Longitudinal Correlation between Frequency and Duration of Sitting, Standing, and Walking Patterns and Executive Function in Children: A Two-Year Follow-Up Study from the ERGUER Project

The present longitudinal study examined the correlation between sitting, standing, and walking patterns and cognitive performance in children over a two-year period. Data were collected in 2018 and 2019 from 61 elementary school students. Physical behavior during school hours was assessed using ActivPAL inclinometers, with sitting, standing, and walking bouts categorized into durations of 0-1, 1-5, 5-10, 10-20, and 20-40 minutes. Cognitive performance was evaluated at three time points (beginning of 2018, end of 2018, and end of 2019) using computerized tests of inhibitory control (Go/NoGo), selective attention (visual search), and cognitive flexibility (mental rotation). Analyses were performed with Spearman’s correlation coefficients, adopting conventional thresholds for weak, moderate, and strong associations. Results revealed moderate inverse correlations between 20-40 minutes sitting bouts and visual search accuracy, both in frequency and duration, between the first and second assessments. Additionally, the frequency of 10-20 minutes sitting bouts was inversely associated with performance on the mental rotation test over the same period. Across the two-year follow-up, most associations between sitting, standing, and walking patterns and cognitive performance were weak. These findings suggest that prolonged sitting bouts may negatively influence specific aspects of executive function in children, highlighting the importance of considering movement patterns within the school environment.