Up-regulation of proactive control is associated with beneficial effects of a childhood gymnastics program on response preparation and working memory

Lin, Chih-Chien; Hsieh, Shu Shih; Chang, Yu Kai; Huang, Chung Ju; Hillman, Charles H.; Hung, Tsung Min

doi:10.1016/j.bandc.2021.105695

Cited by 17 publications

(35 citation statements)

References 39 publications

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“…One study (6%) used a non-randomized controlled design [24], and three (20%) used a randomized controlled design [22,23,25]. Three (20%) were experimental [18,19,20]; two longitudinal (14%) [21,27], one (6%) performed the cross-sectional design [27] and five (33%) studies did not disclose which design was used [26,30,31,32].…”

Section: Gq1 -Which Strategies Were Used To Conduct the Intervention Program?mentioning

confidence: 99%

“…The study by Lin et al [24] focused on the effect of an 8-week physical activity program. Gymnastics activities were carried out.…”

Section: Executive Functions and Motor Developmentmentioning

confidence: 99%

“…In regards to the executive functions of the twelve studies, eight analyzed them in general [18,20,21,25,26,27,28,29], one study analyzed only the inhibitory control [22], another considered only the working memory [24], one the inhibitory control and working memory [23] and one did not specify [19].…”

Section: General Analysismentioning

confidence: 99%

“…Six studies (40%) used an intervention group and a control group [18,21,24,27,31,32]; one study (6%) used two intervention groups [25]; one study (6%) used two intervention groups and a control group [22]; one study (6%) used three intervention groups and a control group [20]; one study (6%) used eight intervention groups and an additional adult group [19] and one study (6%) used two control groups and an experimental group [30].…”

Section: General Analysismentioning

confidence: 99%

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Executive Functions, Motor Development and Digital Games Apply to School Children: A Systematic Mapping Study

Moron¹,

Barbosa²,

Sanfelice³

et al. 2021

Preprint

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Studies show that executive functions and motor development are associated among each other and with learning ability. A more technological lifestyle, related with digital culture, should be considered an important component to stimulate children. In addition, digital games constitute an element of the digital culture in which children are inserted. The aim of this study is to present a systematic mapping of the literature involving executive functions, motor development and the use of digital games in intervention programs for elementary school children, from 6 to 11 years old. Four databases were searched: PubMed, Scielo, Science Direct and SCOPUS, including publications between 2012 and March 2021. The initial results indicated 4881 works. After the selection process, 15 investigations that presented the central theme of the study were selected. The main results indicate that intervention strategies are quite heterogeneous. Most of the studies demonstrated significant positive effects after intervention protocols and were conducted in Europe and 46% of the studies were conducted in a school environment. No researches were identified that involved technological solutions involving executive functions, motor development and digital games in an integrated manner, constituting a field of future scientific research.

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Section: Gq1 -Which Strategies Were Used To Conduct the Intervention Program?mentioning

confidence: 99%

“…The study by Lin et al [24] focused on the effect of an 8-week physical activity program. Gymnastics activities were carried out.…”

Section: Executive Functions and Motor Developmentmentioning

confidence: 99%

Section: General Analysismentioning

confidence: 99%

Section: General Analysismentioning

confidence: 99%

See 2 more Smart Citations

Executive Functions, Motor Development and Digital Games Apply to School Children: A Systematic Mapping Study

Moron¹,

Barbosa²,

Sanfelice³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Childhood play can not only improve motor skill competence and, in turn, physical performance ( Collard et al, 2010 ), but has also been proven to be a determining factor of long-term fitness, cardiovascular health and participation in recreational as well as elite sports ( Lloyd et al, 2015 ; Vlahov, Baghurst & Mwavita, 2014 ). Additionally, childhood play and physical activity supports social-emotional and cognitive development through promoting language and communication skills, by improving self-control and memory as well as the ability to cooperate and by teaching problem-solving strategies ( De Bock, 2012 ; Hsieh et al, 2017 ; Lin et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Beneficial effects of an intergenerational exercise intervention on health-related physical and psychosocial outcomes in Swiss preschool children and residential seniors: a clinical trial

Minghetti

Donath

Zahner

et al. 2021

PeerJ

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Background Intergenerational exercise possesses the potential to becoming an innovative strategy for promoting physical activity in seniors and children. Although this approach has gained attraction within the last decade, controlled trials on physical and psychosocial effects have not been performed yet. Methods Sixty-eight healthy preschool children (age: 4.9 y (SD 0.7)) and 47 residential seniors (age: 81.7 y (7.1)) participated in this five-armed intervention study. All participants were assigned to either an intergenerational (IG), peer (PG) or a control group (CON). Children were tested on gross motor skills (TGMD-2), jump performance and handgrip strength. Social-emotional skills questionnaires (KOMPIK) were assessed by kindergarten teachers. Seniors performed the Short Physical Performance Battery (SPPB), including gait speed. Arterial stiffness parameters were also examined. Questionnaires assessing psychosocial wellbeing were filled in with staff. IG and PG received one comparable exercise session a week lasting 45 minutes for 25-weeks. CON received no intervention. Measurements were performed before and after the intervention. Results In children: IG improved all measured physical parameters. When adjusted for baseline values, large effects were observed in favor of IG compared to CON in TGMD-2 (Cohen’s d=0.78 [0.33;1.24]) and in handgrip strength (d = 1.07 [0.63;1.51]). No relevant differences were found in KOMPIK between groups (−0.38<d≤0.14). In seniors: IG showed moderate to very large improvements in all main physical performance (0.61<d≤2.53) and psychosocial parameters (0.89<d≤1.20) compared to CON. Conclusion IG children showed large benefits in motor skills compared to CON while IG seniors benefit especially in psychosocial wellbeing and functional mobility necessary for everyday life. Intergenerational exercise is comparable and in certain dimensions superior to peer group exercise and a promising strategy to integratively improve mental health as well as physical fitness in preschool children and residential seniors.

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Multi-Level Meta-Analysis of Physical Activity Interventions During Childhood: Effects of Physical Activity on Cognition and Academic Achievement

Vasilopoulos

Jeffrey

et al. 2023

Educ Psychol Rev

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There is evidence that physical activity positively influences cognition and academic outcomes in childhood. This systematic review used a three-level meta-analytic approach, which handles nested effect sizes, to assess the impact of physical activity interventions. Ninety-two randomised control trials in typically developing children (5–12 years old, N = 25,334) were identified. Control group type and intervention characteristics including duration, frequency, and teacher qualification were explored as potential moderators. Results showed physical activity interventions improved on-task behaviour with a large effect size (g = 1.04, p = 0.03 (95% CI: 0.08–2.00), very low-certainty evidence) and led to moderate improvements in creativity (g = 0.70, p < 0.01 (0.20–1.20), low-certainty evidence). Small beneficial effects were found for fluid intelligence (g = 0.16, p = 0.03 (0.02, 0.30), moderate-certainty evidence) and working memory (g = 0.18, p = 0.01 (0.07–0.29), very low-certainty evidence), but no overall benefit was observed for attention, inhibitory control, planning, cognitive flexibility or academic outcomes. Heterogeneity was high, and moderator analyses indicated beneficial effects of physical activity (PA) with academic instruction of 6–10-week duration with moderate or moderate to vigorous intensity on mathematics outcomes and enriched PA programmes on language outcomes. In contrast, aerobic PA with moderate to vigorous intensity benefitted executive function outcomes. These results therefore suggest differential mechanisms of impact of different types of PA on different aspects of cognition.

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Up-regulation of proactive control is associated with beneficial effects of a childhood gymnastics program on response preparation and working memory

Cited by 17 publications

References 39 publications

Executive Functions, Motor Development and Digital Games Apply to School Children: A Systematic Mapping Study

Executive Functions, Motor Development and Digital Games Apply to School Children: A Systematic Mapping Study

Beneficial effects of an intergenerational exercise intervention on health-related physical and psychosocial outcomes in Swiss preschool children and residential seniors: a clinical trial

Multi-Level Meta-Analysis of Physical Activity Interventions During Childhood: Effects of Physical Activity on Cognition and Academic Achievement

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