Exercise-related cognitive function assessed by means of validated questionnaires in primary school children of north-west Italy

Aim: To assess an index of exercise-related cognitive function in school children aged 6–10 years through validated questionnaires on self-efficacy and physical activity enjoyment. Methods: Self-efficacy questionnaire (ASP; n = 12,188) [1] and physical activity enjoyment scales (PACES; n = 11,389) [2] were administered to primary school students in grades 1–5 from 154 sampled schools of northwest Italy. An index of cognitive function was calculated as a summatory-score from key responses of the two questionnaires on the interrelated areas of assertiveness and physical activity enjoyment. Individual’s self-efficacy at school was explored in several domains (aspirations, goal-setting, focus) through 12 statements scored on 5-points Likert scale. The Italian PACES version consists of 16 statements scored on 5-point Likert scale, exploring the extent of individual enjoyment in doing any physical activity. Results: A robust linearity was found in the students’ self-confidence toward any item investigated, from ability to perform a school-task to taking-up challenges. Same domain’s items were consistently correlated to each other and with the total score. Reliability coefficients were associated with learning outcomes of a student aged from 6 to 10. Likewise, positive, homogenous, affective responses to the physical activity experiences reflected generalized feelings such as pleasure, liking, fun. A mean score of 4.43/5 was found in the PACES questionnaire whereas a mean score of 3.38/5 was revealed in the ASP questionnaire, indicating a high result achieved in both evaluations. Conclusions: This study emphasized the need for early interventions to promote a positive attitude toward physical activity. Enjoyable experiences during physical education classes are expected to enhance intrinsic motivation, develop positive attitudes, and promote long-lasting adherence to physical activity