Breaking barriers: challenging the notion of a strong link between physical fitness and executive functions in 10-year-olds
Year: 2025
Type: article
Study design: Observational Study
Abstract: BACKGROUND: This study utilized a replicated measurement approach to comprehensively explore the connections between various aspects of physical fitness and executive functions in prepubescent children. METHODS: The sample consisted of 62 students (32 boys, 30 girls, aged 10.44 ± 0.33 years) with assessments of physical fitness and executive functions conducted at two time points 4 months apart. Physical fitness assessment involved evaluating body composition (body-mass index, fat mass, fat-free mass) and measures of motor coordination (Obstacle Course Backward test), strength (Long Standing Jump test), speed of movement (Plate Tapping test), and aerobic fitness (20 m Shuttle Run test). Executive functions, specifically inhibition and cognitive flexibility, were evaluated using the Modified Stroop task and Trail Making task, respectively. RESULTS: Initial measurements showed only low correlations (r = 0.12-0.20) between the Plate Tapping and Shuttle Run with executive function tasks, which did not reach statistical significance, while other connections were consistently trivial. In the follow-up measurement, the Plate Tapping test showed a moderate correlation (r = 0.39) with the Stroop task, while remaining correlations were either negligible or low and not significant. The findings suggest two important conclusions: (i) body composition shows limited association with executive functions in children; (ii) among motor variables, only the speed of limb movement may have some relevance for inhibition, but this association is relatively modest and inconsistent. CONCLUSIONS: Overall, the morphological status and motor competence of prepubertal children seem to have minimal effects on cognitive tasks involving inhibition and cognitive flexibility, and vice versa.
Source: BMC Pediatrics
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $3,090
OpenAlex ID: W4411131195