The Effect of an Active Breaks Program on Primary School Students’ Executive Functions and Emotional Intelligence

Bibliographic References

• Aarnoudse-Moens, C. S., Smidts, D. P., Oosterlaan, J., Duivenvoorden, H. J., & Weisglas-Kuperus N. (2009). Executive function in very preterm children at early school age. Journal of Abnormal Child Psychology, 37(7), 981-93. https://doi.org/10.1007/s10802-009-9327-z
• Aunio, P., Korhonen, J., Ragpot, L., Törmänen, M., Mononen, R., & Henning, E. (2019). Multi-factorial approach to early numeracy— The effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African fi rst graders. International Journal of Educational Research, 97, 65-76. https://doi: 10.1016/j.ijer.2019.06.011
• Bresgi, L., Alexander, D. L. M., & Seabi, J. (2017). The predictive relationships between working memory skills within the spatial and verbal domains and mathematical performance of Grade 2 South African learners. International Journal of Educational Research, 81, 1-10. https://doi: 10.1016/j.ijer.2016.10.004
• Bugge, A., Tarp, J., Østergaard, L., Domazet, S. L., Andersen, L. B., & Froberg, K. (2014). LCoMotion–Learning, Cognition and Motion; a multicomponent cluster randomized school-based intervention aimed at increasing learning and cognition-rationale, design and methods. BMC Public Health, 14(967), 1-8. https://doi: 10.1186/1471-2458-14-967
• Cappelli, C., Pike, J. R., Riggs, N. R., Warren, C. M., & Pentz, M. A. (2019). Executive function and probabilities of engaging in long-term sedentary and high calorie/low nutrition eating behaviors in early adolescence. Social Science & Medicine, 237, 112483. https://doi: 10.1016/j.socscimed.2019.112483
• Chaddock-Heyman L., Erickson, K., Voss, M., Knecht A., Pontifex M., Castelli, D., Hillman, C., & Kramer A. (2013). The effects of physical activity on functional MRI activation associated with cognitive control in children: A randomized controlled intervention. Frontiers in Human Neuroscience, 7, 1-13. https://doi.org/10.3389/fnhum.2013.00072
• Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. L. Erlbaum Associates.
• Cohen, L., Manion, L., & Morrison, K. (2011). Planning educational research. Research methods in education. Routledge Editors.
• Crova, C., Struzzolino, I., Marchetti, R., Masci, I., Vannozzi, G., Forte, R., & Pesce, C. (2014). Cognitively challenging physical activity benefits executive function in overweight children. Journal of Sports Sciences, 32(3), 201-211. https://doi: 10.1080/02640414.2013.828849
• Daimiel, L., Martínez-González, M. A., Corella, D., Salas-Salvadó, J., Schröder, H., Vioque, J., Romaguera, D., Martínez, A., Warnberg, J., López-Miranda, J., Estruch, R., Cano-Ibáñez, N., Alonso-Gómez, A., Tur, J., Tinahones, F., Serra-Majem, L., Micó-Pérez, R. Lapetra, J., Galdón, A., ... & Ordovás, J. (2020). Physical fitness and physical activity association with cognitive function and quality of life: Baseline cross-sectional analysis of the PREDIMED-Plus trial. Scientific Reports, 10(1), 1-12. https://doi: 10.1038/s41598-020-59458-6
• DeStefano, D., & LeFevre, J. A. (2004). The role of working memory in mental arithmetic. European Journal of Cognitive Psychology, 16, 353- 386. https://doi: 10.1080/09541440244000328
• Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964. https://doi: 10.1126/science.1204529
• Donnelly, J., Hillman, C., Castelli, D., Etnier, J., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. American College of Sports Medicine, 48, 1197-1222. https:// doi: 10.1249 / MSS.0000000000000966
• Egger, F., Benzing, V., Conzelmann, A., & Schmidt, M. (2019). Boost your brain, while having a break! The effects of long-term cognitively engaging physical activity breaks on children’s executive functions and academic achievement. PloS One, 14(3), 1-20. https://doi: 10.1371/ journal.pone.0212482
• Erickson, K., Hillman, C., & Kramer, A. (2015). Physical activity, brain, and cognition. Current Opinion in Behavioral Sciences, 4, 27-32. https://doi.org/10.1016/j.cobeha.2015.01.005
• Fernández-Berrocal, P., & Extremera-Pacheco, N. (2006). Emotional intelligence and emotional reactivity and recovery in laboratory context. Psicothema, 18, 72-78. https://www.redalyc.org/ pdf/727/72709511.pdf
• Fernández-Río, J. (2017). The Cooperative Learning Cycle: A guide to effectively implement cooperative learning in physical education. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, 32, 244-249. http://digibuo.uniovi.es/dspace/handle/10651/47408
• Frischkorn, G. T., Schubert, A. L., & Hagemann, D. (2019). Processing speed, working memory, and executive functions: Independent or interrelated predictors of general intelligence. Intelligence, 75, 95-110. https://doi: 10.1016/j.intell.2019.05.003
• Garaigordobil, M., & Martínez-Valderrey, V. (2014). Effect of Cyberprogram 2.0 on Reducing Victimization and Improving Social Competence in Adolescence. Revista de Psicodidáctica, 19(2), 289-305. https://doi: 10.1387/RevPsicodidact.10239
• García-Fernández, M., & Giménez-Mas, S. I. (2010). Emotional intelligence and its main models: proposal of an integrating model. Espiral Cuadernos del Profesorado, 3(6), 43-52. https://doi: 10.25115/ecp. v3i6.909
• García-López, L. M., Gutiérrez-del Campo, D., González-Víllora, S., & Valero-Valenzuela, A. (2012). Changes in empathy, assertiveness and social relations due to the implementation of the sport education model. Revista de Psicología del Deporte, 21(2), 321-330. https://psycnet.apa. org/record/2012-25275-012
• Godwin, K. E., Almeda, M. V., Seltman, H., Kai, S., Skerbetz, M. D., Baker, R. S., & Fisher, A. V. (2016). Off-task behavior in elementary school children. Learning and Instruction, 44, 128-143. https://doi: 10.1016/j. learninstruc.2016.04.003
• Greeff, J.W., Bosker, R.J., Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: A meta-analysis. Journal of Science and Medicine in Sport, 21(5), 501-507. https://doi: 10.1016/j.jsams.2017.09.595
• Greeff, J. W., Hartman, E., Mullender-Wijnsma, M. J., Bosker, R. J., Doolaard, S., & Visscher, C. (2016). Long-term effects of physically active academic lessons on physical fitness and executive functions in primary school children. Health Education Research, 31(2), 185-194. https://doi: 10.1093/her/cyv102
• Kvalø, S. E., Bru, E., Brønnick, K., & Dyrstad, S. M. (2017). Does increased physical activity in school affect children’s executive function and aerobic fitness? Scandinavian Journal of Medicine & Science in Sports, 27(12), 1833-1841. https://doi: 10.1111/sms.12856
• Kegel, C. A., & Bus, A. G. (2014). Evidence for causal relations between executive functions and alphabetic skills based on longitudinal data. Infant and Child Development, 23(1), 22-35. https://doi: 10.1002/ icd.1827
• Kramer, J. H., Mungas, D., Possin, K. L., Rankin, K. P., Boxer, A. L., Rosen, H. J., Bostrom, A., Sinha, L., Berhel, A., & Widmeyer, M. (2014). NIH EXAMINER: Conceptualization and development of an executive function battery. Journal of the International Neuropsychological Society, 20(1), 11-19. https://doi: 10.1017/S1355617713001094
• Kurki, K., Järvenoja, H., Järvelä, S., & Mykkänen, A. (2016). How teachers co-regulate children’s emotions and behaviour in socioemotionally challenging situations in day-care settings. International Journal of Educational Research, 76, 76-88. https://doi: 10.1016/j. ijer.2016.02.002
• Layne, T., Yli-Piipari, S., & Knox, T. (2020). Physical activity break program to improve elementary students’ executive function and mathematics performance. Education, 3, 1-9. https://doi: 10.1080/ 03004279.2020.1746820
• Li, G. S-F., Lu, F. J., & Wang, A. H-H. (2009). Exploring the relationships of physical activity, emotional intelligence and health in Taiwan college students. Journal of Exercise Science & Fitness, 7(1), 55-63. https:// doi: 10.1016/S1728-869X(09)60008-3
• Li, L., Zhang, J., Cao, M., Hu, W., Zhou, T., Huang, T. Chen, P., & Quan, M. (in press). The effect of chronic physical activity interventions on executive function in children aged 3-7 years: A meta-analysis. Journal of Science and Medicine in Sport. https://doi: 10.1016/j. jsams.2020.03.007
• Ludyga, S., Gerber, M., Herrmann, C., Brand, S., & Pühse, U. (2018). Chronic effects of exercise implemented during school-break time on neurophysiological indices of inhibitory control in adolescents. Trends in Neuroscience and Education, 10, 1-7. https://doi: 10.1016/j. tine.2017.11.001
• Martín-Martínez, I., Chirosa-Ríos, L. J., Reigal-Garrido, R. E., Hernández-Mendo, A., Juárez-Ruiz-de-Mier, R., & Guisado-Barrilao, R. (2015). Effects of physical activity on executive function in a simple of adolescents. Anales de Psicología, 31(3), 962-971. https://dx.doi. org/10.6018/analesps.32.1.171601
• Mavilidi, M., Lubans, D., Eather, N., Morgan, P., & Riley, N. (2018a). Preliminary Efficacy and Feasibility of “Thinking While Moving in English”: A Program with Physical Activity Integrated into Primary School English Lessons. Children, 5(109), 1-13. https://doi: 10.3390/ children5080109
• Mavilidi, M. F., Okely, A., Chandler, P., Domazet, S. L., & Paas, F. (2018b). Immediate and delayed effects of integrating physical activity into preschool children’s learning of numeracy skills. Journal of Experimental Child Psychology, 166, 502-519. https://doi: 10.1016/j. jecp.2017.09.009
• Mavroveli, S., & Sánchez-Ruiz, M. J. (2011). Trait emotional intelligence influences on academic achievement and school behavior. British Journal of Educational Psychology, 81, 112-134. https://doi: 10.1348/2044-8279.002009
• Merino-Barrero, J.A., Valero-Valenzuela, A., Belando, N., & Fernández-Río, J. (2019). Impact of a sustained TPSR program on students’ responsibility, motivation, sportsmanship, and intention to be physically active. Journal of Teaching in Physical Education, 39(2), 247-255. https://doi.org/10.1123/jtpe.2019-0022
• McMullen, J. M., Martin, R., Jones, J., & Murtagh, E. M. (2016). Moving to learn Ireland-Classroom teachers’ experiences of movement integration. Teaching and Teacher Education, 60, 321-330. https://doi: 10.1016/j.tate.2016.08.019
• Meo, S. A., Altuwaym, A. A., Alfallaj, R. M., Alduraibi, K. A., Alhamoudi, A., Alghamdi, S., & Akram, A. (2019). Effect of Obesity on Cognitive Function among School Adolescents: A Cross-Sectional Study. Obesity Facts, 12(2), 150-156. https://doi: 10.1159/000499386
• Mullender-Wijnsma, M. J., Hartman, E., de Greeff, J. W., Bosker, R. J., Doolaard, S., & Visscher, C. (2015). Improving academic performance of school-age children by physical activity in the classroom: 1-year program evaluation. Journal of School Health, 85(6), 365-371. https:// doi: 10.1111/josh.12259
• Norris, E., Shelton, N., Dunsmuir, S., Duke-Williams, O., & Stamatakis, E. (2015). Physically active lessons as physical activity and educational interventions: A systematic review of methods and results. Preventive Medicine, 72, 116-125. https://doi: 10.1016/j. ypmed.2014.12.027
• Olson, M. (2014). TABATA: It’s a HIIT! ACSM’S Health and Fitness Journal, 18(5), 17-24.
• Ruiz-Aranda, D., Cabello-González, R., Palomera-Martín, R., Extremera-Pacheco, N., Salguero-Noguera, J. M., & Fernández-Berrocal, P. (2013). Intemo Program. Guide to improve adolescents’ emotional intelligence. Ediciones Pirámide. https://doi: 10.2224/sbp.2012.40.8.1373
• Ruiz-Aranda, D., Salguero-Noguera, J. M., Cabello-González, R., Palomera-Martín, R., & Fernández-Berrocal, P. (2012). Can an emotional intelligence program improve adolescents’ psychosocial adjustment? Results from the INTEMO project. Social Behavior and Personality: and International Journal, 40(8), 1373-1379. https://doi: 10.1016/j.compedu.2017.09.002
• Ruiz-Ariza, A., Suárez-Manzano, S., López-Serrano, S., & Martínez-López, E. J. (2019). The effect of cooperative high-intensity interval training on creativity and emotional intelligence in secondary school: A randomised controlled trial. European Physical Education Review, 25(2), 355-373. https://doi: 10.1177/1356336X17739271
• Sánchez-López, M., Ruiz-Hermosa, A., Redondo-Tébar, A., Visier-Alfonso, M. E., Jimenez-López, E., Martínez-Andrés, M., Solera-Martínez, M., Soriano-Cano, A., & Martínez-Vizcaíno, V. (2019). Rationale and methods of the MOVI-da10! Study–a cluster-randomized controlled trial of the impact of classroom-based physical activity programs on children’s adiposity, cognition and motor competence. BMC Public Health, 19(417), 1-10. https://doi: 10.1186/s12889-019-6742-0
• Tabata, I., Nishimura, K., Kouzaki, M., Hiral, Y., Ogita, F., Miyachi, M., & Yamamoto K. (1996). Effects of moderate-intensity endurance and high-intensity intermittent training on anaerobic capacity and VO2max. Medicine and Science in Sports and Exercise, 28(10), 1327-1330. https://doi: 10.1097/00005768-199610000-00018
• Turner, L., & Chaloupka, F. J. (2017). Reach and implementation of physical activity breaks and active lessons in elementary school classrooms. Health Education & Behavior, 44(3), 370-375. https://doi: 10.1177/1090198116667714
• Van der Ven, S. H., Kroesbergen, E. H., Boom J., & Leseman, P. P. (2012). The development of executive functions and early mathematics: A dynamic relationship. British Journal Education Psychology, 2(1), 100- 190. https://doi.org/10.1111/j.2044-8279.2011.02035.x
• Van den Berg, V., Saliasi, E., de Groot, R. H., Jolles, J., Chinapaw, M. J., & Singh, A. S. (2016). Physical activity in the school setting: Cognitive performance is not affected by three different types of acute exercise. Frontiers in Psychology, 7(723), 1-9. https://doi: 10.3389/ fpsyg.2016.00723
• Zeng, X., Cai, L., Wong, S. H. S., Lai, L., Lv, Y., Tan, W., Jing, J., & Chen, Y. (in press). Association of Sedentary Time and Physical Activity with Executive Function among Children. Academic Pediatrics. https://doi: 10.1016/j.acap.2020.02.027