So far, the research team has shown that habitual exercise improves higher cognitive function, which is closely related to children's academic ability.On the other hand, studies by other groups have reported that "habitual exercise did not change academic ability or cognitive function."

　This research team focused on "individual differences" as one of the factors that lead to such contradictory views.That is, three randomized controlled trials (total of 3) conducted in healthy children in previous studies to clarify whether different people are more likely to have positive effects of habitual exercise. 292-9 years old) was analyzed.

　As a result, it was found that the difference in the effect of improving cognitive function was larger between the group who participated in the exercise training and the group who did not participate in the exercise training, as the children originally had lower cognitive function.In other words, it was found that the effect of exercise is greater for children with lower cognitive function.
In addition, in children with relatively high cognitive function, there was no difference in the magnitude of improvement in cognitive function with or without exercise training.In other words, it was shown that the increase in exercise time did not reduce cognitive function.

　There are various types of cognitive function, but since this study focuses on higher cognitive function, which is known to be closely related to academic ability, the results of this study provide opportunities for daily exercise. It can be said that the provision is important for the healthy development of the child's brain and the improvement of academic ability.

　In the future, by focusing on various personal characteristics, we will clarify "what kind of person the exercise is effective for" from a wider perspective.

Paper information:[Journal of Clinical Medicine] Baseline cognitive performance moderates the effects of physical activity on executive functions in children