Promoting self-regulation and executive functions in children: evaluating the effectiveness of brief physical activity interventions

Abstract

Background: Self-regulation refers to the ability to engage in adaptive and goal-directed behavior and executive functions describe the related cognitive processes involved. Self-regulation and executive functions are critical for successful transition from kindergarten to school and successful school adjustment (Suchodoletz et al., 2014). Physical activity interventions have been shown to improve executive functions in studies with adult samples (Barenberg, Berse, & Dutke, 2011). Potential moderators of this effect are qualitative (e.g., coordinative) and quantitative (e.g., intensity level) demands of the specific type of physical activity (Best, 2010). The present study aims at investigating which of the mentioned type of physical activity is most effective to promote self-regulation and executive functions in preschool children. Method: In a between-subjects randomized trial, we will compare children’s self-regulation and executive functions after their participation in either one of two physical activity interventions with varying intensity levels but equivalent coordinative demands or a sedentary control condition. Executive functions will be assessed immediately after the intervention with the Head-Toes-Knees-Shoulders task (Ponitz et al., 2009) and the Day-Night task (Berlin & Bohlin, 2002). In line with power analyses we will assess a sample of 160 children and compare the effects of intervention type using regression analyses. Expected results: The study will provide first evidence about the acute effects of physical activity interventions on preschoolers’ self-regulation and executive functions. Current stage of work: We will start data collection in March, 2016. Discussion: Implications for effective physical activities in early education will be discussed.