ECSS Paris 2023: OP-SH10
Introduction Prospective memory is a cognitive ability required to remember to perform an intended task without an explicit reminder. Research showed that this ability is linked to other higher-order cognitive functions, such as working memory or attentional processes (Ball et al., 2022). Physical exercise is known to be related to executive function and further, research found that a single session of endurance exercise can enhance performance in such abilities (Ludyga et al., 2016). Due to an overlap in underlying neural structures in executive function and prospective memory, it’s likely that acute effects of exercise will also influence the latter (Loprinzi et al., 2018). This study aimed to investigate a possible link between prospective memory, executive function and physical activity and further, evaluate the potential of one single exercise session on prospective memory performance. Methods 98 schoolchildren completed a prospective memory task embedded in a 1-Back and Flanker paradigm. The Flanker task served as a distractor after prospective cues were introduced and participants had to remember that prospective trials embedded in a subsequent 1-Back task required a different response. Participants were then randomly assigned to either an experimental group (25-minute endurance exercise) or a control group (25-min stretching). After the intervention, the cognitive assessment was repeated. Physical activity was recorded over seven consecutive days using accelerometers and the 7-day physical activity recall questionnaire. Results With regard to the chronic exercise paradigm, partial correlations that controlled for age and sex showed that higher MVPA was associated with higher accuracy on the prospective memory task. VPA was positively associated with executive function performance. In contrast, linear mixed models showed no effect of a single exercise session on prospective memory and executive function. Discussion The association of physical exercise and prospective memory differed based on the exercise paradigm. Children with higher physical activity levels showed better prospective memory performance. However, engagement in a single exercise session does not necessarily lead to an improvement in prospective memory. This provides an indication that prospective memory seems to be more sensitive to long-term changes in regular physical activity and exercise levels. Ball, B. H., Wiemers, E. A., & Brewer, G. A. (2022). Individual differences in memory and attention processes in prospective remembering. Psychonomic Bulletin & Review, 29(3), 922–933. Loprinzi, P. D., Edwards, M. K., & Frith, E. (2018). Exercise and Prospective Memory. Journal of Lifestyle Medicine, 8(2), 51–59. Ludyga, S., Gerber, M., Brand, S., Holsboer‐Trachsler, E., & Pühse, U. (2016). Acute effects of moderate aerobic exercise on specific aspects of executive function in different age and fitness groups: A meta‐analysis. Psychophysiology, 53(11), 1611–1626.
Read CV Anouk GlättliECSS Paris 2023: OP-SH10
Introduction Active breaks and standing desks are innovative strategies to promote physical activity in schools setting. The Yes, We Can! study assessed the effectiveness of these interventions, both individually and combined, on physical health and cognitive performance in secondary school students (aged 15–17). A cluster-randomized controlled trial with pre- and post-intervention assessments over 12 weeks was conducted. However, this study design poses analytical challenges: while ANCOVA and repeated measures ANOVA are commonly used to compare effects between groups over time, there is ongoing debate regarding the most appropriate methodology. This study aims to identify the most effective statistical model for accurately estimating the impact of active breaks and standing desks on health and cognitive abilities, providing evidence to support future school-based physical activity interventions. Methods In Italy, 86% of boys and 92% of girls aged 11 to 17 fail to meet recommended physical activity levels. Therefore, our study involved students from second-year classes of linguistic and human sciences high schools. Four classes (n=100) were randomly assigned to one of four groups: control (CT, n=20), active breaks (ACT, n=26), standing desks (STD, n=26), and a combination of both interventions (ACT+STD, n=28). Health-related fitness parameters—including muscular strength, endurance, flexibility, aerobic fitness, and blood pressure—were assessed, along with cognitive performance measures such as short-term memory, working memory, visual attention, and processing speed. For statistical analysis, we compared repeated measures ANOVA (RM ANOVA), which accounts for repeated measurements over time, with ANCOVA, which controls for baseline covariates. Results We analyzed three key variables: Systolic Blood Pressure (SBP), the Six-Minute Walking Test (6MWT), and the Digit Span Test (DS), representing physiological parameters, physical abilities, and cognitive performance, respectively. The comparison between ANCOVA and RM ANOVA revealed differences in estimated coefficients and information criteria, Akaike Information Criterion (AIC) and Bayesian Information Criterion (BIC). ANCOVA showed lower AIC and BIC values across all cases, indicating a higher model precision. RM ANOVA estimated a greater number of parameters but with lower statistical efficiency. The results indicate significant improvements in several analyzed parameters, primarily in the ACT group. Conclusion ANCOVA proved to be the most effective methodological choice for evaluating the effects of active breaks and standing desks, ensuring greater precision and statistical power. This study confirms the effectiveness of active breaks as a valuable intervention for improving students physical health and cognitive performance, supporting the integration of active strategies into school settings. This research was funded by the Ministero dellIstruzione (DD 90 20/10/2022)
Read CV Matteo PriviteraECSS Paris 2023: OP-SH10
Introduction Physical literacy (PL) in early childhood is crucial for lifelong physical activity and health of individuals (Lugossy et al., 2021). Physical, cognitive, affective/psychological, and social aspects are considered the four main domains of PL (Keegan et al., 2019). However, previous systematic reviews have focused on the impact of physical activity-related interventions on health indicators, implying that little is known about the reasons for the heterogeneity in effectiveness given potential differences in intervention design. This systematic review with meta-analysis aims to describe and assess the impact of physical activity-related interventions on physical literacy among typically developing preschool children aged 3-6 years. Methods 10 databases (e.g., Web of Science, Scopus) were systematically searched for peer-reviewed English-language intervention studies. Eligibility criteria aligned with PICOS principles. Two reviewers independently screened records, extracted data, and assessed risk of bias using the Effective Public Health Practice Project (EPHPP) tool. Meta-analysis was conducted using random-effects models to calculate standardized mean differences (SMD). Results Out of 42,134 records, 205 studies (N=30,775 children) met inclusion criteria, with 160 being included in meta-analysis (Cohens Kappa: 0.69-0.89). Studies were mainly from North America and Europe (66.3%). Most studies used structured approaches (86.3%). Risk of bias assessment classified 35.6% of studies as having strong, 35.6% moderate, and 28.8% weak quality. Meta-analysis revealed small-to-moderate total effects across PL domains: physical (N=469, d=0.50), cognitive (N=152, d=0.35), affective (N=46, d=0.33), and social (N=34, d=0.04). Subgroup analysis showed that interventions facilitated by external teachers/coaches/researchers were more effective than those facilitated by preschool teachers in all four domains of PL. Combined interventions did not show better outcomes than single interventions. Conclusion Physical activity related interventions demonstrate positive effects on various PL domains in preschoolers, while affective and social domains remain understudied. This review provides evidence for the importance of PL-focused interventions in early childhood. Further evidence-based research is needed to optimize intervention design and implementation to maximize PL development across all domains. 1. Keegan, et al. (2019). Defining Physical Literacy for Application in Australia: A Modified Delphi method. Journal of Teaching in Physical Education, 38(2), 105–118. 2. Lugossy, et al. (2021). Learn to Do by Doing and Observing: Exploring Early Childhood Educators’ Personal Behaviours as a Mechanism for Developing Physical Literacy Among Preschool Aged Children. Early Childhood Education Journal, 50(3), 411–424.
Read CV Zheng YeECSS Paris 2023: OP-SH10