Active Commuting to School and Cognitive Performance in Adolescents

David Martínez‐Gómez

131 citations0/0 files storedArchives of Pediatrics and Adolescent Medicine

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Urban Transport and Accessibility Physical Activity and Health Obesity, Physical Activity, Diet

Abstract

OBJECTIVE: To examine the associations between active commuting to school and cognitive performance in adolescents. DESIGN: Cross-sectional study. SETTING: Five cities (Granada, Madrid, Murcia, Santander, and Zaragoza) in Spain. PARTICIPANTS: A total of 1700 adolescents (892 girls) aged 13 to 18.5 years. MAIN EXPOSURES: Mode and duration of transportation to school and participation in extracurricular physical activity were self-reported. MAIN OUTCOME MEASURES: Cognitive performance (verbal, numeric, and reasoning abilities and an overall score) was measured by the Spanish version of the SRA Test of Educational Ability. RESULTS: Active commuting to school was associated with better cognitive performance (all P < .05) in girls but not in boys, independent of potential confounders including participation in extracurricular physical activity. In addition, adolescent girls who spent more than 15 minutes actively commuting to school had better scores in 3 of the 4 cognitive performance variables (all P < .05) than those who spent less time actively commuting to school (≤15 minutes) as well as better scores in all of the cognitive performance variables (all P < .001) than girls inactively commuting. CONCLUSION: Active commuting to school and its duration may positively influence cognitive performance in adolescent girls.

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2002Gender differences in emotional responses to interpersonal stress during adolescence 2008Children's active commuting to school: current knowledge and future directions.2003Harmonization of anthropometric measurements for a multicenter nutrition survey in Spanish adolescents

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