A new study has revealed that preschoolers who are physically fitter tend to perform better on tasks that require brain functions such as memory, focus, and adaptability. Published in Pediatric Research, the study from Spain suggests that activities involving movement should be included in early education to promote both physical and cognitive growth.
Physical Fitness and Cognitive Function
Research on childhood obesity and metabolic disorders has long highlighted the importance of physical activity for children’s health. Now, new studies are showing that physical activity may also play a crucial role in developing cognitive skills.
Executive functions (EF) like working memory, inhibitory control, and cognitive flexibility are essential for tasks such as planning, following instructions, and managing various activities. Previous studies have shown that physical activity can improve EF in older children and teens, but there is limited research on its effects in preschool-aged children.
The relationship between physical fitness, sedentary behavior, and EF remains unclear. Some studies suggest that cardiovascular fitness is key for cognitive development, while others highlight the importance of strength or agility. Furthermore, the impact of reducing sedentary behavior on cognitive performance has not been thoroughly studied in young children. This new study aims to fill this gap by exploring how physical fitness affects specific areas of EF in preschoolers.
Study Overview
The study involved 241 preschoolers aged 3 to 5 from two schools in Pamplona, Spain. Researchers assessed physical fitness using the PREFIT battery, which includes tests for muscular strength (handgrip strength and standing long jump), speed/agility (4×10 m shuttle run), and cardiorespiratory fitness (20 m shuttle run). The children’s fitness levels were adjusted for age and sex and combined into an overall fitness score.
Executive function was measured using the Early Years Toolbox, an iPad-based assessment that evaluates visual-spatial and phonological working memory, inhibition, and cognitive shifting. Children wore accelerometers for six days to track their physical activity and sedentary time. The researchers then analyzed how physical fitness and activity levels related to EF, considering factors like age and sex.
Key Findings
The study found that preschoolers with higher fitness levels performed better on EF tasks. Specifically, children who were more physically fit showed better visual-spatial and phonological working memory, stronger inhibition, and improved cognitive shifting. Among the different aspects of physical fitness, speed/agility and muscular strength were most strongly linked to EF, while cardiorespiratory fitness had a moderate positive effect.
Additionally, higher overall physical activity (light, moderate, and vigorous) was associated with better working memory and inhibitory control. In contrast, more sedentary time was linked to poorer performance in phonological working memory and inhibition, though no significant effect was found for cognitive shifting. These results suggest that reducing time spent sitting and encouraging more physical activity in early childhood could help boost specific cognitive skills. Interestingly, the intensity of physical activity did not have a strong link to EF, indicating that the total amount of movement might be more important than the intensity of the exercise at this stage of development.
In conclusion, the study highlights the potential benefits of incorporating more movement-based activities into preschool education to support children’s cognitive growth.
