition/learning/brain), 73 second (academic achievement/concentration). Appraisal Synthesis Methods grouped by design as cross-sectional, longitudinal, acute, intervention trials. Considerable heterogeneity existed several important parameters; therefore, results synthesized design. Results A majority research supports view single bouts interventions benefit children's functioning. Limited evidence concerning effects with only one cross-sectional meeting Evidence indicates has a areas support complex processes during laboratory tasks. Although favorable have been obtained longitudinal related controlled experiments evaluating benefits are mixed, additional, well-designed needed. Limitations review include lack randomized trials, limited adequately powered, information participant characteristics, failure blind outcome measures, proximity measurement outcomes, accountability known confounders. Therefore, many ranked high risk bias because multiple limitations. Conclusions present systematic found suggest there positive associations achievement. However, findings inconsistent, numerous elements remain be explored, such type, amount, frequency, timing. Many questions regarding how best incorporate within schools, breaks versus active lessons relation improved Regardless, literature suggests no indication increases negatively affect growth development general health. On basis available, authors concluded well structure function; however, more necessary determine mechanisms long-term effect strategies translate school environment. category rating B. PE neutral Thus, limitations current C.

Язык: Английский

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Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis

Journal of science and medicine in sport, Год журнала: 2017, Номер 21(5), С. 501 - 507

Опубликована: Окт. 13, 2017

Язык: Английский

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Effects of physical activity interventions on cognitive and academic performance in children and adolescents: a novel combination of a systematic review and recommendations from an expert panel

British Journal of Sports Medicine, Год журнала: 2018, Номер 53(10), С. 640 - 647

Опубликована: Июль 30, 2018

Objective To summarise the current evidence on effects of physical activity (PA) interventions cognitive and academic performance in children, formulate research priorities recommendations. Design Systematic review (following PRISMA guidelines) with a methodological quality assessment an international expert panel. We based evaluation consistency scientific findings reported studies rated as high quality. Data sources PubMed, PsycINFO, Cochrane Central, Web Science, ERIC, SPORTDiscus. Eligibility criteria for selecting PA-intervention children at least one or assessment. Results Eleven (19%) 58 included intervention received high-quality rating quality: four assessed PA performance, six both. All contrasted additional/adapted activities regular curriculum activities. For 10 21 (48%) constructs analysed showed statistically significant beneficial PA, while 15 25 (60%) analyses found effect PA. Across all five assessing mathematics, were out seven (86%) outcomes. Experts put forward 46 questions. The most pressing priority cluster concerned causality relationship between cognitive/academic performance. remaining clusters pertained to characteristics, moderators mechanisms governing ‘PA–performance’ miscellaneous topics. Conclusion There is currently inconclusive overall children. conclude that there strong maths panel confirmed more ‘high-quality’ warranted. By prioritising important questions formulating recommendations we aim guide researchers generating evidence. Our focus adequate control groups sample size, use valid reliable measurement instruments compliance data analysis. PROSPERO registration number CRD42017082505.

Язык: Английский

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Diet, physical activity and behavioural interventions for the treatment of overweight or obese children from the age of 6 to 11 years

Cochrane library, Год журнала: 2017, Номер 2017(6)

Опубликована: Июнь 22, 2017

Язык: Английский

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The Effect of Physical Activity Interventions on Children’s Cognition and Metacognition: A Systematic Review and Meta-Analysis

Journal of the American Academy of Child & Adolescent Psychiatry, Год журнала: 2017, Номер 56(9), С. 729 - 738

Опубликована: Июль 5, 2017

Язык: Английский

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Academic Achievement and Physical Activity: A Meta-analysis

PEDIATRICS, Год журнала: 2017, Номер 140(6)

Опубликована: Ноя. 24, 2017

The effect of physical activity (PA) on different areas academic achievement and classroom behaviors how characteristics PA interventions could modify the remain unclear.The objective was twofold: (1) to assess in childhood (2) determine individuals programs that enhance performance.We identified studies from database inception October 16, 2016.We selected intervention aimed at examining exercise developmental age.Random-effects models were used calculate pooled size for all primary outcomes (language- mathematics-related skills, reading, composite score, time on-task behavior). Positive values represent a direct relationship between scores or behaviors.A total 26 (10 205 children, aged 4 13) included. Pooled (95% confidence interval) estimates as follows: 0.16 (-0.06 0.37) language-related skills; 0.21 (0.09 0.33) (3) 0.13 (0.02 0.24) reading; (4) 0.26 (0.07 0.45) scores; (5) 0.77 (0.22 1.32) behaviors.Limitations included variety tools measure limited number reported after-school interventions.PA, especially education, improves benefits several aspects achievement, youth.

Язык: Английский

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Exercise and children's cognition: The role of exercise characteristics and a place for metacognition

Journal of sport and health science/Journal of Sport and Health Science, Год журнала: 2014, Номер 4(1), С. 47 - 55

Опубликована: Дек. 24, 2014

Definitive conclusions concerning the impact of exercise interventions on children's mental functioning are difficult to ascertain because procedural differences among studies. A narrative review studies was conducted evaluate role two types cognition. Acute and chronic were classified as quantitative or qualitative basis manipulations task complexity and, by inference, engagement. Both enhance aspects cognition; however, their effects metacognitive processes unknown. The regulation behavior academic performance highlighted.

Язык: Английский

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Cognitively Engaging Chronic Physical Activity, But Not Aerobic Exercise, Affects Executive Functions in Primary School Children: A Group-Randomized Controlled Trial

Journal of Sport and Exercise Psychology, Год журнала: 2015, Номер 37(6), С. 575 - 591

Опубликована: Дек. 1, 2015

Although the positive effects of different kinds physical activity (PA) on cognitive functioning have already been demonstrated in a variety studies, role engagement promoting children’s executive functions is still unclear. The aim current study was therefore to investigate two qualitatively chronic PA interventions primary school children. Children ( N = 181) aged between 10 and 12 years were assigned either 6-week education program with high level exertion team games ), but low aerobic exercise or both control condition ). Executive (updating, inhibition, shifting) fitness (multistage 20-m shuttle run test) measured before after respective condition. Results revealed that (team exercise) impact (4–5% increase estimated VO 2 max). Importantly, an improvement shifting performance found only not Thus, inclusion seems be most promising type intervention enhance children, providing further evidence for importance qualitative aspects PA.

Язык: Английский

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The efficacy of different interventions to foster children’s executive function skills: A series of meta-analyses.

Psychological Bulletin, Год журнала: 2019, Номер 145(7), С. 653 - 697

Опубликована: Апрель 29, 2019

In the present meta-analysis all available evidence regarding efficacy of different behavioral interventions for children's executive function skills were synthesized. After a systematic search we included experimental studies aiming to enhance (up 12 years age) functioning with neurodevelopmental tests as outcome measures. The results 100 independent effect sizes in 90 including data 8,925 children confirmed that it is possible foster these childhood (Diamond & Lee, 2011). We did not find convincing evidence, however, benefits remain on follow-up assessment. Different approaches effective typically and nontypically developing samples. For (including disorders or behavior problems) acquiring new strategies self-regulation biofeedback-enhanced relaxation strategy teaching programs most effective. found moderate beneficial effects mindfulness practices. Although small explicit training tasks loading form computerized noncomputer found, consistently weaker who might actually be more need such training. Thus, atypically seem profit from compared practice tasks. propose does meaningful implicitly functions are similarly effective, activities enjoyable can easily embedded everyday activities. (PsycINFO Database Record (c) 2019 APA, rights reserved).

Язык: Английский

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Effects of chronic exercise interventions on executive function among children and adolescents: a systematic review with meta-analysis

British Journal of Sports Medicine, Год журнала: 2019, Номер 53(22), С. 1397 - 1404

Опубликована: Фев. 8, 2019

To synthesise randomised controlled trials (RCTs) regarding the effects of chronic exercise interventions on different domain-specific executive functions (EFs) among children and adolescents.Systematic review with meta-analysis.PsycINFO, PubMed, SPORTDiscus, Academic Search Premier, Embase Web Science were searched.RCTs or cluster RCT design, which employ target healthy (age 6-12 years) adolescents 13-17 years). We defined as physical activity (PA) consists multiple sessions per week lasts for an extended period time (typically over 6 weeks).We included 19 studies, a total 5038 participants. The results showed that improved overall EFs (standardised mean difference (SMD)=0.20, 95% CI 0.09 to 0.30, p<0.05) inhibitory control (SMD=0.26, 0.08 0.45, P<0.05). In meta regression, higher body mass index was associated greater improvements in performance (β=0.03, 0.0002 0.06, p<0.05), whereas age duration not. subgroup analysis by intervention modality, sports PA programme (SMD=0.21, 0.12 0.31, curricular (SMD=0.39, 0.69, performance, but integrated did not (SMD=0.02, -0.05 0.09, p>0.05). Interventions session length < 90 minutes (SMD=0.24, 95%CI 0.10 0.39, p=0.02), ≥ (SMD=0.05, -0.03 0.14). No other moderator found have effect.Despite small effect sizes, interventions, implemented settings, might be promising way promote aspects functions, especially control.

Язык: Английский

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