Effect of cognitively engaging physical activity on executive functions in children

Abstract

PurposePhysical activity (PA) has been shown to enhance executive functions (EFs) in children, and PA involving a cognitive component may confer additional benefit. The purpose of this study was to investigate whether cognitively engaging PA impacts EF, and whether affect and fitness act as either mediators or moderators of this relationship.MethodsA randomized controlled trial was utilized to assess changes in EFs between a 20-min Dual Task (intervention condition), a PA Task (control condition), and a Cognitive Task (control condition). Children were scheduled for two visits in the INfant and Child Health (INCH) Lab at the University of Toronto. Physical fitness was assessed using the 20 m shuttle run, standing long jump, and grip strength tests. EFs were assessed using the Stroop Task, Trail Making Task (TMT), and Forward Working Memory Task (FWMT).Results38 children (Mage = 11.95 years, SD = 0.49, 61% female) participated. Repeated measures ANOVA showed main interactions between time on inhibition scores (p < 0.05, ηp2 = 0.489), and positive affect scores (p < 0.01, ηp2 = 0.284). Interaction effects between condition and time were not significant (p = 0.787, ηp2 = 0.014, p = .333, ηp2 = 0.061, p = 0.799, ηp2 = 0.013 for inhibition, switching, and passive working memory, respectively). Results showed no significant mediation effect of affect (95% CI = –0.5915, 2.147), or moderating effect between fitness and EF changes.ConclusionPossible explanations for these findings include inadequate cognitive engagement, lack of EF transfer, and statistical power. Results suggest any of these interventions may be beneficial for improving inhibition and positive affect in children.

Mastery‐orientedmotor competence intervention improves behavioral but not cognitiveself‐regulationin head start preschoolers: Randomized controlled trial results

“…Prior classroom‐based interventions that have impacted cognitive SR in young children, such as Tools of the Mind, 36 seek to promote mastery by fostering autonomy and choice, similar to CHAMP, which does so in a motor context. It has been suggested that physical activity interventions that stimulate cognition may be most effective for improving SR, specifically executive functioning skills (PESCE 2021; DOI:https://doi.org/10.1080/1750984X.2021.1929404), although results with older children have been mixed 37 . Mastery‐oriented interventions permit children to control their own learning experience, maintaining cognitive engagement, and motivation to learn as they focus on improving their own performance rather than making normative or social comparisons 15 .…”

“…with older children have mixed. 37 Mastery-oriented interventions permit children to control their own learning experience, maintaining cognitive engagement, and motivation to learn as they focus on improving their own performance rather than making normative or social comparisons. 15 In CHAMP, children select their own goals, activities, and with whom they engage in those activities.…”

An investigative study of anxiety, depression and sleep quality in college students after the COVID-19 pandemic - the moderating effect of physical activity

“…The scale (Bulten et al, 2022) contains 20 items reflecting subjective feelings of anxiety, and each item is divided into four levels of scoring according to the frequency of symptoms, with a standard score of ≥50 as having anxiety symptoms, 50-59 as mild, 60-69 as moderate, and 70 and above as severe.…”