Exercise and Children’s Intelligence, Cognition, and Academic Achievement

Tomporowski, Phillip D.; Davis, Catherine L.; Miller, Patricia H.; Naglieri, Jack A.

doi:10.1007/s10648-007-9057-0

Cited by 610 publications

(551 citation statements)

References 83 publications

(91 reference statements)

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“…54 In a recent review of the effects of exercise on children's intelligence, cognition and academic achievement, evidence for an association between exercise and children's academic achievement was found and it was suggested that exercise may be a simple, but an important method of improving children's mental functioning. 55 This may be an important factor to consider and examine in future prevention efforts for improving child mental health outcomes as well as physical health outcomes.…”

Section: Teasing and Social Rejection Among Obese Children T Gunnarsdmentioning

confidence: 99%

Teasing and social rejection among obese children enrolling in family-based behavioural treatment: effects on psychological adjustment and academic competencies

et al. 2011

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Objectives: The first objective was to determine the prevalence of psychological maladjustment (emotional and behavioural problems), low academic competencies and teasing/social rejection among obese Icelandic children enrolling in a family-based behavioural treatment. A second objective was to explore the degree to which teasing/social rejection specifically contributes to children's psychological adjustment and academic competencies when controlling for other variables, including demographics, children's physical activity, parental depression and life-stress. Methods: Participants were 84 obese children (mean body mass index-standard deviation score ¼ 3.11, age range ¼ 7.52-13.61 years). Height and weight, demographics and measures of children's psychological adjustment, academic competencies, teasing/social rejection and physical activity were collected from children, parents and teachers. Parental depression and life-stress was self-reported. Results: Over half the children exceeded cutoffs indicating concern on at least one measure of behavioural or emotional difficulties. Children endorsed significant levels of teasing/social rejection, with almost half acknowledging they were not popular with same-gender peers. Parent reports of peer problems were even higher, with over 90% of both boys and girls being rated by their parents as having significant peer difficulties. However, rates of low academic competencies as reported by teachers were not different from those of the general population. In regression analyses controlling for other variables, self-reported teasing/social rejection emerged as a significant contributor to explaining both child psychological adjustment and academic competencies. Conclusions:The results indicate that among obese children enrolled in family-based treatment, self-reported teasing/social rejection is quite high and it is associated with poorer psychological adjustment as well as lower academic competencies. Parent reports corroborate the presence of substantial peer difficulties, supporting the need to address peer relations with overweight children both in clinical practice and in public health interventions.

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Section: Teasing and Social Rejection Among Obese Children T Gunnarsdmentioning

confidence: 99%

Teasing and social rejection among obese children enrolling in family-based behavioural treatment: effects on psychological adjustment and academic competencies

et al. 2011

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“…Numerous intervention studies have shown the positive acute and chronic effects of exercise on cognitive functioning in children, adolescents, young, and old adults (for reviews, see Fedewa and Ahn 2011;Sibley and Etnier 2003;Tomporowski et al 2008). According to Sibley and Etnier (2003), there is a significant positive relationship between physical activity and cognitive function or academic achievementcita in school-aged children.…”

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confidence: 99%

Preschool Children’s Foreign Language Vocabulary Learning by Embodying Words Through Physical Activity and Gesturing

et al. 2015

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Research has demonstrated that physical activity involving gross motor activities can lead to better cognitive functioning and higher academic achievement scores. In addition, research within the theoretical framework of embodied cognition has shown that embodying knowledge through the use of more subtle motor activities, such as task-relevant gestures, has a positive effect on learning. In this study, we investigated whether combining both physical activities and gestures could improve learning even more in a 4-week intervention program on foreign language vocabulary learning in preschool children. The main hypothesis that learning by embodying words through task-relevant enactment gestures and physical activities would be perceived as the preferred teaching method and lead to higher learning outcomes than learning by embodying words through task-relevant enactment gestures only, and learning without physical activities or gestures was confirmed by the results. The results of this study hold great promise for instructional methods combining physical activities and gestures as enhancers of children's learning.Keywords Learning . Physical activity . Gesturing . Embodied cognition . Preschool children Since the ancient times, physical activity has been linked with a healthy mind, and physical exercise has been a vital part of education. The phrase BMens sana in corpore sano^(a sound mind in a healthy body) coming from the Roman poet Juvenal (Apr. 55-135AD) underlines the Educ Psychol Rev (2015) 27:445-456

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“…Individuals are more likely to have better mental focus and concentration when engaging in structured physical activity [11][12][13][14][15][16][17][18]. However, children are sitting in the classroom for most of a school day [1][2][3].…”

Section: Introductionmentioning

confidence: 99%

“…However, children are sitting in the classroom for most of a school day [1][2][3]. A prolonged sedentary behavior not only does reduce children's attention to instructional tasks and their sustained focus on the task engagement, but also prevents children from meeting a recommended daily amount of moderate-to-vigorous physical activity (MVPA) [11][12][13][14][15][16][17][18][19][20]. To address the critical concerns, classroom-based PA breaks have been increasingly used as an effective intervention strategy to improve students' academic achievement, academic behaviors, and executive functions [11][12][13][14][15][16][17][18][19][20].…”

Section: Introductionmentioning

confidence: 99%

Impact Of Coordinated-bilateral Physical Activities On Attention And Concentration In School-aged Children

Chen¹,

Harris²

2018

Medicine &Amp; Science in Sports &Amp; Exercise

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properly cited.Purpose. This study examined the effects of 4-week, daily 6-minute coordinated-bilateral physical activity (CBPA) breaks in classroom on attention and concentration in school-aged children. Methods. Participants (n=116) in fifth grade from two elementary schools were assigned to three groups: two intervention groups (n= 60) and one control group (n = 56). All three groups were preand post-tested with the d2 Test of Attention (d2 test). One intervention group (n = 31) took part in six minutes of daily classroombased coordinated-bilateral physical activity (CBPA) break for four weeks. Another intervention group (n = 29), the Fitbit Only (Fitbit-O), wore Fitbits per day during a school, five days per week for four weeks without CBPA breaks. A 2 × 3 ANOVA was conducted, followed by the post hoc comparisons. Results. The CBPA showed significant increases in processing speed ( 1 = 6.876, p = .010), focused attention ( 1 = 10.688, p = .002), concentration performance ( 1 = 26.46, p = .000), and attention span ( 1 = 14.090, p = .000) over the control, but not in accuracy (Error %). The CBPA showed significant improvement in concentration performance ( 1 = 24.162, p = .000) and attention span ( 1 = 6.891, p = .011), compared to the Fitbit-O. No significant changes in all five attention parameters were found between the Fitbit-O and the control. Conclusion. It was concluded that daily brief coordinated-bilateral activities can improve attention and concentration in fifth-grade students over the course of four weeks.

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Exercise and Children’s Intelligence, Cognition, and Academic Achievement

Cited by 610 publications

References 83 publications

Teasing and social rejection among obese children enrolling in family-based behavioural treatment: effects on psychological adjustment and academic competencies

Teasing and social rejection among obese children enrolling in family-based behavioural treatment: effects on psychological adjustment and academic competencies

Preschool Children’s Foreign Language Vocabulary Learning by Embodying Words Through Physical Activity and Gesturing

Impact Of Coordinated-bilateral Physical Activities On Attention And Concentration In School-aged Children

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