Interrelations of Physical Fitness and Cognitive Functions in German Schoolchildren

Abstract

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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“…We conducted a randomized, controlled intervention trial. In June 2021, participants were recruited in 5th, 6th, and 7th grade (13 school classes) at a comprehensive school in Gelsenkirchen, Germany, where prior trials with cognitive testing have successfully taken place with different classes [ 9 , 10 , 11 , 12 ]. The school has a focus on sports in some classes, for which children can apply for by passing a fitness test (Motor Test of North Rhine-Westphalia in Germany) [ 13 ].…”

“…Selective attention, search, and task switching were measured using an alternative version of the Trail Making Task consisting of three parts [ 9 , 10 , 11 ] ( Figure 1 ). In the first section, black numbers from 1 to 26 in white squares were presented on a computer screen ( Figure 1 (A-1-)).…”

“…CORSI assesses the capacity of the visuospatial subsystem within the working memory [ 10 , 11 ]. On the computer screen, a matrix of nine blue squares (3 by 3) was presented, which turned yellow in varying order and sequence length (three to six blocks; Figure 1 B).…”

“…To assess working memory, the n-back task was used in a 2-back condition as described before [ 9 , 10 , 11 ]. Briefly, 106 consecutive pictures of fruits and vegetables were presented in the middle of the screen ( Figure 1 C).…”

“…Flanker task measures the inhibitory control, i.e., the ability to suppress responses to a stimulus [ 10 , 11 ]. Three superposed triangles were presented on the computer screen.…”