Correction: Possible requirement of executive functions for high performance in soccer

Sakamoto, Shota; Takeuchi, Haruki; Ihara, Naoki; Ligao, Bao; Suzukawa, Kazumi

doi:10.1371/journal.pone.0251168

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…This means that the level of certain childhood EF establish if a child has the capacity to reach top levels in some sports and allows distinguishing between potential elite and non-elite athletes in said sports ( Krenn et al, 2018 ; Holfelder et al, 2020 ). Therefore, this implies that EF constitutes a variable to take into account for the identification of sports talents, in addition to physical and technical performance usually considered ( Ishihara et al, 2019 ; Scharfen and Memmert, 2019 ; Sakamoto et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

2022

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Fundamental motor skills (FMS) of children can be affected by different variables, such as executive functions (EF), gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners’ teachers completed the Childhood Executive Functioning Inventory to know the children level of EF (working memory and inhibition control). Kindergarteners’ parents complimented ad hoc questionnaire reporting the children gender and birth data (to know their relative age). A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level (lower/higher), inhibition control level (lower/higher), gender (boys/girls) and relative age (according to the birth semester in the year) on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable(s) is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable.

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Section: Discussionmentioning

confidence: 99%

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

2022

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“…Sports that involve high demands on cognitive ability may develop better inhibitory control, taking into account the training environment, which is consistent, predictable and self-learning for practitioner (Formenti et al, 2021). Supporting this thought, Sakamoto et al, (2018) found in his study that developing subjects who continuously practiced sports showed superior performance in cognitive domains such as inhibition, short-term memory and working memory compared to sedentary subjects, attributing great power to sport in mental aspects.…”

Section: Discussionmentioning

confidence: 92%

The impact of sports participation on cognitive functions and academic performance among youth aged 10 to 14 years: A comprehensive investigation

Campos,

Medeiros,

Almeida Neto

et al. 2024

RSD

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Sports practice is essential for young people to perform better in the various pillars of their lives. Considering the maturational stage, this study aimed to investigate the effects of practicing sports on cognitive aspects (inhibitory control) and academic performance (report card).Seventy-five young people aged between 10 and 14 of both sexes were analyzed and divided into two groups: group I (Non-sporty), involved only in school physical education, and group II (Sporty), involved in sports initiation in addition to school physical education. Inhibitory control was assessed using the Go/No Go test and the 5-digit test (FDT). Maturation was determined using the bone age equation, and academic performance was assessed on the basis of school report card grades. There were no significant correlations between bone age, performance on cognitive tests and academic performance based on report card grades (p ≥ 0.05). However, the cognitive tests revealed a significant disparity between the two groups. The sportsmen had significantly fewer errors in all phases of the FDT test (p < 0.05) than their non-sporting peers. In addition, the sports group showed superior inhibitory control, as evidenced by better performance in the Go/No Go test [7.58 ± 0.14; p = 0.001]. It is concluded that regardless of the correlation between maturational development, cognitive aspects and academic performance, systematized sports practice has a beneficial effect on the cognitive abilities of young people, since sports players showed better cognitive performance than non-sports players.

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Correction: Possible requirement of executive functions for high performance in soccer

Cited by 2 publications

References 1 publication

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

The impact of sports participation on cognitive functions and academic performance among youth aged 10 to 14 years: A comprehensive investigation

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