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A Review of the Relation of Aerobic Fitness and Physical Activity to Brain Structure and Function in Children

  • Laura Chaddock (a1) (a2), Matthew B. Pontifex (a3), Charles H. Hillman (a2) (a3) and Arthur F. Kramer (a1) (a2)

A growing number of schools have increasingly de-emphasized the importance of providing physical activity opportunities during the school day, despite emerging research that illustrates the deleterious relationship between low levels of aerobic fitness and neurocognition in children. Accordingly, a brief review of studies that link fitness-related differences in brain structure and brain function to cognitive abilities is provided herein. Overall, the extant literature suggests that childhood aerobic fitness is associated with higher levels of cognition and differences in regional brain structure and function. Indeed, it has recently been found that aerobic fitness level even predicts cognition over time. Given the paucity of work in this area, several avenues for future investigations are also highlighted. (JINS, 2011, 17, 975–985)

Corresponding author
Correspondence and reprint requests to: Arthur F. Kramer, Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, 405 North Mathews Avenue, Urbana, IL 61801. E-mail:
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This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

A.R. Aron , R.A. Poldrack , S.P. Wise (2009). Cognition: Basal ganglia role. Encyclopedia of Neuroscience, 2, 10691077.

A.D. Baddeley (2007). Working Memory, Thought and Action. Oxford: Oxford University Press.

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Journal of the International Neuropsychological Society
  • ISSN: 1355-6177
  • EISSN: 1469-7661
  • URL: /core/journals/journal-of-the-international-neuropsychological-society
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