Examining the Impact of 45 Minutes of Daily Physical Education on Cognitive Ability, Fitness Performance, and Body Composition of African American Youth

Reed, Julian A.; Maslow, Andréa L.; Long, Savannah; Hughey, Morgan

doi:10.1123/jpah.10.2.185

Cited by 55 publications

(52 citation statements)

References 42 publications

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“…These results are in line with studies showing that physical activity is not necessary associated with all domains of cognitive functions [13]–[15], [20], [21]. These diverging results indicate the importance of future studies to define these associations.…”

Section: Discussionsupporting

confidence: 88%

The Associations of Objectively Measured Physical Activity and Sedentary Time with Cognitive Functions in School-Aged Children

et al. 2014

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Low levels of physical activity among children have raised concerns over the effects of a physically inactive lifestyle, not only on physical health but also on cognitive prerequisites of learning. This study examined how objectively measured and self-reported physical activity and sedentary behavior are associated with cognitive functions in school-aged children. The study population consisted of 224 children from five schools in the Jyväskylä school district in Finland (mean age 12.2 years; 56% girls), who participated in the study in the spring of 2011. Physical activity and sedentary time were measured objectively for seven consecutive days using the ActiGraph GT1M/GT3X accelerometer. Self-reported moderate to vigorous physical activity (MVPA) and screen time were evaluated with the questions used in the “WHO Health Behavior in School-aged Children” study. Cognitive functions including visual memory, executive functions and attention were evaluated with a computerized Cambridge Neuropsychological Test Automated Battery by using five different tests. Structural equation modeling was applied to examine how objectively measured and self-reported MVPA and sedentary behavior were associated with cognitive functions. High levels of objectively measured MVPA were associated with good performance in the reaction time test. High levels of objectively measured sedentary time were associated with good performance in the sustained attention test. Objectively measured MVPA and sedentary time were not associated with other measures of cognitive functions. High amount of self-reported computer/video game play was associated with weaker performance in working memory test, whereas high amount of computer use was associated with weaker performance in test measuring shifting and flexibility of attention. Self-reported physical activity and total screen time were not associated with any measures of cognitive functions. The results of the present study propose that physical activity may benefit attentional processes. However, excessive video game play and computer use may have unfavorable influence on cognitive functions.

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Section: Discussionsupporting

confidence: 88%

The Associations of Objectively Measured Physical Activity and Sedentary Time with Cognitive Functions in School-Aged Children

et al. 2014

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“…The length of the intervention ranged from 10 weeks to one school year. Interventions included enhanced (47, 71) or additional PE (135). Cognitive measures included the random number generation (RNG) task (47), a perceptual speed task (135), the CAS (71), the Cambridge Neuropsychological Test Battery (CANTAB)(71), and the Attention Network Test (ANT) (71).…”

Section: Resultsmentioning

confidence: 99%

“…Reed et al (135) examined additional PE by comparing performance on cognitive measures from the beginning (pretest) to the end (posttest) of a school year; students at an experimental school received 45 min of daily PE for the entire year while students in control schools received either 45 min of daily PE for one semester (middle school) or 45 min of PE one day per week for the entire year (elementary school). Results were reported separately for boys and girls, for elementary and middle school ages, and for fluid intelligence and perceptual speed (elementary school only).…”

Section: Resultsmentioning

confidence: 99%

Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children

Donnelly¹,

Hillman²,

Castelli³

et al. 2016

Medicine &Amp; Science in Sports &Amp; Exercise

1,347

1,062

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Background The relation among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. Objective To answer the following questions: (1) among children aged 5-13, do PA and physical fitness influence cognition, learning, brain structure, and brain function? (2) among children aged 5-13, do PA, physical education, and sports programs influence standardized achievement test performance and concentration/attention? Study Eligibility Criteria Primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness or physical education (PE)/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Data Sources Two separate searches were performed to identify studies that focused on (1) cognition, learning, brain structure, and brain function; and (2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990- September 2014) for studies that met inclusion criteria. Sixty-four met inclusion criteria for the first search (cognition/learning/brain) and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Study appraisal and synthesis methods Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters, therefore results were synthesized and presented by study design. Results A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited evidence was available concerning the effects of PA on learning, with only one cross-sectional study meeting the inclusion criteria. Evidence indicates that PA has a relation to areas of the brain that support complex cognitive processes during laboratory tasks. While favorable results have been obtained from cross-sectional and longitudinal studies related to academic achievement, the results obtained from controlled experiments evaluating the benefits of PA on academic performance are mixed and additional, well-designed studies are needed. Limitations Limitations in evidence meeting inclusion criteria for this review include a lack of randomized controlled trials, limited studies that are adequately powered, lack of information on participant characteristics, failure to blind for outcome measures, proximity of PA to measurement outcomes, and lack of accountability for known confounders. Therefore, many studies were ranked as high risk for bias due to multiple design limitations. Conclusions The present systematic review found evidence t...

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“…We used the GRADEprofiler Guideline Development Tool (GRADEpro GDT 2015) to generate the tables for which we imported data directly from RevMan 5 (Review Manager 2014). These comparison-specific tables provide details for each outcome concerning the assessment tools used, follow-up range, timing of follow-up, study design, number of studies, total sample sizes, effect estimates, and the quality of evidence.…”

Section: Methodsmentioning

confidence: 99%

Physical activity, diet and other behavioural interventions for improving cognition and school achievement in children and adolescents with obesity or overweight

Martin

Booth

Laird

et al. 2018

Cochrane Database of Systematic Reviews

140

109

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Background The global prevalence of childhood and adolescent obesity is high. Lifestyle changes towards a healthy diet, increased physical activity and reduced sedentary activities are recommended to prevent and treat obesity. Evidence suggests that changing these health behaviours can benefit cognitive function and school achievement in children and adolescents in general. There are various theoretical mechanisms that suggest that children and adolescents with excessive body fat may benefit particularly from these interventions. Objectives To assess whether lifestyle interventions (in the areas of diet, physical activity, sedentary behaviour and behavioural therapy) improve school achievement, cognitive function (e.g. executive functions) and/or future success in children and adolescents with obesity or overweight, compared with standard care, waiting‐list control, no treatment, or an attention placebo control group. Search methods In February 2017, we searched CENTRAL, MEDLINE and 15 other databases. We also searched two trials registries, reference lists, and handsearched one journal from inception. We also contacted researchers in the field to obtain unpublished data. Selection criteria We included randomised and quasi‐randomised controlled trials (RCTs) of behavioural interventions for weight management in children and adolescents with obesity or overweight. We excluded studies in children and adolescents with medical conditions known to affect weight status, school achievement and cognitive function. We also excluded self‐ and parent‐reported outcomes. Data collection and analysis Four review authors independently selected studies for inclusion. Two review authors extracted data, assessed quality and risks of bias, and evaluated the quality of the evidence using the GRADE approach. We contacted study authors to obtain additional information. We used standard methodological procedures expected by Cochrane. Where the same outcome was assessed across different intervention types, we reported standardised effect sizes for findings from single‐study and multiple‐study analyses to allow comparison of intervention effects across intervention types. To ease interpretation of the effect size, we also reported the mean difference of effect sizes for single‐study outcomes. Main results We included 18 studies (59 records) of 2384 children and adolescents with obesity or overweight. Eight studies delivered physical activity interventions, seven studies combined physical activity programmes with healthy lifestyle education, and three studies delivered dietary interventions. We included five RCTs and 13 cluster‐RCTs. The studies took place in 10 different countries. Two were carried out in children attending preschool, 11 were conducted in primary/elementary school‐aged children, four studies were aimed at adolescents attending secondary/high s...

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Examining the Impact of 45 Minutes of Daily Physical Education on Cognitive Ability, Fitness Performance, and Body Composition of African American Youth

Abstract: Providing 45 minutes of daily physical education can perhaps increase cognitive ability while increasing fitness and decreasing the prevalence of overweight and obese youth.

Cited by 55 publications

References 42 publications

The Associations of Objectively Measured Physical Activity and Sedentary Time with Cognitive Functions in School-Aged Children

The Associations of Objectively Measured Physical Activity and Sedentary Time with Cognitive Functions in School-Aged Children

Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children

Physical activity, diet and other behavioural interventions for improving cognition and school achievement in children and adolescents with obesity or overweight

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