2024 Research

The role of physical activity in the physiological activation of the scholastic pre-requirements

• ABSTRACT: Physical activity during the developmental age is an indispensable tool for the physical and mental growth of children. Thanks to physical activity, individuals have the opportunity to improve their physical efficiency and promote better health, establish relationships with the environment and with others, and develop cognitive processes. Therefore, the aim of this study is to investigate the relationship between physical activity and the development of scholastic prerequisites among kindergarten children. 52 children (aged 4–5) participated in either a classroom-based physical activity program (60′/3 days per week) or regular lessons. At the beginning and end of the intervention programs, a set of standardized motor evaluation tests and the Observational Questionnaire for the Early Identification of Learning Disabilities (IPDA) were administered. As a result, a meaningful Time x Group interaction for the IPDA Variable was observed. The aforementioned development denotes a noteworthy advancement within the treatment group (p < 0.001). Conversely, no substantial modification was noted in the control group. The findings derived from this study provide a foundational support to the concept that physical activity integrated into classroom settings is an effective strategy to improve both scholastic prerequisites and academic performance.
• CITATION: Latino, F., & Tafuri, F. (2024). The role of physical activity in the physiological activation of the scholastic pre-requirements. AIMS Neuroscience, 11(3), 244-259. doi: 10.3934/Neuroscience.2024016

Cognitive functioning and classroom-based physical activity

• ABSTRACT: Physical activity has been shown to have numerous cognitive benefits for youths. In particular, by incorporating regular physical activity into curricular routines, students can reap these cognitive benefits, which can have a positive impact on their math performance. Therefore, aim of the present work was to investigate how a classroom-based physical activity intervention could affect mathematics performance both in students with mathematics learning disabilities and who do not have any specific learning disabilities. Participants were 104 students attending the first year of high school. At baseline and after intervention, a battery of standardized motor tests and the AC-MT 11-14 test was administrated. In comparison to the control, the intervention group showed significant improvements in comprehension and production, arithmetic reasoning and problem solving, as well as in physical fitness. No significant changes were found in the control group. The findings of this study indicated that integrating physical activity with mathematics classes has stronger effects on mathematics performance than traditional lessons.
• CITATION: Latino, F., & Tafuri, F. (2024). Cognitive functioning and classroom-based physical activity. Italian Journal of Health Education, Sport and Inclusive Didactics, 8(3), Article 3. https://doi.org/10.32043/gsd.v8i3.1081

SECTION 2: Other Relevant Research

 Meta-analysis of a moderate-to-vigorous physical activity intervention for academic achievement in children and adolescents

• BACKGROUND: To analyze the intervention effect of moderate-to-vigorous physical activity (MVPA) on the academic performance of children and adolescents.
• METHODS: Experimental studies on the effects of MVPA on the academic performance of children and adolescents were comprehensively searched in Web of Science, China Knowledge Network and other databases, and the Cochrane Risk of Bias Assessment Tool was used to assess the quality of the literature, and the Meta-analysis was performed by Review Manager 5.3.
• RESULTS: 1) A total of 11 high-quality literature were included, including 4552 subjects; 2) MVPA had a positive effect on the academic performance of children and adolescents (SMD=0.24; 95%CI:0.13, 0.35, P<0.0001), with differences in the effect of different subjects, and the mathematics has the best effect (SMD=0.23; 95%CI:0.11, 0.34, P≤0.0001), followed by reading (SMD=0.24; 95% CI:0.02, 0.46, P<0.05), and the comprehensive achievement intervention effect was not significant (SMD=0.33; 95% CI:-0.15, 0.80, P=0.18); 3) MVPA has the greatest impact on children aged 9-11 years (SMD=0.30; 95%CI:0.06, 0.54, P<0.05); 4) The optimal dose of intervention for MVPA is a long cycle of 30-60 minutes per session(SMD=0.34; 95%CI:0.12, 0.56, P<0.01), 2 times per week(SMD=0.28; 95%CI:0.2, 0.35, P<0.001); 5) The effect of literature publication bias detection was positive.
• CONCLUSION: 1) MVPA has a moderate effect on promoting academic achievement in children and adolescents, with younger age groups often benefiting more than older adolescents due to age-related cognitive plasticity; 2) MVPA has limited intervention effect on the performance of other subjects, which leads to the unsatisfactory effect of the intervention on the comprehensive performance; 3) Attention should be paid to the fine control of the intensity of the physical activity to guarantee individual MVPA participation to promote the academic achievement of children and adolescents; 4) Long-term participation, 30-60 minutes per session, 2-3 times per week of MVPA has been shown to be an effective intervention dose to enhance academic performance.
• CITATION: Ni, J., Cheng, M., Zhang, R., & Wang, Y. (2024). Meta-analysis of a moderate-to-vigorous physical activity intervention for academic achievement in children and adolescents. Physiology & Behavior, 114750. https://doi.org/10.1016/j.physbeh.2024.114750