心理信息
认知
观察研究
心理学
幼儿
分级(工程)
梅德林
身体素质
系统回顾
学业成绩
认知发展
发展心理学
临床心理学
老年学
医学
物理疗法
精神科
病理
土木工程
工程类
法学
政治学
作者
Christine W. St. Laurent,Sarah Burkart,Chloe Andre,Rebecca M. C. Spencer
出处
期刊:Journal of Physical Activity and Health
[Human Kinetics]
日期:2021-08-01
卷期号:18 (8): 1004-1013
被引量:15
标识
DOI:10.1123/jpah.2020-0844
摘要
Background : Early childhood is an important age for brain and cognitive development. Given the support of physical activity and fitness on cognition and academic performance in older children, more research has emerged recently focusing on younger children. In this systematic review, the authors review the relations between physical activity/fitness and academic-related (ie, school readiness and cognitive) outcomes in early childhood. Methods : A search was conducted from PubMed, PsycINFO, Web of Science, ERIC databases, and reference lists for articles that had participants aged less than 6 years were written in English, and were in peer-reviewed journals. Articles were excluded if the design was a case study or case series report. The Grading Recommendations Assessment, Development and Evaluation framework was followed to assess the quality of evidence by study design. Results : Sixty-eight articles reporting on 72 studies (29 observational and 43 experimental) were included. The majority of study effects were mixed, and the quality of evidence varied from very low to low. Conclusions : A clear consensus about the role of physical activity and fitness on academic-related outcomes in early childhood is still lacking given the high heterogeneity in methodological approaches and overall effects. Additional high-quality studies are needed to determine what specific dosages of physical activity are impactful at this age.
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