scholarly journals Are changes in cardiorespiratory fitness resulting from physical activity interventions related to changes in executive function and academic performance in children and adolescents? A systematic review and meta-regression.

2019 ◽  
Author(s):  
Samuel Tuvey ◽  
James Steele ◽  
Elizabeth Horton ◽  
Xian Mayo ◽  
Gary Liguori ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Academic Performance ◽  
Executive Function ◽  
Children And Adolescents ◽  
Cardiorespiratory Fitness ◽  
Control Group ◽  
Positive Effects ◽  
Meta Regression ◽  
The Impact

Physical activity (PA) interventions in children and adolescents are thought to improve cardiorespiratory fitness (CRF), and possibly executive function (EF), and academic performance (AP). It is thought that the impact of PA upon CRF might be associated with improved EF and AP. However, previous meta-analyses have not examined this relationships. Thus, we conducted a systematic review and meta-regression of intervention studies that reported a pre- and a post-intervention measure of CRF and AP and/or EF and included a control group. A total of 17 studies were included. PA interventions had the following main effects: 0.24 [95% CI=0.09, 0.40] for CRF; 0.11 [95% CI=-0.16, 0.38] for AP; and 0.02 [95% CI=-0.09, 0.13] for EF after removal of influential studies. Meta-regression for CRF changes upon EF outcomes suggested a small effect ranging from negative trivial to moderate (β = 0.26 [95% CI=-0.18, 0.70]). For CRF changes upon AP outcomes the estimate was trivial with poor precision ranging negative to positive large effects (β = -0.04 [95% CI=-1.52, 1.45]). Despite small positive effects upon CRF, the effects upon EF or AP are less clear. Further, it seems unlikely improvements in CRF from PA interventions are associated with changes EF or AP.

scholarly journals Relationships Between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review

2018 ◽  
Vol 15 (8) ◽  
pp. 1603 ◽  
Author(s):  
Kirstin Macdonald ◽  
Nikki Milne ◽  
Robin Orr ◽  
Rodney Pope
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Academic Performance ◽  
Children And Adolescents ◽  
Motor Skill ◽  
Early Years ◽  
Motor Proficiency ◽  
Gross Motor ◽  
School Aged Children ◽  
The Impact

Positive associations exist between physical activity, cognition, and academic performance in children and adolescents. Further research is required to examine which factors underpin the relationships between physical activity and academic performance. This systematic review aimed to identify, critically appraise, and synthesize findings of studies examining relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. A systematic search of electronic databases was performed to identify relevant studies. Fifty-five eligible articles were critically appraised and key data was extracted and synthesized. Findings support associations between several components of motor proficiency and academic performance in mathematics and reading. There was evidence that fine motor proficiency was significantly and positively associated with academic performance in mathematics and reading, particularly during the early years of school. Significant positive associations were also evident between academic performance and components of gross motor proficiency, specifically speed and agility, upper-limb coordination, and total gross motor scores. Preliminary evidence from a small number of experimental studies suggests motor skill interventions in primary school settings may have a positive impact on academic performance in mathematics and/or reading. Future research should include more robust study designs to explore more extensively the impact of motor skill interventions on academic performance.

scholarly journals How does academic achievement relate to cardiorespiratory fitness, self-reported physical activity and objectively reported physical activity: a systematic review in children and adolescents aged 6–18 years

2017 ◽  
Vol 52 (16) ◽  
pp. 1039-1039 ◽  
Author(s):  
Adilson Marques ◽  
Diana A Santos ◽  
Charles H Hillman ◽  
Luís B Sardinha
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Academic Achievement ◽  
Children And Adolescents ◽  
Cardiorespiratory Fitness ◽  
Inclusion Criteria ◽  
Eligibility Criteria ◽  
Cross Sectional ◽  
Explanatory Variables ◽  
The Relationship

ObjectiveThis report aimed to systematically review the evidence for a differential association between objective and self-reported physical activity and cardiorespiratory fitness on academic achievement.DesignSystematic review.Data sourcesStudies were identified from searches in Embase, Education Resources Information Center, PubMed, PsycINFO, SPORTdiscus and Web of Science databases from January 2000 to December 2016.Eligibility criteria for selecting studiesEligibility criteria included cross-sectional, longitudinal and interventional study designs. Outcomes included students’ school grade or a standardised test or measure of academic achievement. Explanatory variables were cardiorespiratory fitness and objective and self-reported physical activity. Inclusion criteria included school-aged children and adolescents aged–18 years (or students from primary to secondary school when student’s participants age was not described) and articles published in English, Portuguese or Spanish.ResultsA total of 51 articles met inclusion criteria: 41 cross-sectional, 2 intervention and 8 longitudinal studies. Results from 11 studies were inconsistent regarding the relationship between objectively measured physical activity and academic achievement. Ten of the 16 articles reported positive associations between self-reported physical activity and academic achievement. From the 22 studies that analysed the relationship between cardiorespiratory fitness and academic achievement, it was verified that they all generally support the beneficial effect of cardiorespiratory fitness on students’ academic achievement.ConclusionHigher cardiorespiratory fitness may be important to enhance children and adolescents’ health and, additionally, academic achievement. Due to a lack of consensus across studies, methodological issues associated with the assessment of physical activity should be considered when investigating physical activity and academic achievement.

scholarly journals Clinical and neuropsychological assessment of executive function in a sample of children and adolescents with idiopathic epilepsy

2014 ◽  
Vol 72 (12) ◽  
pp. 954-959 ◽  
Author(s):  
Andrea Bandeira de Lima ◽  
Fernanda Moreira ◽  
Marleide da Mota Gomes ◽  
Heber Maia-Filho
Keyword(s):  
Academic Performance ◽  
Executive Function ◽  
Executive Functions ◽  
Children And Adolescents ◽  
Clinical Data ◽  
Wisconsin Card Sorting Test ◽  
Idiopathic Epilepsy ◽  
Control Group ◽  
Seizure Type ◽  
Card Sorting

Objective To compare the executive functions of children and adolescents with idiopathic epilepsy with a control group and to correlate with clinical data, intelligence and academic performance. Method Cross-sectional, descriptive and analytical study. Thirty-one cases and thirty-five controls were evaluated by the WCST (Wisconsin Card Sorting Test).The results were compared with clinical data (seizure type and frequency, disease duration and number of antiepileptic drugs used), IQ (WISC-III) and academic performance (APT). Results Patients with epilepsy had poorer executive function scores. There was no positive linear correlation between test scores and epilepsy variables. There was a positive association between academic performance and some executive function results. Conclusion Children with well controlled idiopathic epilepsy may show deficits in executive functions in spite of clinical variables. Those deficits may influence academic performance.

scholarly journals Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features

2018 ◽  
Vol 4 (1) ◽  
pp. e000341 ◽  
Author(s):  
Andy J Daly-Smith ◽  
Stephen Zwolinsky ◽  
Jim McKenna ◽  
Phillip D Tomporowski ◽  
Margaret Anne Defeyter ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Academic Performance ◽  
Active Learning ◽  
Good Practice ◽  
Risk Of Bias ◽  
Eligibility Criteria ◽  
Physically Active ◽  
Classroom Behaviour ◽  
The Impact

ObjectiveTo examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour.DesignSystematic review.Data sourcesPubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science.Eligibility criteria for selecting studiesStudies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias.ResultsTen PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies.ConclusionLow-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies.PROSPERO registration numberCRD42017070981.

scholarly journals The Effect of Intensity, Frequency, Duration and Volume of Physical Activity in Children and Adolescents on Skeletal Muscle Fitness: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

2021 ◽  
Vol 18 (18) ◽  
pp. 9640
Author(s):  
Chunchun Wu ◽  
Yongjin Xu ◽  
Zhaojing Chen ◽  
Yinhang Cao ◽  
Kehong Yu ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Children And Adolescents ◽  
High Intensity ◽  
Meta Analysis ◽  
Control Group ◽  
Systematic Analysis ◽  
Randomized Controlled ◽  
Randomized Controlled Studies ◽  
Muscle Fitness

Physical activity could improve the muscle fitness of youth, but the systematic analysis of physical activity elements and muscle fitness was limited. This systematic review and meta-analysis aim to explore the influence of physical activity elements on muscle fitness in children and adolescents. We analyzed literature in Embase, EBSCO, Web of Science, and PubMed databases from January 2000 to September 2020. Only randomized controlled studies with an active control group, which examined at least 1 muscle fitness evaluation index in individuals aged 5–18 years were included. Articles were evaluated using the Jaded scale. Weighted-mean standardized mean differences (SMDs) were calculated using random-effects models. Twenty-one studies and 2267 subjects were included. Physical activity had moderate effects on improving muscle fitness (SMD: 0.58–0.96, p < 0.05). Physical activity element subgroup analysis showed that high-intensity (SMD 0.68–0.99, p < 0.05) physical activity < 3 times/week (SMD 0.68–0.99, p < 0.05), and < 60 min/session (SMD 0.66–0.76, p < 0.01) effectively improved muscle fitness. Resistance training of ≥ 3 sets/session (SMD 0.93–2.90, p < 0.01) and < 10 repetitions/set (SMD 0.93–1.29, p < 0.05) significantly improved muscle fitness. Low-frequency, high-intensity, and short-duration physical activity more effectively improves muscle fitness in children and adolescents. The major limitation of this meta-analysis was the low quality of included studies. The study was registered in PROSPERO with the registration number CRD42020206963 and was funded mainly by the Ministry of Education of Humanities and Social Science project, China.

FAST Club: The Impact of a Physical Activity Intervention on Executive Function in Children With Fetal Alcohol Spectrum Disorder

2018 ◽  
Vol 35 (4) ◽  
pp. 403-423
Author(s):  
Alison B. Pritchard Orr ◽  
Kathy Keiver ◽  
Chris P. Bertram ◽  
Sterling Clarren
Keyword(s):  
Physical Activity ◽  
Executive Function ◽  
Fetal Alcohol Spectrum Disorder ◽  
Physical Activity Intervention ◽  
Spectrum Disorder ◽  
Fetal Alcohol ◽  
Neuropsychological Effects ◽  
Positive Effects ◽  
The Impact ◽  
Fetal Alcohol Spectrum

Physical activity (PA) has been demonstrated to have positive effects on cognitive function, particularly executive function (EF) skills. Animal models suggest PA may be effective in ameliorating some of the neuropsychological effects of fetal alcohol spectrum disorder (FASD), but this approach has not been extended to humans. The purpose of this study was to develop a PA program, FAST Club, for children with FASD and to evaluate its effect on a measure of EF. Using a wait-list control design, 30 children age 7–14 yr participated in FAST Club for 2 × 1.5-hr sessions/week for 8 weeks. EF was assessed using the Children’s Color Trails Test. Significant improvements inTscores on the Children’s Color Trails Test were seen immediately postprogram, and this improvement was sustained at 3 months postprogram. These findings provide evidence to support the use of PA as a means to improve EF in children with FASD.

scholarly journals Association of physical activity with cognition, metacognition and academic performance in children and adolescents: a protocol for systematic review and meta-analysis

BMJ Open ◽  
2016 ◽  
Vol 6 (6) ◽  
pp. e011065 ◽  
Author(s):  
Celia Álvarez-Bueno ◽  
Caterina Pesce ◽  
Iván Cavero-Redondo ◽  
Mairena Sánchez-López ◽  
María Jesús Pardo-Guijarro ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Academic Performance ◽  
Children And Adolescents ◽  
Meta Analysis

scholarly journals Sprint Interval Training and the School Curriculum: Benefits Upon Cardiorespiratory Fitness, Physical Activity Profiles, and Cardiometabolic Risk Profiles of Healthy Adolescents

2019 ◽  
Vol 31 (3) ◽  
pp. 296-305 ◽  
Author(s):  
Rhona Martin-Smith ◽  
Duncan S. Buchan ◽  
Julien S. Baker ◽  
Mhairi J. Macdonald ◽  
Nicholas F. Sculthorpe ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Cardiometabolic Risk ◽  
Intervention Group ◽  
Interval Training ◽  
Control Group ◽  
Sprint Interval Training ◽  
Significant Group ◽  
School Based ◽  
The Impact

Background:This study examined the impact of a 4-week school-based sprint interval training program on cardiorespiratory fitness (CRF), daily physical activity (PA) behavior, and cardiometabolic risk (CMR) outcomes in adolescents.Methods:A total of 56 adolescents (22 females) were allocated to either an intervention (n = 22; 17.0 [0.3] y) or control group (n = 30; 16.8 [0.5] y). Intervention group performed 5 to 6, 30 second “all out” running sprints, interspersed with 30-second rest intervals, 3 times per week, for 4 consecutive weeks, whereas control group performed their normal physical education lessons. CRF was estimated from the 20-m multistage fitness test and PA behavior was determined using accelerometry. Fasting blood samples were obtained to measure biochemical markers of CMR.Results:Significant group × time interactions were observed for CRF (5.03 [1.66 to 8.40];P < .001;d = 0.95), sedentary time (136.15 [91.91 to 180.39];P = .004;d = 1.8), moderate PA (57.20 [32.17 to 82.23];P < .001;d = 1.5), vigorous PA (5.40 [4.22 to 6.57];P < .001;d = 1.2), fasting insulin (0.37 [−0.48 to 1.21];P = .01;d = 1.0), homeostasis model of assessment-insulin resistance (0.26 [0.15 to 0.42];P < .001;d = 0.9), and clustered CMR score (0.22 [−0.05 to 0.68];P < .001;d = 10.63).Conclusion:Findings of this study indicate that 4 weeks of school-based sprint interval training improves CRF, improves PA profiles, and maintains CMR in adolescents during the school term.

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