The effect of active learning on cognitive performance and physical fitness in preschool children: the role of exercise intensity

Abstract

Objectives To analyze the effects of different PA intensities during active learning on cognitive performance and physical fitness in preschool children. Design Cluster randomized controlled trial. Methods Four classrooms (n = 99 children aged 3–6 years) were randomly allocated to two intervention groups that performed either light PA (LPA, n = 26) or moderate-to-vigorous PA (MVPA, n = 25) during foreign language (English) lessons, or to a control group (n = 48) that maintained their usual sedentary lessons. The intervention consisted of two 45-min lessons per week and was performed over a 10-week period. Children's PA levels and intensity during sessions were assessed through accelerometry. Primary outcomes included the retention of foreign language vocabulary (free- and cued-recall tests), cognitive performance (BENCI battery), and physical fitness (PREFIT battery). Results Both LPA and particularly MVPA groups resulted in greater total PA levels and intensity compared with the control group (p < 0.001) and provided significantly larger benefits in the free-recall test and verbal memory (all p < 0.05 compared to the control group). Additionally, MVPA group provided larger benefits in the free- and cued-recall tests, speed agility and cardiorespiratory fitness (all p < 0.05 compared to LPA). Conclusions Physically active learning appears as an effective strategy for enhancing foreign language vocabulary, cognitive performance, and physical fitness in preschool children. Increasing PA intensity seems to maximize these benefits.