From the Editor-in-Chief . . .
Bowling and associates have provided the results of a real-world
intervention to examine the influence of physical activity and STEM learning
(science, technology, engineering, math) on executive function and affect in a
low-income childcare setting. Low income children are at risk for low levels of
physical activity and academic achievement and may receive duel benefits from
active learning. The physical activity intervention was delivered by YMCA
personnel and not the research staff again providing a real word intervention
using a long-standing institution that could provide perpetuity if the
intervention proved successful. The authors have provided a supplementary table
that illustrates the active learning STEM template that provides a guide for
the lessons and conveys the concept of the intervention. The interesting
finding is the interaction of change in affect as a potential modifier of
impact on executive function and the implication that enjoyment of activity in
addition to level of activity (intensity) may be an important consideration.
The Translational Journal of The American College of Sports
Medicine welcomes real-world translational studies of physical activity and
policy.
Joseph E. Donnelly, EdD, FACSM
