scholarly journals Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children

PLoS ONE ◽  
2016 ◽  
Vol 11 (8) ◽  
pp. e0161960 ◽  
Author(s):  
Svend Sparre Geertsen ◽  
Richard Thomas ◽  
Malte Nejst Larsen ◽  
Ida Marie Dahn ◽  
Josefine Needham Andersen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Exercise Capacity ◽  
Motor Skills ◽  
Cognitive Functions ◽  
Objective Measures ◽  
Preadolescent Children

scholarly journals Cardiorespiratory Fitness and Motor Skills in Relation to Cognition and Academic Performance in Children – A Review

2013 ◽  
Vol 36 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Eero A. Haapala
Keyword(s):  
Academic Performance ◽  
Cardiorespiratory Fitness ◽  
Inhibitory Control ◽  
Cognitive Processing ◽  
Motor Skills ◽  
Cognitive Functions ◽  
Cross Sectional ◽  
Cross Sectional Studies ◽  
Relationship Of ◽  
The Relationship

Different elements of physical fitness in children have shown a declining trend during the past few decades. Cardiorespiratory fitness and motor skills have been associated with cognition, but the magnitude of this association remains unknown. The purpose of this review is to provide an overview of the relationship of cardiorespiratory fitness and motor skills with cognitive functions and academic performance in children up to 13 years of age. Cross-sectional studies suggest that children with higher cardiorespiratory fitness have more efficient cognitive processing at the neuroelectric level, as well as larger hippocampal and basal ganglia volumes, compared to children with lower cardiorespiratory fitness. Higher cardiorespiratory fitness has been associated with better inhibitory control in tasks requiring rigorous attention allocation. Better motor skills have been related to more efficient cognitive functions including inhibitory control and working memory. Higher cardiorespiratory fitness and better motor skills have also been associated with better academic performance. Furthermore, none of the studies on cardiorespiratory fitness have revealed independent associations with cognitive functions by controlling for motor skills. Studies concerning the relationship between motor skills and cognitive functions also did not consider cardiorespiratory fitness in the analyses. The results of this review suggest that high levels of cardiorespiratory fitness and motor skills may be beneficial for cognitive development and academic performance but the evidence relies mainly on cross-sectional studies.

scholarly journals Twin-To-Twin Transfusion Syndrome Donor and Recipient and Their Subsequent Cognitive Functioning in Late Childhood as Juvenile Athletes—A Case Study

2021 ◽  
Vol 18 (5) ◽  
pp. 2545
Author(s):  
Ilona Bidzan-Bluma
Keyword(s):  
Cognitive Functioning ◽  
Motor Skills ◽  
Cognitive Functions ◽  
Late Childhood ◽  
Semantic Fluency ◽  
Motor Functioning ◽  
Gross Motor Skills ◽  
History Of

Objective: It is estimated that twin-to-twin transfusion syndrome (TTTS) occurs in 10–15% of monochorionic twin pregnancies. One of the fetuses takes on the role of donor and the other of recipient. The treatment administered involves serial amnioreduction and laser photocoagulation of the communicating blood vessels. After TTTS, children may have deficiencies in psychomotor functioning, in particular in cognitive functions, expressive language, and motor skills. Few scientific reports indicate that twins after TTTS do not demonstrate significant differences in tests which measure intellectual functioning. Methods: The cognitive functioning of twins in the late childhood period was compared using the following tools: an analysis of their medical history, an interview with their parents, and neuropsychological tests allowing the evaluation of their whole profile of cognitive functions. Case Study: Cognitive functioning in the late childhood period was analyzed in a pair of 11-year-old male twins (juvenile athletes), a donor and a recipient, who had developed TTTS syndrome in the prenatal period. Results: Comparison of the cognitive functioning profile of the donor and recipient revealed that children with a history of TTTS develop normally in terms of cognitive and motor functioning in late childhood. A comparative analysis of the donor and recipient was more favorable for the recipient, who had a higher level of general intelligence, visual–motor memory, and semantic fluency. Conclusions: The fact that both the donor and the recipient chose to pursue athletics suggests that gross motor skills are their strongest suit. Playing sports as a method of rehabilitation of cognitive function of children born prematurely after TTTS could contribute to the improvement of cognitive functioning.

scholarly journals Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

2021 ◽  
Vol 14 (28) ◽  
pp. 57-64
Author(s):  
José Eduardo Molina Arriola ◽  
Victor Osiris Rodriguez Cervantes ◽  
Julio Cesar Lozano Flores ◽  
Luis Quintana Rivera ◽  
José Moncada Jimenez ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Motor Skills ◽  
Weighted Average ◽  
First Year ◽  
Regression Analyses ◽  
First Year Students ◽  
First Year University ◽  
Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

scholarly journals Undergraduate Drinking and Academic Performance: A Prospective Investigation With Objective Measures

2009 ◽  
Vol 70 (5) ◽  
pp. 776-785 ◽  
Author(s):  
Dennis L. Thombs ◽  
R. Scott Olds ◽  
Susan J. Bondy ◽  
Janice Winchell ◽  
Dolly Baliunas ◽  
...  
Keyword(s):  
Academic Performance ◽  
Objective Measures ◽  
Undergraduate Drinking ◽  
Prospective Investigation

Contribution of the basal ganglia to spoken language: Is speech production like the other motor skills?

2014 ◽  
Vol 37 (6) ◽  
pp. 576-576 ◽  
Author(s):  
Alexandre Zenon ◽  
Etienne Olivier
Keyword(s):  
Basal Ganglia ◽  
Speech Production ◽  
Motor Skills ◽  
Cognitive Functions ◽  
Motor System ◽  
Spoken Language ◽  
The Other ◽  
Motor Behaviour ◽  
Hypokinetic Dysarthria ◽  
High Level

AbstractTwo of the roles assigned to the basal ganglia in spoken language parallel very well their contribution to motor behaviour: (1) their role in sequence processing, resulting in syntax deficits, and (2) their role in movement “vigor,” leading to “hypokinetic dysarthria” or “hypophonia.” This is an additional example of how the motor system has served the emergence of high-level cognitive functions, such as language.

scholarly journals Sleep quality, duration, and consistency are associated with better academic performance in college students

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Kana Okano ◽  
Jakub R. Kaczmarzyk ◽  
Neha Dave ◽  
John D. E. Gabrieli ◽  
Jeffrey C. Grossman
Keyword(s):  
Academic Performance ◽  
Test Performance ◽  
Quantitative Data ◽  
Objective Measures ◽  
College Chemistry ◽  
Activity Trackers ◽  
Objective Evidence ◽  
Wearable Activity Trackers ◽  
Single Night ◽  
Introductory College

Abstract Although numerous survey studies have reported connections between sleep and cognitive function, there remains a lack of quantitative data using objective measures to directly assess the association between sleep and academic performance. In this study, wearable activity trackers were distributed to 100 students in an introductory college chemistry class (88 of whom completed the study), allowing for multiple sleep measures to be correlated with in-class performance on quizzes and midterm examinations. Overall, better quality, longer duration, and greater consistency of sleep correlated with better grades. However, there was no relation between sleep measures on the single night before a test and test performance; instead, sleep duration and quality for the month and the week before a test correlated with better grades. Sleep measures accounted for nearly 25% of the variance in academic performance. These findings provide quantitative, objective evidence that better quality, longer duration, and greater consistency of sleep are strongly associated with better academic performance in college. Gender differences are discussed.

Behavioural and psychological symptoms of dementia

2000 ◽  
Vol 10 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Nitin Purandare ◽  
Allen ◽  
Alistair Burns
Keyword(s):  
Motor Skills ◽  
Cognitive Functions ◽  
Psychological Symptoms ◽  
Memory Loss ◽  
International Classification Of Diseases ◽  
Emotional Control ◽  
Behavioural And Psychological Symptoms ◽  
Classification Of Diseases ◽  
Icd 10

IntroductionDementia is a syndrome which involves progressive disturbance of multiple cognitive functions, emotional control and social behaviour in clear consciousness (International Classification of Diseases, ICD-10).1 Alzheimer’s disease (AD) accounts for more than 50% of all dementias and hence is the most widely studied. Although Alzheimer’s first description of the condition included noncognitive features like hallucinations, delusions and screaming,2 most research has focused on the cognitive features, i.e. memory loss, perceptuo-motor skills and language disturbance.

scholarly journals Aberrant Auditory and Visual Memory Development of Children with Upper Limb Motor Disorders

2021 ◽  
Vol 11 (12) ◽  
pp. 1650
Author(s):  
Maria Koriakina ◽  
Olga Agranovich ◽  
Ekaterina Petrova ◽  
Dzerassa Kadieva ◽  
Grigory Kopytin ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Motor Skills ◽  
Upper Limb ◽  
Cognitive Functions ◽  
Visual Memory ◽  
Motor Impairment ◽  
Motor Dysfunction ◽  
Motor Disorders ◽  
Healthy Children ◽  
Life Functioning

The current study aimed to compare differences in the cognitive development of children with and without upper limb motor disorders. The study involved 89 children from 3 to 15 years old; 57 children with similar upper limb motor disorders and 32 healthy children. Our results showed that motor disorders could impair cognitive functions, especially memory. In particular, we found that children between 8 and 11 years old with upper limb disorders differed significantly from their healthy peers in both auditory and visual memory scales. These results can be explained by the fact that the development of cognitive functions depends on the normal development of motor skills, and the developmental delay of motor skills affects cognitive functions. Correlation analysis did not reveal any significant relationship between other cognitive functions (attention, thinking, intelligence) and motor function. Altogether, these findings point to the need to adapt general habilitation programs for children with motor disorders, considering the cognitive impairment during their development. The evaluation of children with motor impairment is often limited to their motor dysfunction, leaving their cognitive development neglected. The current study showed the importance of cognitive issues for these children. Moreover, early intervention, particularly focused on memory, can prevent some of the accompanying difficulties in learning and daily life functioning of children with movement disorders.

Organized Athletics for Preadolescent Children

PEDIATRICS ◽  
1989 ◽  
Vol 84 (3) ◽  
pp. 583-584
Author(s):  
◽  
Keyword(s):  
Motor Skills ◽  
The United States ◽  
Self Esteem ◽  
Free Play ◽  
Athletic Programs ◽  
Community Based ◽  
Self Image ◽  
Preadolescent Children ◽  
Community Based Programs ◽  
And Training

Each year in the United States, millions of preadolescent children participate in organized athletics. Some organized athletic programs are community based; others are school sponsored, either as extracurricula programs or as part of physical education classes. Most coaches in community-based programs are volunteers who have no formal training or expertise in coaching. The credentials and training of grade school coaches are highly variable. Therefore, many US preadolescents are involved in athletics without the benefit of specific program goals aimed at ensuring the most beneficial physical, psychologic, and recreational outcomes. Coaches, officials, parents, and program designers all play critical roles in shaping the child's early athletic experience and the child's self-esteem. The goals of the program and the behavior of all of the adults involved should focus upon assisting the child to develop: (1) an enjoyment of sports and fitness that will be sustained through adulthood, (2) physical fitness, (3) basic motor skills, (4) a positive self-image, (5) a balanced perspective on sports in relation to the child's school and community life, and (6) a commitment to the values of teamwork, fair play, and sportsmanship. In addition, efforts must be made to make the sport as safe as possible. Enjoyment of sports and fitness in childhood will increase the likelihood of a child pursuing these activities through adulthood. Children should be allowed to try a variety of sports and to choose sports that appeal to them. If children require more than gentle encouragement, then they are not ready for involvement. Unstructured free play should be encouraged to enhance enjoyment of sports, as well as to promote spontaneity and creativity.

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