Associations of executive functions with physical activity and sedentary time in children aged 5–7 years: a multi-methodological pilot study

Executive functions are critical for early childhood development. High levels of physical activity and reduced sedentary time may benefit execution function development, although prior research has yielded mixed findings. Studying executive functions through both neurophysiological and behavioral measures provides a more comprehensive view of their relationship with physical activity and sedentary time, yet this approach remains underexplored in young children. Thus, this cross-sectional study aimed to explore these associations using a multi-methodological approach. Eighteen children (<i>M</i>_age = 6.75, <i>SD</i> = 0.60, 50% girls) participated. Executive functions were assessed behaviorally (inhibition+switching and working memory with computerized tests) and neuroelectrically (event-related potential EEG paradigm) in early childhood education settings. Physical activity and sedentary time were measured using hip-worn accelerometers. Associations were examined using linear regression. The results showed that faster response times in inhibition+switching task were associated with larger novelty P3 amplitudes (β = -.54, <i>p</i> < .05). Moderate and moderate-to-vigorous physical activity were associated with increased novelty P3 amplitude (β = .72, <i>p</i> < .01; β = .56, <i>p</i> < .05) and longer peak latency (β = .59, <i>p</i> < .05; β = .53, <i>p</i> < .05), while light physical activity was associated with smaller amplitude (β = -.64, <i>p</i> < .05). Sedentary time was associated with shorter latency (β = -.57, <i>p</i> < .05). No associations between physical activity or sedentary time and behavioral measures of executive functions were found. The findings of this pilot study suggest that moderate-to-vigorous physical activity may support neurocognitive processes in early childhood.