![]() In this protocol, a total of 500 preschool children (3.5–5.5 years) were recruited and followed over 15 years. Moreover, the study attempted to explore how physical activity affects cognitive development via modification of blood neurotrophins, such as insulin-like growth factor 1 (IGF-1) and brain-derived neurotrophic factor (BDNF). features a 15-year longitudinal study protocol to assess the relationship between objectively measured physical activity and cognitive development across the lifespan: childhood, adolescence, and adulthood. The authors conclude that it is meaningful and practical to offer structured physical activity programs at day care centers. The study suggests that the intervention group had significantly greater increases in executive functions, yet there were no greater increases in perceived physical competence compared to the control group. The intervention was a 30-minute weekly physical activity program for 3 months. examined the effects of a structured physical activity program on preschool children's executive functions and perceived physical competence as compared to traditional recess. Therefore, the authors concluded that physical activity was positively associated with both motor skills and cognitive development in preschool children, calling for more research with large representative samples as well as the dose-response evidence in early childhood. ![]() No study found adverse effects of the physical activity programs. Of the 15 studies, 12 reported statistically significant effects of physical activity on motor skills (e.g., locomotor skills and object control skills) and cognitive development (i.e., language learning, academic achievement, attention, and working memory). conducted a systematic review to summarize the existing evidence concerning the effects of physical activity programs on preschool children's motor skills and cognitive development. In this special issue, we specifically examined the effects of physical activity on various health outcomes and cognition in early childhood, as well as the correlates and determinants of physical activity and sedentary behaviors during this critical period of human development. Physical Activity Research in Early Childhood It consists of one systematic review and 12 original research articles that studied pediatric population in early childhood as well as healthy children and children with special needs.Ģ. Therefore, this special issue addresses this literature gap in an attempt to stimulate more research efforts in such an important area. However, these studies mainly targeted older children and adolescents, while more evidence is needed to enlighten the relationships between physical activity, health outcomes, and cognition during the critical period of child development, particularly early childhood. In addition, recent studies suggest that increased participation in physical activity influences cognitive functions in children, including executive functioning (e.g., working memory and cognitive flexibility) and brain health. Regular participation in physical activity helps reduce the health risk of childhood obesity and the associated chronic diseases. In the youth population, in particular, cost-effective preventive interventions with reasonable suitability in settings such as schools or preschools are warranted. Obesity is a chronic disease that is associated with morbidities (e.g., cardiovascular disease and type 2 diabetes) and mortality. Inadequate physical exertion, in conjunction with the easy access to energy dense diet, has led to dramatic increases in the prevalence of obesity. Afforded by technological advancement and the low demand of physical exertion in living, people in the modern societies, youth and adults alike, have been accustomed to the more sedentary lifestyles. ![]() Physical inactivity is increasingly becoming a major public health concern in many industrialized countries.
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