A growing body of research indicates that physical activity (PA) positively impacts cognitive function in youth. However, not all forms of PA benefit cognition equally. The purpose of this review was to determine the effect of different types of chronic PA interventions on cognition in children and adolescents. A systematic search of electronic databases and examination of the reference lists of relevant studies resulted in the identification of 28 studies. Seven categories of PA were identified, based on all possible combinations of three types of PA (aerobic, motor skill, cognitively engaging), and four comparison groups (no treatment, academic, traditional physical education, aerobic). Effect sizes were calculated based on means and SDs at the post-test using Hedge’s g formula, which includes a correction for small sample bias. Each study was only entered once in each intervention-comparator category. Full data were provided from 21 studies (28 effect sizes; n=2042 intervention; n=2002 comparison group). Overall, chronic PA interventions had a significant small-to-moderate effect on cognition (0.46). Moderate significant positive effects were identified when PA interventions were compared to no treatment (0.86) or academic content (0.57). A non-significant effect was noted when PA interventions were compared to traditional physical education (0.09) or aerobic group (0.80). However, high heterogeneity in pooled effect sizes suggests that important differences in the qualitative characteristics of the PA intervention and comparison interventions may exist. Effect sizes based on comparisons between different types of PA interventions and comparison groups are discussed in order to identify possible directions for future investigations. We conclude that chronic PA interventions have a positive impact on cognitive function in youth, but more systematic research is needed in this area.

Background-Although basic research has uncovered biological mechanisms by which exercise could maintain and enhance adult brain health, experimental human studies with older adults have produced equivocal results.

Kinematic changes in Parkinson's disease (PD) gait are well documented; however, upper body dynamics are less understood. Harmonic ratios (HRs) measure the rhythm of trunk accelerations and can be examined in the vertical, anterior-posterior, and mediolateral planes, providing an indication of global walking stability (lower HR indicates poorer stability). We examined differences in HRs between persons with PD and healthy older adults and relationships between HRs and stride parameters. Eleven people with PD and 11 older adults walked over ground at their preferred pace. A triaxial accelerometer measured trunk accelerations. HRs and spatiotemporal parameters were calculated and standardized to remove the influence of gait velocity. The PD group exhibited lower HRs in all three planes, with the most pronounced differences in the mediolateral and anterior-posterior planes. Greater stride time variability was most closely associated with a lower anterior-posterior HR in PD and the presence of disease with the mediolateral HR. By demonstrating decreased walking stability in medial-lateral and anterior-posterior planes, we conclude that HRs offer unique information beyond that of typical stride parameters, and stride time variability is most closely associated with these direct measures of global walking stability.

Classroom-based physical activity is a new approach aiming to improve both physical activity levels and academic achievement. This study investigated the acute effect of a 10-min bout of aerobic physical activity integrated with math practice, compared with a seated math practice, on executive function and enjoyment among normal-weight (n = 24) and overweight children (n = 11). Thirty-five typically developing prepubescent children (10.55 ± 0.74 years) completed a session of physical activity integrated with math practice and a seated math practice session in counterbalanced order. Results showed that following integrated physical activity, the response time in the Standard Flanker improved more than after seated practice. Among the overweight children, physical activity benefitted performance in the Standard Flanker by preventing the decline associated with seated practice. Children enjoyed the physical activity practice more than the seated practice. These findings suggest that integrating physical activity with academic instruction may be a realistic strategy for promoting physical activity because it may facilitate, not antagonize, executive function.

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