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The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children

Author

Listed:
  • Pulan Bai

    (School of Population and Global Health, The University of Western Australia, Perth, WA 6009, Australia
    Telethon Kids Institute, The University of Western Australia, Perth, WA 6009, Australia)

  • Sarah Johnson

    (Telethon Kids Institute, The University of Western Australia, Perth, WA 6009, Australia)

  • Stewart G. Trost

    (School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QLD 4072, Australia)

  • Leanne Lester

    (School of Human Sciences, The University of Western Australia, Perth, WA 6009, Australia)

  • Andrea Nathan

    (Telethon Kids Institute, The University of Western Australia, Perth, WA 6009, Australia)

  • Hayley Christian

    (School of Population and Global Health, The University of Western Australia, Perth, WA 6009, Australia
    Telethon Kids Institute, The University of Western Australia, Perth, WA 6009, Australia)

Abstract

(1) Background: Limited research exists on the pathways through which physical activity influences cognitive development in the early years. This study examined the direct and indirect relationships between physical activity, self-regulation, and cognitive school readiness in preschool children. (2) Method: Participants ( n = 56) aged 3–5 years were recruited from the PLAYCE study, Perth, Western Australia. Physical activity was measured using 7-day accelerometry. Self-regulation was measured using the Head Toes Knees and Shoulders task and cognitive school readiness was assessed using the Bracken School Readiness Assessment. Baron and Kenny’s method was used for mediation analysis. (3) Results: After adjustment for socio-demographic factors, total physical activity was positively and significantly associated with cognitive school readiness (B = 0.16, SE = 0.07, p ≤ 0.05). Moderate-vigorous physical activity (MVPA) was positively and significantly associated with self-regulation (B = 0.3, SE = 0.13, p ≤ 0.05) and cognitive school readiness score (B = 0.20, SE = 0.09, p ≤ 0.05). Self-regulation was found to be a partial mediator of the relationship between MVPA and cognitive school readiness. (4) Conclusion: These findings highlight the direct and indirect association between preschool children’s physical activity, self-regulation, and cognitive school readiness. Further research is needed to determine the causal relationships between young children’s physical activity and cognitive development, over time.

Suggested Citation

  • Pulan Bai & Sarah Johnson & Stewart G. Trost & Leanne Lester & Andrea Nathan & Hayley Christian, 2021. "The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children," IJERPH, MDPI, vol. 18(22), pages 1-10, November.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:22:p:11797-:d:676121
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    References listed on IDEAS

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    1. Gary S. Goldfield & Alysha Harvey & Kimberly Grattan & Kristi B. Adamo, 2012. "Physical Activity Promotion in the Preschool Years: A Critical Period to Intervene," IJERPH, MDPI, vol. 9(4), pages 1-17, April.
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    Cited by:

    1. Soni Nopembri & Rizki Mulyawan & Puji Yanti Fauziah & Erma Kusumawardani & Indri Hapsari Susilowati & Lukman Fauzi & Widya Hary Cahyati & Tandiyo Rahayu & Terence Buan Kiong Chua & Michael Yong Hwa Ch, 2023. "Time to Play in Javanese Preschool Children—An Examination of Screen Time and Playtime before and during the COVID-19 Pandemic," IJERPH, MDPI, vol. 20(3), pages 1-12, January.

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