The prevalence of the sedentary behavior and its adverse effects on children's and adolescents' health have become a global public health issue, while the relationships between the sedentary behavior and the executive function of children and adolescents remain unclear. This paper focuses on the school-age children who are at a critical stage in their cognitive health and academic development, from the dimensions of the sedentary time and content, as well as existing studies of the relationship between the total sedentary time and the executive function, the relationships between the specific sedentary behavior and the executive function, and the relationships between the sedentary behavior and the brain structure and functions for the school-age children, and it is suggested that the relationship between the sedentary behavior and the executive function of the school-age children may vary depending on the details of the sedentary behavior or the kinds of the executive functions, and the screenbased entertainment sedentary behavior may be negatively associated with the executive function of the school-age children.

sedentary behavior  /  executive function  /  school-aged children