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Preschoolers' Technology-Assessed Physical Activity and Cognitive Function: A Cross-Sectional Study.
Minghui Quan1, Hanbin Zhang2, Jiayi Zhang3
1School of Kinesiology, Shanghai University of Sport, Shanghai 200438, China. quanminghui@163.com.
Journal of Clinical Medicine
|May 9, 2018
Summary
Light physical activity is linked to better cognitive function in preschool boys, but not girls. This study highlights potential sex-specific effects of physical activity on early childhood cognitive development.
Area of Science:
- Child Development
- Sports Science
- Cognitive Neuroscience
Background:
- Early childhood is crucial for cognitive development.
- Research on physical activity and cognitive function in preschoolers is limited.
- Understanding this link is vital for promoting healthy development.
Purpose of the Study:
- To investigate the association between technology-assessed physical activity and cognitive function in preschool children.
- To explore potential sex differences in this association.
Main Methods:
- Cross-sectional analysis of 260 preschool children in Shanghai.
- Physical activity measured using accelerometers for 7 days.
- Cognitive function assessed with the Chinese version of Wechsler Young Children Scale of Intelligence (C-WYCSI).
Main Results:
- Light physical activity, not moderate-to-vigorous activity, was significantly correlated with Verbal, Performance, and Full Intelligence Quotients in boys (p < 0.05).
- No significant correlations were found between physical activity and cognitive functions in girls (p > 0.05).
Conclusions:
- Cognitive function in preschool boys is associated with light physical activity.
- Findings suggest a potential sex-specific effect of physical activity on cognitive development.
- Further research is needed to confirm these sex-specific effects.