Associations Between Executive Functions and Physical Fitness in Preschool Children

Veraksa, Аleksander; Tvardovskaya, Alla A.; Gavrilova, Margarita; Yakupova, Vera; Musálek, Martin · 2021 · OpenAlex-citations

DOI: 10.3389/fpsyg.2021.674746

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Summary

This study investigates the association between physical fitness and executive functions (EF) in preschool children, a demographic underrepresented in prior research compared to school-aged children and adults. Motivated by the critical role of EF in academic success and the potential impact of modern lifestyle changes on physical development, the authors aimed to determine if specific levels of physical fitness correlate with performance in inhibitory control, working memory, and cognitive flexibility. The research sought to distinguish between health-oriented fitness parameters (e.g., strength, endurance) and skill-related motor competencies (e.g., agility, coordination) to understand their specific contributions to cognitive development. The study involved 261 typically developing children aged 5–6 years from Moscow. Physical fitness was assessed using five standardized tests: standing broad jump, sit-and-reach, 4x5 meter shuttle run, and tennis ball throwing (right and left hand). These tests were analyzed using confirmatory factor analysis, which supported a two-factor structure comprising general physical fitness and dynamic strength of the upper limb and trunk. Executive functions were measured using the Dimensional Change Card Sort for cognitive flexibility, and subtests from the NEPSY-II battery for inhibitory control and verbal and visual working memory. Participants were categorized into below-average, average, and above-average groups based on composite physical fitness scores. Statistical analyses included non-parametric ANOVA and post-hoc tests to compare EF performance across fitness levels, controlling for sex differences. The results indicated that inhibitory control and working memory were positively linked to physical fitness, whereas cognitive flexibility showed no significant association. Children with above-average physical fitness performed significantly better in visual working memory and inhibitory control tasks than those with below-average fitness. Specifically, performance in the "Naming shapes time" inhibition task was positively associated with all five physical fitness tests. Visual working memory was significantly related to motor tests requiring higher coordination, such as the shuttle run and ball throwing. Additionally, children with under-average performance in physical fitness tests scored worse in verbal working memory. Sex differences were also observed, with girls outperforming boys in working memory tasks and boys performing better in agility and dynamic strength tests. The findings suggest that physical fitness, particularly components involving coordination and dynamic strength, is a significant predictor of specific executive functions in preschoolers. The study supports the hypothesis that physical development contributes to cognitive growth, likely through mechanisms such as increased neuroplasticity and reduced stress. By demonstrating that objective measures of physical fitness are more informative than self-reported activity levels, the research highlights the importance of integrating physical fitness assessments into early childhood development monitoring. These results imply that interventions aimed at improving motor skills and physical fitness may concurrently support the development of inhibitory control and working memory, which are crucial for later academic success.

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• executive function