Evidence obtained from several research areas has led to renewed interest in the possible association between games that are performed under conditions requiring moderate-to-vigorous physical activity and the emergence of children's executive function, which is the capacity to think before acting, the ability to retain information in mind, to reflect on the possible consequences of specific actions, and to self-regulate behaviour. This book describes how skill learning conditions influence the emergence and development of children's basic cognitive processes, as well as summarising the research findings that link physical activity to mental functioning and academic performance.

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