Long term effects of physical activity types on executive functions in school aged children

To investigate the differential effects of three types of structured physical activity interventions (aerobic, coordination, and team sports) on executive functions in school-aged children, and to examine the age- and gender-specific responses to these interventions through a longitudinal study design. A randomized controlled trial was conducted with 426 children (aged 7-12 years) assigned to four groups: aerobic exercise (n = 106), coordination exercise (n = 107), team sports (n = 106), and control (n = 107). The 36-week intervention program consisted of three 45-min sessions weekly. Executive functions were assessed using the Cambridge Neuropsychological Test Automated Battery (CANTAB), and motor competence was evaluated through standardized assessments at baseline, 12, 24, and 36 weeks. Executive functions were assessed using the Cambridge Neuropsychological Test Automated Battery (CANTAB), including measures of working memory, cognitive flexibility, and inhibitory control; motor competence was evaluated through a comprehensive assessment using Movement ABC-2 (assessing fine motor control), Bruininks-Oseretsky Test-2 (assessing gross motor skills), and KTK test (assessing coordination abilities), constituting a comprehensive motor development index system. Coordination exercise demonstrated the largest effect size (Cohen's d = 0.89) for executive function enhancement, followed by aerobic exercise (d = 0.76) and team sports (d = 0.72). Strong correlations were observed between motor competence improvements and executive function development (r = 0.58-0.72). Gender-specific analyses revealed superior improvements in coordination-based tasks for females and greater aerobic performance gains for males. Age-stratified analysis showed younger participants (7-9 years) achieved greater cognitive flexibility improvements, while older participants (10-12 years) demonstrated superior working memory enhancement. Executive functions in school children are considerably facilitated through structured physical activity-oriented interventions, in particular exercises targeting coordination. The relationship between cognitive development and motor competence appears to be gender- and age-dependent and thus calls for tailored intervention in educational settings.