Acute Exercise and Academic Achievement in Middle School Students

Harveson, Andrew; Hannon, James C.; Brusseau, Timothy A.; Podlog, Leslie; Papadopoulos, Charilaos; Hall, Morgan; Celeste, EvaRose

doi:10.3390/ijerph16193527

Cited by 18 publications

(19 citation statements)

References 23 publications

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“…The mean In contrast to studies of the impact of regular physical exercise on central nervous system, relatively limited number of publications describe influence of single bout exercise on cognitive function. Our findings are consistent with the results from other studies which demonstrated influence of acute exercise on cognitive function [17][18][19][20][21]38]. However, the results obtained so far are difficult to interpret due to differences in duration, intensity, modality of exercise and the population assessed.…”

Section: Resultssupporting

confidence: 90%

The effect of acute exercise on cognition

Dwojaczny

Єрмаков

Yermakova

et al. 2020

PES

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Background and Study Aim. Several lines of evidence indicate that physical activity has a positive impact on central nervous system. The positive impact is observed in areas of brain related to cognitive processes such as memory, learning and attention. The majority of studies focused on the chronic effects of exercise. Relatively limited number of reports addresses the problem of influence of acute exercise (single bouts of exercise) on cognitive functions. Material and methods. We examined the influence of a single bout of exercise on cognitive performance of young volunteers (23 males; aged 20,91 ± 1,01). To evaluate the cognitive performance in our subjects we used Face/Name Association Test, Stroop Test and Trail Making Test. Volunteers run for 30 minute at moderate –intensity. Results. The mean results in the Face/Name Association Test before acute exercise were 63,52 ± 5,65% and after acute exercise 67,34 ± 5,82% (p<0,005). Statistically differences results were also observed in duration of the retrieval phase of this test (p<0,005). In the Trial Making Test, in part A mean results before acute exercise were 66,26 ±11,24 seconds and after physical training 52,39 ± 11,10 seconds (p<0,005). In part B mean results were 80,60 ± 22,52 and 70,47 ± 14,54 seconds before and after acute exercise, respectively (p<0,05). We have not observed statistical difference in results of the Stroop Test. Conclusions. Our data suggest that a single bout of exercise can influence the level of cognitive performance. We demonstrate improvement in cognitive function depending on hippocampus (short-term memory) and prefrontal cortex (attention, cognitive flexibility). We have not observed influence of acute exercise on Stroop test (executive function) results.

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Section: Resultssupporting

confidence: 90%

The effect of acute exercise on cognition

Dwojaczny

Єрмаков

Yermakova

et al. 2020

PES

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“…This seems to be supported by the fact that low levels of physical activity and sedentary behavior are linked to victimization [19]. In addition, PE is important in the acquisition of healthy behaviors related to the practice of physical activity in leisure time, which has been linked to students' better academic performance and health [20,21].…”

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confidence: 99%

Predicting Bullying through Motivation and Teaching Styles in Physical Education

Montero-Carretero

Barbado

Cervelló

2019

IJERPH

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From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher's supportive style, the students' satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization. poor relationship quality, self-harm, anxiety, symptoms of depression, and suicidal thoughts that are sometimes enacted upon [9,10]. Bullies also suffer from mental health problems such as anxiety, depression, psychosomatic problems, an increased risk of suicide, future relationships with other forms of violence, and risk of excessive alcohol and marijuana use [11,12]. Finally, spectators are not exempt from the consequences, sometimes suffering from distress, anxiety, and depression [13]. Physical Education and BullyingStudents who engage in intimidating behavior do so in an attempt to acquire greater status and a position of power within the group [14]. This end is often achieved at the expense of students with physical weaknesses, a lack of skill in the development of motor tasks [15], and/or differences in their physical constitution, such as obesity or being overweight [16]. In this sense, the subject of PE can particularly expose the most vulnerable students in the eyes of their potential aggressors, both because of the characteristics of the spaces where PE is practiced [2] and because of the subject's demands of public demonstrations. In PE, young people relate to their peers in a very different way from how they relate in other subjects, and there is usually physical contact in PE. Thus, instead of being able to move away from their aggressors, victimized students are forced to interact with them [2]. This reasoning is supported by a study of American students [17], in which it was observed that bullying victims had more hours of PE than non-victimized students, suggesting that PE classes could be a critical space for the development of bullying behaviors. However, these classes could also be an ideal means of detecting and addressing bullying situati...

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“…In addition to impacting physiological mechanisms that may improve cognitive skills and abilities [28,29,30], physical activity may also impact behavior in the academic classroom [7,31,32,33]. Indeed, physical activity interventions employed during school hours, such as classroom activity breaks and/or enhanced physical activity/physical education curricula, have shown to yield significant benefits in classroom attention and classroom behavior [34,35].…”

Section: Pediatric Physical Activity and Academic Performancementioning

confidence: 99%

Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

Burns

Bai

et al. 2019

IJERPH

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An emerging area of research within public health is the interaction between parents and their children for the promotion of physical activity. Higher levels of daily physical activity may not only improve physical health but also yield better academic performance by improving cognitive skills, classroom behavior, and academic achievement within the pediatric population. However, no theoretical model has yet been proposed to interrelate constructs of parental engagement and support, physical activity, and academic performance within the pediatric population. Here, we: 1) summarize salient research related to pediatric physical activity and academic performance, parents’ physical activity engagement with their children, and the role of parental support in child academic performance; 2) propose a theoretical model interrelating parent physical activity engagement and support, physical activity, and academic performance (PESPAAP); 3) identify features of the proposed model that support its potential merit; and 4) provide potential future research directions and potential analyses that can be undertaken to support, modify, or disprove the proposed theoretical model. The proposed PESPAAP model provides a logically sound model that can be modified or expanded upon to improve applicability and generalizability and can be used as a framework to help align testable hypotheses for studies examining these interrelationships.

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Acute Exercise and Academic Achievement in Middle School Students

Cited by 18 publications

References 23 publications

The effect of acute exercise on cognition

The effect of acute exercise on cognition

Predicting Bullying through Motivation and Teaching Styles in Physical Education

Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

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