Effects of Physical Activity on Cognition, Behavior, and Motor Skills in Youth with Autism Spectrum Disorder: A Systematic Review of Intervention Studies.

The aim of this paper was to analyze the acute and chronic effects of physical activity (PA) on cognition, behavior, and motor skill in youth with autism spectrum disorder (ASD), taking into account potential confounders. In addition, it was intended to elaborate a guide of educational applications with strategies for PA use. Studies were identified in four databases from January 2010 to June 2023. A total of 19 interventional studies met the inclusion criteria. PA programs ranged from two weeks to one year in duration, with a frequency of one to five sessions per week. More than 58% of the studies showed positive effects of PA on cognition, and 45.5% on behavior and motor skill. Moderate-vigorous PA for 15-30 min has shown acute effects on cognition, general behavior, and stereotypic/repetitive behaviors in youth with ASD. A total of 9 out of 14 studies showed chronic effects on general behavior and stereotypic behaviors, and only 6 on motor skills.

Effect of an Integrated Active Lessons Programme through Playful Maths Games on Self-Concept, Self-Esteem and Social Skills in Preschool Children.

The aim of this study was to analyse the effects of an integrated active lessons programme based on playful math games, of 10 weeks' duration (30 min/day × 2 days/week), on self-concept, self-esteem and social skills in preschool children. One hundred and ninety-four preschool children (53.6% girls) aged 53.36 ± 11.82 months were split into a control group (CG) and an experimental group (EG). The EG improved significantly in self-concept compared to the CG in boys and girls (6.8% and 7.1%, respectively). Personal and academic self-esteem levels increased significantly (8.1% and 5.5%, respectively, only in girls). Although the EG obtained significant improvements in social self-esteem and social skills compared to the beginning of the study, these results were not found in comparison with the CG. The introduction of active lessons based on playful maths games within the classroom is recommended as support for the improvement in self-concept, self-esteem and social skills in early childhood education.

Alternatives of Physical Activity within School Times and Effects on Cognition. A Systematic Review and Educational Practical Guide / Las alternativas de actividad física en horario escolar y sus efectos en la cognición. Una revisión sistemática y guía práctica educativa

This review analyses educational intervention studies that have researched the effects of physical activity in school on schoolchildren's cognition. Twenty-nine intervention studies carried out between January 2005 and the end of June 2019 were retrieved from five databases. Fourteen papers analysed the physically activity in academic lessons (PAAL) method, nine analysed the effects of active lesson breaks (ALB), two analysed active recess (AR) intervention, and three analysed combined physical activity (CPA) interventions consisting of two or more types of physical activity. Physical activity in school time has acute and chronic positive effects on cognition in children. In all the interventions (PAAL, ALB, AR, and CPA) short-term high-intensity physical activity sessions improved cognitive performance. Medium- to long-term moderate vigorous physical activity sessions also produced improvements in cognitive performance. The implications of including CPA programmes in the school timetable are discussed and practical guidelines with recommendations are offered

Esta revisión analiza los estudios de la intervención educativa que han investigado los efectos de la actividad física en el contexto escolar en la cognición del alumnado. Veintinueve estudios de intervención llevados a cabo entre enero de 2005 y finales de junio de 2019 fueron seleccionados de 5 bases de datos diferentes. Catorce artículos analizaron el método de lecciones académicas físicamente activas (PAAL), nueve analizaron los efectos de descansos activos (ALB), dos analizaron las intervenciones de recreos activos (AR) y tres analizaron las intervenciones de actividad física combinada (CPA) compuestas al menos por dos o más tipos de actividad física. Los hallazgos muestran que la actividad física en horario escolar tiene efectos positivos agudos y crónicos en la cognición de los estudiantes. En todas las intervenciones (PAAL, ALB, AR y CPA) las sesiones de actividad física de gran intensidad y breves en el tiempo mejoraron el rendimiento cognitivo. A medio-largo plazo, las sesiones de actividad física de intensidad moderada-vigorosa también produjeron mejoras en el rendimiento cognitivo. Se discute la implicación de incluir programas de CPA durante el horario escolar y se ofrece una guía práctica con sugerencias educativas para la implantación de estos estímulos en el contexto educativo

Perceived physical fitness mediates the relationship between parental support and physical activity enjoyment in overweight and obese adolescents.

The relationship between parental support and physical activity enjoyment appears to be mediated by individual-level factors. The aim of this study was to examine whether the relationship between perceived parental support and physical activity enjoyment is mediated by overweight and obese adolescents' physical fitness, both subjectively and objectively assessed. A total of 163 participants (mean age =14.30 years, 55.8% boys) with an average body mass index of 28.97 kg/m2 took part in this study. Participants completed a questionnaire of parental influence regarding physical activity, a questionnaire of physical self-perception and several fitness tests (cardiorespiratory fitness, lower limbs muscular strength and flexibility) using the ALPHA-fitness battery. The results showed that relationship between perceived parental support and physical activity enjoyment is mediated by the overweight and obese adolescents' perceived cardiorespiratory fitness and flexibility. We suggest to create educational guidelines for parents to increase the support and improve overweight and obese students' positive perceived physical competence, in order to achieve a greater adherence to physical activity and greater physical activity enjoyment.

48-Hour Effects of Monitored Cooperative High-Intensity Interval Training on Adolescent Cognitive Functioning.

Physical activity has been positively related to better cognitive performance though the effects of varied exercise type and intensity and the duration of cognitive benefits are unclear. This study analyzed the effect of 16 minutes of monitored cooperative high-intensity interval training (monitored C-HIIT) at the start of the school day, on various cognitive variables over the next 24-48 hours. We randomly assigned 158 participants either to a control group ( n = 81) that engaged only in static stretching or to an experimental group ( n = 77) that performed monitored C-HIIT. We assessed cognitive functioning before the exercise, immediately afterward, and for five follow-up time points over the next two days (i.e., at 2, 3, 4, 24, and 48 hours). We analyzed age, sex, body mass index, and moderate-to-vigorous physical activity as potential confounder variables. Adolescents in the monitored C-HIIT group increased selective attention by 17.39% during the next hour ( p = .015) and increased concentration by 20.31% and 15.26% during the first ( p = .022) and second ( p = .059) subsequent hours, respectively. This positive short-term benefit of monitored C-HIIT during immediate subsequent hours is an important finding with implications for the school curricula and schedule.

Apoyo parental percibido y motivación adolescente hacia la actividad física / Perceived parental support and adolescents' motivation toward physical activity / Apoio parental percebido e motivação adolescente para a atividade física

Este estudio pretendió conocer en qué medida diferentes formas de apoyo social materno y paterno incrementaban el porcentaje de varianza explicada de motivación autodeterminada hacia la práctica de actividad físico-deportiva de sus hijos, más allá de la proporción atribuida a un conjunto de variables personales (sexo, edad e índice de masa corporal). Cuatrocientos sesenta y nueve adolescentes (50.3% chicas) con edades comprendidas entre los 12 y los 16 años de edad participaron en el estudio. Los instrumentos empleados fueron una adaptación al castellano de la Activity Support Scale y del Behavioral Regulation in Exercise Questionnaire-2. El análisis estadístico principal consistió en un procedimiento de regresión jerárquica. Los resultados revelaron que para el caso de la motivación identificada el porcentaje de varianza explicada por el modelo ascendió hasta el 25%. Además del sexo y la edad, el apoyo instrumental atribuido a madres y padres contribuía a la explicación de la variabilidad observada. Respecto a la motivación intrínseca, el porcentaje de varianza explicada fue del 27%. Más allá del sexo, el apoyo instrumental materno y paterno contribuyeron a la explicación de la variabilidad observada. La percepción juvenil de la provisión de recursos materiales y económicos se asoció con una orientación motivacional que destaca los beneficios que aporta, así como el disfrute y satisfacción que se deriva de la realización de actividad física

This study aimed to know to what extent different types of parental social support increased the percentage of explained variance for self-determined motivation toward physical activity practice of their children, apart from other variables such as gender, age, and body mass index. Four hundred and sixty-nine adolescents (50.3% female) aged between 12 and 16 years participated in this study. The Spanish adaptations of the Activity Support Scale and the Behavioral Regulation Exercise Questionnaire-2 were used to assess parental support for children's physical activity and self-determined motivation toward physical activity (PA), respectively. A hierarchical linear regression procedure was used for the main statistical analysis. Our results revealed that regarding identified motivation, the percentage of variance explained by the model increased to 25%. In addition to gender and age, parental instrumental support contributed to explain the observed variability. As for intrinsic motivation, the percentage of explained variance was 27%. Besides gender, perceived provision of maternal and paternal instrumental support were contributors to the observed variability. In conclusion, children's perception of the provision of material and financial resources was associated with a motivational orientation that emphasizes the benefits, enjoyment and satisfaction of performing physical activity

Este estudo pretendeu conhecer em que medida diferentes formas de apoio social materno e paterno incrementavam o percentual de variância explicado de motivação autodeterminada para a prática de atividade física esportiva de seus filhos, além da proporção atribuída a um conjunto de variáveis pessoais (sexo, idade, e índice de massa corporal). Quatrocentos e sessenta e nove adolescentes (50.3% meninas) com idades compreendidas entre os 12 a 16 anos de idade participaram no estudo. Os instrumentos empregados foram uma adaptação ao castellano da Activity Support Scale e do Behavioral Regulation in Exercise Questionnaire-2. A análise estatística principal consistiu em um procedimento de regressão hierárquica. Os resultados revelaram que para o caso da motivação identi„cada, o percentual de variância explicado pelo modelo ascendeu em 25%. Além do sexo e idade, o apoio instrumental atribuído a mães e pais contribuía para a explicação da variabilidade observada. Com respeito à motivação intrínseca, o percentual de variância explicada foi de 27%. Além do sexo, o apoio instrumental materno e paterno contribuiu à explicação da variabilidade observada. A percepção juvenil da provisão de recursos materiais e econômicos se associou com uma orientação motivacional que destaca os benefícios que aporta, assim como o desfrute e satisfação que se deriva da realização de atividade física

Acute and chronic effect of physical activity on cognition and behaviour in young people with ADHD: A systematic review of intervention studies.

BACKGROUND: Young people with attention deficit hyperactivity disorder (ADHD) often have learning and behavioral control difficulties. AIM: The aim of this review is analyse the acute and chronic effect of physical activity (PA) on the cognition and behaviour of children and adolescents with ADHD. METHODS: Studies were identified in five databases (PubMed, SPORTDiscus, ProQuest, Web of Science, and SCOPUS), from January 2000 through to January 2017. A total of 16 interventional studies met the inclusion criteria. RESULTS/CONCLUSIONS: PA practice of 20-30 min (intensity 40-75%) produces a positive acute effect on processing speed, working memory, planning and problem solving in young people with ADHD. However, these effects on behaviour are contradictory and vary depending on age. Chronic PA practice (≥30 min per day, ≥40% intensity, ≥three days per week, ≥five weeks) further improves attention, inhibition, emotional control, behaviour and motor control. The results must be treated with caution, because only 25% of the studies used confounders. IMPLICATION: More research is needed to justify the causes of these effects. It is necessary to establish programs with regard to the duration, intensity, kind of exercise, and time of PA to improve cognition and behaviour in young people with ADHD taking into account potential confounders.

Does Body mass index moderate the relationship between parental support, fitness, and physical activity practice in adolescents? / ¿El índice de masa corporal modera la relación entre el apoyo parental, la condición física y la práctica de la actividad física de los adolescentes?

The present study aimed to determine whether the relationship between parental support and level of physical fitness and the amount of physical activity (PA) is moderated by the body mass index (BMI) of adolescents. A total of 748 pairs, which consisted of a parent and his/her adolescent child (13-17 year olds), took part in this study. Self-report measures related to parent support, weekly frequency of moderate-to-vigorous physical activity (MVPA) and enjoyment with PA, such as objective physical fitness (aerobic capacity, speed, and long broad jump) were used. Moderation regression analyses with PROCESS were used. Results showed that BMI moderated the relationship between instrumental support and aerobic capacity, as well as, between guided support and long broad jump. Additionally, parental support (instrumental and emotional) contributed to the explanation of the highest percentage of variance in the variables of weekly frequency of MVPA and enjoyment with PA. It is concluded that parental support can contribute to the improvement of the physical fitness and weekly MVPA o adolescents

El presente estudio pretendió conocer si la relación entre apoyo parental y el nivel de condición física y cantidad de actividad física (AF), estaba moderada por el índice de masa corporal (IMC) de los adolescentes. Un total de 748 diadas padres-hijos adolescentes (13-17 años de edad) participaron en este estudio. Medidas de autoinforme relacionadas con el apoyo parental, frecuencia semanal de AF y la diversión asociada a dicha práctica, así como medidas de condición física objetiva (capacidad aeróbica, velocidad y salto de longitud horizontal) fueron empleadas. Se llevó a cabo un análisis de regresión moderada empleando PROCESS. Los resultados mostraron que el IMC moderó la relación entre apoyo instrumental y capacidad aeróbica, así como la relación entre apoyo guiado y longitud de salto horizontal. Adicionalmente, el apoyo parental (instrumental y emocional) explicaba el mayor porcentaje de varianza en las variables frecuencia semanal y diversión asociada a la práctica de AF. Se concluye que el apoyo parental puede contribuir a mejorar la condición física e incrementar la práctica de AF de los hijos adolescentes

Analysis of the Effect Size of Overweight in Muscular Strength Tests Among Adolescents: Reference Values According to Sex, Age, and Body Mass Index.

Martínez-López, EJ, De La Torre-Cruz, M, Suárez-Manzano, S, and Ruiz-Ariza, A. Analysis of the effect size of overweight in muscular strength tests among adolescents: reference values according to sex, age, and body mass index. J Strength Cond Res 32(5): 1404-1414, 2018-The aim of this paper is to quantify the effect size of overweight on the results of muscular strength tests in adolescents and to report percentile tables based on sex, age, and body mass index (BMI). The study hypothesized that the effect size obtained from the difference between normal-weight and overweight youth would be greater than the differences between sexes within the same age group. A total of 11,044 Spanish adolescents (48.5% girls) aged 14.39 ± 1.21 years (range: 12-16 years) from 42 secondary schools participated in the research. Muscular strength was evaluated using standing long jump, hand grip strength (manual dynamometer), and sit-ups (30 seconds). The effect size was analyzed using the adjusted Hedges' g. The results show that 76.3 and 72.8% of overweight boys and girls, respectively, performed a standing long jump equal to or less than the normal-weight average. The 67.4 and 67.1% of overweight boys and girls, respectively, showed manual dynamometer values equal to or greater than the normal-weight average. Finally, 68.7 and 65.9% of overweight boys and girls, respectively, obtained measures for 30 seconds of sit-ups equal to or lower than the normal-weight average. It can therefore be concluded that the differential effect size between boys and girls is higher than that between normal-weight and overweight adolescents in the 3 strength tests analyzed. Despite the above, these results suggest the value of taking into account the BMI when assessing the muscular strength of young people, in addition to sex and age.