TY  - JOUR
PY  - 2011//
TI  - Active Commuting to School and Cognitive Performance in Adolescents: The AVENA Study
JO  - Archives of pediatrics and adolescent medicine
A1  - Martínez-Gómez, David
A1  - Ruiz, Jonatan R.
A1  - Gómez-Martínez, Sonia
A1  - Chillón, Palma
A1  - Rey-López, J. Pablo
A1  - Díaz, Ligia E.
A1  - Castillo, Ruth
A1  - Veiga, Oscar L.
A1  - Marcos, Ascension
SP  - 300
EP  - 305
VL  - 165
IS  - 4
N2  - OBJECTIVE: To examine the associations between active commuting to school and cognitive performance in adolescents. DESIGN: Cross-sectional study. SETTING: Five cities (Granada, Madrid, Murcia, Santander, and Zaragoza) in Spain. PARTICIPANTS: A total of 1700 adolescents (892 girls) aged 13 to 18.5 years. Main Exposures  Mode and duration of transportation to school and participation in extracurricular physical activity were self-reported. MAIN OUTCOME MEASURES: Cognitive performance (verbal, numeric, and reasoning abilities and an overall score) was measured by the Spanish version of the SRA Test of Educational Ability. RESULTS: Active commuting to school was associated with better cognitive performance (all P < .05) in girls but not in boys, independent of potential confounders including participation in extracurricular physical activity. In addition, adolescent girls who spent more than 15 minutes actively commuting to school had better scores in 3 of the 4 cognitive performance variables (all P < .05) than those who spent less time actively commuting to school (≤15 minutes) as well as better scores in all of the cognitive performance variables (all P < .001) than girls inactively commuting. CONCLUSION: Active commuting to school and its duration may positively influence cognitive performance in adolescent girls.<p />  <p>Language: en</p>
LA  - en
SN  - 1072-4710
UR  - http://dx.doi.org/10.1001/archpediatrics.2010.244
ID  - ref1
ER  -