Physical activity interventions and children's mental function: An introduction and overview

Abstract

Background This review provides a historical overview of physical activity interventions designed by American educators and an evaluation of research that has assessed the effects of exercise on children's mental function. Method Historical descriptions of the emergence of American physical education doctrine throughout the 20th century were evaluated. Prior reviews of studies that assessed the effects of single acute bouts of exercise and the effects of chronic exercise training on children's mental function were examined and the results of recent studies were summarized. Results Physical activity interventions designed for American children have reflected two competing views: activities should promote physical fitness and activities should promote social, emotional, and intellectual development. Research results indicate that exercise fosters the emergence of children's mental function; particularly executive functioning. The route by which physical activity impacts mental functioning is complex and is likely moderated by several variables, including physical fitness level, health status, and numerous psycho-social factors. Conclusion Physical activity interventions for children should be designed to meet multiple objectives; e.g., optimize physical fitness, promote health-related behaviors that offset obesity, and facilitate mental development.

Towards a Heuristic Research Model Linking Early Socioeconomic Adversity and Youth Cumulative Disease Risk: An Integrative Review

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Benefits of Physical Activity for Adolescents with Autism Spectrum Disorders: A Comprehensive Review

“…Research demonstrates substantial benefits of physical activity (PA), especially moderate to vigorous physical activity (MVPA), across health domains and across the lifespan including improvements in weight status, cardiovascular health, emotional health, and cognitive performance (Tomporowski et al 2011). Numerous studies suggest that MVPA may be especially beneficial to children with autism spectrum disorders (ASD; e.g., Lang et al 2010;Sowa and Muelenbroek 2012), shown to decrease rates of stereotyped and repetitive behaviors (e.g., Bahrami et al 2012), and improve cognitive performance (Anderson-Hanley et al 2011), self-regulation (e.g., Allison et al 1991), classroom performance, attention and compliance (e.g., Reid et al 1988), and social and emotional functioning (e.g., Pan and Frey 2006;Pan et al 2011).…”

Effects of a Sports-Oriented Primary School on Students’ Physical Literacy and Cognitive Performance

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