The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children.
The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children.
复制标题
DOI：
10.3390/ijerph182211797
复制
发表时间：
2021-11-10
影响因子：
--
通讯作者：
Christian H
中科院分区：
文献类型：
--
作者：
Bai P;Johnson S;Trost SG;Lester L;Nathan A;Christian H
(1)背景：关于早期体育活动影响认知发展的途径的研究有限。本研究考察了学龄前儿童的体力活动、自我调节和认知就学准备之间的直接和间接关系。(2)方法：受试者(n=56)来自西澳大利亚珀斯的PLAYCE研究，年龄3-5岁。使用7天加速度计测量体力活动。使用头、脚趾、膝盖和肩膀任务来衡量自我调节能力，并使用Bracken学校准备评估来评估认知学校准备情况。采用Baron和Kenny的方法进行中介分析。(3)调整社会人口学因素后，体力活动总量与认知就学状况呈显著正相关(B=0.16，SE=0.07，p≤0.05)。中等强度体力活动与自我调节(B=0.3，SE=0.13，p≤0.0 5)和认知就学成绩(B=0.2 0，SE=0.0 9，p≤0.0 5)呈显著正相关。自我调节被发现是MVPA和认知就学准备之间关系的部分中介。(4)结论：学龄前儿童的体力活动、自我调节与认知就学准备之间存在直接和间接的联系。随着时间的推移，需要进一步的研究来确定幼儿体育活动和认知发展之间的因果关系。
(1) Background: Limited research exists on the pathways through which physical activity influences cognitive development in the early years. This study examined the direct and indirect relationships between physical activity, self-regulation, and cognitive school readiness in preschool children. (2) Method: Participants (n = 56) aged 3–5 years were recruited from the PLAYCE study, Perth, Western Australia. Physical activity was measured using 7-day accelerometry. Self-regulation was measured using the Head Toes Knees and Shoulders task and cognitive school readiness was assessed using the Bracken School Readiness Assessment. Baron and Kenny’s method was used for mediation analysis. (3) Results: After adjustment for socio-demographic factors, total physical activity was positively and significantly associated with cognitive school readiness (B = 0.16, SE = 0.07, p ≤ 0.05). Moderate-vigorous physical activity (MVPA) was positively and significantly associated with self-regulation (B = 0.3, SE = 0.13, p ≤ 0.05) and cognitive school readiness score (B = 0.20, SE = 0.09, p ≤ 0.05). Self-regulation was found to be a partial mediator of the relationship between MVPA and cognitive school readiness. (4) Conclusion: These findings highlight the direct and indirect association between preschool children’s physical activity, self-regulation, and cognitive school readiness. Further research is needed to determine the causal relationships between young children’s physical activity and cognitive development, over time.
登录
查看更多内容
影响因子：
2.9
作者：
Christian H;Maitland C;Enkel S;Trapp G;Trost SG;Schipperijn J;Boruff B;Lester L;Rosenberg M;Zubrick SR
通讯作者：
Zubrick SR
影响因子：
7.6
作者：
BARON, RM;KENNY, DA
通讯作者：
KENNY, DA
影响因子：
3.8
作者：
McClelland MM;Cameron CE;Duncan R;Bowles RP;Acock AC;Miao A;Pratt ME
通讯作者：
Pratt ME
DOI：
10.3390/ijerph9041326
发表时间：
2012-04
影响因子：
--
作者：
Goldfield GS;Harvey A;Grattan K;Adamo KB
通讯作者：
Adamo KB
采用/适应指南的一种协作方法 - 早年的澳大利亚24小时运动指南（出生到5年）：体育锻炼，久坐行为和睡眠的整合。
影响因子：
4.5
作者：
Okely AD;Ghersi D;Hesketh KD;Santos R;Loughran SP;Cliff DP;Shilton T;Grant D;Jones RA;Stanley RM;Sherring J;Hinkley T;Trost SG;McHugh C;Eckermann S;Thorpe K;Waters K;Olds TS;Mackey T;Livingstone R;Christian H;Carr H;Verrender A;Pereira JR;Zhang Z;Downing KL;Tremblay MS
通讯作者：
Tremblay MS