Effect of Physical Activity on Cognitive Development: Protocol for a 15-Year Longitudinal Follow-Up Study

Zhao, Guanggao; Quan, Minghui; Su, Liqiang; Zhang, Hanbin; Zhang, Jiayi; Zhang, Jinming; Fang, Hui; Cao, Zhen-Bo; Zhu, Zheng; Niu, Zhanbin; Wang, Ru; Chen, Peijie

doi:10.1155/2017/8568459

Cited by 8 publications

(6 citation statements)

References 46 publications

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“…This cross-sectional study is a baseline data analysis from The Physical Activity and Cognitive Function Study (Trial Registration: ChiCTR-OOC-15007439) [ 12 ]. A total of 346 (boys, 201; girls, 145) preschool children were recruited from seven urban kindergartens in Shanghai, China.…”

Section: Methodsmentioning

confidence: 99%

Preschoolers’ Technology-Assessed Physical Activity and Cognitive Function: A Cross-Sectional Study

Quan

Zhang

et al. 2018

JCM

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Early childhood is a critical period for development of cognitive function, but research on the association between physical activity and cognitive function in preschool children is limited and inconclusive. This study aimed to examine the association between technology-assessed physical activity and cognitive function in preschool children. A cross-sectional analysis of baseline data from the Physical Activity and Cognitive Development Study was conducted in Shanghai, China. Physical activity was measured with accelerometers for 7 consecutive days, and cognitive functions were assessed using the Chinese version of Wechsler Young Children Scale of Intelligence (C-WYCSI). Linear regression analyses were used to assess the association between physical activity and cognitive function. A total of 260 preschool children (boys, 144; girls, 116; mean age: 57.2 ± 5.4 months) were included in analyses for this study. After adjusting for confounding factors, we found that Verbal Intelligence Quotient, Performance Intelligence Quotient, and Full Intelligence Quotient were significantly correlated with light physical activity, not moderate to vigorous physical activity, in boys. Standardized coefficients were 0.211, 0.218, and 0.242 (all p < 0.05) in three different models, respectively. However, the correlation between physical activity and cognitive functions were not significant in girls (p > 0.05). These findings suggest that cognitive function is apparently associated with light physical activity in boys. Further studies are required to clarify the sex-specific effect on physical activity and cognitive functions.

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Section: Methodsmentioning

confidence: 99%

Preschoolers’ Technology-Assessed Physical Activity and Cognitive Function: A Cross-Sectional Study

Quan

Zhang

et al. 2018

JCM

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“…According to the studies, engaging in physical activity has a positive impact on brain structure and volume, namely, an increase in the white matter, parietal lobe gray matter, hippocampus, and basal ganglia volume (Chaddock et al, 2010 ; Niemann et al, 2014 ; Chaddock-Heyman et al, 2018 ). Additionally, physical activity is thought to affect brain neuroplasticity because it boosts the hippocampus's production of brain-derived neurotrophic factor (BDNF), encourages neuronal and synaptic growth and differentiation, and safeguards neuronal and synaptic transmission (Zhao et al, 2017 ). Moreover, recent research showed that exercise can increase blood flow to the brain, and clustering in exercise plasma reduced inflammation in the brain and enhances memory (De Miguel et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Association between tennis training experience and executive function in children aged 8–12

Zhang

et al. 2022

Front. Hum. Neurosci.

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Cognitively engaging activities have been shown to facilitate the improvement of executive functions in children. However, a limited number of studies have investigated whether the relationship between dose parameters of physical activities and executive functions, and heterogeneity exists. In the present study, we aim to explore the association between tennis training experience and executive functions in children. Sixty children between the ages of 8 and 12 were recruited in this study and were allocated to the short-term (ST) group (<12 months, n = 30) and the long-term (LT) group (more than 12 months, n = 30). The abilities of inhibitory control, cognitive flexibility, and working memory were measured by the Stop-signal task, Switching task, and N-back task, respectively. There was no significant group difference in either the accuracy or reaction time of the Stop-signal task. No significant difference between the groups' accuracy in the Switching task was observed. However, the LT group presented a shorter reaction time than the ST group (731.69 ± 149.23 ms vs. 857.15 ± 157.99 ms, P < 0.01) in the Switching task. Additionally, training experience was positively associated with the reaction time of the Switching task. As for the N-back task, in comparison with the LT group, the ST group showed a longer reaction time (711.37 ± 168.14 ms vs. 164.75 ± 635.88 ms, P < 0.05). Moreover, training experience was also positively associated with the reaction time of the N-back task. But there was no significant group difference in the accuracy of the N-back task. In conclusion, children trained for over 1 year have better performance in cognitive flexibility and working memory than those trained in <1 year; thus, tennis experience is positively associated with executive functions.

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“…There is an ongoing longitudinal follow-up study to elucidate the roles of IGF-1, PA and cognition [ 115 ]. The study follows 500 preschool children (3.5–5.5 years old) over the span of 15 years with six triennial assessment time periods which will include 7-day physical activity measurement with accelerometers, cognitive development evaluation, anthropometric and physical fitness assessments, plasma IGF-1 and BDNF level measurements, and retrospective questionnaires.…”

Section: Insulin Growth Factor 1 (Igf-1)mentioning

confidence: 99%

(Neuro) Peptides, Physical Activity, and Cognition

Autio

Stenbäck

Gagnon

et al. 2020

JCM

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Regular physical activity (PA) improves cognitive functions, prevents brain atrophy, and delays the onset of cognitive decline, dementia, and Alzheimer’s disease. Presently, there are no specific recommendations for PA producing positive effects on brain health and little is known on its mediators. PA affects production and release of several peptides secreted from peripheral and central tissues, targeting receptors located in the central nervous system (CNS). This review will provide a summary of the current knowledge on the association between PA and cognition with a focus on the role of (neuro)peptides. For the review we define peptides as molecules with less than 100 amino acids and exclude myokines. Tachykinins, somatostatin, and opioid peptides were excluded from this review since they were not affected by PA. There is evidence suggesting that PA increases peripheral insulin growth factor 1 (IGF-1) levels and elevated serum IGF-1 levels are associated with improved cognitive performance. It is therefore likely that IGF-1 plays a role in PA induced improvement of cognition. Other neuropeptides such as neuropeptide Y (NPY), ghrelin, galanin, and vasoactive intestinal peptide (VIP) could mediate the beneficial effects of PA on cognition, but the current literature regarding these (neuro)peptides is limited.

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Effect of Physical Activity on Cognitive Development: Protocol for a 15-Year Longitudinal Follow-Up Study

Cited by 8 publications

References 46 publications

Preschoolers’ Technology-Assessed Physical Activity and Cognitive Function: A Cross-Sectional Study

Preschoolers’ Technology-Assessed Physical Activity and Cognitive Function: A Cross-Sectional Study

Association between tennis training experience and executive function in children aged 8–12

(Neuro) Peptides, Physical Activity, and Cognition

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