A Review of Childhood Physical Activity, Brain, and Cognition: Perspectives on the Future

Hillman, Charles H.; Biggan, John R.

doi:10.1123/pes.2016-0125

Cited by 53 publications

(42 citation statements)

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“…Engaging preschool children's cognitive and motor skills is pivotal for their future development (Lu & Montague, ). Strong empirical evidence attests the positive associations of physical activity and exercise on cognition and academic achievement during childhood (Álvarez‐Bueno et al, ; Hillman & Biggan, in press; Khan & Hillman, ). The fact that children in the nonintegrated physical activity condition had higher learning outcomes than the control condition provides proof in favour of this argument (Hypothesis 2).…”

Section: Discussionmentioning

confidence: 98%

Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment

Mavilidi

Okely

Chandler

et al. 2017

Applied Cognitive Psychology

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This study investigated the effects of physical activities that were integrated into a science lesson on learning among preschool children. A total of 90 children from seven childcare centres (M age = 4.90, SD = 0.52; 45 girls) were randomly assigned across an integrated physical activity condition including task-relevant physical activities, a nonintegrated physical activity condition involving task-irrelevant physical activities, or a control condition involving the predominantly conventional sedentary style of teaching. Children learned the names of the planets and their order, based on the distance from the sun. For both the immediate and delayed (6 weeks after the programme) assessments, results showed that learning outcomes were highest in the integrated condition and higher in the nonintegrated condition than in the control condition. Children in the integrated condition scored higher on perceived enjoyment of learning than children in the control condition. Implications of integrated physical activity programmes for preschool children's health, cognition, and learning are further discussed.

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Section: Discussionmentioning

confidence: 98%

Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment

Mavilidi

Okely

Chandler

et al. 2017

Applied Cognitive Psychology

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“…[13,16]. Most of the studies mention the possible mechanisms that influence brain structure from the path of being physically active, such as the release of growth factors (for example, BDNF, IGF1, VEGF) [17,[49][50][51][52][53][54], synaptogenesis and neurogenesis [55], or increased blood flow in the brain promoting the development of new neurons [56]. These mechanisms would be expected to conversely occur while being sedentary instead of active.…”

Section: Discussionmentioning

confidence: 99%

Association of Sedentary Behavior with Brain Structure and Intelligence in Children with Overweight or Obesity: The ActiveBrains Project

Zavala-Crichton

Esteban‐Cornejo

Solis‐Urra

et al. 2020

JCM

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We investigated the associations of different sedentary behaviors (SB) with gray matter volume and we tested whether SB related to gray matter volume is associated with intelligence. Methods: 99 children with overweight or obesity aged 8–11 years participated in this cross-sectional study. SB was measured using the Youth Activity Profile-Spain questionnaire. T1-weighted images were acquired with a 3.0 T Magnetom Tim Trio system. Intelligence was assessed with the Kaufman Brief Test. Whole-brain voxel-wise multiple regression models were used to test the associations of each SB with gray matter volume. Results: Watching TV was associated with lower gray matter volume in six brain regions (β ranging −0.314 to −0.489 and cluster size 106 to 323 voxels; p < 0.001), playing video games in three brain regions (β ranging −0.391 to −0.359, and cluster size 96 to 461 voxels; p < 0.001) and total sedentary time in two brain regions (β ranging −0.341 to −0.352, and cluster size 897 to 2455 voxels; p < 0.001). No brain regions showed a significant positive association (all p > 0.05). Two brain regions were related, or borderline related, to intelligence. Conclusions: SB could have the potential to negatively influence brain structure and, in turn, intelligence in children with overweight/obesity.

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“…Motor experience can provide quanti-qualitative opportunities to be physically active, in which the students are fully involved not only on the physical-motor level but also cognitive, emotional and social one (Ciotto & Fede, 2014;Beets et al, 2016). Recent studies conducted in the school setting, have investigated the relationships between specific organizational modalities of motor activities and cognitive development., with a special emphasis on cognitive functions (Pesce et al, 2009), the relation among different types of motor and sport activities (such as dance, sports games, outdoor education), academic performance, the increase in levels of daily physical activity (according to quantity-duration, intensity, difficulty) and the learning of motor skills (Singh, 2012;Lubans et al, 2016;Hillman & Biggan, 2017).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Motor Performances in Italian Primary School Children: Results of SBAM Project

Colella¹,

Monacis²,

Massari³

2019

APE

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The aim of this study was to present the results of the triennial SBAM regional program aimed at monitoring 8-year old children in the Apulian region of Southern Italy from 2013 to 2016. The program included at launch 17,102 children in the first year, 16,104 children in the second year and 14,847 children in the third year. The sample who completed the monitoring was less than the number of children recruited for organizational and didactic reasons (N = 15,231, N = 14,147 and N = 13,362). SBAM was a multi-component program and included different integrated action plans: physical education, active transport (pedibus), and methods for developing healthy eating habits. For each year, four motor tests (long jump standing, shuttle run, 6 min walk test, and medicine ball throw), a motor coordination test and two self-reports for evaluating self-efficacy and enjoyment were proposed to all children. The results showed gender and group differences (normal-weight vs. overweight-obese) in both motor tests and self-reports (p < 0.05). The annual results of the motor tests were sorted in deciles in order to have a regional observation and monitoring database concerning the motor development skills among children and preadolescents. Boys showed motor performance, perceived self-efficacy scores and enjoyment higher than females in three years. Growth influences the development of motor abilities; overweight and obese males and females showed a different development of motor performance that was lower than in children with a BMI in the norm. It is necessary to develop physical education in primary school, increasing opportunities and adapting them to the needs of all children. SBAM project highlighted the need to promote interdisciplinary and inter-institutional actions to promote child health and acquire physically active lifestyles.

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A Review of Childhood Physical Activity, Brain, and Cognition: Perspectives on the Future

Cited by 53 publications

References 0 publications

Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment

Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment

Association of Sedentary Behavior with Brain Structure and Intelligence in Children with Overweight or Obesity: The ActiveBrains Project

Assessment of Motor Performances in Italian Primary School Children: Results of SBAM Project

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