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

Greeff, Johannes W. de; Bosker, Roel; Oosterlaan, Jaap; Visscher, Chris; Hartman, Esther

doi:10.1016/j.jsams.2017.09.595

Cited by 545 publications

(537 citation statements)

References 69 publications

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“…Previous systematic reviews and meta-analyses have reported a robust effectiveness of PA interventions for academic performance among children, 27,28 confirming our findings. Others studies carried out in disadvantaged population showed similar results.…”

Section: Discussionsupporting

confidence: 92%

A before‐school physical activity intervention to improve cognitive parameters in children: The Active‐Start study

García-Hermoso

Hormazábal-Aguayo

Fernández-Vergara

et al. 2019

Scandinavian Med Sci Sports

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The aim of the study was threefold: (a) to test a before-school physical activity intervention (Active-Start) on academic performance, selective attention, and concentration capacity; (b) to test the effect of the Active-Start intervention on anthropometry, body composition, and physical fitness parameters; and (c) whether the physical fitness components are moderators of the effect of the Active-Start program on academic performance, selective attention, and concentration capacity in Chilean children. The Active-Start intervention was a RCT which comprised 170 children (8-10 years old)from three public schools with low socioeconomic status from the city of Santiago (Chile). The exercise intervention was delivered daily, before starting the first school-class (8:00-8:30 am) for 8 weeks. Changes in academic performance, selective attention and concentration capacity, anthropometric, body composition, and physical fitness parameters were measured. The analyses used were mixed regression models for repeated measures over time. No statistically significant changes in attention and concentration capacity were found. However, significant changes were seen in language (0.63; 95% CI 0.49-0.77) and mathematics (0.49; 95% CI 0.32-0.66) performance (P < .001). Also, improvements were seen in fat mass, fat-free mass, muscular, and cardiorespiratory fitness (all P < .05). The Johnson-Neyman technique revealed a significant relationship between the effect of intervention and attention and concentration when change in cardiorespiratory fitness was above, but not below, 3.05 and 0.70 mL/kg/min, respectively. Implementing before-school physical activity programs such as the Active-Start to enhance the cardiorespiratory fitness may benefit attention capacity and academic success among schoolchildren. K E Y W O R D Sacademic achievement, attention, cardiorespiratory fitness, exercise

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Section: Discussionsupporting

confidence: 92%

A before‐school physical activity intervention to improve cognitive parameters in children: The Active‐Start study

García-Hermoso

Hormazábal-Aguayo

Fernández-Vergara

et al. 2019

Scandinavian Med Sci Sports

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“…Concerning the primary outcome, it seems that cognitively and physically challenging exergaming can improve EFs with regard to reaction times in inhibition and switching. This is in line with the limited empirical evidence on the positive effects of traditional physical exercise for cognitive performance in children with ADHD and with the larger evidence on healthy children . Along with being physically active, the use of exergaming (in a virtual environment) might have contributed to the benefits obtained.…”

Section: Discussionsupporting

confidence: 72%

“…This is in line with the limited empirical evidence on the positive effects of traditional physical exercise for cognitive performance in children with ADHD 14,20 and with the larger evidence on healthy children. 12,22 Along with being physically active, the use of exergaming (in a virtual environment) might have contributed to the benefits obtained. Exergaming seems to benefit motivation, which might increase the potential to foster cognitive performance in children with ADHD.…”

Section: Discussionmentioning

confidence: 99%

“…All three core EFs are highly relevant to learning and consequently to academic achievement in children with ADHD. 9,10 Whereas in healthy children there is substantial evidence showing that physical exercise has a positive effect on EFs, 11,12 there are fewer studies addressing the impact of exercise interventions in children with ADHD. There is, however, a growing body of evidence available for interventional studies in children with ADHD, indicating that this population might also benefit from physical exercise, positively impacting cognitive performance, ADHD symptoms, and motor abilities.…”

Section: Introductionmentioning

confidence: 99%

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The effect of exergaming on executive functions in children with ADHD: A randomized clinical trial

Benzing

Schmidt

2019

Scandinavian Med Sci Sports

117

151

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Background Children with ADHD frequently suffer from deficits in cognitive (ie, executive functions) and motor abilities. Although medication usually has a positive effect, a lack of commitment and possible side effects result in a need for adjunct or alternative treatments. Thus, the aim of the current study was to investigate the effects of cognitively and physically demanding exergaming on executive functions, ADHD symptoms, and motor abilities. Methods In a parallel group randomized trial, 51 children between 8‐12 years (M = 10.63; SD = 1.32) diagnosed with ADHD were assigned either to an 8‐week exergame intervention group (three training sessions per week for 30 minutes) or a waiting‐list control group. The core executive functions (inhibition, switching, updating), parent ratings of symptoms, and motor abilities were assessed/gathered before and after the intervention. Results Analyses of covariance (using pre‐test values as covariates) revealed that children in the exergame intervention group improved in specific executive functions (reaction times in inhibition and switching), general psychopathology as well as motor abilities compared to control group. Conclusions Findings indicate that exergaming might benefit two domains in which frequent deficits can be observed in children with ADHD, executive functions and motor abilities. Given that these beneficial effects in turn might positively affect psychopathology, exergaming could serve as an individualized home‐based intervention in the future. However, in order to maximize benefits and make exergaming a valuable adjunct to treatment for children with ADHD, customized exergames are needed.

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“…cognitive flexibility, or memory-related demands (De Greeff, Bosker, Oosterlaan, Visscher, & Hartmann, 2018;Etnier et al, 1997;Masley, Roetzheim, & Gualtieri, 2009). Intriguingly, studies also reported positive effects of fitness and physical exercise on academic performances such as reading or mathematical achievements in school-aged children (Álvarez-Bueno et al, 2017;Donnelly et al, 2016;Sardinha, Marques, Martins, Palmeira, & Minderico, 2014).…”

mentioning

confidence: 99%

Physical Exercise During the Morning School‐Break Improves Basic Cognitive Functions

Tilp

Scharf

Payer

et al. 2019

Mind Brain and Education

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Physical activity has not only been associated with increased physical and mental health, but also with beneficial effects on various cognitive and brain functions. This study investigated the effects of a motor and coordination oriented exercise intervention on academic achievements, attention/concentration ability, and on different facets of creative potential in a sample of school‐aged children between 11 and 14 years. The intervention was conducted during the morning school‐break over a time period of 4 weeks (5 units per week). The intervention was associated with beneficial effects on attention/concentration ability, basic arithmetic competence, and the fluency facet of creative potential. The finding that regular physical exercise during the morning break improves some basic academic and cognitive functions may motivate efforts to implement physical activity programs as promising and effective tools in the everyday school‐routine of the children to stimulate basic neurocognitive functions.

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

Cited by 545 publications

References 69 publications

A before‐school physical activity intervention to improve cognitive parameters in children: The Active‐Start study

A before‐school physical activity intervention to improve cognitive parameters in children: The Active‐Start study

The effect of exergaming on executive functions in children with ADHD: A randomized clinical trial

Physical Exercise During the Morning School‐Break Improves Basic Cognitive Functions

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