PROJECT SUMMARY
Preschool-age children (3-5 years) from low socio-economic (SES) environments show higher than average
levels of inattention and lower self-regulation, and lower cognitive function (executive function and memory
performance). These disadvantages place them at risk for difficulties, including poor academic performance.
Low SES preschoolers also show slower gross motor skill development. Gross motor skills have been reported
to form the building block for a healthy and active lifestyle since these skills must be mastered before the
development of more complex motor skills. Physical activity, including gross motor skills learning, enhance
neural development, particularly the development of areas associated with cognitive functions, including the
frontal cortex and hippocampus. As such, the underlying hypothesis of this research is that improving gross
motor skills will enhance cognitive functions in low-SES children. Given that most US preschool-aged children
spend the majority of their day in preschool centers, centers are uniquely positioned to help children establish
healthy lifestyles in their custodial role. This application aims to examine the implementation and preliminary
efficacy of a teacher taught gross motor skill-based physical activity (PA) intervention on cognition in low SES
preschoolers. Low SES preschool centers (n=4) will be recruited and randomly assigned to either a Movement
and Cognition (MAC) or a control group. Intervention activities will be embedded into the Massachusetts early
learning standard and implemented by trained classroom teachers. Primary outcome variables will be processed
evaluation data [study fidelity (adherence, compliance, and integrity of study design), intervention dosage,
acceptability, quality, adaptation], and will be assessed throughout the 6-month study. Secondary outcome
variables will be changes in children's cognitive function (executive functions and memory), gross motor skills,
and PA levels at baseline, 3- and 6-month. Aim 1 will examine the implementation of a 6-month teacher taught
gross motor skill-based movement intervention in low SES preschoolers. Aim 2 will examine the preliminary
efficacy of the MAC intervention on cognition, gross motor skills, and PA in preschoolers. If the proposed MAC
intervention is feasible, it will provide preliminary evidence to support the utilization of the intervention to teach
preschool some of their learning standards. It will also provide preliminary support for a subsequent R01
application, where we will conduct a large scale randomized controlled trial to test the benefit of the proposed
intervention in effecting sustained improvements in preschoolers' cognitive health and gross motor skills.
