Cognitively engaging movement games improve interference control and academic performance in overweight children: A randomized control trial

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

The purpose of this study was to determine the (a) dose–response effects of cognitively engaging movement games (CEMGs) designed to improve aerobic capacity, interference control (IC), and academic performance, (b) relationship between intervention‐induced improvements in aerobic capacity, IC, and academic performance, and (c) moderation effect of IC on the relationship between aerobic capacity and academic performance in overweight children. Seventy‐five overweight children (aged 11.23 ± 0.60 years; 48% males) participated in this study conducted in Taipei during the 2018/2019 academic year and were randomly assigned to the low‐dose (20‐min) intervention, high‐dose (40‐min) intervention, and control groups and completed a Stroop test, half‐mile run, and language and mathematics tests before and after a 10‐week afterschool program. Both intervention groups showed similar improvements in outcomes of aerobic capacity ( ds > 0.80), IC ( ds > 0.76), and academic performance ( ds > 0.90) from the pretest to posttest, whereas these outcomes were unchanged for the control group. Furthermore, improved IC moderated the association between improvements in aerobic capacity and academic performance. Our findings suggest that CEMG with varying doses is feasible and effective for improving aerobic capacity, IC, and academic performance in overweight children and that the association between improvements in aerobic capacity and academic performance depends on the intervention effects on IC.

Related collections

Most cited references 51

Record: found
Abstract: found
Article: found

Executive Functions

Adele Diamond (2013)

Executive functions (EFs) make possible mentally playing with ideas; taking the time to think before acting; meeting novel, unanticipated challenges; resisting temptations; and staying focused. Core EFs are inhibition [response inhibition (self-control—resisting temptations and resisting acting impulsively) and interference control (selective attention and cognitive inhibition)], working memory, and cognitive flexibility (including creatively thinking “outside the box,” seeing anything from different perspectives, and quickly and flexibly adapting to changed circumstances). The developmental progression and representative measures of each are discussed. Controversies are addressed (e.g., the relation between EFs and fluid intelligence, self-regulation, executive attention, and effortful control, and the relation between working memory and inhibition and attention). The importance of social, emotional, and physical health for cognitive health is discussed because stress, lack of sleep, loneliness, or lack of exercise each impair EFs. That EFs are trainable and can be improved with practice is addressed, including diverse methods tried thus far.

0 comments Cited 3343 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: not found

The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions.

Akira Miyake, Naomi Friedman (2012)

Executive functions (EFs)-a set of general-purpose control processes that regulate one's thoughts and behaviors-have become a popular research topic lately and have been studied in many subdisciplines of psychological science. This article summarizes the EF research that our group has conducted to understand the nature of individual differences in EFs and their cognitive and biological underpinnings. In the context of a new theoretical framework that we have been developing (the unity/diversity framework), we describe four general conclusions that have emerged from our research. Specifically, we argue that individual differences in EFs, as measured with simple laboratory tasks, (1) show both unity and diversity (different EFs are correlated yet separable); (2) reflect substantial genetic contributions; (3) are related to various clinically and societally important phenomena; and (4) show some developmental stability.

0 comments Cited 1020 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: found

Is Open Access

Systematic review of the health benefits of physical activity and fitness in school-aged children and youth

Ian Janssen, Allana G. LeBlanc (2010)

Background The purpose was to: 1) perform a systematic review of studies examining the relation between physical activity, fitness, and health in school-aged children and youth, and 2) make recommendations based on the findings. Methods The systematic review was limited to 7 health indicators: high blood cholesterol, high blood pressure, the metabolic syndrome, obesity, low bone density, depression, and injuries. Literature searches were conducted using predefined keywords in 6 key databases. A total of 11,088 potential papers were identified. The abstracts and full-text articles of potentially relevant papers were screened to determine eligibility. Data was abstracted for 113 outcomes from the 86 eligible papers. The evidence was graded for each health outcome using established criteria based on the quantity and quality of studies and strength of effect. The volume, intensity, and type of physical activity were considered. Results Physical activity was associated with numerous health benefits. The dose-response relations observed in observational studies indicate that the more physical activity, the greater the health benefit. Results from experimental studies indicate that even modest amounts of physical activity can have health benefits in high-risk youngsters (e.g., obese). To achieve substantive health benefits, the physical activity should be of at least a moderate intensity. Vigorous intensity activities may provide even greater benefit. Aerobic-based activities had the greatest health benefit, other than for bone health, in which case high-impact weight bearing activities were required. Conclusion The following recommendations were made: 1) Children and youth 5-17 years of age should accumulate an average of at least 60 minutes per day and up to several hours of at least moderate intensity physical activity. Some of the health benefits can be achieved through an average of 30 minutes per day. [Level 2, Grade A]. 2) More vigorous intensity activities should be incorporated or added when possible, including activities that strengthen muscle and bone [Level 3, Grade B]. 3) Aerobic activities should make up the majority of the physical activity. Muscle and bone strengthening activities should be incorporated on at least 3 days of the week [Level 2, Grade A].

0 comments Cited 674 times – based on 0 reviews      Review now

Bookmark

All references

Author and article information

Contributors

Chun‐Hao Wang: (View ORCID Profile)

Journal

Title: Scandinavian Journal of Medicine & Science in Sports

Abbreviated Title: Scandinavian Med Sci Sports

Publisher: Wiley

ISSN (Print): 0905-7188

ISSN (Electronic): 1600-0838

Publication date Created: April 2023

Publication date (Electronic): November 14 2022

Publication date (Print): April 2023

Volume: 33

Issue: 4

Pages: 521-534

Affiliations

[1 ] Graduate Institute of Sport Pedagogy University of Taipei Taipei City Taiwan

[2 ] Health & Kinesiology Purdue University West Lafayette Indiana USA

[3 ] Special Education Center National Taiwan Normal University Taipei City Taiwan

[4 ] Department of Kinesiology University of Georgia Athens Georgia USA

[5 ] Department of Psychology National Cheng Kung University Taipei City Taiwan

[6 ] Institute of Physical Education, Health & Leisure Studies National Cheng Kung University Taipei City Taiwan

Article

DOI: 10.1111/sms.14264

PubMed ID: 36334308

SO-VID: d8012c29-58fc-4278-bef9-1f9be47c82a5

License:

http://onlinelibrary.wiley.com/termsAndConditions#vor

History

Data availability:

Comments

Comment on this article

scite_

Smart Citations

Citing PublicationsSupportingMentioningContrasting

View Citations

See how this article has been cited at scite.ai

scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.