The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review.

Schools offer a unique environment to influence children's physical activity (PA) levels positively. This study aims to systematically review the evidence surrounding how PA affects academic performance by analysing how the frequency, intensity, time, and type of PA mediate academic performance outcomes. This review was conducted using the PRISMA framework. Keyword searches were conducted in Science Direct, PubMed, and SPORTDiscus. Children that were obese, typically developing, typical weight, disabled, with a developmental disability, from a low socio-economic background, or an ethnic minority were included. A total of 19 studies were included, with a total of 6788 participants, a mean age of 9.3 years (50.2% boys, and 49.8% girls). Overall, 63.2% were nondisabled, while 36.8% were diagnosed with a disability. Two authors met, reviewed papers with regard to the inclusion criteria, and agreed on outputs to be included. Evidence suggests that associations between PA and academic performance were primarily positive or nonsignificant. PA levels of 90 min plus per week were associated with improved academic performance, as was PA performed at moderate to vigorous intensity. The optimal duration of PA was 30-60 min per session, whilst various sports induced positive academic effects. Importantly, findings support that PA does not have a deleterious effect on academic performance but can enhance it.

The reliance on visual feedback for online and offline processing.

The objective of the current study was to determine whether the reliance on visual feedback that develops with practice is to due utilizing vision to adjust trajectories during movement execution (i.e., online) and/or to enhance the programming of subsequent trials (i.e., offline). Participants performed a directional aiming task with either vision during the movement, dynamic feedback of the trajectory of the movement or the movement endpoint. The full vision condition was more accurate during practice than the other feedback conditions but suffered a greater decrement in performance when feedback was removed. In addition, the reliance on trajectory feedback was greater compared with the endpoint feedback. It appears that the reliance on visual feedback that develops with practice was due to both online and offline processing.

The influence of response grouping on free-choice decision making in a response selection task.

Previous research has demonstrated an advantage for the preparation of fingers on one hand over the preparation of fingers on two hands, and for the preparation of homologous fingers over that of non-homologous fingers. In the present study, we extended the precuing effects observed with finger responses to response selection under free-choice conditions. Participants were required to choose from a range of possible responses following the presentation of a precue that indicated which response to prepare (go-to precue) or prevent (no-go-to precue). In Experiment 1 the choice was between homologous and non-homologous finger responses on the hand opposite to the precue while in Experiment 2 the choice was between finger responses on the same or different hand to the precue. In the go-to precue condition, the frequency of homologous finger choices was more frequent than non-homologous finger responses. Similarly, participants chose finger responses on the same hand as the precue regardless of whether they were instructed to prepare or prevent the precued response. The hand effect bias was stronger than the finger effect bias. These findings are consistent with the Grouping Model (Adam, Hommel, & Umilta, 2003).

The preparation and control of reversal movements as a single unit of action.

Previous research has demonstrated that movement time and kinematic properties of limb trajectories to the first target of a two-target reversal movement differ to that of single-target responses. In the present study we investigated whether two-target reversal movements are organized as a single unit of action or two separate components by perturbing the number of targets prior to and during movement execution. In one experiment, participants performed single-target movements and on one-third of the trials a second target was presented either at target presentation, movement onset or peak velocity. On those trials in which a second target was presented, participants were required to complete their movement to the first target and then move to the second target. In a second experiment, the reverse was the case with participants performing two-target movements that changed to single-target movement on one-third of the trials. A two-target movement time advantage was observed only when the required response was specified prior to movement initiation. Also, participants failed to prevent movement towards the second target when the requirements of the task changed from a two-target to single-target response at movement onset or later. These results indicate that two-target reversal movements were organized as a single unit of action prior to response initiation.

The influence of advance information on the response complexity effect in manual aiming movements.

The relation between reaction time and the number of elements in a response has been shown to depend on whether simple or choice RT paradigms are employed. The purpose of the present study was to investigate whether advance information about the number of elements is the critical factor mediating the influence between reaction time and response elements. Participants performed aiming movements that varied in terms of the number of elements and movement amplitude. Prior to the stimulus, advance information was given about the number of elements and movement amplitude, movement amplitude only, number of elements only, or no information about the response. Reaction time and movement time to the first target increased as a function of number of elements only when the full response or the number of elements was specified in advance of the stimulus. The implication of these results for current models of motor programming and sequential control of aiming movements are discussed.