Executive Functions Do Not Mediate Prospective Relations between Indices of Physical Activity and Academic Performance: The Active Smarter Kids (ASK) Study.

Katrine N Aadland,Eivind Aadland,Arne Lervåg,Kolbjørn S Brønnick,Vegard F Moe,Geir K Resaland,Yngvar Ommundsen

doi:10.3389/fpsyg.2017.01088

Abstract

Changes in cognitive function induced by physical activity have been proposed as a mechanism for the link between physical activity and academic performance. The aim of this study was to investigate if executive function mediated the prospective relations between indices of physical activity and academic performance in a sample of 10-year-old Norwegian children. The study included 1,129 children participating in the Active Smarter Kids (ASK) trial, followed over 7 months. Structural equation modeling (SEM) with a latent variable of executive function (measuring inhibition, working memory, and cognitive flexibility) was used in the analyses. Predictors were objectively measured physical activity, time spent sedentary, aerobic fitness, and motor skills. Outcomes were performance on national tests of numeracy, reading, and English (as a second language). Generally, indices of physical activity did not predict executive function and academic performance. A modest mediation effect of executive function was observed for the relation between motor skills and academic performance.Trial registration: Clinicaltrials.gov registry, trial registration number: NCT02132494.

Highlights

There is a growing body of evidence to suggest that children derive cognitive benefits from participating in physical activity, with changes in cognitive function induced by physical activity proposed as a mechanism for improved academic performance (Howie and Pate, 2012; Tomporowski et al, 2015; Donnelly et al, 2016)
Against this evidence for the hypothesized links of indices of physical activity to executive function and academic performance, the present study extends previous research aiming to investigate whether executive function is a mediator in a prospective relation between indices of physical activity and academic performance in numeracy, reading, and English
As sexspecific associations were observed between aerobic fitness and motor skills, and executive function and academic performance, in a previous study (Aadland et al, 2017a), we examined if the mediation of executive function was different in girls and boys

Summary

Introduction

There is a growing body of evidence to suggest that children derive cognitive benefits from participating in physical activity, with changes in cognitive function induced by physical activity proposed as a mechanism for improved academic performance (Howie and Pate, 2012; Tomporowski et al, 2015; Donnelly et al, 2016). Despite a rapid growth in studies investigating relations between physical activity and executive function and/or academic performance, most evidence is cross-sectional and only investigates single links. Roebers et al (2014) examined the predictive value of fine motor skills, intelligence, and executive function on academic performance 2 years later in preschool children. They showed that executive function plays a role in the link between motor skills and academic performance, as the prediction of academic performance from fine motor skills and intelligence was no longer significant when executive function was added in the model. Intelligence, and executive function covaried, suggesting that executive function processes are shared mechanisms involved in both fine motor tasks and intelligence tests

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