Specific physical fitness components are differentially associated with specific executive function domains in adolescents¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Multivariate regression shows inhibition/interference associated with resistance strength (β=0.22) and balance (β=−0.87), working memory with flexibility, cognitive flexibility with resistance strength (β=−0.39) and agility (β=−0.31), and social skills only with resistance strength (β=0.36). → Cancela J 2019

Evidence¶

Cancela J 2019¶

Cancela J, Burgo H, Sande E. (2019). Physical fitness and executive functions in adolescents: cross-sectional associations with academic achievement. J. Phys. Ther. Sci. 31: 556–562. https://www.jstage.jst.go.jp/article/jpts/31/7/31_17-478/_article

q3 · i? · associational · r2

Multivariate linear regression in the 713-adolescent sample identifying which physical fitness components define each executive function domain. The study reports "resistance strength (30-second chair stand test, β=0.22, p=0.039)" for inhibition/interference and further domain-specific associations.

"Inhibition/Interference has shown an association with resistance strength (30-second chair stand test, β=0.22, p=0.039) and balance (BOT-2 balance Score, β= −0.87, p=0.035)."

Discussion¶

Related Claims¶

• Gender differences appear in academic achievement and several cognitive parameters but not in inhibition/interference or social skills — related
• In adolescents, physical fitness components except balance are positively associated with academic achievement, with aerobic endurance the strongest (r=0.49) — related
• Reported benefits of physical activity programs on executive functions depend on program duration and the executive domain analyzed — related
• Using a flexible functional form, the estimated benefit of improving a competency depends on a student's existing strengths and weaknesses in other competencies — related
• Inhibition/interference, working memory and processing speed correlate with adolescent academic achievement, while cognitive flexibility and social skills do not — related