Physical strength levels and short-term memory efficiency in primary school children: a possible match?

BACKGROUND: Physical strength stimulation and, in general, physical activity induces brain plasticity (functional and structural adaptations) in different cerebral areas, benefiting executive function, cognition, attention and academic performance, which is usually estimated by measuring the Intelligent Quotient (IQ), and IQ is related to short-term memory, generally during school age. However, very little is known about the role of physical strength on short-term memory efficiency. Therefore, the primary aim of this study is to examine whether the level of physical strength can positively impact short-term memory efficiency in primary school children. Additionally, if this effect is observed, the secondary goal of this study is to determine whether the age of the participants plays a role in mediating and moderating this influence. METHODS: Seventy-five children from a primary school in the metropolitan area of Turin were recruited for this study. Each subject performed the overhead medicine ball toss (backwards) test to assess physical strength and the Digit Span test from the Wechsler Intelligence Scale for Children (WISC) to evaluate short-term memory efficiency. Firstly, a simple mediation model was used to identify the possible impact of physical strength levels on short-term memory efficiency and the potential role of participants' chronological age. Secondly, a moderation model was carried out to observe if age could moderate the impact of physical training on short-term memory efficiency and the different significance levels of the moderator. Significance was assumed at P<0.05. RESULTS: The results showed a statistically significant direct effect of physical strength on short-term memory (Β=0.429, t(72)=3.247, P<0.01). On the contrary, age was not statistically significant (Β=0.167, t(72)=3.247, P=0.211). Furthermore, a significant interaction between strength and age was identified by the moderation model (ß=-0.270, P<0.01). Specifically, the impact of physical strength levels on short-term memory increased for individuals who were above the mean age (ß=0.755, P<0.001). but not for those under the mean age (ß=0.215, P=0.153). This model explains 37.2% of the variance in memory (R2=0.372, F(3, 71)=14.031, P<0.001). CONCLUSIONS: These findings suggest that physical strength can positively influence short-term memory. In addition, this impact is enhanced in older-age children. Thus, primary school programs should stimulate physical strength to help children develop cognitive abilities.

Effectiveness of a closed-loop control system and a virtual educational camp for children and adolescents with type 1 diabetes: A prospective, multicentre, real-life study.

AIM: To evaluate the impact of a virtual educational camp (vEC) on glucose control in children and adolescents with type 1 diabetes using a closed-loop control (CLC) system. MATERIALS AND METHODS: This was a prospective multicentre study of children and adolescents with type 1 diabetes using the Tandem Basal-IQ system. Insulin pumps were upgraded to Control-IQ, and children and their parents participated in a 3-day multidisciplinary vEC. Clinical data, glucose metrics and HbA1c were evaluated over the 12 weeks prior to the Control-IQ update and over the 12 weeks after the vEC. RESULTS: Forty-three children and adolescents (aged 7-16 years) with type 1 diabetes and their families participated in the vEC. The median percentage of time in target range (70-180 mg/dL; TIR) increased from 64% (interquartile range [IQR] 56%-73%) with Basal-IQ to 76% (IQR 71%-81%) with Control-IQ (P < .001). After the vEC, more than 75% of participants achieved a TIR of more than 70%. The percentage of time between 180 and 250 mg/dL and above 250 mg/dL decreased by 5% (P < .01) and 6% (P < .01), respectively, while the time between 70 and 54 mg/dL and below 54 mg/dL remained low and unaltered. HbA1c decreased by 0.5% (P < .01). There were no episodes of diabetic ketoacidosis or severe hypoglycaemia. CONCLUSIONS: In this study of children managing their diabetes in a real-world setting, more than 75% of children who participated in a vEC after starting a CLC system could obtain and maintain a TIR of more than 70%. The vEC was feasible and resulted in a significant and persistent improvement in TIR in children and adolescents with type 1 diabetes.