Anthropometric Parameters, Physical Activity, Physical Fitness, and Executive Functions among Primary School Children

Abstract

Physical activity during childhood and adolescence favors brain development and cognitive functioning, particularly the executive functions. This study aimed to assess potential associations between anthropometric parameters, physical activity, physical fitness, and executive functions among elementary school children returning to school after the COVID-19 lockdown in Chile. School-age male and female participants (n = 90; age, 10–12 years) participated in the study. To determine the association between variables, a multivariable linear regression analysis was performed. Higher fat-related anthropometric indexes were associated with lower working memory, cognitive flexibility, planning, and attention (r = −0.55 to −0.22; p = 0.031 to <0.001). In contrast, higher physical activity levels, better sprint performance, higher lower-body muscular power, and greater upper-body muscular strength were associated with better working memory, cognitive flexibility, inhibition, planning, and/or attention (r = 0.19 to −0.54; p = 0.04 to <0.001). Current results consistently suggest the need for adequate levels of physical activity, physical fitness, and anthropometric parameters among the school-age population to promote healthy and adequate executive functions.

Associations between Fluid Intelligence and Physical Fitness in School Children

“…As previously described, the justification for these results could be situated in evidence that previously highlighted that the regular practice of physical activity at a certain intensity leads to changes in the structure and functionality of the brain, optimizing its development and contributing to improving brain plasticity [15,25,26,54]. These findings were also previously discussed in a review conducted by Ruiz-Ariza et al [55].…”

“…Several studies have demonstrated the relationship between physical exercise and the development of cognitive skills, such as attention, memory, or inhibitory control, during this stage through various interventions. Some authors [15][16][17] have suggested that cognitive benefits are one of the consequences of the numerous neurophysiological changes that occur when engaging in regular physical exercise with a certain intensity. Therefore, it is important not only to determine the amount of activity school children engage in but also to assess their level of physical fitness [18,19].…”

“…Additionally, it also leads to the release of growth factors and neurotransmitters associated with the improvement of physical fitness and synaptic plasticity [26]. Furthermore, some authors emphasize physical fitness as a determining factor in the effectiveness of sports practice for regulating brain-derived neurotrophic factor (BDNF), which aids the nervous system at a structural and functional level, improving communication between different cells, thereby facilitating learning and optimizing cognitive functions [15,27]. Thus, by strengthening the motor cognition network, which refers to the connections and brain circuits linking motor processing with cognitive processing, physical fitness may have a positive relationship with academic performance and cognitive functioning, as the brain regions involved in movement and coordination are also related to learning and other cognitive capacities [28,29].…”

Association between soybean product consumption and executive function in Chinese Tibetan children and adolescents

“…Executive functions are essential skills for adolescents’ healthy physical and mental development, success in school and life, and cognitive, social, and psychological development ( 8–19 ). On the contrary, when children and adolescents have executive function deficits, such as attention deficit hyperactivity disorder (ADHD) and aggressive behaviors, it can cause heavy psychological and physical stress on the family ( 20 , 21 ). Thus, executive function plays an important role in the healthy development of children and adolescents.…”

“…On top of the three core executive functions, the brain builds higher-order executive functions, such as logical reasoning, problem solving, and task planning, with the three subcomponents being both independent and interrelated (7). Executive functions are essential skills for adolescents' healthy physical and mental development, success in school and life, and cognitive, social, and psychological development (8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19). On the contrary, when children and adolescents have executive function deficits, such as attention deficit hyperactivity disorder (ADHD) and aggressive behaviors, it can cause heavy psychological and physical stress on the family (20, 21).…”