Promoting Physical Activity and Executive Functions Among Children: A Cluster Randomized Controlled Trial of an After-School Program in Australia

Abstract

Background: The aim of this study was to examine the efficacy of an embedded after-school intervention, on promoting physical activity and academic achievement in primary-school-aged children. Methods: This 6-month, 2-arm cluster randomized controlled trial involved 4 after-school centers. Two centers were randomly assigned to the intervention, which involved training the center staff on and implementing structured physical activity (team sports and physical activity sessions for 75 min) and academic enrichment activities (45 min). The activities were implemented 3 afternoons per week for 2.5 hours. The control centers continued their usual after-school care practice. After-school physical activity (accelerometry) and executive functions (working memory, inhibition, and cognitive flexibility) were assessed pre- and postintervention. Results: A total of 60 children were assessed (7.7 [1.8] y; 50% girls) preintervention and postintervention (77% retention rate). Children in the intervention centers spent significantly more time in moderate to vigorous physical activity (adjusted difference = 2.4%; 95% confidence interval, 0.6 to 4.2; P = .026) and scored higher on cognitive flexibility (adjusted difference = 1.9 units; 95% confidence interval, 0.9 to 3.0; P = .009). About 92% of the intervention sessions were implemented. The participation rates varied between 51% and 94%. Conclusion: This after-school intervention was successful at increasing moderate to vigorous physical activity and enhancing cognitive flexibility in children. As the intervention was implemented by the center staff and local university students, further testing for effectiveness and scalability in a larger trial is required.

Evaluation of Afterschool Activity Programs’ (ASAP) Effect on Children’s Physical Activity, Physical Health, and Fundamental Movement Skills

“…These findings suggest that perhaps a longer follow-up period is necessary to identify changes in physical activity adherence. Overall, our findings and previous studies that have investigated team sport-based ( Veldman et al, 2020 ; Weintraub et al, 2008 ) and free or organized play ( Trost et al, 2008 ) on objectively measured children’s physical activity, suggest that these programs can increase time spent in MVPA and thus contribute to improvements in physical health markers.…”

“…To attenuate the adverse effects of the trifecta of inactivity, sedentary behavior, and adiposity, many researchers and stakeholders, have made a conscious effort to identify strategies to increase children’s daily physical activity, especially in education environments such as schools and daycares ( Beets et al, 2009 ; Grao-Cruces et al, 2019 ; Kriemler et al, 2011 ; Mazzucca et al, 2018 ; Nagpal et al, 2020 ; Van Sluijs et al, 2007 ). Approximately half of Canadian children (47.5%) and nearly 20% of American children attend an afterschool program following each school day ( Afterschool Alliance, 2014 ; Statistics Canada, 2015a ) and a strategy that has gained traction within the research community is increasing children’s physical activity within the afterschool activity program (ASAP) setting ( Beets et al, 2009 ; Beets et al, 2010 ; Gesell et al, 2013 ; Veldman et al, 2020 ). Modifying ASAPs to be oriented/focused around physical activity has been encouraged in place of the more traditional sedentary activities, including homework club, computer club, watching television, and doing seated arts and crafts ( Beets et al, 2010 ).…”

Efforts to Improve High School Students' Table Tennis Skills Using Interval Training Methods

“…In an effort to meet students' needs for health the mental and physical benefits of sports and exercise, including improved cognitive function, emotional regulation, interpersonal competence, and ethical decision-making, table tennis learning activities which so far have only been taught by teachers through lecture and practice methods, one way to overcome this is the implementation of follow-up activities in the form of teaching by applying the simulation method (Beavan et al, 2020;Krakauer et al, 2019;Li et al, 2020;Vanneste et al, 2021;Veldman et al, 2020). This is intended so that students can easily understand and accept the material presented by the teacher and in the end the students will better understand and master the basic techniques of playing table tennis.…”

The Relationship between Physical Activity, Physical Fitness, Cognition, and Academic Outcomes in School-Aged Latino Children: A Scoping Review

“…Much of the knowledge base regarding physical activity and cognition in children centers on executive function and its relationship with physical activity. Data from cross-sectional studies and randomized controlled trials have indicated that physically active children possess greater executive function than their inactive counterparts [ 14 , 15 ], and interventional studies have indicated favorable changes in attributes of executive function (e.g., creativity) in response to varying forms of physical activity via physical education [ 16 ]. However, very few studies on physical activity and executive function have focused on a Latino school-aged population.…”