Effect of cognitively engaging physical activity on developing executive function of children and adolescents: a systematic review based on ICF
10.3969/j.issn.1006-9771.2024.01.006
- VernacularTitle:认知参与型身体活动对发展儿童青少年执行功能的效果：基于ICF的系统综述
- Author:
Jianing WEN
1
;
Qiuyan JIN
1
;
Qi ZHANG
2
;
Jie LI
3
;
Qi SI
1
Author Information
1. Department of Sport and Exercise Science, Zhejiang University, Hangzhou, Zhejiang 310058, China
2. School of Psychology, Beijing Sport University, Beijing 100084, China
3. Center for Cognition and Brain Disorders, Hangzhou Normal University Affiliated Hospital, Hangzhou, Zhejiang 311121, China
- Publication Type:Journal Article
- Keywords:
children;
adolescents;
executive function;
cognitively engaging physical activity;
systematic review
- From:
Chinese Journal of Rehabilitation Theory and Practice
2024;30(1):44-53
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo systematically review the intervention effect of cognitively engaging physical activity (CEPA) on executive function of children and adolescents. MethodsLiteratures in Chinese and English were retrieved from databases of Web of Science, PubMed, Medline, EBSCO and CNKI, from the establishment to November 30th, 2023. According to the inclusion and exclusion criteria, the literatures that met the requirements were screened, and their quality was evaluated and systematically reviewed. ResultsA total of 15 literatures were included, published between 2014 and 2023, from eight countries, involving 1 806 subjects aged four to 16 years. The average score of PEDro scale was 6.6. The intensity of the CEPA intervention ranged from 64% to 93% HRmax, the duration of a single session ranged from ten to 60 minutes, and the frequency of the intervention was two to five sessions a week, for four to 24 weeks. Specific forms of CEPA included football, basketball and floorball combined with cognitive tasks; running, jumping, squatting, sitting, spinning and balancing combined with cognitive tasks; and exergaming combined with cognitive tasks. Eleven researches showed positive effects of CEPA intervention on at least one component of executive function. However, six of the seven researches involving working memory failed to verify the positive effects. Twelve researches compared the intervention effects of CEPA and rutine exercise or regular physical education classes, and nine researches found that CEPA was more effective on executive function. ConclusionThe CEPA is effective on the executive function of children and adolescents, specifically on cognitive flexibility; it shows inconsistent effects on inhibitory control, and its effect on working memory has not been verified. The intervention types of CEPA are divided into ball games combined with cognitive tasks, basic motor skills training combined with cognitive tasks, and exergaming combined with cognitive tasks.
