Effect of Two Physical Activity Interventions on Preschool Children’s Cognitive Functions and Perceived Competence

Abstract

PURPOSE: To evaluate the feasibility of adapting a child-centered exergaming program and a traditional teacher-led physical activity (PA) program to incorporate additional daily physical activities among preschool children; as well as examine the effect of the interventions on children’s cognitive functions and perceived competence. METHODS: Children aged 3-5 years from an urban university child care center were assessed pre-intervention (n = 20) and following a 7-session intervention (n = 19). After baseline measurements of cognitive functions and perceived competence (perceived physical competence, perceived social competence; Harter, 1981), children were randomly assigned to either an exergaming group or traditional PA group (10 children per group). Exergaming and traditional PA were offered 20 min/session by trained staff for 7 sessions. Post-intervention measures were identical to baseline measures. Individual implementing and overseeing the interventions was interviewed at post-intervention only, to assess the feasibility and acceptability of the interventions. RESULTS: The final sample consisted of 19 young children (9 boys; Mean age=4.52 year old, BMI=15.54±1.22). On average, children’s cognitive functions increased from pre-intervention (47.22 for exergaming; 46.80 for traditional PA) to post-intervention (48.89 for exergaming; 47.90 for traditional PA). Yet, no significant main effects for group, F(3,14) = .05, p = .98, or time, F(3,14) = 1.38, p = .29 were seen. Children’s perceived physical competence remained relatively stable over time (3.15 and 3.13 for exergaming; 3.08 and 3.27 for traditional PA), but their perceived social sompetence decreased slightly after the interventions (3.11 and 2.91 for exergaming; 2.93 and 2.90 for traditional PA). Similarly, no significant main effects emerged for group and time. Interventions were deemed feasible and acceptable by interviewing and observing the staff implementing and supervising the programs. CONCLUSIONS: Although there was no statistical significance, findings support the notion that PA has the potential to improve young children’s cognitive functions. Yet, 7 sessions may not be enough for intervention, thus large scale PA programs with longer intervention lengths among preschool children in urban areas are warranted.