Executive Functions Do Not Mediate Prospective Relations between Indices of Physical Activity and Academic Performance: The Active Smarter Kids (ASK) Study

Katrine N Aadland, Yngvar Ommundsen, Eivind Aadland, Kolbjørn S Brønnick, Arne Lervåg, Geir K Resaland, Vegard F Moe, Katrine N Aadland, Yngvar Ommundsen, Eivind Aadland, Kolbjørn S Brønnick, Arne Lervåg, Geir K Resaland, Vegard F Moe

Abstract

Changes in cognitive function induced by physical activity have been proposed as a mechanism for the link between physical activity and academic performance. The aim of this study was to investigate if executive function mediated the prospective relations between indices of physical activity and academic performance in a sample of 10-year-old Norwegian children. The study included 1,129 children participating in the Active Smarter Kids (ASK) trial, followed over 7 months. Structural equation modeling (SEM) with a latent variable of executive function (measuring inhibition, working memory, and cognitive flexibility) was used in the analyses. Predictors were objectively measured physical activity, time spent sedentary, aerobic fitness, and motor skills. Outcomes were performance on national tests of numeracy, reading, and English (as a second language). Generally, indices of physical activity did not predict executive function and academic performance. A modest mediation effect of executive function was observed for the relation between motor skills and academic performance. Trial registration: Clinicaltrials.gov registry, trial registration number: NCT02132494.

Keywords: aerobic fitness; cognition; elementary school; motor skills; objectively measured physical activity; structural equation modeling.

Figures

Figure 1
Figure 1
The hypothesized model.
Figure 2
Figure 2
The half-longitudinal mediation model for executive function in the relation between Shuttle Run and numeracy. All path coefficients are significant and reported as standardized β-estimates. The covariates age, sex, tanner, body fat, socio economic status, and group allocation are adjusted for in the model, but not shown. t1, baseline; t2, follow-up; Stroop CW, Stroop Color Word; WISC-IV backward, Wechsler Intelligence Scale for children fourth edition backward; TMT-b, the Trail Making test part B.

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