More than one road leads to Rome: A narrative review and meta-analysis of physical activity intervention effects on cognition in youth

Abstract

A growing body of research indicates that physical activity (PA) positively impacts cognitive function in youth. However, not all forms of PA benefit cognition equally. The purpose of this review was to determine the effect of different types of chronic PA interventions on cognition in children and adolescents. A systematic search of electronic databases and examination of the reference lists of relevant studies resulted in the identification of 28 studies. Seven categories of PA were identified, based on all possible combinations of three types of PA (aerobic, motor skill, cognitively engaging), and four comparison groups (no treatment, academic, traditional physical education, aerobic). Effect sizes were calculated based on means and SDs at the post-test using Hedge’s g formula, which includes a correction for small sample bias. Each study was only entered once in each intervention-comparator category. Full data were provided from 21 studies (28 effect sizes; n=2042 intervention; n=2002 comparison group). Overall, chronic PA interventions had a significant small-to-moderate effect on cognition (0.46). Moderate significant positive effects were identified when PA interventions were compared to no treatment (0.86) or academic content (0.57). A non-significant effect was noted when PA interventions were compared to traditional physical education (0.09) or aerobic group (0.80). However, high heterogeneity in pooled effect sizes suggests that important differences in the qualitative characteristics of the PA intervention and comparison interventions may exist. Effect sizes based on comparisons between different types of PA interventions and comparison groups are discussed in order to identify possible directions for future investigations. We conclude that chronic PA interventions have a positive impact on cognitive function in youth, but more systematic research is needed in this area.

The effect of exergaming on executive functions in children with ADHD: A randomized clinical trial

“…Not only quantitative (intensity and duration) but also qualitative characteristics are proposed to be crucial for EF benefits . In the cognitive stimulation hypothesis, it is assumed that modality, that is, cognitively engaging physical exercise, leads to increased benefits for cognitive performance through training the same brain regions that are used to control higher order cognition .…”

Motor-Enriched Learning Activities Can Improve Mathematical Performance in Preadolescent Children

“…An emerging line of research has focused on investigating the relationships between physical activity, cognitive functions and academic achievements in children (Hillman et al, 2008; Diamond and Ling, 2016; Donnelly et al, 2016; Pesce and Ben-Soussan, 2016; Vazou et al, 2016; Tomporowski et al, 2015). The term physical activity is a comprehensive concept covering various activities.…”

“…In addition to cross-sectional findings, interventional studies have also focused on the potential of cardiovascular exercise to facilitate cognitive performance and academic achievements (for reviews, see Hillman et al, 2008; Pesce and Ben-Soussan, 2016; Vazou et al, 2016; Donnelly et al, 2016). The theoretical framework for these effects are related to the structural and functional differences and adaptations associated with or resulting from the increased cardiovascular fitness or exercise (Hillman et al, 2008).…”

“…A paucity of literature exists investigating classroom-based qualitatively focused physical activity. However, a newly published study by Vazou et al (2016) employed classroom-based integrated multi-faceted physical activity into the taught academic content and found greater improvements in mathematical performance for the intervention group compared to a control group.…”

Improved cognitive performance in preadolescent Danish children after the school‐based physical activity programme “FIFA 11 for Health” for Europe – A cluster‐randomised controlled trial

“…An emerging field of research has been focusing on the positive relationship among physical activity, cognitive function and academic achievement in children (Diamond & Ling, 2016;Donnelly et al, 2016;Geertsen et al, 2016;Hillman, Erickson, & Kramer, 2008;Vazou, Pesce, Lakes, & Smiley-oyen, 2016). Cognitive function is regarded as a predictor of and a prerequisite for academic learning and achievement (Alloway & Alloway, 2010;Blair & Peters Razza, 2007).…”