The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children

(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)...

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Autores principales:	Pulan Bai, Sarah Johnson, Stewart G. Trost, Leanne Lester, Andrea Nathan, Hayley Christian
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	preschooler young children child development self-regulation cognitive development Medicine R
Acceso en línea:	https://doaj.org/article/21467688bcfc40e881c684740a18b6df
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spelling	oai:doaj.org-article:21467688bcfc40e881c684740a18b6df2021-11-25T17:48:30ZThe Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children10.3390/ijerph1822117971660-46011661-7827https://doaj.org/article/21467688bcfc40e881c684740a18b6df2021-11-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/22/11797https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601(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 (<i>n</i> = 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, <i>p</i> ≤ 0.05). Moderate-vigorous physical activity (MVPA) was positively and significantly associated with self-regulation (B = 0.3, SE = 0.13, <i>p</i> ≤ 0.05) and cognitive school readiness score (B = 0.20, SE = 0.09, <i>p</i> ≤ 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.Pulan BaiSarah JohnsonStewart G. TrostLeanne LesterAndrea NathanHayley ChristianMDPI AGarticlepreschooleryoung childrenchild developmentself-regulationcognitive developmentMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11797, p 11797 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	preschooler young children child development self-regulation cognitive development Medicine R
spellingShingle	preschooler young children child development self-regulation cognitive development Medicine R Pulan Bai Sarah Johnson Stewart G. Trost Leanne Lester Andrea Nathan Hayley Christian The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children
description	(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 (<i>n</i> = 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, <i>p</i> ≤ 0.05). Moderate-vigorous physical activity (MVPA) was positively and significantly associated with self-regulation (B = 0.3, SE = 0.13, <i>p</i> ≤ 0.05) and cognitive school readiness score (B = 0.20, SE = 0.09, <i>p</i> ≤ 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.
format	article
author	Pulan Bai Sarah Johnson Stewart G. Trost Leanne Lester Andrea Nathan Hayley Christian
author_facet	Pulan Bai Sarah Johnson Stewart G. Trost Leanne Lester Andrea Nathan Hayley Christian
author_sort	Pulan Bai
title	The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children
title_short	The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children
title_full	The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children
title_fullStr	The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children
title_full_unstemmed	The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children
title_sort	relationship between physical activity, self-regulation and cognitive school readiness in preschool children
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/21467688bcfc40e881c684740a18b6df
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The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children

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