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Document Type

Abstract

Publication Date

12-1-2024

Abstract

Background/Purpose: Based on the investigation and analysis of the current situation of physical activity, the family objective environment, and executive function development of children aged 4–6 years, this study analyzed the correlation between the three, so as to explore the influence of family objective environment and physical activity on executive function, and provide a reference for families and kindergartens to formulate effective interventions to improve the level of physical activity and executive function of preschoolers.

Method: A total of 123 preschool children aged 4–6 years old in a kindergarten in Beijing were selected as study participants. The Acti Graph GT3X+ three-axis accelerometer, the Family Objective Information Questionnaire, and the Executive Function Rating Scale-Preschool Edition were used to test the level of physical activity (sedentary behavior and low, moderate, high, and moderate-high intensity physical activity according to the Butter cut-point), the family objective environment, and executive function (metacognition, inhibit-control, and cognitive-flexibility), respectively. Pearson correlations were used to analyze the relationship between physical activity, family environment, and executive function, and multivariable regression was used to explore the associations of physical activity and family objective environment with children's executive function.

Results: (1) Sedentary time was positively correlated with metacognition, inhibit-control, and total scores of executive function (p < 0.05). There was a negative correlation between different physical activity intensities and the total score of executive function (p < 0.05), and low-intensity physical activity was negatively correlated with cognitive-flexibility and metacognition (p < 0.05). Except for the fact that there was no correlation between high intensity and cognitive-flexibility, moderate, high, and moderate-high intensity physical activity were negatively correlated with inhibit-control and cognitive-flexibility (p < 0.05). (2) Among the factors of family objective environment, only the mother's education level was positively correlated with the total score of executive function (r = 0.227, p < 0.05). (3) A multiple regression model was established with MVPA and maternal education level as independent variables, which could effectively predict the total score of children's executive function (adjusted R2 = 0.203; p < 0.01).

Conclusion/Discussion: Sedentary time may be detrimental to the executive function development of preschool children, while maternal education level and physical activity at different intensities can help improve the executive function of young children. It is recommended that appropriate levels of moderate to vigorous physical activity will be more conducive to the development of children's executive function.

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