Cognitive development and non-aerobic physical fitness in preschoolers: a longitudinal study

Introduction: Early childhood is the most critical period of healthy motor and cognitive development in human life and increased physical activity may provide health benefits across childhood and adolescence. Objective: The aim of this study was to quantify the relationship between non-aerobic physical fitness and cognitive development in preschool children. Methods: Participants included children from a longitudinal study in the city of Rio de Janeiro, Brazil (N=1380, first year; N=1320, second year). Non-aerobic physical fitness was assessed with the Sitting-Rising Test (SRT) and cognitive development with the Performance Indicators for Primary Schools (PIPS). Results: non-aerobic physical fitness and cognitive development (0.25 for language and 0.17 mathematics, p<0.05) were positively correlated. The hierarchical linear regression models revealed that baseline measurements of non-aerobic physical fitness presented a small but significant association with prospective mathematic performance but not language after controlling for confounder variables (ES=0.16 for mathematics first year; ES=0.11 for mathematics second year). Conclusions: These results suggest an association between non-aerobic physical fitness and children's cognitive development in early school years.