(—THIS SIDEBAR DOES NOT PRINT—)

D E S I G N G U I D E

This PowerPoint 2007 template produces a 48”x72” presentation poster. You can use it to create your research poster and save valuable time placing titles, subtitles, text, and graphics.

We provide a series of online answer your poster production questions. To view our template tutorials, go online to PosterPresentations.com and click on HELP DESK.

When you are ready to print your poster, go online to PosterPresentations.com

Need assistance? Call us at 1.510.649.3001

Q U I C K S TA R T

Zoom in and out As you work on your poster zoom in and out to the level that is more comfortable to you. Go to VIEW > ZOOM.

Title, Authors, and Affiliations

Start designing your poster by adding the title, the names of the authors, and the affiliated institutions. You can type or paste text into the provided boxes. The template will automatically adjust the size of your text to fit the title box. You can manually override this feature and change the size of your text.

T I P : The font size of your title should be bigger than your name(s) and institution name(s).

Adding Logos / Seals Most often, logos are added on each side of the title. You can insert a logo by dragging and dropping it from your desktop, copy and paste or by going to INSERT > PICTURES. Logos taken from web sites are likely to be low quality when printed. Zoom it at 100% to see what the logo will look like on the final poster and make any necessary adjustments.

T I P : See if your company’s logo is available on our free poster templates page.

Photographs / Graphics You can add images by dragging and dropping from your desktop, copy and paste, or by going to INSERT > PICTURES. Resize images proportionally by holding down the SHIFT key and dragging one of the corner handles. For a professional-looking poster, do not distort your images by enlarging them disproportionally.

Image Quality Check Zoom in and look at your images at 100% magnification. If they look good they will print well.

ORIGINAL   DISTORTED  

Corner  handles  

Good

 prin

/ng  qu

ality

 

Bad  prin/n

g  qu

ality

 

Q U I C K S TA RT ( c o n t . )

How to change the template color theme You can easily change the color theme of your poster by going to the DESIGN menu, click on COLORS, and choose the color theme of your choice. You can also create your own color theme. You can also manually change the color of your background by going to VIEW > SLIDE MASTER. After you finish working on the master be sure to go to VIEW > NORMAL to continue working on your poster.

How to add Text The template comes with a number of pre-formatted placeholders for headers and text blocks. You can add more blocks by copying and pasting the existing ones or by adding a text box from the HOME menu.

Text size

Adjust the size of your text based on how much content you have to present. The default template text offers a good starting point. Follow the conference requirements.

How to add Tables

To add a table from scratch go to the INSERT menu and click on TABLE. A drop-down box will help you select rows and columns.

You can also copy and a paste a table from Word or another PowerPoint document. A pasted table may need to be re-formatted by RIGHT-CLICK > FORMAT SHAPE, TEXT BOX, Margins.

Graphs / Charts You can simply copy and paste charts and graphs from Excel or Word. Some reformatting may be required depending on how the original document has been created.

How to change the column configuration RIGHT-CLICK on the poster background and select LAYOUT to see the column options available for this template. The poster columns can also be customized on the Master. VIEW > MASTER.

How to remove the info bars

If you are working in PowerPoint for Windows and have finished your poster, save as PDF and the bars will not be included. You can also delete them by going to VIEW > MASTER. On the Mac adjust the Page-Setup to match the Page-Setup in PowerPoint before you create a PDF. You can also delete them from the Slide Master.

Save your work Save your template as a PowerPoint document. For printing, save as PowerPoint or “Print-quality” PDF.

Student discounts are available on our Facebook page. Go to PosterPresentations.com and click on the FB icon.

©  2015  PosterPresenta/ons.com  2117  Fourth  Street  ,  Unit  C  Berkeley  CA  94710  posterpresenter@gmail.com  

RESEARCH POSTER PRESENTATION DESIGN © 2015

www.PosterPresentations.com

•  The most critical and intensive period of neural development occurs in children from zero to five years of age resulting in rapid development in cognition, language, and socio-emotional skills.

•  Physical activity, ‘any bodily movement produced by the skeletal muscles that results in energy expenditure’ (Caspersen et al., 1985), is being increasingly recognized as an important determinant of cognitive development in middle childhood and adulthood.

•  Only a few emerging studies on younger children exist due to challenges with assessing physical activity levels of toddlers <3 years of age.

•  Existing studies have shown that at least one cognitive outcome was improved with an increased duration and/or frequency activity (Carson et al., 2015).

•  As early childhood is the most active period for the establishing of neural connections, research into factors that may alter cognitive development may result in possible interventions to promote healthy early development

INTRODUCTION

•  To examine the relationship between physical activity and cognitive development (language acquisition, social-emotional development, and adaptive behaviour) in 18-30 month old children.

OBJECTIVE

MATERIALS & METHODS

Physical Activity

Toddlers on average, engage

in a total of 230 minutes of

light (LPA) and moderate-to-

vigorous (MVPA) intensity

physical activity each day

(Fig. 5 & 6).

Cognitive Development

No difference in outcomes between male and female participants (Fig. 3, 4, 5)

RESULTS

KEY FINDINGS

PHYSICAL ACTIVITY AND COGNITIVE DEVELOPMENT

•  Positive correlations established between weekly average MVPA and Bayley raw score, a measure of IQ, when accounting for gender.

•  Girls had a higher MVPA than boys. •  No difference in cognitive outcomes between male &

female participants . •  90% of participants met the Australian physical

activity guidelines of 180 minutes of physical activity per day, most of which was achieved through LPA.

1  Undergraduate  Summer  Research  Program              2  School  of  Science  and  Health                3  School  of  Social  Science  and  Psychology              4  The  MARCS  Ins/tute  for  Brain,  Behaviour  &  Development      

Hillary  Nguyen1,2,  Jill  Hna/uk2,  Karen  MaUock3,4,  Marina  Kalashnikova4  Physical activity and cognitive development in the first years of life

24-­‐30  month  old  children  (N=28,  female  =  13)  (monolingual,  born  full-­‐term)  

The  Bayley  Scales  of  Infant  Development  

(Bayley)  used  to  measure  child’s  cogni/ve  ability    

Parents  completed  OZI  (measure  of  toddler’s  early  recep/ve  and  produc/ve  

vocabulary  size)    

Parents  completed  the  ques/onnaire  of  frequency  of  engagement  in  ac/vi/es  (e.g.,  outdoor  play)  

Infants  fiUed  with  Ac/graph  GT3+  Accelerometer,  worn  for  4  days  

Total words M3L

Weekly AVG LPA

Weekly AVG MVPA

Raw score (Bayley) 0.777* 0.634^ 0.588 0.755*

Total words 0.652^ 0.347 0.779*

M3L 0.476 0.324 Weekly AVG

LPA 0.208

^ Trend (p < 0.10)

* Correlation is significant at the 0.05 level (2-tailed).

69  

69.5  

70  

70.5  

71  

71.5  

72  

72.5  

73  

73.5  

Male   Female  

Raw  Score  

Bayley  Raw  Score  

310  

315  

320  

325  

330  

335  

340  

Male   Female  

Num

ber  o

f  words    

Total  Words  

3.9  

4  

4.1  

4.2  

4.3  

4.4  

4.5  

4.6  

4.7  

4.8  

4.9  

Male   Female  

Mean  nu

mbe

r  of  w

ords  used  in  a  

senten

ce  

Mean  of  longest  3  sentences  (M3L)  

0  

50  

100  

150  

200  

250  

Male   Female  Average  minutes  per  day  (m

inutes)  

Average  minutes  spent  in  LPA  

0  

10  

20  

30  

40  

50  

60  

70  

Male   Female  Average  minutes  per  day  in  M

VPA  

(minutes)  

 

Average  minutes  spent  in  MVPA  

Figures 5 & 6: Average minutes spent in LPA (left) & MVPA (right) in males & females

Figures 3, 4, 5: Average Bayley raw score (left), word count from OZI (centre) and sentence length from OZI (right) for males and females

RESULTS

Table 1. Partial correlations (controlling for gender) between cognitive development, language development and physical activity accounting for

gender (males n=7, females n=3)

CONCLUSIONS

Figure 1. The Bayley Scales of Infant Development Figure 2. Cognitive testing session with the Bayley Figure 3. Actigraph GT3+ accelerometer

REFERENCES

•  Future research could consider other scales for cognitive development that can assessing development in other domains, e.g., attention, motor functioning.

•  Clear dose-response evidence obtained can inform future updates to national physical activity guidelines & initiate intervention strategies to promote optimal cognitive developed in toddlers.

Carson,  V,  Hunter,  S,  Kuzik,  N,  Wiebe,  S,  Spence,  J,  Friedman,  A  et  al.  2015,  ‘SystemaXc  review  of  physical  acXvity  and  cogniXve  development  in  early  childhood’,  J  Sci  Med  Sport,  vol.  15,  pp.  146-­‐8  Caspersen,  CJ,  Powell,  KE,  Christenson,  GM  1985,  ‘Physical  acXvity,  exercise,  and  physical  fitness:  definiXons  and  disXncXons  for  health-­‐related  research’,  Public  Health  Reports’,  vol.  100,  no.  2,  pp.  126-­‐131    1  Corresponding  author:  Hillary  Nguyen,  School  of  Science  and  Health,  Western  Sydney  University  ,  Australia.    E-­‐mail:  18065884@student.westernsydney.edu.au  

Western  Sydney  University