Research published in Frontiers in Psychology looks at the effects of a nine-week programme of daily exercise on children’s cognitive performance, aerobic fitness and physical activity levels.
den Berg and colleagues conducted a cluster randomised controlled trial in 21
classes in eight Dutch primary schools. A total of 512 children aged 9 to 12
participated. The intervention consisted of daily classroom-based exercise
breaks of moderate to vigorous intensity. Each break lasted approximately ten minutes,
and children were asked to mimic dance moves from a video. Children in the control
group watched 10- to 15-minute information and educational videos related to
the body, exercise and sports.
after the intervention, children were asked to perform four cognitive tasks to
measure their cognitive performance in selective attention, inhibition and
memory retrieval. Children’s aerobic fitness was measured with a shuttle run
test, and accelerometers were used to measure physical activity throughout the
At the end of the nine weeks, the exercise intervention had no effect on children’s cognitive performance or aerobic fitness. Children in the intervention group spent 2.9 minutes more of the school day involved in moderate to vigorous physical activity compared to the children in the control group. The study concludes that daily exercise breaks can be implemented in the classroom in order to promote physical activity during school time, but don’t improve children’s cognitive performance.
Source: Improving cognitive performance of 9-12 years
old children: Just Dance? A randomized controlled trial (February 2019), Frontiers in Psychology 10:174
A new study has looked at the association between playing video games and young children’s mental health and cognitive and social skills.
Published in Social Psychiatry and Psychiatric Epidemiology, the study used data from the School Children Mental Health Europe project, conducted in six European countries (Germany, The Netherlands, Romania, Lithuania, Bulgaria, and Turkey). More than 3,000 children aged 6-11 took part in the study in 2010. Parents were asked how long their child played video games each week, provided demographic information, and completed a Strengths and Difficulties Questionnaire (SDQ, a measure of mental health status) for the child. Teachers also completed the SDQ for each child, and evaluated the child’s academic performance and motivation at school. Children completed Dominic Interactive, a computerised assessment tool for mental health status.
Results showed that factors associated with video game usage included being older, a boy, and belonging to a medium-sized family. Having a less-educated, single, inactive, or psychologically distressed mother decreased time spent playing video games. The results were adjusted for child age and gender, number of children, mother’s age, marital status, psychological distress, and other demographic characteristics. This showed that high video game usage (more than five hours each week) was significantly associated with higher intellectual functioning, increased academic achievement, a lower prevalence of peer relationship problems, and a lower prevalence of mental health difficulties.
Source: Is Time Spent Playing Video Games Associated with Mental Health, Cognitive and Social Skills in Young Children? (2016), Social Psychiatry and Psychiatric Epidemiology.