Exercise and children's cognition: The role of exercise characteristics and a place for metacognition

By Phillip D. Tomporowski, B. McCullick, Daniel M. Pendleton, Caterina Pesce. 2015

344 citations recorded by the source corpus.

Abstract Definitive conclusions concerning the impact of exercise interventions on children's mental functioning are difficult to ascertain because of procedural differences among studies. A narrative review of studies was conducted to evaluate the role of two types of exercise interventions on children's cognition. Acute and chronic exercise interventions were classified as quantitative or qualitative on the basis of manipulations of task complexity and, by inference, mental engagement. Both types of interventions enhance aspects of children's cognition; however, their effects on metacognitive processes are unknown. The role of metacognitive processes and their regulation of children's behavior and academic performance are highlighted.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d52066c3ecfe76a6e845daf7360fb95993101c1c

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Conclusions about Interventions, Programs, and Approaches for Improving Executive Functions that appear Justified and those that, despite much hype, do not (2015, background): “This is despite many calls to pay attention to the cognitive components (Best, 2010; Moreau and Conway, 2013; Pesce, 2012; Sibley and Etnier, 2003; Tomporowski et al., 2008, 2015).”