Amount and Type of Physical Activity as Predictors of Growth in Executive Functions, Attentional Control, and Social Self-Control across 4 Years of Elementary School

Autor/inn/en	Koepp, Andrew E.; Gershoff, Elizabeth T.
Titel	Amount and Type of Physical Activity as Predictors of Growth in Executive Functions, Attentional Control, and Social Self-Control across 4 Years of Elementary School
Quelle	In: Developmental Science, 25 (2022) 1, (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koepp, Andrew E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13147
Schlagwörter	Physical Activity Level; Executive Function; Self Control; Team Sports; Child Development; Cognitive Development; Surveys; Longitudinal Studies; Children; Social Behavior; Predictor Variables; Attention Control; Grade 3; Grade 4; Kindergarten; Grade 1; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Mannschaftssport; Kindesentwicklung; Kognitive Entwicklung; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder; Social behaviour; Soziales Verhalten; Prädiktor; Aufmerksamkeitstest; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	This paper used a nationally representative sample of children from the United States to examine the extent to which physical activity and sports participation may promote growth in children's executive functions (EFs), attention, and social self-control over time. Using data from the ECLS-K:2011 (N = 18,174), findings indicated that regular physical activity predicted growth in EFs and attention from 3rd to 4th grade ([beta]s = 0.03-0.05) but not from kindergarten to 1st grade. After controlling for the frequency of physical activity, participation in group sports predicted increases in EFs, attention, and social self-control during both periods ([beta]s = 0.02-0.04). Though modest in size, the findings suggest that encouraging children to engage in more frequent and more team-based activity will benefit the development of their EFs and related skills, and especially so for children in middle childhood. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01