Table 1.
Comparative study of acute interventions of motor skills on the cognition of children and adolescents.
| Included articles study design | Patients (N/Age) | Interventions and controls | Outcome | |
|---|---|---|---|---|
| Outcome measures | Results | |||
| Gallotta et al. (2015) | E1 = 31/8 ~ 11y | 50 min traditional PE course (brisk walking, jogging, jumping, etc.) (E1) vs. basketball skills acquisition practice (E2) vs. basic academic course (C) | ①d2-test (E1>C>E2) | +& |
| RCT | E2 = 46/8 ~ 11y | |||
| C = 39/8 ~ 11y | ||||
| Yan et al. (2014) | E1 = 52/9.8 ± 0.3y | 30 min moderate intensity (60–69% HRmax) aerobics (E1) vs. obstacle run (E2) vs. sitting (C) | ②Flanker (E1>E2) | +& |
| RCT | E2 = 51/9.7 ± 0.3y | ③1-back (E1>E2) | +& | |
| C = 51/9.8 ± 0.3y | ④More-odd shifting (E2>E1) | +& | ||
| Chen et al. (2014) | E1 = 30/9.8 ± 0.3y | 30 min low intensity (50–59% HRmax) basketball high dribbling and dribbling between runs (E1) vs. moderate intensity (60–69% HRmax) (E2) vs. high intensity (70–79% HRmax) (E3) vs. free activities in their classroom (C) | ②Flanker (E2>E1 = E3>C) | +& |
| RCT | E2 = 30/9.8 ± 0.3y | ③1-back (E2 = E3>E1 = C) | +0& | |
| E3 = 32/9.7 ± 0.3y | ④More-odd shifting (E2>E3 = C>E1) | +0& | ||
| C = 28/9.8 ± 0.3y | ||||
| Chen et al. (2015a) | E1 = 22/9.3 ± 0.3y | 8 min (E1), 15 min (E2), 30 min (E3) moderate intensity (60–69% HRmax) basketball high dribbling and dribbling between runs vs. 8 min (T1), 15 min (T2), 30 min (T3) free activities in their classroom | ②Flanker (E1 = C1; E2>C2; E3>C3) | 0 |
| RCT | E2 = 22/9.4 ± 0.3y | ③1-back (E1 = C1; E2 = C2; E3>C3) | 0 | |
| E3 = 24/9.5 ± 0.3y | ④More-odd shifting (E1 = C1; E2 = C2; E3>C3) | 0 | ||
| C1 = 20/9.4 ± 0.3y | ||||
| C2 = 20/9.4 ± 0.3y | ||||
| C3 = 22/9.5 ± 0.3y | ||||
| Chen et al. (2015b) | E1 = 39/9.1 ± 0.3y | 30 min moderate intensity (60–69% HRmax) cooperative rope skipping (E1) vs. single rope skipping (E2) vs. sedentary reading (C) | ②Flanker (E1>E2) | +& |
| RCT | E2 = 38/9.1 ± 0.3y | ③1-back (E1>E2) | +& | |
| C = 38/9.2 ± 0.4y | ④More-odd shifting (E1>E2) | +& | ||
| O’Brien et al. (2021) | E1 = 16/7.0 ± 0.5y | 30 min open skills activities such as basketball, football, tennis (E1) vs. closed skills activities such as race, rope skipping, circuit training (E2) vs. free activities in their classroom (C) | ⑤Corsi blocks test | 0 |
| RCT | E2 = 16/6.7 ± 0.1y | ⑥Backward Digit Span (E1>E2) | +& | |
| C = 19/7.0 ± 0.5y | ||||
| Ottoboni et al. (2021) | 125/7 ~ 10y | 30 min high intensity (170 ~ 180 bpm) team ball games (E1) vs. agility obstacle run (E2) vs. basic academic course (C) | ⑤Corsi blocks test (E1>E2) | +& |
| RCT | ⑥Digit Span (E1>E2) | +& | ||
RCT, randomized controlled trial; E, experimental group; C, control group; y, year; HRmax, maximum heart rate; ①, attention; ②, inhibitory control; ③, working memory shifting; ④, cognitive flexibility; ⑤, visual spatial working memory; ⑥, verbal working memory; +, beneficial to experimental group; −, beneficial to control group; 0, no significant difference between the experimental and control groups; &, comparison of intervention results between experimental groups.