Abstract
Background: This study aimed to investigate the effects of a single active play intervention on the executive functions in children. Methods: A quasi-experimental design. Children from two classrooms in the 5th grade were randomly selected. Children in one classroom (n=30) were assigned to an active playgroup, while those from another class (n=30) were assigned to a control group. We tested two components of executive functions (i.e., working memory [the Trails Making Test (TMT)] and inhibitory control [the Stoop Color-Word Test (SCWT)]) at pre-and post-intervention times. Results: There was a significant interaction effect of an active play by time for the TMT and SCWT (p < 0.01). At post-test, children in the active playgroup had better TMT and SCWT scores than those in the control group (p < 0.05). Compared to the pre-test, children in the active playgroup had better TMT and SCWT cores on the post-test (p<0.01), while children in the control group had better TMT1 and SCWT2 scores in the post-test (all p<0.05). Conclusion: Given the improved working memory and inhibitory control, the active play seems to be an effective intervention, even in a single bout.
Highlights
Physical activity is one important factor that contributes to brain development
There were no significant differences between the active play and control groups regarding age (10.15±.36 vs. 10.64±.48), weight (40.67±11.78 vs. 39.13±11.58), and height (144.50±5.64 vs. 142.17±7.75)
Hotelling's T2 was used to follow up the interaction effect of active play by time for the Trail Making Test (TMT) and Stoop Color-Word Test (SCWT)
Summary
Body movement increases the connections of nerve impulses in the brain, which is the same working process as reading, writing, or even thinking in mathematics. Different activities such as reading, calculating, or engaging in various physical activities stimulate brain functions in the same area [1]. We tested two components of executive functions (i.e., working memory [the Trails Making Test (TMT)] and inhibitory control [the Stoop Color-Word Test (SCWT)]) at pre-and post-intervention times. At post-test, children in the active playgroup had better TMT and SCWT scores than those in the control group (p < 0.05). Conclusion: Given the improved working memory and inhibitory control, the active play seems to be an effective intervention, even in a single bout
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