Step to It: Exploring Longitudinal Associations Between Physical Activity and Cognition in Children

Area of Science:

• Pediatric Health
• Cognitive Science
• Educational Psychology

Background:

• Understanding the relationship between physical activity (PA), cognition, and academic performance in children is crucial for public health and education.
• Existing research is largely cross-sectional, limiting insight into how these associations evolve over time.

Purpose of the Study:

• To explore the longitudinal relationships among physical activity, cognition, and academic performance in elementary school children using a 6-month timeframe.

Main Methods:

• Longitudinal data from 675 New Zealand children (aged 5-11) were collected over 6 months.
• Physical activity was measured via pedometer step counts; cognition through the Central Nervous System Vital Signs assessment.
• Academic performance in reading and math was assessed using Ministry of Education tools; data analyzed using generalized linear mixed models.

Main Results:

• No significant links were found between PA and three cognitive domains.
• A significant positive relationship emerged between PA change at 2 months and composite memory change at 6 months.
• Increased PA correlated with improvements in math proficiency at both 2 and 6 months, with a 100% PA increase associated with 2.6-4.7% improvements.

Conclusions:

• A 6-month increase in physical activity was associated with modest but significant improvements in composite memory and math proficiency.
• Findings support the theory that physical activity enhances cognitive function.
• Substantial PA increases may be needed for meaningful cognitive and academic gains; longer study durations are recommended.