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Effects of the Type of Sports Practice on the Executive Functions of Schoolchildren

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  • Falonn Contreras-Osorio

    (Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain
    Exercise and Rehabilitation Sciences Laboratory, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago de Chile 7591538, Chile)

  • Iris Paola Guzmán-Guzmán

    (Faculty of Chemical-Biological Sciences, Universidad Autónoma de Guerrero, Chilpancingo de los Bravo 39087, Mexico)

  • Enrique Cerda-Vega

    (Pedagogy in Physical Education and Health Career, Department of Health Science, Faculty of Medicine, Pontificia Universidad Católica de Chile, Santiago de Chile 7820436, Chile)

  • Luis Chirosa-Ríos

    (Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain)

  • Rodrigo Ramírez-Campillo

    (Exercise and Rehabilitation Sciences Laboratory, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago de Chile 7591538, Chile)

  • Christian Campos-Jara

    (Exercise and Rehabilitation Sciences Laboratory, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago de Chile 7591538, Chile)

Abstract

There is a close relationship between the development of complex motor skills and executive functions during childhood. This study aimed to analyze the differences in different dimensions of executive functions in children practicing an open-skill sport (handball) and a closed-skill sport (athletics) and controls who did not participate in sports activities after a 12-week intervention period. School-aged male and female subjects ( n = 90; mean ± standard deviation = 11.45 ± 0.68 years) participated in a non-randomized controlled study. Data analysis was performed using the STATA V.15 statistical software. The athletics intervention promoted semantic fluency ( p = 0.007), whereas handball increased inhibition ( p = 0.034). Additionally, physical activity improved in both intervention groups ( p = < 0.001), whereas sprint performance improved in the handball group following intervention ( p = 0.008), lower body muscular power improved in athletics ( p = 0.04), and evidence of improvement in upper body muscular strength was noted in handball ( p = 0.037). In turn, an increase in the Physical Activity Questionnaire for older Children score showed an association with the Standard Ten scores of executive functions. In conclusion, compared to controls, both athletics and handball induced meaningful improvements in physical activity and executive functions. However, sport-specific adaptations were noted after athletics (i.e., semantic fluency and lower body muscular power) and handball (i.e., inhibition, sprint, and upper-body muscular strength).

Suggested Citation

  • Falonn Contreras-Osorio & Iris Paola Guzmán-Guzmán & Enrique Cerda-Vega & Luis Chirosa-Ríos & Rodrigo Ramírez-Campillo & Christian Campos-Jara, 2022. "Effects of the Type of Sports Practice on the Executive Functions of Schoolchildren," IJERPH, MDPI, vol. 19(7), pages 1-17, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:7:p:3886-:d:778926
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    References listed on IDEAS

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    1. Su-Youn Cho & Wi-Young So & Hee-Tae Roh, 2017. "The Effects of Taekwondo Training on Peripheral Neuroplasticity-Related Growth Factors, Cerebral Blood Flow Velocity, and Cognitive Functions in Healthy Children: A Randomized Controlled Trial," IJERPH, MDPI, vol. 14(5), pages 1-10, April.
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    Cited by:

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    2. Fioretta Silvestri & Matteo Campanella & Maurizio Bertollo & Maicon Rodrigues Albuquerque & Valerio Bonavolontà & Fabrizio Perroni & Carlo Baldari & Laura Guidetti & Davide Curzi, 2023. "Acute Effects of Fitlight Training on Cognitive-Motor Processes in Young Basketball Players," IJERPH, MDPI, vol. 20(1), pages 1-14, January.
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    4. Ze-Min Liu & Chuang-Qi Chen & Xian-Li Fan & Chen-Chen Lin & Xin-Dong Ye, 2022. "Usability and Effects of a Combined Physical and Cognitive Intervention Based on Active Video Games for Preschool Children," IJERPH, MDPI, vol. 19(12), pages 1-14, June.

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