The Effect of Physical Activity Interventions on Children’s Cognition and Metacognition: A Systematic Review and Meta-Analysis

Álvarez‐Bueno, Celia; Pesce, Caterina; Cavero‐Redondo, Iván; Sánchez‐López, Mairena; Martínez‐Hortelano, José Alberto; Martínez‐Vizcaíno, Vicente

doi:10.1016/j.jaac.2017.06.012

Cited by 290 publications

(264 citation statements)

References 61 publications

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“…All three core EFs are highly relevant to learning and consequently to academic achievement in children with ADHD. 9,10 Whereas in healthy children there is substantial evidence showing that physical exercise has a positive effect on EFs, 11,12 there are fewer studies addressing the impact of exercise interventions in children with ADHD. There is, however, a growing body of evidence available for interventional studies in children with ADHD, indicating that this population might also benefit from physical exercise, positively impacting cognitive performance, ADHD symptoms, and motor abilities.…”

Section: Introductionmentioning

confidence: 99%

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

Benzing

Schmidt

2019

Scandinavian Med Sci Sports

106

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Background Children with ADHD frequently suffer from deficits in cognitive (ie, executive functions) and motor abilities. Although medication usually has a positive effect, a lack of commitment and possible side effects result in a need for adjunct or alternative treatments. Thus, the aim of the current study was to investigate the effects of cognitively and physically demanding exergaming on executive functions, ADHD symptoms, and motor abilities. Methods In a parallel group randomized trial, 51 children between 8‐12 years (M = 10.63; SD = 1.32) diagnosed with ADHD were assigned either to an 8‐week exergame intervention group (three training sessions per week for 30 minutes) or a waiting‐list control group. The core executive functions (inhibition, switching, updating), parent ratings of symptoms, and motor abilities were assessed/gathered before and after the intervention. Results Analyses of covariance (using pre‐test values as covariates) revealed that children in the exergame intervention group improved in specific executive functions (reaction times in inhibition and switching), general psychopathology as well as motor abilities compared to control group. Conclusions Findings indicate that exergaming might benefit two domains in which frequent deficits can be observed in children with ADHD, executive functions and motor abilities. Given that these beneficial effects in turn might positively affect psychopathology, exergaming could serve as an individualized home‐based intervention in the future. However, in order to maximize benefits and make exergaming a valuable adjunct to treatment for children with ADHD, customized exergames are needed.

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Section: Introductionmentioning

confidence: 99%

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

Benzing

Schmidt

2019

Scandinavian Med Sci Sports

106

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“…Despite devoting twice as many minutes per week to physical education as controls, the health-related physical education programme did not interfere with academic achievement. In a recent meta-analytical study it was even shown that curricular physical education programmes even had a positive impact on cognitive functions [38]. Thus, rising concerns that increasing weekly time of physical education could lead to declines in academic performance due to less time remaining for other school subjects were not supported by our or other empirical studies.…”

Section: Discussionmentioning

confidence: 59%

Effects of a Sports-Oriented Primary School on Students’ Physical Literacy and Cognitive Performance

Demetriou

Bachner

Reimers

et al. 2018

JFMK

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Abstract:As only a small group of children fulfil the guidelines for physical activity, interventions are necessary to promote active lifestyles. We examined the effects of a sports-oriented primary school (N = 79) in comparison to a regular primary school (N = 90) on students' physical literacy and cognitive performance. To evaluate the implementation of the sports-oriented school curriculum a process evaluation was conducted, in which the school curriculum was analysed and guideline-based interviews were carried out with the schoolteachers and the school director. To measure students' physical literacy and cognitive performance several tests were used. Small positive effects of the sports-oriented primary school on students' physical literacy were shown in standing long jump and attitudes towards physical activity. There were no differences between the groups regarding cognitive performance. This study provides the first insights on how a sports-oriented school can promote students' physical literacy in the future. The results are in line with previous research that shows that when children spend more time in physical education and overall physical activities at school, no negative consequences result for their cognitive performance. In future, long-term evaluations of the effects of sports-oriented schools are required to receive valid results on the effects on students.

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“…Emerging research indicates a link between increasing levels of physical activity (PA) and improved levels of cognitive function and brain health in childhood (Khan & Hillman, 2014;Donnelly et al, 2016;Lubans et al, 2016;Alvarez-Bueno et al, 2017). Indeed, studies report that children who have good aerobic fitness achieve higher scores on standardised achievement tests than their less fit counterparts (Castelli et al, 2007;Donnelly et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Better Movers and Thinkers: An evaluation of how a novel approach to teaching physical education can impact children's physical activity, coordination and cognition

Dalziell

Booth

Boyle

et al. 2019

British Educational Res J

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This study aimed to identify what impact a novel approach to teaching physical education (PE) had on children's physical activity (PA), coordination and cognition compared to current provision. One hundred and fifty children were recruited from six primary schools in Scotland. Outcome measures were the Cognitive Assessment System, the Physical Activity Habits Questionnaire for Children and fundamental locomotor skills (crawling, creeping, marching and skipping). Pre‐, post‐ and 6‐month follow‐up testing was conducted and data analysed comparing a control and an intervention group. Each group received 2 hours of PE each week during the 16‐week intervention. Current provision in PE was delivered in the control group and a Better Movers and Thinkers approach to PE delivered in the intervention group. Significant effects of intervention relative to the control group were identified in cognition (p ≤ 0.001, d = 0.76) and coordination (p ≤ 0.001, d = 0.97). No significant effects of intervention were identified for PA (p ≤ 0.200, d = 0.24). The improvement in the outcome measures remained at the 6‐month follow‐up testing. The present study has identified cognitive and coordination improvements as a result of a novel PE intervention with benefits maintained 6 months later. This supports the need for modification in current PE provision to optimise the potential for learning across the curriculum.

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The Effect of Physical Activity Interventions on Children’s Cognition and Metacognition: A Systematic Review and Meta-Analysis

Cited by 290 publications

References 61 publications

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

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

Effects of a Sports-Oriented Primary School on Students’ Physical Literacy and Cognitive Performance

Better Movers and Thinkers: An evaluation of how a novel approach to teaching physical education can impact children's physical activity, coordination and cognition

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