Relationship Of Physical Activity Cognition Among Preschool Children With Different Attention

Purpose: To examine the relationship between cognitive ability and physical activity levels of preschool children with different concentration of attention.Methods: 346 Chinese preschoolers age between 3.5-5.5 years(56.8% boys)were recruited in Shanghai.All participants were divided into 3 groups(Attention A: concentrated children,Attention B: the children with mild attention problem,Attention C: the children with serve attention problem),according to Child Behavior Checklist for Preschool Children(CBCI).Cognitive functions were assessed by a short form of the Chinese version and norms of the Wechsler Preschool and Primary Scale of Intelligence–Revised(C-WYCSI).The Actigraph GTX3+ accelerometer were used to measure children's physical activity and sedentary time(SB).Regression analysis,independent samples t-test and Mann-Whitney U Test were applied to examine physical activity and sedentary time in association with cognitive function.Results: 292 children was eligible.In the regression analysis,the independent positive association was found between attention,SB,total physical activity(TPA)and IQ,after adjusting potential confounders,the standardized regression coefficients was-0.265,0.117 and 0.124(P <0.05).In concentrated group,the sedentary children has higher score in verbal intelligence quotient(VIQ)and full intelligence quotient(FIQ)(P < 0.05),however,children with longer TPA had higher scores in performance intelligence quotient(PIQ)(P < 0.05).In the group with mild attention problem,VIQ,PIQ and FIQ in TPA ?180 min/day group were significant higher than the other groups(P < 0.05).Conclusion: This study suggests that for confounders,VIQ and FIQ can be enhanced when sedentary time increased;for children with mild attention problem,their cognitive performance can be improved once the TPA achieved recommendation.