Run fast and sit still: Connections among aerobic fitness, physical activity, and sedentary time with executive function during pre-kindergarten

Abstract

This study examined direct and moderated connections among aerobic fitness, objectively measured sedentary to light physical activity (SLPA), moderate to vigorous physical activity (MVPA), and executive function (EF) during pre-kindergarten. Children (n = 81) between the ages of 3 and 5 were recruited from 17 classrooms from 7 center-based pre-kindergartens. In the fall (T1) and spring (T2), children were assessed using the Head-Toes-Knees-Shoulders (HTKS) and Day-Night Stroop, and physical activity (PA) was measured at T1 over 4 days during waking hours within each pre-kindergarten. At T1, aerobic fitness significantly moderated the connection between MVPA and the Day-Night Stroop. For children with low aerobic fitness, time in MVPA predicted higher Day-Night scores, with MVPA unrelated to Day-Night scores for children with high aerobic fitness. Results also showed a similar trend level interaction for the HTKS at T1 between aerobic fitness and MVPA. Between T1 and T2, aerobic fitness also significantly moderated the connection between SLPA with change in HTKS scores. For children with high aerobic fitness, time in SLPA predicted positive change in HTKS scores, with SLPA unrelated to change in HTKS scores for children with low aerobic fitness. Findings are discussed in the context of considering not only how PA and aerobic fitness relate to early cognitive development, but also how sedentary to light activity and aerobic fitness could promote and develop EF.