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The Effect of Physical Activity Interventions on Children's Cognition and Metacognition: A Systematic Review and Meta-Analysis

dc.contributor.authorÁlvarez-Bueno C.
dc.contributor.authorPesce C.
dc.contributor.authorCavero-Redondo I.
dc.contributor.authorSánchez-López M.
dc.contributor.authorMartínez-Hortelano J.A.
dc.contributor.authorMartínez-Vizcaíno V.
dc.date.accessioned2020-09-02T22:31:06Z
dc.date.available2020-09-02T22:31:06Z
dc.date.issued2017
dc.identifier10.1016/j.jaac.2017.06.012
dc.identifier.citation56, 9, 729-738
dc.identifier.issn08908567
dc.identifier.urihttps://hdl.handle.net/20.500.12728/6726
dc.descriptionObjective The objective was twofold: to assess the effect of physical activity (PA) interventions on children's and adolescents’ cognition and metacognition; and to determine the characteristics of individuals and PA programs that enhance the development of cognitive and metacognitive functions. Method We systematically searched MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, Web of Science, and PsycINFO databases from their inception to October 16, 2016. Intervention studies aimed at examining the exercise–cognition interaction at a developmental age were included in this systematic review and meta-analysis. Random-effects models were used to calculate pooled effect size (ES) values and their corresponding 95% CIs. Subgroup analyses were conducted to examine the effect of participants’ and PA programs’ characteristics. Results A total of 36 studies were included in this systematic review and meta-analysis. Pooled ES estimations were as follows: nonexecutive cognitive functions 0.23 (95% CI = 0.09−0.37); core executive functions 0.20 (95% CI = 0.10−0.30), including working memory (0.14 [95% CI = 0.00−0.27]), selective attention−inhibition (0.26 [95% CI = 0.10−0.41]), and cognitive flexibility (0.11 [95% CI = −0.10 to 0.32]); and metacognition 0.23 (95% CI = 0.13−0.32), including higher-level executive functions (0.19 [95% CI = 0.06−0.31]) and cognitive life skills (0.30 [95% CI = 0.15−0.45]). Conclusion PA benefits several domains of cognition and metacognition in youth. Curricular physical education interventions and programs aimed at increasing daily PA seem to be the most effective. © 2017 American Academy of Child and Adolescent Psychiatry
dc.language.isoen
dc.publisherElsevier Inc.
dc.subjectcognition
dc.subjectexercise
dc.subjectmetacognition
dc.subjectphysical activity
dc.subjectadolescent
dc.subjectaerobic exercise
dc.subjectchild
dc.subjectcognition
dc.subjectdata base
dc.subjectexecutive function
dc.subjectexercise intensity
dc.subjectfigural fluency test
dc.subjecthuman
dc.subjectintelligence test
dc.subjectintervention study
dc.subjectmeta analysis
dc.subjectmetacognition
dc.subjectneuropsychological test
dc.subjectphysical activity
dc.subjectphysical education
dc.subjectpriority journal
dc.subjectquality control
dc.subjectReview
dc.subjectselective attention
dc.subjectskill
dc.subjectsystematic review
dc.subjecttask performance
dc.subjectWechsler intelligence scale for children
dc.subjectWisconsin Card Sorting Test
dc.subjectworking memory
dc.subjectcognition
dc.subjectexercise
dc.subjectkinesiotherapy
dc.subjectmetacognition
dc.subjectoutcome assessment
dc.subjectphysiology
dc.subjectChild
dc.subjectCognition
dc.subjectExecutive Function
dc.subjectExercise
dc.subjectExercise Therapy
dc.subjectHumans
dc.subjectMetacognition
dc.subjectOutcome Assessment (Health Care)
dc.titleThe Effect of Physical Activity Interventions on Children's Cognition and Metacognition: A Systematic Review and Meta-Analysis
dc.typeReview


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