Association between the Duration of the Active Commuting to and from School, and Cognitive Performance in Urban Portuguese Adolescents

Rodrigues, Ana; Antunes, Hélio; Alves, Ricardo; Correia, Ana Luísa; Lopes, Hélder; Sabino, Bebiana; Marques, Adilson; Ihle, Andreas; Gouveia, Élvio Rúbio · 2022 · OpenAlex-citations

DOI: 10.3390/ijerph192315692

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Summary

This study investigates the relationship between active commuting to school (ACS) and cognitive performance (CP) in urban Portuguese adolescents, specifically examining how the duration of ACS influences various cognitive domains. Motivated by declining physical activity levels among youth and the growing interest in dementia prevention, the research addresses gaps in existing literature regarding the specific impact of ACS duration on cognitive functioning. The study aims to determine differences in CP between active and non-active commuters and to analyze the association between ACS duration and specific cognitive components, including prospective memory, working memory, verbal fluency, and inductive reasoning. The cross-sectional study included 370 adolescents (mean age 15.28 years) from five schools in Funchal, Madeira. Data were collected via self-report questionnaires for ACS patterns, extracurricular physical activity (EPA), and socioeconomic status, alongside body composition assessments using the FitnessGram test battery. Cognitive performance was evaluated using the Cognitive Telephone Screening Instrument (COGTEL), which measures six cognitive tasks through a structured interview. Participants were categorized into three groups based on ACS duration: non-ACS, ACS ≤ 30 minutes, and ACS > 30 minutes. Statistical analyses, including analysis of covariance and multiple linear regression, controlled for potential confounders such as age, sex, school social support, and EPA participation. The results indicate that 51.6% of participants engaged in ACS, with this group predominantly consisting of younger males with higher socioeconomic support and greater extracurricular physical activity. After controlling for covariates, ACS had a significant effect on total cognitive scores. Adolescents engaging in ACS for more than 30 minutes demonstrated significantly higher cognitive performance than non-active commuters. Specifically, ACS duration was positively associated with improved performance in inductive reasoning and working memory. Multiple linear regression revealed that ACS duration independently explained 1.7% of the variability in working memory and 1.2% of the variability in inductive reasoning. While higher scores were observed in other cognitive dimensions for the ACS > 30 minutes group, these differences did not reach statistical significance after adjustment. The findings suggest that active commuting to school, particularly when lasting more than 30 minutes, is associated with enhanced cognitive performance in adolescents, independent of demographic and lifestyle factors. This supports the potential of ACS as a strategy to promote both physical activity and cognitive health in youth. The study highlights the importance of considering ACS duration and intensity in future research and public health guidelines, suggesting that longer active commutes may offer specific cognitive benefits, particularly in working memory and inductive reasoning.

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• cognitive capacity variation