Acute Physical Activity and Cognitive Performance Among Elementary Schoolchildren

Beddoes, Zack; Castelli, Darla M.; Barcelona, Jeanne

doi:10.1249/tjx.0000000000000117

Cited by 6 publications

(5 citation statements)

References 33 publications

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“…Future research needs to use objectively measured physical activity (i.e., accelerometers) in order to accurately report on the intensity levels [74]. This assumption is also confirmed by results of a recent study, in which no difference between the high and low physical activity groups was found on elementary school children's cognitive performance after an acute single session of physical activity [75]. The authors also concluded that the duration and intensity of physical activity might not have been high enough to elicit an immediate cognitive response.…”

Section: Discussionmentioning

confidence: 61%

Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance

Mavilidi

Ouwehand

Riley

et al. 2020

IJERPH

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(1) Background: Test anxiety has been found to negatively affect students’ mental health and academic performance. A primary explanation for this is that anxiety-related thoughts occupy working memory resources during testing that cannot be used for test-related processes (such as information retrieval and problem-solving). The present intervention study investigated whether physical activity could decrease anxiety levels and improve maths test performance in sixth-grade children. (2) Methods: Sixty-eight children of 11–12 years from two primary schools in New South Wales, Australia were categorised as low or high anxious from their scores on a trait-anxiety questionnaire. After this assessment, they were randomly assigned to the activity break condition, in which they had to do several physical activities of moderate intensity (e.g., star jumps) for 10 min, or the control condition, in which they played a vocabulary game for 10 min. The outcome measures were children’s anxiety levels at the beginning, during, and at the end of the test, invested mental effort, perceived task difficulty and maths test performance. (3) Results: Results showed that regardless of the condition, low anxious students performed better on the maths test than high anxious children. No differences were found for any of the variables between the activity break condition and the control condition. (4) Conclusions: Although test anxiety was not reduced as expected, this study showed that short physical activity breaks can be used before examinations without impeding academic performance.

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Section: Discussionmentioning

confidence: 61%

Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance

Mavilidi

Ouwehand

Riley

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…running, skipping, or dancing) for a duration of up to 10 minutes. Despite that PA significantly differed in steps and time in moderate to vigorous PA between the high and low PA groups, there were no significant differences in cognitive performance between the groups in any of the cognitive tasks [40]. Moderate to vigorous exercise bouts (bicycle ergometer) with a duration of 10, 20, or 30 minutes did not improve selective attention and working memory of young adolescents, compared to a control group in which students worked on school-related tasks [41].…”

Section: Different Types Of Exercise and Intensity In The Classroommentioning

confidence: 68%

Physical Activity Interventions in School and their impact on Scholastic Performance

Ericsson

2020

RISM

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The school is the only arena where the vast majority of children and youth can be reached, and school programs have had better results for improving inhibitory control than any other approach. The aim was to present and discuss intervention effects of Physical Activity (PA) carried out in the classroom compared to motor skills and Physical Education (PE) interventions. Conclusion:There is limited and inconclusive evidence regarding effects of different PA interventions in school on cognitive functioning and scholastic performance. Moderate levels of PA with cognitive challenges are more effective than aerobic exercise. There is a strong association between motor competence and scholastic performance. PE interventions which include motor skills exercise seem to be more promising than PA in the classroom. Motor skills assessment early in school is associated with later school achievement and can be used as an indicator of children´s future scholastic performance. Daily PE and adapted motor skills training can positively influence motor skills, higher grades and higher proportions of pupils who reach qualification for higher education.

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“…As previously detailed, the trait of aerobic fitness is associated with better academic performance [25], while the effects of specific physical activity like dancing have only been studied in older adults and have not comprehensively been explored among preschool children [51]. Further, the effects of elite training are understudied, as complex motor skills like playing soccer are associated with a better concentration than their matched control participants, peers who participated in non-motor demanding physical activity [52].…”

Section: Dose-response Effects Of Physical Activity On Cognitive Func...mentioning

confidence: 99%

Physical Activity, Fitness, and Cognitive Function in Children and Adolescents

Castelli¹

2023

Sport and Fitness in Children and Adolescents - A Multidimensional View

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From the playground to youth sports, the benefits of physical activity for children and adolescents are primarily known. Less understood is how participation influences cognitive function at different stages of development. This chapter aims to summarize the literature on child and adolescent physical activity, fitness, and cognitive performance by translating empirical research to school and community settings. The specific effects of physical activity vary by intensity, mode, volume, and domain. This review suggested that physical activity and fitness were positively associated with higher cognitive function. Children who are aerobically fit and regularly physically activite are faster, more accurate responders and tend to do better in school. Participation in light to vigorous intensity physical activity cognitively benefits children. Additional benefits come from cognitively demanding (e.g., team sports) and vigorously intense (e.g., jumping rope) activities. Because benefit varies by physical fitness component and physical activity type, it is recommended that preschool children participate in an assortment of movements for 3 h a day, working up to 60 min of moderate-to-vigorous physical activity by age 6. Comprehensive approaches across multiple settings, offering opportunities to participate in physical activity, have the most significant potential for enhancing cognitive health among children and adolescents.

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Acute Physical Activity and Cognitive Performance Among Elementary Schoolchildren

Cited by 6 publications

References 33 publications

Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance

Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance

Physical Activity Interventions in School and their impact on Scholastic Performance

Physical Activity, Fitness, and Cognitive Function in Children and Adolescents

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