Associations between physical activity, motor skills, executive function and EEG in preschoolers
- WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
- Nicole Dawn Dennis (Creator)
- Institution
- Western Carolina University (WCU )
- Web Site: http://library.wcu.edu/
- Advisor
- Alleyne Broomell
Abstract: According to the embodiment theory of development, motor and cognitive development co-occur in early childhood (Gottwald et al., 2016). An abundance of research has especially focused on the co-development of motor skills and executive functioning (Spedden et al., 2017). Executive function refers to a cognitive process that involves the combination of working memory, inhibitory control, and cognitive flexibility and is closely related to attention and problem solving (Diamond & Lee, 2011). Executive function has also been related to electrophysiological data in preschool aged children (e.g., Broomell & Bell, 2018). However, little is known about how physical activity may impact executive function as well as the electrophysiological mechanisms underlying these changes cognition. A systematic review of the literature proposed the idea that the reason physical activity impacts executive functioning skills is that most physical activity involves complex motor tasks (Best, 2010). Other researchers have focused on the influence of physical activity on brain activation as the potential mechanism for improved executive function (Best, 2010; Best & Miller, 2010). There is a lack of consensus on how and why executive function, physical activity, frontal activation, and motor skills relate as well as limited understanding in the literature on how physical activity and motor skills may impact the development of executive function, especially in lower socioeconomic populations. This study aimed to gain insight into the relationship among these variables and determine what mechanisms may be responsible for gains in executive function during this age range. Preschool participants (N=66) were recruited from Head Start programs located in Jackson and Haywood counties. Parents who consented completed the Pre-PAQ, Vineland-3, and a demographic questionnaire while teachers completed the BRIEF-P in February of 2022. In May of 2022, preschool participant’s completed executive function tasks (Dimensional Change Card Sort, Day/Night, and Head-Toes-Knees-Shoulders), and electrophysiological data was collected. Bivariate correlations and hierarchical linear regressions were conducted using the data collected to determine the associations among frontal brain activity, physical activity, EF skills, and motor skills. Teacher-reported BRIEF-P subscales were positively and significantly associated with each other, which suggests BRIEF-P captures a unitary conceptualization of EF. Parent-reported Vineland-3 fine and gross motor skills were also positively and significantly correlated with each other as were the teacher-reported BRIEF-P subscales. EEG alpha at sites F4, F7, and F8 collected during baseline were all positively and significantly correlated. However, parent-report and teacher-report did not significantly predict preschool participant’s laboratory performance or accelerometer, with the exception of the Pre-PAQ predicting Head-Toes-Knees-Shoulders scores. This may be due to Head-Toes-Knees-Shoulders being a motor-based measure of EF. Participant’s performance on laboratory measures of executive were not significantly associated with each other or with EEG data. EEG data did not moderate the relationship between gross motor skills and observed laboratory task performance nor time spend in moderate-to-vigorous physical activity. Based on these findings, study limitations and future directions are discussed.
Associations between physical activity, motor skills, executive function and EEG in preschoolers
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Created on 4/1/2024
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2024
- Subjects
- Developmental psychology
- Executive functions (Neuropsychology)
- Preschool children