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Physical Activity and Cognitive Aspects of Self-Regulation in Preschool-Aged Children: A Systematic Review

Aaron P Wood1, Vincenzo G Nocera1, Tyler J Kybartas1

  • 1Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, TN 37996, USA.

International Journal of Environmental Research and Public Health
|September 12, 2020
PubMed

Insights

Physical activity (PA) positively impacts attention in preschoolers, but its effects on working memory and inhibition are unclear. More research is needed on PA

Area of Science:

  • Developmental Psychology
  • Pediatric Health
  • Cognitive Science

Background:

  • Prior studies link physical activity (PA) to self-regulation in older children.
  • Research on PA's impact on self-regulation in young children is limited.
  • Self-regulation is crucial for early childhood development.

Purpose of the Study:

  • To review the effects of physical activity (PA) on cognitive self-regulation in preschool children (ages 3-6).
  • To examine PA's impact on attention, working memory, and inhibition in this age group.

Main Methods:

  • Systematic review of randomized control trials.
  • Searched PubMed, SPORTDiscus, PsycINFO, and ERIC databases.
  • Included six studies assessing cognitive self-regulation aspects.

Main Results:

  • Physical activity interventions consistently improved attention (4/4 studies).
  • Working memory showed improvement in only one study.
  • Physical activity showed a positive relationship with inhibition in 60% of studies (3/5).

Conclusions:

  • A consistent link between physical activity and improved attention was found in preschoolers.
  • The relationship between physical activity and working memory or inhibition in preschoolers remains inconclusive.
  • Further research is warranted to clarify PA's role in developing preschoolers' executive functions.

Keywords:
attentioninhibitionphysical activitypreschool childrenworking memoryyoung children

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