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Evaluation of a Physical Activity and Multi-Micronutrient Intervention on Cognitive and Academic Performance in South African Primary Schoolchildren
JournalArticle (Originalarbeit in einer wissenschaftlichen Zeitschrift)
 
ID 4649601
Author(s) Beckmann, Johanna; Nqweniso, Siphesihle; Ludyga, Sebastian; du Randt, Rosa; Gresse, Annelie; Long, Kurt Z.; Nienaber, Madeleine; Seelig, Harald; Pühse, Uwe; Steinmann, Peter; Utzinger, Jürg; Walter, Cheryl; Gerber, Markus; Lang, Christin
Author(s) at UniBasel Beckmann, Johanna
Ludyga, Sebastian
Pühse, Uwe
Steinmann, Peter
Long, Kurt
Utzinger, Jürg
Gerber, Markus
Lang, Christin
Seelig, Harald
Year 2022
Title Evaluation of a Physical Activity and Multi-Micronutrient Intervention on Cognitive and Academic Performance in South African Primary Schoolchildren
Journal Nutrients
Volume 14
Number 13
Pages / Article-Number 2609
Mesh terms Academic Performance; Child; Cognition; Exercise; Female; Humans; Micronutrients; South Africa
Abstract Executive functions (EFs) are essential for optimal academic development. Appropriate nutrition and physical activity (PA) have been shown to facilitate optimal cognitive development. Therefore, this study examined whether a 12-week school-based PA and multi-micronutrient supplementation (MMNS) intervention would improve cognitive and academic performance. A cluster-randomized controlled trial (RCT) was conducted. Children from four schools located in a peri-urban area of South Africa were randomly assigned to (i) PA + MMNS, (ii) PA + placebo, (iii) MMNS or (iv) placebo. Information processing and inhibitory control were measured with a computerized Flanker task. End-of-year results provided insight into academic achievement. Anthropometric measures were used to determine nutritional status. Data were analyzed with linear mixed-models, adjusting for baseline scores, school classes and age; 932 children (458 girls (49.1 completed baseline and post-intervention assessments. Cognitive performance improved among all four groups, with no significant group x time effects. For academic achievement, there was no significant interaction effect between the combined intervention group and placebo. We encourage future studies in this neglected area in order to determine the most optimal design of school-based nutrition and PA programs to enhance overall cognitive performance.
Publisher MDPI
ISSN/ISBN 2072-6643
edoc-URL https://edoc.unibas.ch/90257/
Full Text on edoc Available
Digital Object Identifier DOI 10.3390/nu14132609
PubMed ID http://www.ncbi.nlm.nih.gov/pubmed/35807790
ISI-Number 000825633200001
Document type (ISI) Journal Article, Randomized Controlled Trial
 
   

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