Abstract
Previous research showed that children’s physical activity is positively related to executive functions, whilst screen time shows negative associations. However, it is unclear how school-based sitting time and transitions from sitting to standing relate to cognition. We investigated the relationship between class time sitting/stepping/sit-to-stand transitions and cognitive functions in Grade 1–2 children. Overall, 149 children (7.7 ± 0.6 years old, 54% boys) participated. Measures included class time sitting/stepping/sit-to-stand transitions and: (i) response inhibition (i.e., response time and accuracy); (ii) lapses of attention; (iii) working memory; and (iv) brain activity (cortical haemodynamic response). Linear mixed-models, adjusting for age, sex, and clustering at the classroom level, found that more sitting time was associated with higher lapses of attention (β = 0.12, p < 0.05). Children who stepped more had quicker inhibition response time (β = −0.95, p < 0.01); however, they were less accurate in their responses (β = −0.30, p < 0.05) and this was also observed with sit-to-stand transitions (β = −0.26, p < 0.05). No associations were found with brain activity. In conclusion, reducing and breaking up sitting may help keep children focused, but the evidence regarding response inhibition is unclear.
Highlights
International guidelines recommend that children engage in physical activity for at least 60 min every day [1]
Stepping was negatively associated with inhibition response time (β = −0.95, 95% CI (−1.66, −0.26), p < 0.01; intraclass correlation coefficient (ICC) < 0.001), and negatively associated with response inhibition accuracy (β = −0.30, 95% CI (−0.56, −0.04), p < 0.05; ICC < 0.001)
The outcomes of our study suggest that some aspects of daily sitting time, stepping and sit-to-stand transitions during class time are related to some cognitive functions in Grade 1–2 children
Summary
International guidelines recommend that children engage in physical activity for at least 60 min every day [1]. Spending no more than 2 h a day in recreational screen time and reducing and regularly breaking up prolonged sitting time are advised [2]. These recommendations are based on the health-enhancing benefits of being physically active [3]. Physical activity benefits the physical, cognitive, social, psychological and academic aspects of children’s lives [4,5,6]. Res. Public Health 2019, 16, 1482; doi:10.3390/ijerph16091482 www.mdpi.com/journal/ijerph
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