Associations of class-time sitting, stepping and sit-to-stand transitions with cognitive functions and brain activity in children Mazzoli, Emiliano, Teo, Wei-Peng, Salmon, Jo-Ann, Pesce, C, He, Jason, Ben-Soussan, TD and Barnett, Lisa 2019, Associations of class-time sitting, stepping and sit-to-stand transitions with cognitive functions and brain activity in children, International journal of environmental research and public health, vol. 16, no. 9, pp. 1-20, doi: 10.3390/ijerph16091482. Attached Files Name Description MIMEType Size Downloads Title Associations of class-time sitting, stepping and sit-to-stand transitions with cognitive functions and brain activity in children Author(s) Mazzoli, Emiliano orcid.org/0000-0002-9207-4167 Teo, Wei-Peng orcid.org/0000-0003-3929-9778 Salmon, Jo-Ann orcid.org/0000-0002-4734-6354 Pesce, C He, Jason Ben-Soussan, TD Barnett, Lisa orcid.org/0000-0002-9731-625X Journal name International journal of environmental research and public health Volume number 16 Issue number 9 Article ID 1482 Start page 1 End page 20 Total pages 20 Publisher MDPI Place of publication Basel, Switzerland Publication date 2019-04-26 ISSN 1661-7827 1660-4601 Keyword(s) attention brain activity children class time executive functions school-based sedentary behaviour Summary Previous research showed that children's physical activity is positively related to executive functions, whilst screen time shows negative associations. However, it is unclear how school-based sitting time and transitions from sitting to standing relate to cognition. We investigated the relationship between class time sitting/stepping/sit-to-stand transitions and cognitive functions in Grade 1-2 children. Overall, 149 children (7.7 ± 0.6 years old, 54% boys) participated. Measures included class time sitting/stepping/sit-to-stand transitions and: (i) response inhibition (i.e., response time and accuracy); (ii) lapses of attention; (iii) working memory; and (iv) brain activity (cortical haemodynamic response). Linear mixed-models, adjusting for age, sex, and clustering at the classroom level, found that more sitting time was associated with higher lapses of attention (β = 0.12, p < 0.05). Children who stepped more had quicker inhibition response time (β = -0.95, p < 0.01); however, they were less accurate in their responses (β = -0.30, p < 0.05) and this was also observed with sit-to-stand transitions (β = -0.26, p < 0.05). No associations were found with brain activity. In conclusion, reducing and breaking up sitting may help keep children focused, but the evidence regarding response inhibition is unclear. Language eng DOI 10.3390/ijerph16091482 Field of Research MD Multidisciplinary HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2019, The Authors Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30121210 Document type: Journal Article Collections: Faculty of Health School of Health and Social Development Open Access Collection Related Links Link Description Link to full-text (open access)   Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Thu, 02 May 2019, 09:11:58 EST Fri, 03 May 2019, 05:00:24 EST Fri, 03 May 2019, 07:57:09 EST Sat, 18 May 2019, 02:32:45 EST Wed, 22 May 2019, 06:06:29 EST Fri, 24 May 2019, 12:11:11 EST Fri, 24 May 2019, 12:15:22 EST Sat, 15 Jun 2019, 02:31:22 EST Fri, 15 Nov 2019, 07:37:41 EST Filtered Full Citation counts:   Cited 6 times in TR Web of Science Cited 7 times in Scopus Search Google Scholar Access Statistics: 315 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Thu, 02 May 2019, 09:11:58 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.