International Journal of Sport and Exercise Psychology,
Год журнала:
2016,
Номер
17(2), С. 133 - 152
Опубликована: Авг. 19, 2016
In
this
commentary,
we
highlight
intriguing
commonalities
between
the
research
areas
of
exercise
and
cognition
motor
skill
development
learning.
While
these
two
domains
have
developed
on
separate
tracks,
focus
variability
practice
is
central
to
both.
We
adopt
a
joint
sport
science
neuroscience
approach
identify
characteristics
designed
learning
experiences
that
can
impact
brain
plasticity
cognitive
development.
Novelty,
diversity,
effort,
successfulness
seem
essential
ingredients
render
meaningful
aim.
All
belong
construct
as
it
conceived
in
informational
ecological
approaches
To
transition
theory
into
practice,
discuss
how
particularly
executive
function
context,
address
role
flexibility
training
support
key
transitions
control,
looking
at
relation
repetition
change
physical
activity
terms
trade-offs
costs
benefits
stability
flexibility.
conclude
by
reframing
emerging
models
embodied
cognition,
highlighting
potential
proposed
intersection
chronic
development,
evidence
unwrap
new
venue
for
sciences
quality
education.
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.
International Journal of Environmental Research and Public Health,
Год журнала:
2018,
Номер
15(4), С. 800 - 800
Опубликована: Апрель 19, 2018
Childhood
is
an
important
and
sensitive
period
for
cognitive
development.
There
limited
published
research
regarding
the
relationship
between
sports
functions
in
children.
We
present
studies
that
demonstrate
influence
of
physical
activity
on
health,
especially
a
positive
correlation
functions.
The
keywords
“children,
cognition,
function,
activity,
brain”
were
searched
using
PsycInfo,
Medline,
Google
Scholar,
with
publication
dates
ranging
from
January
2000
to
November
2017.
Of
617
results,
58
articles
strictly
connected
main
topics
functioning
then
reviewed.
areas
attention,
thinking,
language,
learning,
memory
analyzed
relative
childhood.
Results
suggest
engaging
late
childhood
positively
influences
emotional
paucity
publications
investigate
impact
pre-adolescents’
functions,
or
explore
which
are
developed
by
sporting
disciplines.
Such
knowledge
would
be
useful
developing
training
programs
pre-adolescents,
aimed
at
improving
may
guide
both
researchers
practitioners
wide
range
benefits
result
activity.
JAMA Pediatrics,
Год журнала:
2018,
Номер
172(6), С. 566 - 566
Опубликована: Апрель 16, 2018
Importance
Childhood
and
adolescence
self-regulation
(SR)
is
gaining
importance
as
a
target
of
intervention
because
mounting
evidence
its
positive
associations
with
health,
social
educational
outcomes.
Objective
To
conduct
systematic
review
meta-analysis
rigorously
evaluated
interventions
to
improve
in
children
adolescents.
Data
Sources
Keyword
searches
the
PsycINFO,
PubMed,
EMBASE,
CINAHL
Plus,
ERIC,
British
Education
Index,
Child
Development
Adolescent
Studies,
CENTRAL
were
used
identify
all
studies
published
through
July
2016.
Study
Selection
be
eligible
for
this
review,
had
report
cluster
randomized
trials
or
clinical
trials,
evaluate
universal
designed
adolescents
aged
0
19
years,
include
outcomes
associated
skills,
peer-reviewed
journal
full
text
available
English.
Extraction
Synthesis
A
total
14
369
records
screened,
which
147
identified
full-text
49
reporting
50
included
final
review.
Results
summarized
by
narrative
meta-analysis.
Main
Outcomes
Measures
Self-regulation
Results
This
17
32
evaluating
interventions,
23
098
participants
ranging
age
from
2
years
(median
age,
6.0
years).
Consistent
improvement
was
reported
16
21
curriculum-based
(76%),
4
8
mindfulness
yoga
(50%),
5
9
family-based
programs
(56%),
6
exercise-based
(67%),
personal
skills
33
(66%).
task
performance
scores
showed
effect
such
pooled
size
0.42
(95%
CI,
0.32-0.53).
Only
24
data
on
distal
(29
outcomes).
Positive
11
13
(85%)
academic
achievement,
substance
abuse
(80%),
disorders
(n
=
3),
2),
depression
behavioral
problems
study
school
suspensions
1).
No
seen
1
abuse,
additional
psychological
well-being.
Conclusions
Relevance
wide
range
successful
improving
There
academic,
most
groups
compared
controls.
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).
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.
International Journal of Sport and Exercise Psychology,
Год журнала:
2016,
Номер
17(2), С. 153 - 178
Опубликована: Сен. 17, 2016
A
growing
body
of
research
indicates
that
physical
activity
(PA)
positively
impacts
cognitive
function
in
youth.
However,
not
all
forms
PA
benefit
cognition
equally.
The
purpose
this
review
was
to
determine
the
effect
different
types
chronic
interventions
on
children
and
adolescents.
systematic
search
electronic
databases
examination
reference
lists
relevant
studies
resulted
identification
28
studies.
Seven
categories
were
identified,
based
possible
combinations
three
(aerobic,
motor
skill,
cognitively
engaging),
four
comparison
groups
(no
treatment,
academic,
traditional
education
(PE),
aerobic).
Effect
sizes
calculated
means
SDs
at
post-test
using
Hedge's
g
formula,
which
includes
a
correction
for
small
sample
bias.
Each
study
only
entered
once
each
intervention-comparator
category.
Full
data
provided
from
21
(28
sizes;
n
=
2042
intervention;
2002
group).
Overall,
had
significant
small-to-moderate
(0.46).
Moderate
positive
effects
identified
when
compared
no
treatment
(0.86)
or
academic
content
(0.57).
non-significant
noted
PE
(0.09)
aerobic
group
(0.80).
high
heterogeneity
pooled
suggests
important
differences
qualitative
characteristics
intervention
may
exist.
comparisons
between
are
discussed
order
identify
directions
future
investigations.
We
conclude
have
impact
youth,
but
more
is
needed
area.
Frontiers in Psychology,
Год журнала:
2016,
Номер
7
Опубликована: Март 11, 2016
In
light
of
the
interrelation
between
motor
and
cognitive
development
predictive
value
former
for
latter,
secular
decline
observed
in
coordination
ability
as
early
preschool
urges
identification
interventions
that
may
jointly
impact
efficiency.
The
aim
this
study
was
twofold.
It
(1)
explored
outcomes
enriched
physical
education,
centered
on
deliberate
play
cognitively
challenging
variability
practice,
processing;
(2)
examined
whether
mediate
intervention
effects
children’s
cognition,
while
controlling
moderation
by
lifestyle
factors
outdoor
habits
weight
status.
Four
hundred
sixty
children
aged
5-10
years
participated
a
6-month
group
randomized
with
or
without
playful
coordinative
enrichment.
status
spontaneous
(parental
report
play)
were
evaluated
at
baseline.
Before
after
intervention,
developmental
level
(Movement
Assessment
Battery
Children)
all
children,
who
then
assessed
either
test
working
memory
(Random
Number
Generation
task),
attention
(from
Cognitive
System,
CAS).
Children
assigned
to
‘enriched’
showed
more
pronounced
improvements
assessments
(manual
dexterity,
ball
skills,
static/dynamic
balance).
beneficial
effect
skills
amplified
Among
indices
executive
function
attention,
only
inhibition
differential
type.
Moderated
mediation
better
outcome
education
mediated
outcome,
but
when
enrichment
paralleled
medium-to-high
play.
Results
suggest
specifically
tailored
activity
games
provide
unique
form
impacts
through
improvement,
particularly
object
control
which
are
linked
later
life.
Outdoor
appears
offer
natural
ground
stimulation
designed
take
root
mind.