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 in-tensity 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.