Abstract
Executive functions (EF) are cognitive functions that allow us to adapt ourselves to our environment. These functions, essential for our evolution, appear as less efficient in nowadays children than in children from past generations. Therefore, it is important to question us about factors that allow EF development to intervene in favor of their develpment. Physical activity (PA) can have an effect on EF development among children. Studies show how very specific PA can or cannot participate to EF developement among children. However, none study has been interested in how children global PA (i.e., sport, leisure time PA, every day life PA)can participate at their EF development. Interventional studies based on school PA practice show beneficial effect of PA on academic performance, attention and work motivation. However, such interventions haven't been interested in PE - EF development link. This thesis project suggests (1) to study the link between global children dayly PA and the development of their EF; (2) To make, lead and evaluate a PA intervention in class to foster pupils EF development and (3) To determine if EF can constitute an explicative process of the known link between level of PA and academic performance. To be made, this thesis project will be conducted around two sudies : Study 1 :transverse Study of the link between global PA and children's EF level This study will be made on a sample of 160 children from 8 to 11 years old. We shall measure the children PA practice via a PA questionnaire and the EF level via validated and standardized psychological tools. Study 2 : Interventional longitudinal Study of the link between PA practice in class and the children EF development. This study will be made on a sample of 100 children from 8 to 11 years old. Among these 100 children, 50 will benefit of our PA intervention aimed to foster EF development. This intervention consists in the inclusion of 'breaks of movement' in class every 40 minutes of education. We shall measure the children PA practice via a PA questionnaire, the academic level via the children annual school average and the EF level via validated and standardized psychological tools.