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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.
Insights
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.
Abstract:
Early childhood is a critical period for development of cognitive function, but research on the association between physical activity and cognitive function in preschool children is limited and inconclusive. This study aimed to examine the association between technology-assessed physical activity and cognitive function in preschool children. A cross-sectional analysis of baseline data from the Physical Activity and Cognitive Development Study was conducted in Shanghai, China. Physical activity was measured with accelerometers for 7 consecutive days, and cognitive functions were assessed using the Chinese version of Wechsler Young Children Scale of Intelligence (C-WYCSI). Linear regression analyses were used to assess the association between physical activity and cognitive function. A total of 260 preschool children (boys, 144; girls, 116; mean age: 57.2 ± 5.4 months) were included in analyses for this study. After adjusting for confounding factors, we found that Verbal Intelligence Quotient, Performance Intelligence Quotient, and Full Intelligence Quotient were significantly correlated with light physical activity, not moderate to vigorous physical activity, in boys. Standardized coefficients were 0.211, 0.218, and 0.242 (all p < 0.05) in three different models, respectively. However, the correlation between physical activity and cognitive functions were not significant in girls (p > 0.05). These findings suggest that cognitive function is apparently associated with light physical activity in boys. Further studies are required to clarify the sex-specific effect on physical activity and cognitive functions.
