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The aim of the study was twofold: (a) to examine the association between health‐related physical fitness and attention capacity in Latin American children and adolescents with overweight and obesity and (b) to test whether body composition outcomes are moderators of this association. A cross‐sectional design was used to study 201 overweight/obese participants (12.1 ± 2.1 years of age; 34.3% girls) from Chile (Active‐Start study) and Colombia (HEPAFIT study). Body composition, muscular fitness, speed‐agility, and cardiorespiratory fitness were evaluated using two similar test batteries (ALPHA and FUPRECOL). Attention capacity was measured by the d2 Test. Linear regression and moderation analyses were conducted. Linear regression analysis revealed an association between muscular fitness (β = 0.245, P =.015), speed‐agility (β = −0.16, P =.027), cardiorespiratory fitness (β = 0.331, P <.001) and overall fitness score (β = 0.210; P =.004) and attention capacity (all analyses were controlled for age, sex, peak height velocity, maternal education, and study setting). Moderation analysis using the Johnson‐Neyman technique revealed that the effect of the relationship between muscular fitness score and speed‐agility and attention capacity was stronger as fat mass and fat mass index increased. In conclusion, physical fitness components are associated with higher attention capacity in youth with overweight/obesity, but body composition seems to moderate these relationships. Randomized controlled trials in this population would help to better understand whether improvements in different components of physical fitness lead to better attention capacity, especially in youth with excess adiposity. [ABSTRACT FROM AUTHOR]

The aim of the study was threefold: (a) to test a before‐school physical activity intervention (Active‐Start) on academic performance, selective attention, and concentration capacity; (b) to test the effect of the Active‐Start intervention on anthropometry, body composition, and physical fitness parameters; and (c) whether the physical fitness components are moderators of the effect of the Active‐Start program on academic performance, selective attention, and concentration capacity in Chilean children. The Active‐Start intervention was a RCT which comprised 170 children (8‐10 years old) from three public schools with low socioeconomic status from the city of Santiago (Chile). The exercise intervention was delivered daily, before starting the first school‐class (8:00‐8:30 am) for 8 weeks. Changes in academic performance, selective attention and concentration capacity, anthropometric, body composition, and physical fitness parameters were measured. The analyses used were mixed regression models for repeated measures over time. No statistically significant changes in attention and concentration capacity were found. However, significant changes were seen in language (0.63; 95% CI 0.49‐0.77) and mathematics (0.49; 95% CI 0.32‐0.66) performance (P < .001). Also, improvements were seen in fat mass, fat‐free mass, muscular, and cardiorespiratory fitness (all P < .05). The Johnson‐Neyman technique revealed a significant relationship between the effect of intervention and attention and concentration when change in cardiorespiratory fitness was above, but not below, 3.05 and 0.70 mL/kg/min, respectively. Implementing before‐school physical activity programs such as the Active‐Start to enhance the cardiorespiratory fitness may benefit attention capacity and academic success among schoolchildren. [ABSTRACT FROM AUTHOR]