About this Research Topic
It is well-known that physical activity is associated with improvements in physical and mental health, and emerging evidence suggests that physical activity is also associated with improvements in cognition and academic performance in children. Yet, for adolescents and young adults such evidence is currently lacking. While physical activity has been the focus of numerous studies, more recently sedentary behavior has become another focus point in the field of physical activity behavior. High levels of sedentary behavior are associated with unfavorable health outcomes, independently of the amount of physical activity. Educators and researchers have acknowledged that student populations (i.e., children, adolescents, and young adults) tend to engage in high levels of sedentary behavior. While interrupting sedentary time with for example standing desks or physically active learning may be promising options to change this unhealthy behavior, associations with cognitive performance and mental well-being are not yet studied extensively.
Therefore, for this Research Topic, we are looking for submissions dealing with physical activity behavior, whether or not combined with cognitively engaging activities, covering the whole spectrum from sedentary behavior (≤ 1.5 metabolic equivalents(MET)), light physical activity (1.6-2.9 MET), and moderate to vigorous physical activity (≥ 3.0 MET) and factors contributing to learning processes and academic achievement, such as (but not limited to) cognitive performance, school engagement, mental well-being and self-concept. We welcome submissions of manuscripts which include observational and experimental studies.
Keywords: Physical activity, sedentary behavior, education, mental well-being, cognition
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.