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Motor and cognitive control in a normative sample of 7-year-olds.
TLDR
Results presented here reveal that some aspects of cognitive and motor control are significantly interrelated, even when controlling for age.
Cognitively Engaging Chronic Physical Activity, But Not Aerobic Exercise, Affects Executive Functions in Primary School Children: A Group-Randomized Controlled Trial.
TLDR
Cognitive engagement in PA seems to be the most promising type of chronic intervention to enhance executive functions in children, providing further evidence for the importance of the qualitative aspects of PA.
Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children
Research suggests a central role of executive functions for children's cognitive and social development during preschool years, especially in promoting school readiness. Interventions aiming to
Cognitive and physiological effects of an acute physical activity intervention in elementary school children
TLDR
Results indicate that acute physical activity that includes cognitive engagement may have immediate positive effects on inhibition, but not necessarily on updating and shifting in elementary school children.
Disentangling the relationship between children’s motor ability, executive function and academic achievement
TLDR
The results provide evidence in support of models that conceive executive function as a mechanism explaining the relationship that links children’s physical activity-related outcomes to academic achievement and strengthen the advocacy for quality physical activity.
Executive functioning, metacognition, and self-perceived competence in elementary school children: an explorative study on their interrelations and their role for school achievement
In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children
Development of Cognitive Skills in Children with Motor Coordination Impairments at 12-Month Follow-up
TLDR
The results indicate marked stability of motor coordination impairments and persistent executive functioning deficits in motor-impaired children and lower pre-academic skills at the beginning of formal schooling.
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