Impact of a multicomponent physical activity intervention on cognitive performance: The MOVI‐KIDS study

Sánchez‐López, Mairena; Cavero‐Redondo, Iván; Álvarez‐Bueno, Celia; Ruiz‐Hermosa, Abel; Pozuelo‐Carrascosa, Diana P.; Díez‐Fernández, Ana; Campo, David Gutiérrez-Díaz del; Pardo‐Guijarro, María Jesús; Martínez‐Vizcaíno, Vicente

doi:10.1111/sms.13383

Cited by 27 publications

(35 citation statements)

References 49 publications

(78 reference statements)

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“…53-58 i Downgraded to low quality of evidence due to serious risk of bias (many unrandomized designs and some concerns regarding concealment and blinding), some inconsistency of effects, and some indirectness (intervention types and dosages varied). j Study effects were null, 34,62,[70][71][72][73][74][75] positive, [75][76][77][78][79][80][81][82][83][84][85][86][87][88][89] and mixed. 62,[90][91][92][93][94][95][96][97][98][99][100][101][102][103] academic-related outcomes (n = 4510 participants).…”

Section: Data Synthesismentioning

confidence: 99%

Physical Activity, Fitness, School Readiness, and Cognition in Early Childhood: A Systematic Review

Laurent¹,

Burkart²,

Andre³

et al. 2021

Journal of Physical Activity and Health

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Background: Early childhood is an important age for brain and cognitive development. Given the support of physical activity and fitness on cognition and academic performance in older children, more research has emerged recently focusing on younger children. In this systematic review, the authors review the relations between physical activity/fitness and academic-related (ie, school readiness and cognitive) outcomes in early childhood. Methods: A search was conducted from PubMed, PsycINFO, Web of Science, ERIC databases, and reference lists for articles that had participants aged less than 6 years were written in English, and were in peer-reviewed journals. Articles were excluded if the design was a case study or case series report. The Grading Recommendations Assessment, Development and Evaluation framework was followed to assess the quality of evidence by study design. Results: Sixty-eight articles reporting on 72 studies (29 observational and 43 experimental) were included. The majority of study effects were mixed, and the quality of evidence varied from very low to low. Conclusions: A clear consensus about the role of physical activity and fitness on academic-related outcomes in early childhood is still lacking given the high heterogeneity in methodological approaches and overall effects. Additional high-quality studies are needed to determine what specific dosages of physical activity are impactful at this age.

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Section: Data Synthesismentioning

confidence: 99%

Physical Activity, Fitness, School Readiness, and Cognition in Early Childhood: A Systematic Review

Laurent¹,

Burkart²,

Andre³

et al. 2021

Journal of Physical Activity and Health

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“…Scientific attention is focused not only on fitness level, including muscle strength, cardiorespiratory endurance and motor coordination, but also on fitness benefits [1,2]. Many studies have suggested that physical fitness in youth and cognitive skills in later life are closely related [3][4][5]. It was found that primary schoolchildren with higher fitness skills have an advantage over their peers with lower fitness performance in specific cognitive functions [6,7], which can lead to better academic performance [4,8,9].…”

Section: Introductionmentioning

confidence: 99%

Interrelations of Physical Fitness and Cognitive Functions in German Schoolchildren

Drozdowska

Falkenstein²,

Jendrusch

et al. 2021

Children

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This study investigated the relationship between different levels of physical fitness and cognitive functions in boys and girls. Schoolchildren from a comprehensive school in Germany (n = 211, 39% girls, 5th and 6th grade) attended regular or sport-focused classes with different numbers of physical education (PE) classes per week (3 vs. 5–6 h). Performance of physical fitness was tested according to endurance, strength, speed, coordination and flexibility. Four computerized instruments (switch task, 2-back task, Corsi block-tapping task and flanker task) were used to test cognitive functions. Additional predictors, sex, age, PE class, Body Mass Index and physical activity, were included in analyses. The results showed that physical fitness was associated with improved attention and memory functions in children, although the associations were mostly small. After Bonferroni correction, mainly coordination was related to improved cognition. Physical activity, i.e., step counts, PE class and sex were associated with specific cognitive outcomes. These findings may be important for effective health promotion, and supporting children’s education in the school environment. Sex-specific physical activities in school could potentially lead to greater cognitive benefits in children. Randomized trials are needed to replicate these results.

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“…Studies have shown that outdoor activities have a positive impact on attention and concentration in children [28]; children who spend more time engaged in outdoor activities are better prepared for school [29], they are less frequently overweight or obese [30] and generally present with better cognitive functioning [31]. Similar results were obtained regarding physical activity of children; physical activity was related to better cognitive functioning [32], lower body weight [33] and better motor skills in children [34]. Here we need to take into account age and sex differences in outdoor and physical activities; between the third and the fifth year of age children, on the average spend 10% less time engaged in physical activities with every subsequent year [35] while girls, on the average, spend less time outdoor [36] and engaged in physical activities [37] than do boys.…”

Section: Introductionmentioning

confidence: 61%

Utilising Modern Technologies and some Indicators of Mental Health in Pre-school Children in Croatia

Bagarić¹,

Flander²,

Roje³

et al. 2020

Arch. Psychiatry Res.

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Although a number of studies have been conducted over the past decade on the association between screen time and developmental outcomes in children, most studies mainly deal with the problem of obesity and physical fitness of children, while the studies on the association of screen time and mental health are rare, and there is especially a lack of research concerning internalized problems in children. Early detection of psychological problems is one of the foundations of later successful prevention and treatment, and some research shows that as many as 20% of children, including kindergarten children, exhibit certain psychological difficulties, and also that certain behaviours of preschool children are associated with various mental disorders and problems in adulthood. The aim of this research was to examine the correlation between total screen time and some indicators of the mental health of children - emotional reactivity, anxiety/depression, somatic problems, withdrawal, sleeping problems, attention problems, and other problems, in a sample of Croatian children attending kindergartens. We also examined moderating effects of child’s involvement in other activities, such as physical activity, playing with peers, overall outdoor activities, and time spent in other activities. In this paper, potential risk and protective factors related to screen time were investigated in preschool children, with a focus on their mental health.

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Impact of a multicomponent physical activity intervention on cognitive performance: The MOVI‐KIDS study

Cited by 27 publications

References 49 publications

Physical Activity, Fitness, School Readiness, and Cognition in Early Childhood: A Systematic Review

Physical Activity, Fitness, School Readiness, and Cognition in Early Childhood: A Systematic Review

Interrelations of Physical Fitness and Cognitive Functions in German Schoolchildren

Utilising Modern Technologies and some Indicators of Mental Health in Pre-school Children in Croatia

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