"This study tested the hypothesis that a physical activity intervention would increase academic achievement in math and executive functioning in adolescent girls living in low-income communities and examined how change in executive functions relates to change in math achievement. This research was conducted with participants from the Girls on the Move project (Robbins et al, 2013) where participants were randomized to control or intervention at the school level. Girls in 5th to 8th grade participated in an after-school physical activity club for seventeen weeks aimed at increasing moderate to vigorous physical activity. Control groups received their usual school offerings. All measures were administered at pre-test and post-test. Math achievement was measured by Woodcock-Johnson Test of Achievement-III Applied Problems and Math Fluency subtests. Executive function was measured by the National Institutes of Health Toolbox List Sorting Working Memory, Flanker, and Dimensional Card Sort. MVPA was assessed with accelerometers. Cardiovascular fitness was assessed by estimating VO2 max using PACER scores. Body mass index was calculated and percent body fat was estimated using foot-to-foot bioelectric impedance. Results from repeated measures ANOVA indicated the intervention group showed more improvement in inhibition and math fluency than the control group. No mediation effect of change in executive function on the relation between intervention and change in math achievement was found. Overall, the results indicate that a physical activity intervention can improve inhibition and math fluency but that change in executive function may not be the causal mechanism by which physical activity interventions affects math achievement."--Abstract.
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