The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children

Abstract

(1) Background: Limited research exists on the pathways through which physical activity influences cognitive development in the early years. This study examined the direct and indirect relationships between physical activity, self-regulation, and cognitive school readiness in preschool children. (2) Method: Participants (n = 56) aged 3–5 years were recruited from the PLAYCE study, Perth, Western Australia. Physical activity was measured using 7-day accelerometry. Self-regulation was measured using the Head Toes Knees and Shoulders task and cognitive school readiness was assessed using the Bracken School Readiness Assessment. Baron and Kenny’s method was used for mediation analysis. (3) Results: After adjustment for socio-demographic factors, total physical activity was positively and significantly associated with cognitive school readiness (B = 0.16, SE = 0.07, p ≤ 0.05). Moderate-vigorous physical activity (MVPA) was positively and significantly associated with self-regulation (B = 0.3, SE = 0.13, p ≤ 0.05) and cognitive school readiness score (B = 0.20, SE = 0.09, p ≤ 0.05). Self-regulation was found to be a partial mediator of the relationship between MVPA and cognitive school readiness. (4) Conclusion: These findings highlight the direct and indirect association between preschool children’s physical activity, self-regulation, and cognitive school readiness. Further research is needed to determine the causal relationships between young children’s physical activity and cognitive development, over time.

The Multivariate Physical Activity Signatures Associated With Self-Regulation, Executive Function, and Early Academic Learning in 3–5-Year-Old Children

“…Our finding of weak positive associations between moderate and vigorous PA intensities and numeracy are consistent with the findings of Bai et al (2021) who found a positive association for both total PA and MVPA with cognitive school readiness (which also included colors, sizes, shape recognition, and comparison ability) in preschoolers. However, other studies in preschoolers have reported no associations between MVPA and numeracy-related outcomes ( Becker et al, 2014 ; St. Laurent et al, 2018 ).…”

“…However, other studies in preschoolers have reported no associations between MVPA and numeracy-related outcomes ( Becker et al, 2014 ; St. Laurent et al, 2018 ). Yet, since the assessment of outcomes differs with our study and across these studies math achievement by Becker et al (2014) , number recognition by St. Laurent et al (2018) , and school readiness by Bai et al (2021) , the findings may not be directly comparable. Also, Becker et al (2014) only included assessment of PA during outdoor recess sessions, and thus excluded indoor activities and activities after preschool hours.…”

“…Also, Becker et al (2014) only included assessment of PA during outdoor recess sessions, and thus excluded indoor activities and activities after preschool hours. Moreover, the previous studies ( Becker et al, 2014 ; St. Laurent et al, 2018 ; Bai et al, 2021 ) had small sample sizes, used 15-s epoch length, and did not include the entire PA intensity spectrum in their analyses. Since including a high-resolution PA intensity spectrum can capture more information of movement behaviors of relevance for the outcomes than traditionally applied descriptors of PA ( Aadland et al, 2019a , 2021 ; Nilsen et al, 2020 ), findings of Becker et al (2014) , St. Laurent et al (2018) and Bai et al (2021) are limited by relying on only a few gross intensity categories.…”

“…Moreover, the previous studies ( Becker et al, 2014 ; St. Laurent et al, 2018 ; Bai et al, 2021 ) had small sample sizes, used 15-s epoch length, and did not include the entire PA intensity spectrum in their analyses. Since including a high-resolution PA intensity spectrum can capture more information of movement behaviors of relevance for the outcomes than traditionally applied descriptors of PA ( Aadland et al, 2019a , 2021 ; Nilsen et al, 2020 ), findings of Becker et al (2014) , St. Laurent et al (2018) and Bai et al (2021) are limited by relying on only a few gross intensity categories. Inclusion of the whole intensity spectrum has been called for in several previous studies ( Poitras et al, 2016 ; van der Ploeg and Hillsdon, 2017 ).…”

“…A recently published systematic review by St. Laurent et al (2021) reports that few studies have explored cross-sectional associations between objectively determined PA and cognitive and academic outcomes in children younger than 6 years old. Relevant studies show a tendency for positive associations between PA and self-regulation ( Becker et al, 2014 ; Bai et al, 2021 ), while associations between PA and executive function are mixed ( McNeill et al, 2018 ; Willoughby et al, 2018 ; Cook et al, 2019 ; Bezerra et al, 2021 ), and associations between PA and early academic learning are positive ( Bai et al, 2021 ) or non-existent ( Becker et al, 2014 ; St. Laurent et al, 2018 ).…”