Exercise and children's cognition: The role of exercise characteristics and a place for metacognition

Tomporowski, Phillip D.; McCullick, Bryan A.; Pendleton, Daniel M.; Pesce, Caterina

doi:10.1016/j.jshs.2014.09.003

Cited by 280 publications

(277 citation statements)

References 63 publications

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“…The RVIP results may reflect this greater metacognitive awareness and attentional control. This is line with previous research as well observing that older expert orienteers, older cyclists, and older athletes having better attentional skills to modulate their attention and reaction time than nonathletes (Pesce, Cereatti, Casella, Baldari, & Capranica, 2007;Pesce, Cereatti, Forte, Crova, & Casella, 2011) and children participating in exercise interventions having increased meta-cognition as compared to their peers (Tomporowski, McCullick, Pendleton, & Pesce, 2015).…”

Section: Attentionsupporting

confidence: 93%

Long-Term High-Effort Endurance Exercise in Older Adults: Diminishing Returns for Cognitive and Brain Aging

Young

Dowell

Watt³

et al. 2016

Journal of Aging and Physical Activity

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While there is evidence that age-related changes in cognitive performance and brain structure can be offset by increased exercise, little is known about the impact on these of long-term high-effort endurance exercise. In a cross-sectional design with 12-month follow-up, we recruited older adults engaging in high-effort endurance exercise over at least twenty years, and compared their cognitive performance and brain structure with a non-sedentary control group similar in age, sex, education, IQ, and lifestyle factors. Our findings showed no differences on measures of speed of processing, executive function, incidental memory, episodic memory, working memory, or visual search for older adults participating in long-term high-effort endurance exercise, when compared without confounds to non-sedentary peers. On tasks that engaged significant attentional control, subtle differences emerged. On indices of brain structure, long-term exercisers displayed higher white matter axial diffusivity than their age-matched peers, but this did not correlate with indices of cognitive performance.

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Section: Attentionsupporting

confidence: 93%

Long-Term High-Effort Endurance Exercise in Older Adults: Diminishing Returns for Cognitive and Brain Aging

Young

Dowell

Watt³

et al. 2016

Journal of Aging and Physical Activity

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“…Both groups received daily homework support, which may have been responsible for a portion of program benefits. Finally, children assigned to the sedentary attention control condition participated in sedentary play activities (e.g., Dominoes) that may have directly challenged aspects of executive function, and while this can also be true in the physically activity games (e.g., basketball drills) (10, 11, 51), in the current study, activities were selected to maximize heart rate, resulting in a high proportion of tag games, races, and calisthenics, as opposed to skill and strategy based physical activities (e.g., team sports) with longer learning curves and more frequent inactive times. Nevertheless, given the broad nature of executive function, it would be difficult to design an engaging intervention, active or sedentary, that does not challenge executive function.…”

Section: Discussionmentioning

confidence: 99%

Randomized Controlled Trial of Exercise for ADHD and Disruptive Behavior Disorders

Bustamante

Davis

Frazier

et al. 2016

Medicine &Amp; Science in Sports &Amp; Exercise

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Purpose To test feasibility and impact of a 10-week after-school exercise program for children with ADHD and/or disruptive behavior disorders (DBD) living in an urban poor community. Methods Children were randomized to exercise (n=19) or a comparable but sedentary attention control program (n=16). Cognitive and behavioral outcomes were collected pre-post. Intent-to-treat mixed models tested group × time and group × time × attendance interactions. Effect sizes were calculated within and between groups. Results Feasibility was evidenced by 86% retention, 60% attendance, and average 75% maximum heart rate. Group × time results were null on the primary outcome, parent-reported executive function. Among secondary outcomes, between-group effect sizes favored exercise on hyperactive symptoms (d=0.47) and verbal working memory (d=0.26), and controls on visuospatial working memory (d=-0.21) and oppositional defiant symptoms (d=-0.37). In each group, within-group effect sizes were moderate-large on most outcomes (d=0.67 to 1.60). A group × time × attendance interaction emerged on visuospatial working memory (F[1,33]=7.42, p<.05), such that attendance to the control program was related to greater improvements (r=.72, p<.01) while attendance to the exercise program was not (r=.25, p=.34). Conclusions While between-group findings on the primary outcome, parent-reported executive function, were null, between-group effect sizes on hyperactivity and visuospatial working memory may reflect adaptations to the specific challenges presented by distinct formats. Both groups demonstrated substantial within-group improvements on clinically relevant outcomes. Findings underscore the importance of programmatic features such as routines, engaging activities, behavior management strategies, and adult attention; and highlight the potential for after-school programs to benefit children with ADHD and DBD living in urban poverty where health needs are high and services resources few.

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“…Los resultados recientes indican que la actividad física no sólo mejora el funcionamiento cognitivo en general, sino que también mejora el rendimiento en tareas que requieren de las funciones ejecutivas (Donnelly et al, 2016;Khan y Hillman, 2014;Tomporowski et al, 2015).…”

Section: Actividad Física Y Funciones Ejecutivasunclassified

“…No obstante, a pesar de estas limitaciones, la intervención temprana en funciones ejecutivas es necesaria puesto que diversos estudios han demostrado que los beneficios de las intervenciones tempranas de alta calidad se pueden mantener en los años escolares posteriores e incluso en la edad adulta, particularmente en niños con familias de bajos ingresos (Blair y Raver, 2014;Donnelly et al, 2016;Tomporowski et al, 2015).…”

Section: Discusión Y Conclusionesunclassified

Intervención en Funciones Ejecutivas en Educación Infantil

López

Nieto

Cabezas

et al. 2017

Revista INFAD de Psicología

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RESUMENLas funciones ejecutivas definidas como el conjunto de procesos cognitivos de orden superior que permiten un comportamiento intencional y dirigido hacia un objetivo, son vitales para el éxito en la vida, en la escuela, y en el trabajo. Mejorar las funciones ejecutivas en las primeras etapas es muy importante porque los problemas en el funcionamiento ejecutivo, en la etapa preescolar, predicen los logros cognitivos en etapas posteriores y tienen un papel central en la preparación escolar y en la adquisición de las primeras habilidades académicas. Estudios recientes han encontrado relaciones positivas entre las capacidades de funcionamiento ejecutivo y la preparación de matemáticas en niños en edad preescolar. Igualmente, una extensa bibliografía sugiere una relación inversa entre las funciones ejecutivas y la conducta agresiva en los seres humanos. Por esta razón, el objetivo de la presente investigación es realizar una revisión de los programas y actividades destinados a la mejora de las funciones ejecutivas en la etapa preescolar. Diversas actividades y programas han demostrado mejorar las funciones ejecutivas de los niños, tales como los juegos computarizados, las artes marciales, el yoga, la atención plena y los programas incluidos en el currículum escolar. Los resultados de los estudios realizados sobre la aplicación de algunas de las actividades o programas mencionados son prometedores y sugieren que las diferentes estrategias pueden ser útiles para mejorar las funciones ejecutivas durante el período preescolar.Palabras clave: funciones ejecutivas, educación infantil, intervención, desarrollo, control inhibitorio, memoria de trabajo, flexibilidad cognitiva. ABSTRACTIntervention in executive functions in early childhood education Executive functions defined as the set of higher-order cognitive processes that allow an intentional and directed behavior towards a goal, are vital for success in life, at school, and at work.

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Exercise and children's cognition: The role of exercise characteristics and a place for metacognition

Cited by 280 publications

References 63 publications

Long-Term High-Effort Endurance Exercise in Older Adults: Diminishing Returns for Cognitive and Brain Aging

Long-Term High-Effort Endurance Exercise in Older Adults: Diminishing Returns for Cognitive and Brain Aging

Randomized Controlled Trial of Exercise for ADHD and Disruptive Behavior Disorders

Intervención en Funciones Ejecutivas en Educación Infantil

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