The aim of this study was to determine the effect of cognitive interference by using the Dual-Task (DT) paradigm on gait parameters according to sex, and age. Additionally, we aim to explore the relationship between Dual-Task-Cost (DTC), physical fitness, cognitive functioning, and weight status in schoolchildren. One hundred schoolchildren participated in this study (age = 8.83 ± 1.82 years). They were randomly assigned to Comfortable Linear Gait (CLG: gait in a straight path) or Complex Gait (CG: gait over obstacles) with and without interference. For CLG, boys and girls showed a reduction in gait speed (p < 0.001), cadence (p < 0.01), and step length (p < 0.001). In addition, double support time (p < 0.05) and cadence coefficient of variance (boys= p < 0.01; girls= p < 0.05) increased in the DT condition. In the CG, both sexes (p < 0.001) exhibited a worse execution time. There were significant effects on speed DTC between 8-9 vs. 10-11 years in CLG and 6-7 vs. 10-11 years in CGT (p < 0.05). In conclusion, gait parameters during CLG and CG are modified in the DT condition, resulting in a slower gait with shorter steps, regardless of age and sex. DTC is associated with physical fitness and cognitive function.

Attentional resources are a cornerstone of both cognitive and academic performance. The purpose of this study was to analyse the effect of high-intensity interval training (HIIT) sessions on selective attention and visuoperceptual ability in young students. A total of 134 students (12.83 ± 1.23 years) joined this study. They were randomly assigned to a control group (CG) (n = 67), which watched a documentary, or an experimental group (EG) (n = 67), which performed 16 min of HIIT. Attention and visuoperceptual ability were assessed through the Perception of Similarities and Differences test (Caras-R test). A repeated-measures two-way ANOVA analysis was conducted. The CG showed an increased number of errors compared to the EG (p < 0.001) and showed a lower Impulsivity Control Index (p < 0.001) after the investigation. The EG, meanwhile, showed an increased number of hits (p < 0.001), Impulsivity Control Index (p < 0.001), and attentional efficacy (p < 0.001). In addition, the EG showed a decreased number of errors (p < 0.001) and omissions (p < 0.01). In conclusion, 16 min of HIIT was time-effective in improving selective attention and visuoperceptual ability in young students. These results show the importance of physical exercise and the promotion of physical activity breaks during the academic day to improve learning processes.

Background/Objectives: Eye–foot coordination is essential in sports and daily life, enabling the synchronization of vision and movement for tasks like ball control or crossing obstacles. This study aimed to examine both the validity and reliability of an innovative eye–foot coordination (EFC) test in a dual-task paradigm in children aged 6–11 years and the capacity of this test to discriminate between sex and age. Methods: A total of 440 schoolchildren aged 6–11 years participated in this cross-sectional study. A ball control test, involving kicking and catching, was used to assess EFC. The assessment included three conditions: without interference (WI), with auditory interference (AI), and with visual interference (VI). Results: The ICCs per the EFC test scores were 0.975 for foot successes (95% CI = 0.961–0.983; p < 0.001) and 0.747 for foot mistakes (95% CI = 0.611–0.835; p < 0.001). The SEM for the standing successes was 3.082 (10.81%), and the MDC was 4.860 (17.05%). For the standing mistakes, the SEM was 1.551 (19.33%) and the MDC was 3.452 (43.04%). Moreover, boys had a significantly higher number of successes in the WI, AI, and VI conditions (p < 0.001, respectively) than girls, although girls had more mistakes than boys only in the VI condition (p = 0.025). Conclusions: The EFC test showed adequate reliability and validity. Also, the EFC test showed that performance worsened with interference regardless of sex and age, especially in girls in the VI condition.

Objective: To comp+are levels of physical fitness between Ecuador and Spain and identify whether breastfeeding period, walking onset, and abdominal obesity are determinants of physical performance in schoolchildren from Ecuador and Spain. Methods: a total of 352 schoolchildren (6–12 years old) from Ecuador (n = 176) and Spain (n = 176) joined in this study. Anthropometric measures, socio-demographic characteristics, and physical fitness were evaluated. Results: Spanish schoolchildren showed better performance in handgrip strength, standing long jump, and 25 m sprint (p = 0.021; p < 0.001; p < 0.001; p < 0.001, respectively). Furthermore, Spanish children showed better cardiorespiratory fitness (p < 0.001) and a higher ${\mathrm{V}\mathrm{O}}_2$ max (p = 0.002) with regards to their peers. In addition, children from Ecuador and Spain showed an influence of breastfeeding period (p ranged from <0.001 to 0.043) and walking onset (p ranged from <0.001 to 0.032) on physical performance. Moreover, physical fitness components were protective factors of abdominal obesity in Ecuadorian and Spanish schoolchildren (p ranged from =0.001 to 0.049). Conclusions: Our findings revealed the influence of the infancy period and the onset of walking on children’s physical performance, highlighting the importance of these factors in motor development during early childhood and also their influence in middle childhood and throughout adulthood.

Objective: The aim of this study was to determine the relationship between the components of physical fitness (PF), creativity and fluid intelligence, as well as to determine which components of PF are predictors of the analysed cognitive potential. Material and Methods: A total of 584 Spanish schoolchildren (6−11 years old; age = 8.62 ± 1.77 years) took part in this study. Creativity was assessed using the Torrance Tests of Creative Thinking (TTCT) and fluid intelligence through TEA-1. Moreover, PF components were evaluated using a 25 m sprint, handgrip strength, standing long jump and 20 m SRT. Results: Boys exhibited a better PF performance than girls (p range from = < 0.001 to 0.05), as well as higher creativity score (p < 0.001), the fluid intelligence score and QI score (p < 0.05, respectively). Moreover, PF components (CRF, strength and speed) were positively associated with creativity (p range from = < 0.001 to 0.001) and fluid intelligence (p range from = < 0.001 to 0.015). Regression analysis showed that the creativity model explained between 31.4% and 36.6% of the variance (R² = 0.314−0.366, p < 0.001), while the fluid intelligence model accounted for 25.5% to 33.1% of the variance (R² = 0.255−0.331, p < 0.001 to 0.001). Conclusions: A positive relationship was found between creativity, fluid intelligence, and PF components. Children with higher PF levels scored better in creativity, with notable differences between boys and girls. These findings highlight the educational value of incorporating structured physical activity into school settings to support both cognitive and physical development.