The Relationship Between Sedentary Behavior,Physical Activity And Cognitive Flexibility In Preschool Children

Cognitive flexibility is the core component of executive function,which refers to the ability of individual psychological transformation,that is,the ability to change from one reaction set to another to adapt to changing situations.Preschool age is the key period for the development of Cognitive flexibility.In recent years,scholars at home and abroad have respectively explored the impact of Physical activity and Sedentary behavior on children’s Cognitive flexibility,and the increase or decrease of time of one will inevitably affect the duration of the other behavior,The two cannot be separated.Therefore,this study assumes that physical activity and meditation have comprehensive benefits on Cognitive flexibility.In addition,different Sedentary behavior have different effects on Cognitive flexibility.Objective: To explore the relationship between Low Intensity Physical Activity(LPA),Medium and High Intensity Physical Activity(MVPA),different types of Sedentary behavior and Cognitive flexibility in preschool children.Methods: 87 preschool children were selected as the research subjects,and the Physical activity characteristics and influencing factors of preschool children were measured using a questionnaire.The Cognitive flexibility of children was evaluated through dimension card classification tasks and attention switching tasks,and the correlation analysis,regression analysis,and Isotemporal substitution analysis were used to explore the relationship between the three.Results:(1)There are significant differences in moderate to high intensity physical activity among children of different genders(t=2.559,p=0.012),and there were also significant differences in total Physical activities(t=2.833,p=0.006).Boys were significantly higher than girls;There are significant differences in LPA among children of different grades(F=43.490,p=0.001),MVPA(F=12.215,p=0.009),and Total physical activity(TPA,F=33.806,p=0.022);However,there is no significant difference in sedentary behavior among children of different genders and grades.(2)There was a negative correlation between Sedentary screen time and Cognitive flexibility(p=-0.029),and a significant positive correlation between Non-screen-based sedentary time,LPA,MVPA and Cognitive flexibility(p<0.01);(3)Model 1,after controlling for factors such as gender,age,and urban-rural areas,showed a significant positive impact of MVPA(B=0.074,p=0.000)and Non-screen-based sedentary time(B=0.094,p=0.000)on the dimensional change card classification task(DCCS).Model 2,on this basis,added control for Sedentary time,and MVPA(B=0.043,p=0.039)still had a significant positive impact on DCCS;Increasing control over Physical activity and Non-screen-based sedentary time(B=0.074,p=0.000)also had a significant positive impact on DCCS,with independent variables(Physical Activity,Sedentary Behavior)explaining 34.8% of the dependent variable(Cognitive Flexibility).In the Preschoo Attentation Switching Task(PAST),after controlling for gender,grade and urban and rural factors,MVPA(B=0.026,p=0.002)and Non-screen-based sedentary time(B=0.033,p=0.000)had a significant positive impact on attention switching.On the basis of model 1,the influence of MVPA became insignificant by increasing the control of Sedentary time;Increased control of Physical activity,Non-screen-based sedentary time(B=0.027,p=0.004)still has a significant positive impact on attention switching.The independent variable of model 2 can explain 32.1% of the dependent variable;(4)In the DCCS task,the score of DCCS task increased significantly(B=1.129,p=0.023)after the 15-minute Non-screen-based sedentary time was replaced by the15-minute Sedentary screen time;DCCS task score(B=0.673,p=0.009)increased significantly after 15 minutes of MVPA replacing Sedentary screen time.In the PAST task,the score of the attention-switching task(B=0.410,p=0.039)increased significantly after the 15-minute Non-screen-based sedentary time replaced the15-minute,Sedentary screen time and the score of the PAST task(B=0.233,p=0.042)increased significantly after the 15-minute MVPA replaced the pre-screen sitting;(5)The children’s DCCS task score(B=2.258,p=0.020)increased significantly after the 30-minute Non-screen-based sedentary time isochronous replacement of the Sedentary screen time in the DCCS task;Children’s DCCS task score(B=1.249,p=0.039)increased significantly after 30 minutes of LPA isochronous substitution for Sedentary screen time;The score of DCCS task(B=1.345,p=0.009)increased significantly after 30 minutes of MVPA isochronous replacement of Sedentary screen time.In the PAST task,the children’s PAST task score(B=0.819,p=0.047)increased significantly after replacing the Sedentary screen time with 30 minutes of Non-screen-based sedentary time;Children’s PAST task score(B=0.132,p=0.033)increased significantly after 30 minutes of LPA isochron instead of Sedentary screen time;The PAST task score(B=0.465,p=0.010)increased significantly when the30-minute MVPA isochron was used to replace the Sedentary screen time.Conclusion:(1)More than 60% of preschool children in this study achieved the recommended level of Physical activity,with boys having higher levels of Physical activity than girls,and large class children having higher levels of Physical activity than middle and small class children.In this study,the majority of preschool children’s Sedentary behavior met the recommended amount standards,and there were no significant differences in gender and grade.(2)There is a significant positive correlation between Non-screen-based sedentary time,LPA,MVPA and Cognitive flexibility.The combination of Sedentary behavior and physical activity affects children’s Cognitive flexibility,promoting the transition from Sedentary screen time to Non-screen-based sedentary time,and moderate conversion of LPA and MVPA all have a promoting effect on children’s Cognitive flexibility.