***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Background R and omized controlled trials ( RCT ) are required to test relationships between physical activity and cognition in children , but these must be informed by exploratory studies . This study aim ed to inform future RCT by : conducting practical utility and reliability studies to identify appropriate cognitive outcome measures ; piloting an RCT of a 10 week physical education ( PE ) intervention which involved 2 hours per week of aerobically intense PE compared to 2 hours of st and ard PE ( control ) . Methods 64 healthy children ( mean age 6.2 yrs SD 0.3 ; 33 boys ) recruited from 6 primary schools . Outcome measures were the Cambridge Neuropsychological Test Battery ( CANTAB ) , the Attention Network Test ( ANT ) , the Cognitive Assessment System ( CAS ) and the short form of the Connor 's Parent Rating Scale ( CPRS : S ) . Physical activity was measured habitually and during PE sessions using the Actigraph accelerometer . Results Test- retest intraclass correlations from CANTAB Spatial Span ( r 0.51 ) and Spatial Working Memory Errors ( 0.59 ) and ANT Reaction Time ( 0.37 ) and ANT Accuracy ( 0.60 ) were significant , but low . Physical activity was significantly higher during intervention vs. control PE sessions ( p < 0.0001 ) . There were no significant differences between intervention and control group changes in CAS scores . Differences between intervention and control groups favoring the intervention were observed for CANTAB Spatial Span , CANTAB Spatial Working Memory Errors , and ANT Accuracy . Conclusions The present study has identified practical and age-appropriate cognitive and behavioral outcome measures for future RCT , and identified that schools are willing to increase PE time . Trial registration numberIS RCT N70853932 ( http://www.controlled-trials.com Objective : An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children . However , less is known about how academic achievements can benefit from specific types of motor activities ( e.g. , fine and gross ) integrated into learning activities . Thus , the aim of this study was to investigate whether fine or gross motor activity integrated into math lessons ( i.e. , motor-enrichment ) could improve  children 's mathematical performance . Methods : A 6-week within school cluster-r and omized intervention study investigated the effects of motor-enriched mathematical teaching in Danish preadolescent children ( n = 165 , age = 7.5 ± 0.02 years ) . Three groups were included : a control group ( CON ) , which received non-motor enriched conventional mathematical teaching , a fine motor math group ( FMM ) and a gross motor math group ( GMM ) , which received mathematical teaching enriched with fine and gross motor activity , respectively . The children were tested before ( T0 ) , immediately after ( T1 ) and 8 weeks after the intervention ( T2 ) . A st and ardized mathematical test ( 50 tasks ) was used to evaluate mathematical performance . Furthermore , it was investigated whether motor-enriched math was accompanied by different effects in low and normal math performers . Additionally , the study investigated the potential contribution of cognitive functions and motor skills on mathematical performance . Results : All groups improved their mathematical performance from T0 to T1 . However , from T0 to T1 , the improvement was significantly greater in GMM compared to FMM ( 1.87 ± 0.71 correct answers ) ( p = 0.02 ) . At T2 no significant differences in mathematical performance were observed . A subgroup analysis revealed that normal math-performers benefitted from GMM compared to both CON 1.78 ± 0.73 correct answers ( p = 0.04 ) and FMM 2.14 ± 0.72 correct answers ( p = 0.008 ) . These effects were not observed in low math-performers . The effects were partly accounted for by visuo-spatial short-term memory and gross motor skills . Conclusion : The study demonstrates that motor enriched learning activities can improve mathematical performance . In normal math performers GMM led to larger improvements than FMM and CON . This was not the case for the low math performers . Future studies should further eluci date the neurophysiological mechanisms underlying the observed behavioral effects The aim was to study long-term effects on motor skills and school performance of increased physical education ( PE ) .  All pupils born 1990 - 1992 from one school were included in a longitudinal study over nine years . An intervention group ( n = 129 ) achieved daily PE ( 5 × 45 min/week ) and if needed one extra lesson of adapted motor training . The control group ( n = 91 )  had PE two lessons/week . Motor skills were evaluated by the Motor Skills Development as Ground for Learning observation checklist and school achievements by marks in Swedish , English , Mathematics , and PE and proportion of pupils who qualified for upper secondary school .  In school year 9 there were motor skills deficits in 7 % of pupils in the intervention group compared to 47 % in the control group ( P < 0.001 ) , 96 % of the pupils in the intervention group compared to 89 % in the control group ( P < 0.05 ) qualified for upper secondary school . The sum of evaluated marks was higher among boys in the intervention group than in the control group ( P < 0.05 ) . The sum of marks was also higher in pupils with no motor skills deficit than among pupils with motor skills deficits ( P < 0.01 ) , as was the proportion of pupils who qualified for upper secondary school ( 97 % vs 81 % , P < 0.001 ) . Daily PE and adapted motor skills training during the compulsory school years is a feasible way to improve not only motor skills but also school performance and the proportion of pupils who qualify for upper secondary school We compared changes in academic achievement across 3years between children in elementary schools receiving the Academic Achievement and Physical Activity Across the Curriculum intervention ( A+PAAC )  , in which classroom teachers were trained to deliver academic lessons using moderate-to-vigorous physical activity ( MVPA ) compared to a non-intervention control .  Elementary schools in eastern Kansas ( n=17 ) were cluster r and omized to A+PAAC ( N=9 , target ≥100min/week ) or control ( N=8 ) . Academic achievement ( math , reading , spelling ) was assessed using the Wechsler Individual Achievement Test-Third Edition ( WIAT-III ) in a sample of children ( A+PAAC=316 , Control=268 ) in grade s 2 and 3 at baseline ( Fall 2011 ) and repeated each spring across 3years . On average 55min/week of A+PACC lessons were delivered each week across the intervention . Baseline WIAT-III scores ( math , reading , spelling ) were significantly higher in students in A+PAAC compared with control schools and improved in both groups across 3years . However , linear mixed modeling , accounting for baseline between group differences in WIAT-III scores , ethnicity , family income , and cardiovascular fitness , found no significant impact of A+PAAC on any of the academic achievement outcomes as determined by non-significant group by time interactions . A+PAAC neither diminished or improved academic achievement across 3-years in elementary school children compared with controls . Our target of 100min/week of active lessons was not achieved ; however , students attending A+PAAC schools received an additional 55min/week of MVPA which may be associated with both physical and mental health benefits , without a reduction in time devoted to academic instruction OBJECTIVE To investigate the effect of a seven-month , school-based cluster-r and omized controlled trial on academic performance in 10-year-old children . METHODS In total , 1129 fifth- grade children from 57 elementary schools in Sogn og Fjordane County , Norway , were cluster-r and omized by school either to the intervention group or to the control group . The children in the 28 intervention schools participated in a physical activity intervention between November 2014 and June 2015 consisting of three components : 1 ) 90min/week of physically active educational lessons mainly carried out in the school playground ; 2 ) 5min/day of physical activity breaks during classroom lessons ; 3 ) 10min/day physical activity homework . Academic performance in numeracy , reading and English was measured using st and ardized Norwegian national tests . Physical activity was measured objective ly by accelerometry . RESULTS We found no effect of the intervention on academic performance in primary analyses ( st and ardized difference 0.01 - 0.06 , p>0.358 ) . Subgroup analyses , however , revealed a favorable intervention effect for those who performed the poorest at baseline ( lowest tertile ) for numeracy ( p=0.005 for the subgroup∗group interaction ) , compared to controls ( st and ardized difference 0.62 , 95 % CI 0.19 - 1.07 ) . CONCLUSIONS This large , rigorously conducted cluster RCT in 10-year-old children supports the notion that there is still inadequate evidence to conclude that  increased physical activity in school enhances academic achievement in all children . Still , combining physical activity and learning seems a viable model to stimulate learning in those academically weakest schoolchildren ABSTRACT High Intensity Interval Training ( HIIT ) may be effective for accumulating VPA . However , the contribution of HIIT to overall physical activity is unknown . Our primary aim was to explore the impact of school-based HIIT on physical activity . The secondary aim was to explore within-individual changes in physical activity after participating in HIIT .  Participants [ n = 65 ; 15.8(0.6)years ] were r and omized to a HIIT or control group . Intervention groups participated in three HIIT sessions/week . GENEActiv accelerometers assessed objective physical activity at baseline and week-one , to detect changes in MPA and VPA . Intervention effects were examined using linear mixed models and evidence of a change in physical activity ( i.e. , compensation ) were examined using multilevel linear regression models . The group-by-time interaction effects for MPA and VPA were small and moderate , respectively . Adjusted difference between groups for VPA was 1.70 min/day , 95%CI –1.96 to 5.36 ; p = 0.354 ; d = 0.55 ) . Embedding HIIT within the school-day had a moderate effect on VPA compared to controls . Compensation analyses ( i.e. , individual level ) suggested that adolescents were more active on days when they participated in HIIT . Further studies are needed to test the effects of HIIT on adolescents ’  physical activity over extended time periods Abstract This study tested the association between aerobic fitness and executive function and the impact of enhanced , cognitively challenging physical activity on executive function in overweight and lean children . Seventy children aged 9–10 years were assigned to either a 6-month enhanced physical education programme including cognitively dem and ing ( open skill ) activities or curricular physical education only . Pre- and post-intervention tests assessed aerobic capacity ( Leger test ) and two components of executive function : inhibition and working memory updating ( r and om number generation task ) . Indices of inhibition and memory updating were compared in higher- and lower-fit children and intervention effects were evaluated as a function of physical activity programme ( enhanced vs. curricular ) and weight status ( lean vs. overweight ) . Results showed better inhibition in higher- than lower-fit children , extending the existing evidence of the association between aerobic fitness and executive function to new aspects of children ’s inhibitory ability . Overweight children had more pronounced pre- to post-intervention improvements in inhibition than lean children only if involved in enhanced physical education . Such intervention effects were not mediated by aerobic fitness gains . Therefore , the cognitive and social interaction challenges inherent in open skill tasks , even though embedded in a low-dose physical activity programme , may represent an effective means to promote cognitive efficiency , especially in overweight children Background Physical activity is associated not only with health-related parameters , but also with cognitive and academic performance . However , no large scale school-based physical activity interventions have investigated effects on cognitive performance in adolescents . The aim of this study was to describe the effectiveness of a school-based physical activity intervention in enhancing cognitive performance in 12–14 years old adolescents . Methods A 20 week cluster r and omized controlled trial was conducted including seven intervention and seven control schools . A total of 632 students ( mean ( SD ) age : 12.9 ( 0.6 ) years ) completed the trial with baseline and follow-up data on primary or secondary outcomes ( 74 % of r and omized subjects ) . The intervention targeted physical activity during academic subjects , recess , school transportation and leisure-time . Cognitive performance  was assessed using an  executive functions test of inhibition ( flanker task ) with the primary outcomes being accuracy and reaction time on congruent and incongruent trials . Secondary outcomes included mathematics performance , physical activity levels , body-mass index , waist-circumference and cardiorespiratory fitness . Results No significant difference in change , comparing the intervention group to the control group , was observed on the primary outcomes ( p’s>0.05 ) or mathematics skills ( p>0.05 ) . An intervention effect was found for cardiorespiratory fitness in girls ( 21 meters ( 95 % CI : 4.4–38.6 ) and body-mass index in boys ( -0.22 kg/m2 ( 95 % CI : -0.39–0.05 ) . Contrary to our predictions , a significantly larger change in interference control for reaction time was found in favor of the control group ( 5.0 milliseconds ( 95 % CI : 0–9 ) . Baseline to mid-intervention changes in physical activity levels did not differ significantly between groups ( all p’s>0.05 ) . Conclusions No evidence was found for effectiveness of a 20-week multi-faceted school-based physical activity intervention for enhancing executive functioning or mathematics skills compared to a control group , but low implementation fidelity precludes interpretation of the causal relationship . Trial Registration www . Clinical Trials.gov This 
    Output:
    
There is currently inconclusive evidence for the beneficial effects of PA interventions on cognitive and overall academic performance in children .
We conclude that there is strong evidence for beneficial effects of  PA  on maths performance .