Effects of aerobic versus cognitively demanding exercise interventions on brain structure and function in healthy children—Results from a cluster randomized controlled trial

• Published in: Psychophysiology Vol. 59; no. 8; pp. e14034 - n/a
• Main Authors: Meijer, Anna, Königs, Marsh, Pouwels, Petra J. W., Smith, Joanne, Visscher, Chris, Bosker, Roel J., Hartman, Esther, Oosterlaan, Jaap
• Format: Journal Article
• Language: English
• Published: United States Blackwell Publishing Ltd 01.08.2022
• Subjects: Children; Cognition; Cognitive ability; Exercise; Functional anatomy; independent component analysis; Information processing; Motor task performance; Neuroimaging; Physical activity; Physical education; Physical fitness; Physical training; resting‐state fMRI; Short term memory; Statistical analysis; Structure-function relationships; Substantia alba; tract‐based spatial statistics; white matter microstructure; independent component analysis; tract-based spatial statistics; resting-state fMRI; children; white matter microstructure; physical activity
• ISSN: 0048-5772; 1469-8986; 1540-5958
• DOI: 10.1111/psyp.14034

The beneficial effects of physical activity on neurocognitive functioning in children are considered to be facilitated by physical activity‐induced changes in brain structure and functioning. In this study, we examined the effects of two 14‐week school‐based exercise interventions in healthy children on white matter microstructure and brain activity in resting‐state networks (RSNs) and whether changes in white matter microstructure and RSN activity mediate the effects of the exercise interventions on neurocognitive functioning. A total of 93 children were included in this study (51% girls, mean age 9.13 years). The exercise interventions consisted of four physical education lessons per week, focusing on either aerobic or cognitively demanding exercise and were compared with a control group that followed their regular physical education program of two lessons per week. White matter microstructure was assessed using diffusion tensor imaging in combination with tract‐based spatial statistics. Independent component analysis was performed on resting‐state data to identify RSNs. Furthermore, neurocognitive functioning (information processing and attention, working memory, motor response inhibition, interference control) was assessed by a set of computerized tasks. Results indicated no Group × Time effects on white matter microstructure or RSN activity, indicating no effects of the exercise interventions on these aspects of brain structure and function. Likewise, no Group × Time effects were found for neurocognitive performance. This study indicated that 14‐week school‐based interventions regarding neither aerobic exercise nor cognitive‐demanding exercise interventions influence brain structure and brain function in healthy children. This study was registered in the Netherlands Trial Register (NTR5341). The increase of a sedentary lifestyle among children urges the need to better understand how exercise promotes neurocognitive functioning during development. The beneficial effects of physical activity on neurocognitive functioning in children are considered to be facilitated by physical activity‐induced changes in brain structure and functioning. This randomized controlled trial demonstrates that 14‐week aerobic and cognitively demanding exercise interventions were not sufficient to provoke changes in brain structure and function in healthy children.