A study published in the Journal of the American Medical Association explores the relationship between physical activity, sports participation, and executive function (EF) in children, focusing on their activity levels at ages 5 to 6 years and how these relate to EF outcomes at ages 10 to 11 years.
The study observed no significant association between moderate to vigorous physical activity (MVPA) at ages 5 to 6 and EF outcomes at ages 10 to 11. This finding contrasts with prior research that linked higher MVPA to better inhibition, possibly because this study examined prospective, rather than cross-sectional, relationships. Interestingly, higher levels of light physical activity (LPA) and moderate physical activity (MPA) in early childhood were associated with poorer EF outcomes, specifically in inhibition and monitoring. Conversely, greater sedentary behavior at ages 5 to 6 was linked to better EF outcomes at ages 10 to 11.
The type and extent of sports participation appeared to significantly influence EF outcomes. Although the number of sports a child participated in was not associated with EF, the total time spent in sports correlated with better EF, particularly in behavior regulation, emotional control, and working memory. Participation in team sports was consistently linked to better EF compared to individual sports, and children who engaged in both types of sports exhibited better EF than those who only participated in individual sports.
Team sports seem to offer cognitive benefits due to their dynamic and interactive nature, which requires children to use inhibition, working memory, and flexible thinking. For example, players must resist distractions, recall strategies, and adapt to rapidly changing situations. This aligns with previous studies showing that group sports participation enhances inhibition, shifting, and working memory over time.
Associations between specific sports and EF varied widely. Team sports like soccer and volleyball typically involve open-skill activities with unpredictable and cognitively demanding contexts, fostering EF development. In contrast, individual sports such as swimming often involve closed-skill, repetitive activities, which may not challenge EF to the same extent.
This study provides novel insights into how early childhood physical activity and sports participation influence EF development. It suggests that the quality, rather than the quantity, of physical activity is crucial for EF. Team sports, with their high cognitive demands, seem particularly beneficial, while the role of sedentary behaviors warrants further exploration.
