Related Experiment Video
Updated: Jun 6, 2026
07:13
Orienteering as a Tool for Cognitive Research: An Implementation Guide
Published on: November 29, 2024
Active commuting to school and cognitive performance in adolescents: the AVENA study
David Martínez-Gómez1, Jonatan R Ruiz, Sonia Gómez-Martínez
1Immunonutrition Research Group, Department of Metabolism and Nutrition, Institute of Food Science, Technology, and Nutrition, Spanish National Research Council, Madrid, Spain. d.martinez@uam.es
Archives of Pediatrics & Adolescent Medicine
|December 8, 2010
Summary
Active commuting to school benefits adolescent girls
Area of Science:
- Pediatric Health
- Adolescent Psychology
- Sports Science
Background:
- Active commuting to school is a potential contributor to physical activity in adolescents.
- Understanding the link between active commuting and cognitive function is crucial for promoting student well-being.
- Previous research has explored physical activity and cognition, but specific focus on active commuting in adolescents is needed.
Purpose of the Study:
- To investigate the association between active commuting to school and cognitive performance in adolescents.
- To determine if this association differs between genders.
- To explore the impact of commuting duration on cognitive outcomes.
Main Methods:
- A cross-sectional study was conducted involving 1700 adolescents (aged 13–18.5 years) across five Spanish cities.
- Participants self-reported their mode and duration of school transportation and extracurricular physical activity.
- Cognitive performance was assessed using the Spanish version of the SRA Test of Educational Ability, measuring verbal, numeric, reasoning abilities, and an overall score.
Main Results:
- Active commuting to school was significantly associated with better cognitive performance in adolescent girls, but not in boys, even after accounting for confounders.
- Adolescent girls actively commuting for over 15 minutes demonstrated superior scores in three out of four cognitive variables compared to those commuting for 15 minutes or less.
- Girls actively commuting showed significantly better cognitive performance across all variables compared to girls who did not actively commute.
Conclusions:
- Active commuting to school, particularly longer durations, appears to positively influence cognitive performance in adolescent girls.
- These findings highlight the potential benefits of promoting active transportation for enhancing academic-related cognitive skills in young females.
- Further research could explore causal relationships and interventions to encourage active commuting.
Related Concept Videos
01:18Cognitive Development During Adolescence
During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the recognition that people have...
01:30Information Processing Approach
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
01:30Attention-Deficit/Hyperactivity Disorder
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
01:29Environmental Influences on Intelligence
Despite the strong genetic influence on traits like intelligence, environmental factors significantly shape outcomes. For example, while over 90% of height variation is due to genetic differences, environmental factors such as nutrition also have a notable impact. Similarly, for intelligence, changes in a child's surroundings can significantly alter their IQ. Research shows that enriched environments boost children's academic success and help them develop key cognitive skills. Children from...
01:24Revisionist Views of Adolescent and Adult Cognition
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.
01:24Working Memory
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.