The Relationship Between Physical Activity, Cognition, and Academic Outcomes in School-Aged Latino Children: A Scoping ReviewMarrero-Rivera, Jean Paul and Sobkowiak, Olivia and Sgourakis, Aimee and Ross, Sharon E. (2023) The Relationship Between Physical Activity, Cognition, and Academic Outcomes in School-Aged Latino Children: A Scoping Review. In: University of Pittsburgh Department of Health and Human Development Showcase of Excellence, April 20, 2023, Pittsburgh, PA. (Unpublished)
AbstractOBJECTIVE: The objective of this scoping review is to investigate how physical activity is related to cognitive and academic outcomes in a Latino school-aged population—a population that has remained vastly underrepresented in the field of exercise psychology. INTRODUCTION: School-aged children should engage in daily physical activity for its physical health, cognitive, and academic benefits; however, many children across the globe are insufficiently physically active (Guthold et al., 2020). The lack of activity throughout childhood is a concerning matter, as insufficient physical activity levels are correlated to poorer physical health, cognitive development, and academic outcomes (Basch, 2011; McPhee, Singh, & Morrison, 2020; Pinquart & Teubert, 2011). Previous reviews on physical activity and its relationship with cognitive function and academic outcomes demonstrate considerable correlation (Donnelly et al., 2016; Watson et al., 2017); however, many of these have focused predominately on executive functions and majority have not focused on a Latino school-aged population. Latino school-aged children are at greater risk of not achieving the daily recommended amount of physical activity (Salud America, 2016), and are therefore at-risk of adverse physical, cognitive, and academic outcomes exacerbated by inactive lifestyles. As such, future efforts should focus on this population to improve the physical health, cognitive development, and academic outcomes of Latino school-aged children. INCLUSION CRITERIA: This scoping review will include a wide variety of quantitative and mixed-method study types. Review papers will be assessed for additional original-research articles, but will otherwise be excluded. Additionally, methods and protocol papers will be excluded. Articles with a majority Latino school-aged population (51%+) will be included, and those less than 51% may be included if data and percentage of Latino sample are reported. All six cognitive constructs will be included, though there is a main focus on executive function, episodic memory, and language skills. Articles reporting academic outcomes (e.g., performance, achievement) will be included as well. Physical activity interventions and/or physical activity- or exercise-related data will be included; however, articles that do not report either will be excluded. METHODS: This scoping review will include original-research articles selected from PubMed, PsycInfo, Web of Science and ERIC—following the framework outlined by Arskey and O’malley (2005). Initial searches in Google Scholar and PubMed occurred between February 2022 and August 2022 for identification of keywords for the development of the search string. All search results will be uploaded into PICO Portal for initial and full-text review. One reviewer will initially screen titles and abstracts in accordance with the inclusion criteria. Articles that are selected for further screening will then be screened in full, and rationale for exclusion will be reported. Though data analyses will not occur, all data will be extracted from selected articles and sorted in Microsoft Excel in 10 domains (e.g., study type and aims; purpose, author, year, title, population demographics and characteristics, intervention, measures and outcomes, and results) for summation of article findings. Share
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