Eva Michel

The Effect of Physical Activity Interventions on Children’s Cognition and Metacognition: A Systematic Review and Meta-Analysis

Cognitive and physiological effects of an acute physical activity intervention in elementary school children

Deliberate Play and Preparation Jointly Benefit Motor and Cognitive Development: Mediated and Moderated Effects

Motor coordination, working memory, and academic achievement in a normative adolescent sample: Testing a mediation model

Identifying play characteristics of pre-school children with developmental coordination disorder via parental questionnaires

Conceptualization and Operationalization of Executive Function

Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal

International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder

Gross Motor Development of Malaysian Hearing Impaired Male Pre- and Early School Children

Physical and Motor Fitness, Sport Skills and Executive Function in Adolescents: A Moderated Prediction Model

Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children

Improving Motor Skills in Early Childhood through Goal-Oriented Play Activity

Cognitively Engaging Chronic Physical Activity, But Not Aerobic Exercise, Affects Executive Functions in Primary School Children: A Group-Randomized Controlled Trial

Exercise and children's cognition: The role of exercise characteristics and a place for metacognition

The relation between cognitive and motor performance and their relevance for children’s transition to school: A latent variable approach

Development of Cognitive Skills in Children with Motor Coordination Impairments at 12-Month Follow-up

Improving executive functions in 5‐ and 6‐year‐olds: Evaluation of a small group intervention in prekindergarten and kindergarten children

School enrolment and executive functioning: A longitudinal perspective on developmental changes, the influence of learning context, and the prediction of pre-academic skills