Indices of physical activity, executive function, and academic performance among 10-year-old schoolchildren: cross-sectional, prospective, and intervention findings from The Active Smarter Kids (ASK) school-based cluster-randomized controlled trial
Year: 2018
Type: dissertation
Abstract: Background: A growing number of studies shows that children derive cognitive benefits from physical activity.However, few studies of high quality have investigated the effects of physical activity interventions, incorporated into the public schools' curricula, on executive functions and academic performance. Main aims:To investigate the relationships for indices of physical activity (physical activity, aerobic fitness, and motor skills) to executive functions and academic performance, and furthermore examine if the potential effects of physical activity on academic performance are mediated by improvements in executive functions.Materials and methods: This thesis is part of the Active Smarter Kids (ASK) study; a multicomponent cluster randomized controlled trial, including 1129 fifth grade children (10-year-olds) from 57 elementary schools in the county of Sogn og Fjordane in Norway.The intervention lasted seven months, and consisted of three components, generating an additional of 165 minutes/week of physical activity: (1) physical active educational lessons, (2) physical activity breaks during the classroom lessons, and (3) physical activity homework.Baseline and post-intervention data collections included accelerometer assessed physical activity, measures of aerobic fitness, and motor skills, as well as measures of executive functions, behavioral self-regulation, school related wellbeing, and academic performance.Main results: Objectively measured physical activity levels were not, whereas motor skills were, associated with executive functions and academic performance cross-sectionally and prospectively.Aerobic fitness was only associated with executive functions and academic performance crosssectionally, and in boys only.Intention-to-treat analyses revealed no significant effects of the ASK intervention on executive function or academic performance.No significant effect was observed for physical activity.In sub-group analyses, a significant effect of the intervention was found on numeracy for children in the lowest tertile in numeracy at baseline.Per protocol analyses showed significant intervention effects on executive functions and motor skills.Executive function did generally not mediate the relationships between indices of physical activity and academic performance.Conclusions: Aerobic fitness and motor skills were related to executive functions and academic performance, showing that varied physical activity may have the potential to positively affect executive function and academic performance.Still, inclusion of more physical activity in the school curriculum did generally not improve executive functions or academic performance, but neither did it have an adverse consequence.The alternative didactic approach the ASK intervention represents, can potentially raise the academic performance of the children most in need.
Source: BIBSYS Brage (BIBSYS (Norway))
Author: Katrine Nyvoll Aadland
Language: English
Topic: Physical Activity and Health
Field: Medicine
Domain: Health Sciences
Open Access status: green
Awards: G3436226296, G4240478000
OpenAlex ID: W2810965194