%0 Journal Article
%T Effects of a physical education intervention on cognitive function in young children: randomized controlled pilot study
%A Abigail Fisher
%A James ME Boyle
%A James Y Paton
%A Phillip Tomporowski
%A Christine Watson
%A John H McColl
%A John J Reilly
%J BMC Pediatrics
%D 2011
%I BioMed Central
%R 10.1186/1471-2431-11-97
%X 64 healthy children (mean age 6.2 yrs SD 0.3; 33 boys) recruited from 6 primary schools. Outcome measures were the Cambridge Neuropsychological Test Battery (CANTAB), the Attention Network Test (ANT), the Cognitive Assessment System (CAS) and the short form of the Connor's Parent Rating Scale (CPRS:S). Physical activity was measured habitually and during PE sessions using the Actigraph accelerometer.Test- retest intraclass correlations from CANTAB Spatial Span (r 0.51) and Spatial Working Memory Errors (0.59) and ANT Reaction Time (0.37) and ANT Accuracy (0.60) were significant, but low. Physical activity was significantly higher during intervention vs. control PE sessions (p < 0.0001). There were no significant differences between intervention and control group changes in CAS scores. Differences between intervention and control groups favoring the intervention were observed for CANTAB Spatial Span, CANTAB Spatial Working Memory Errors, and ANT Accuracy.The present study has identified practical and age-appropriate cognitive and behavioral outcome measures for future RCT, and identified that schools are willing to increase PE time.ISRCTN70853932 (http://www.controlled-trials.com webcite)There has been a resurgence of interest in the relationship between physical activity and human cognitive function in recent years [1-5]. Animal evidence suggests that increased physical activity can enhance brain function [6]. Research, largely in older adults, supports the notion that aerobic exercise can enhance human brain structure, prevent age-related brain tissue loss, and improve cognitive performance [7-9]. Aerobic activity may influence executive function specifically [2,7-9].The literature is consistent in reporting that increased time spent on physical education in schools has no detrimental effect on more 'academic' subjects and may even enhance academic attainment [10-13]. Higher levels of physical fitness in children may be associated with improved neurocognitive proce
%K COGNITION
%K EXECUTIVE FUNCTION
%K CHILDREN
%K PHYSICAL ACTIVITY
%K EXERCISE
%U http://www.biomedcentral.com/1471-2431/11/97