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Associations of Class-Time Sitting, Stepping and Sit-to-Stand Transitions with Cognitive Functions and Brain Activity in Children

Author

Listed:
  • Emiliano Mazzoli

    (School of Health and Social Development, Faculty of Health, Deakin University, Geelong VIC 3220, Australia)

  • Wei-Peng Teo

    (Physical Education and Sports Science (PESS) Academic Group, National Institute of Education (NIE), Nanyang Technological University, Singapore 637616, Singapore
    Institute for Physical Activity and Nutrition (IPAN), Deakin University, Geelong VIC 3220, Australia)

  • Jo Salmon

    (School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong VIC 3220, Australia
    Institute for Physical Activity and Nutrition (IPAN), Deakin University, Geelong VIC 3220, Australia)

  • Caterina Pesce

    (Department of Movement, Human and Health Sciences, Italian University of Sport and Movement, 00135 Rome, Italy)

  • Jason He

    (Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong VIC 3220, Australia)

  • Tal Dotan Ben-Soussan

    (Cognitive Neurophysiology Laboratory, Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation, 06081 Assisi, Italy)

  • Lisa M. Barnett

    (School of Health and Social Development, Faculty of Health, Deakin University, Geelong VIC 3220, Australia
    Institute for Physical Activity and Nutrition (IPAN), Deakin University, Geelong VIC 3220, Australia)

Abstract

Previous research showed that children’s physical activity is positively related to executive functions, whilst screen time shows negative associations. However, it is unclear how school-based sitting time and transitions from sitting to standing relate to cognition. We investigated the relationship between class time sitting/stepping/sit-to-stand transitions and cognitive functions in Grade 1–2 children. Overall, 149 children (7.7 ± 0.6 years old, 54% boys) participated. Measures included class time sitting/stepping/sit-to-stand transitions and: (i) response inhibition (i.e., response time and accuracy); (ii) lapses of attention; (iii) working memory; and (iv) brain activity (cortical haemodynamic response). Linear mixed-models, adjusting for age, sex, and clustering at the classroom level, found that more sitting time was associated with higher lapses of attention ( β = 0.12, p < 0.05). Children who stepped more had quicker inhibition response time ( β = −0.95, p < 0.01); however, they were less accurate in their responses ( β = −0.30, p < 0.05) and this was also observed with sit-to-stand transitions ( β = −0.26, p < 0.05). No associations were found with brain activity. In conclusion, reducing and breaking up sitting may help keep children focused, but the evidence regarding response inhibition is unclear.

Suggested Citation

  • Emiliano Mazzoli & Wei-Peng Teo & Jo Salmon & Caterina Pesce & Jason He & Tal Dotan Ben-Soussan & Lisa M. Barnett, 2019. "Associations of Class-Time Sitting, Stepping and Sit-to-Stand Transitions with Cognitive Functions and Brain Activity in Children," IJERPH, MDPI, vol. 16(9), pages 1-20, April.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:9:p:1482-:d:226150
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    References listed on IDEAS

    as
    1. Liliana Leone & Caterina Pesce, 2017. "From Delivery to Adoption of Physical Activity Guidelines: Realist Synthesis," IJERPH, MDPI, vol. 14(10), pages 1-19, October.
    2. Ilona Bidzan-Bluma & Małgorzata Lipowska, 2018. "Physical Activity and Cognitive Functioning of Children: A Systematic Review," IJERPH, MDPI, vol. 15(4), pages 1-13, April.
    3. Lisan M. Hidding & Teatske M. Altenburg & Evi Van Ekris & Mai J. M. Chinapaw, 2017. "Why Do Children Engage in Sedentary Behavior? Child- and Parent-Perceived Determinants," IJERPH, MDPI, vol. 14(7), pages 1-27, June.
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    Cited by:

    1. Paula Schwenke & Michaela Coenen, 2022. "Influence of Sit-Stand Tables in Classrooms on Children’s Sedentary Behavior and Teacher’s Acceptance and Feasibility: A Mixed-Methods Study," IJERPH, MDPI, vol. 19(11), pages 1-18, May.
    2. Mara Kirschner & Rianne H.J. Golsteijn & Sanne M. Sijben & Amika S. Singh & Hans H.C.M. Savelberg & Renate H.M. de Groot, 2021. "A Qualitative Study of the Feasibility and Acceptability of Implementing ‘Sit-To-Stand’ Desks in Vocational Education and Training," IJERPH, MDPI, vol. 18(3), pages 1-16, January.
    3. Katie R. Hosteng & Alison Phillips Reichter & Jacob E. Simmering & Lucas J. Carr, 2019. "Uninterrupted Classroom Sitting is Associated with Increased Discomfort and Sleepiness Among College Students," IJERPH, MDPI, vol. 16(14), pages 1-10, July.

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