Early childhood is a critical period of cognitive development, during which children build the foundational skills for future learning, behavior, and emotional regulation. During this critical stage, both cognitive and physical activities play a key role in supporting brain development. The study titled “Associations of Executive Functions with Physical Activity and Sedentary Time in Children Aged 5–7 Years”, conducted in Finland, explores this relationship through both behavioral and neurophysiological methods, providing a unique and multi-layered understanding of how physical activity and sedentary behavior relate to executive functions.

Purpose and Importance of the Study Executive functions are a set of cognitive processes that enable individuals to regulate their thoughts, emotions, and actions in a goal-directed manner. These skills are essential for academic success, self-regulation, social interaction, and mental health. This study aimed to examine the associations between executive functions and both physical activity and sedentary time in children aged 5–7 years using a multi-methodological approach—combining computerized behavioral tasks and EEG recordings. This approach provides a deeper understanding of brain function than behavioral observations alone can offer.

Participants and Method The study included 18 children (average age: 6.75 years; 50% girls) enrolled in early childhood education centers in the Helsinki metropolitan area. Ethical approval and parental consent were obtained.

Measurements used:
*Executive Function Assessment:
*Physical Activity Assessment:

Research Questions
1 Are behavioral measures of executive functions associated with neurophysiological measures (novelty P3 parameters)?
2 Are physical activity and sedentary time associated with neurophysiological brain responses (P3 amplitude and latency)?
3 Are physical activity and sedentary time associated with behavioral performance in executive function tasks?

Key Findings
1 Executive Function – EEG Association
*Children who responded faster in the Flanker task (inhibition + switching) had higher novelty P3 amplitudes, indicating better cognitive engagement and attention allocation.
*No significant associations were found between working memory performance and P3 components.
*P3 latency was not significantly related to behavioral task performance.
These results suggest a relationship between behavioral response speed and brain-level indicators of attention and processing efficiency.

2 Physical Activity – EEG Association
*Moderate and moderate-to-vigorous physical activity (MPA & MVPA) were associated with higher P3 amplitudes and longer P3 latency.
*Light physical activity was associated with lower P3 amplitude.
*Sedentary time was related to shorter P3 latency.
*No significant associations were found between vigorous physical activity and EEG responses.
These findings imply that moderate physical activity may positively stimulate brain processes related to attention and cognitive control, while light activity may not offer the same cognitive benefits.

3 Physical Activity – Behavioral Executive Function Association No significant relationships were found between any intensity of physical activity or sedentary time and children’s performance in behavioral executive function tasks (Flanker or working memory). This might reflect the limitations of behavioral testing in detecting subtle neurocognitive effects, especially in young children whose executive functions are still developing.

Discussion This pilot study sheds light on the complex interplay between movement and cognitive development during early childhood. Notably:
°EEG results revealed that certain types of physical activity are associated with enhanced neural responses related to attention and processing of novel stimuli.
°Behavioral tasks failed to show similar associations, possibly due to the limited sensitivity of such tasks in young children.
°The association between light physical activity and reduced P3 amplitude suggests that low-intensity activities might not provide sufficient cognitive stimulation.
°Lack of association with vigorous activity could be due to insufficient duration or intensity among participants, or that moderate intensity is already sufficient for neural benefits.

Conclusions and Implications
•Moderate physical activity may support cognitive development in young children by enhancing attention-related brain responses.
•The quality and intensity of physical activity are just as important as quantity.
•Combining behavioral and neurophysiological methods provides a more comprehensive picture of how physical activity impacts the brain.
•Education policy and early childhood programs should promote daily moderate physical activity, ideally through engaging, cognitively stimulating play.
•Future studies should also examine qualitative aspects of activity (e.g., imaginative play vs. passive play) and include longitudinal data to assess developmental trajectories.

Final Notes
•This study was conducted by researchers from the University of Helsinki and the University of Oulu, Finland.
•Participants watched silent cartoons during passive EEG sessions, which helped minimize stress and distractions.
•This remains one of the few studies to combine accelerometer data, EEG recordings, and behavioral tasks in preschool-aged children.

What Are Executive Functions? To clarify, executive functions are mental skills that help us plan, focus attention, remember instructions, and manage multiple tasks. They are often broken into three core areas:
1 Inhibition: The ability to control impulses and resist distractions.
2 Cognitive Flexibility (Switching): The ability to switch between tasks or mental states.
3 Working Memory: The ability to hold and manipulate information in mind over short periods.
These skills are fundamental for school readiness, emotional regulation, and problem-solving, and their development begins early in childhood.

Source: Byman, A., Stalchenko, N., Vanhala, A., Tähti, P., Makkonen, T., Tervaniemi, M., & Aunio, P. (2025). Associations of executive functions with physical activity and sedentary time in children aged 5–7 years: A multi-methodological pilot study. Child Neuropsychology. Published online May 27, 2025.