Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis

Haverkamp, Barbara Franca; Wiersma, Rikstje; Vertessen, Karen; Ewijk, Hanneke van; Oosterlaan, Jaap; Hartman, Esther

doi:10.1080/02640414.2020.1794763

Cited by 90 publications

(84 citation statements)

References 117 publications

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“…Therefore, our results corroborate the findings of authors such as Katz et al [41] and Álvarez-Bueno et al [42] since associations were found between PA and AA in the language and mathematics fields, as well as for the composite AA grades. However, there are discrepancies with other works that only found associations between PA and some of the academic areas or, either language or math, but not both [35,39,80]. Other studies did not reveal any associations between these two areas [40,81].…”

Section: Contribution Of Pa To Aacontrasting

confidence: 79%

Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender

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2021

IJERPH

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There is a growing interest in determining which variables contribute to students’ academic performance, since this performance is associated with their wellbeing and with the progress of the nation. This study analyzed whether different variables (executive functions and physical activity levels, gender and academic year) of 177 Spanish Compulsory Secondary School students contributed to their academic performance. The Behavior Rating Inventory of Executive Function 2 (BRIEF-2), Physical Activity Questionnaire for Adolescents (PAQ-A) and an ad hoc questionnaire were used to determine the students’ executive functioning, physical activity level, gender and academic year, respectively. Students’ grades were considered to be indicators of their academic achievement. Seven multiple linear regression models were constructed using the R computing language to examine the association between academic achievement (considered in each of the 5 subjects: Language, Mathematics, Geography and History, English and Physical Education; the mean of the instrumental subjects—Language and Mathematics—and the mean of all the subjects) and the independent variables. The results indicated that executive functions, physical activity and gender contributed to academic performance, but academic year did not. This suggests that students with good executive functions, who perform physical activity and are female, would have better academic achievement. This information should be considered when designing interventions to improve student academic achievement.

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Section: Contribution Of Pa To Aacontrasting

confidence: 79%

Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender

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2021

IJERPH

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“…• role of motor activity in the development of cognitive skills (Haverkamp et al, 2020;Schembri, Quinto, Aiello, Pignato, & Sgrò, 2019;Syväoja, Kankaanpää, Joensuu, Kallio, Hakonen, Hillman, & Tammelin, 2019); • role of organization of the educational process in motor skills development (Hellin, Gar cia-Jimenez, & Garcia-Pellicer, 2019a;Hellin, Garcia-Jimenez, & Garcia-Pellicer, 2019b;Groffik, Mitáš, Jakubec, Svozil, & Frömel, 2020); • development of specific motor skills in children (Cojanu, & Visan, 2019;Basman, 2019;Albers & Lewis, 2020); • development of motor abilities (Iermakov et al, 2020;Ivashchenko et al, 2020;. Thus, 7-year-old boys' motor fitness is determined by physical development, the level of general physical fitness, and the level of motor skills development.…”

Section: Discussionmentioning

confidence: 99%

“…The importance of a scientific organization of the educational process at school is pointed out by Krutsevich, Pengelova, and Trachuk (2019), Junger, Salonna, Bergier, Junger, Frömel, Ács, and Bergier (2019), Haverkamp, Wiersma, Vertessen, van Ewijk, Oosterlaan, and Hartman (2020).…”

Section: Introductionmentioning

confidence: 99%

“…Researchers pay special attention to: • substantiating the amount of motor activity (Kondakov, Voloshina, Kopeikina, & Kadutskaya, 2020;Bueichekú, Ávila, Miró-Padilla, & Sepulcre, 2019;Lothmann, Holmes, Chan, & Lau, 2011); • studying the influence of motor activity on cognitive functions (De Bruijn, Kostons, Van Der Fels, Visscher, Oosterlaan, Hartman, & Bosker, 2020;Haverkamp et al, 2020); • learning technologies (Ivashchenko, Iermakov, Khudolii, Cretu, & Potop, 2017;Ivashchenko & Kapkan, 2015;Khudolii, Kapkan, Harkusha, Marchenko, & Veremeenko, 2020); • technologies of motor abilities development (Iermakov, Ivashchenko, Khudolii, & Chernenko, 2020;Ivashchenko, Khudolii, Prusik, & Giovanis, 2020;Ivashchenko, Nosko, & Ferents, 2019). The integrity of the educational process in physical education and sport was considered by Khudolii (2019), Ivashchenko (2020), Khudolii, Iermakov, and Bartik (2020).…”

Section: Introductionmentioning

confidence: 99%

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Motor Skills in the Structure of Physical Fitness of 7-Year-Old Boys

Іващенко

Berezhna

Cieślicka

2020

Journal of Learning Theory and Methodology

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The purpose of this study was to determine the weight of motor skills in the structure of motor fitness of 7-year-old boys. Materials and methods. The study participants were 38 7-year-old boys. The children and their parents were informed about all the features of the study and gave their consent to participate in the experiment. The research methods used in the study include analysis of scientific and methodological literature, pedagogical observations, testing of motor fitness, probabilistic approach to assessing the learning process, methods of mathematical statistics. Results. The level of fitness of the 7-year-old boys is homogeneous by the development of “agility” and “movement coordination”, inhomogeneous – by the development of arm strength and vestibular stability. The 7-year-old boys’ motor fitness is determined by their physical development, the level of general physical fitness and the level of motor skills development. A graphic representation of a two-factor model of testing results shows that analysis identifies two sets of data with high correlation coefficients. The first set includes tests No. 2, 1, 4, and 5, which characterize physical development, agility and endurance; the second – the level of proficiency in exercises No. 14, 13, 12, and the result of test No. 7 “Mixed hang rope pull-ups”. Conclusions. Based on factor analysis, the study found that the level of proficiency in exercises determines the variation of testing results by 28.437%, and the development of motor skills is a priority in the educational process at primary school. The development of “agility” and “movement coordination” ensures the formation of motor skills, and the development of arm strength and vestibular stability is the reserve in training boys aged 7 which will make it possible to increase the effectiveness of the educational process.

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“…Furthermore, the lack of physical activity is seen as a major threat for cognitive health in young adults. Investigators state the positive effects of PA interventions on cognitive outcomes and academic performance in young adults (schoolers and university students) [8]. Romanian scientists state that for trained student population, the overall level of PA difference between males and females was around 64% in MET minutes per week (6583 for male and 4103 for female university students) [9].…”

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confidence: 99%

The impact of the universities closure on physical activity and academic performance in physical education in university students during the COVID-19 pandemic

Osipov

Ratmanskaya

Zemba

et al. 2021

PES

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Background and Study Aim. Physical activity (PA) is regarded as a critical component of a healthy lifestyle and disease prevention. Different constraints placed upon social interaction and public spaces due to COVID-19 could decrease PA and academic performance in physical education (PE) in student population. The purpose of the research was to assess overall and sport/fitness PA level and academic performance in PE in a sample of university students pre- to post-cancellation of face-to-face PE classes due to the COVID-19 pandemic. Material and Methods. Participants (n=209) – university students (19-20 years old). The overall period of the research is September-December 2020. All participants (male–n=106 and female–n=103) were divided into approximately equal groups: humanities students (male–MG-1, female–FG-1), medicine students (male–MG-2, female–FG-2), technical students (male–MG-3, female–FG-3). The main research tools: modified student self-reported questionnaire (on the base of IPAQ), academic grading (scores for self-completed PE tasks). In surveys, all participants self-rated overall and sport/fitness PA level pre- to post-cancellation of face-to-face PE classes. The participants had to complete 32 special PE tasks, during the research period. PE teachers rated participants by a special grading scale. Results. For the male and female students’ groups there were no significant differences of overall PA, sport/fitness PA level and academic performance in PE pre-cancellation of face-to-face PE classes. All participants significantly (p≤0.05) decreased overall PA, sport/fitness PA level and academic performance in PE post-cancellation. There was a significant (p≤0.05) large amount of overall PA level in MG-2 students and sport/fitness PA level in MG-1 students’ post-cancellation of face-to-face PE classes. For the male students there were no significant differences of grading in PE pre- to post-cancellation of face-to-face PE classes between participants groups. There was a significant (p≤0.05) large amount of overall PA level post-cancellation of face-to-face PE classes in FG-2 students. There was a significantly (p≤0.05) lower amount of sport/fitness PA level post-cancellation of face-to-face PE classes in FG-3 students. There was a significant drop in mean grading scores in PE post-cancellation of face-to-face PE classes in students. FG-2 participants had significantly (p≤0.05) higher grading scores in PE post-cancellation of face-to-face PE classes. Conclusions. The universities closure and cancellation of face-to-face PE classes due to the COVID-19 pandemic decreased overall PA, sport/fitness PA level and academic performance in PE in all participants. It is important to note that the proportional decrease in overall PA for the male students was actually large, then decrease in overall PA for the female students was less. The findings highlight the need for active interventions of PA promotion targeted at the student population in the context of self-isolation measures during the COVID-19 pandemic.

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Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis

Cited by 90 publications

References 117 publications

Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender

Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender

Motor Skills in the Structure of Physical Fitness of 7-Year-Old Boys

The impact of the universities closure on physical activity and academic performance in physical education in university students during the COVID-19 pandemic

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