Effects of Aerobic Exercise on Overweight Children's Cognitive Functioning

Abstract

The study tested the effect of aerobic exercise training on executive function in overweight children. Ninety-four sedentary, overweight but otherwise healthy children (mean age = 9.2 years, body mass index 85th percentile) were randomized to a low-dose (20 min/day exercise), high-dose (40 min/day exercise), or control condition. Exercise sessions met 5 days/week for 15 weeks. The Cognitive Assessment System (CAS), a standardized test of cognitive processes, was administered individually before and following intervention. Analysis of covariance on posttest scores revealed effects on executive function. Group differences emerged for the CAS Planning scale (p = .03). Planning scores for the high-dose group were significantly greater than those of the control group. Exercise may prove to be a simple, yet important, method of enhancing aspects of children's mental functioning that are central to cognitive and social development.

Relação entre atividade física e desportiva, níveis de IMC, perceções de sucesso e rendimento escolar

“…O estudo de Davis et al (2007) indica que 20 minutos de AF aeróbia por dia (a uma intensidade média de 150 bpm) é insuficiente para se obterem ganhos nos processos cognitivos das crianças (foram realizados testes cognitivos em controlo, 20 minutos dia e 40 minutos dia). As diferenças foram encontradas nos 40 minutos dia indicando a existência de um limiar a partir do qual há um efeito dose-resposta .…”

“…A função executiva diz respeito ao desenvolvimento e aplicação de estratégias, auto regulação, intencionalidade, e utilização do conhecimento e desenvolve-se desde a infância até a adolescência (Best, 2010). A este propósito, Davis et al (2007) indicaram uma relação direta entre AF vigorosa regular e a função executiva em crianças, aduzindo que 40 minutos por dia de AF aeróbia vigorosa resultam numa maior capacidade de habilidades de organização entre crianças obesas. Este aumento da capacidade da função executiva pode permitir a estas crianças aprender mais rapidamente a curto prazo.…”

Impact of Three Years of Classroom Physical Activity Bouts on Time-on-Task Behavior

“…In addition to increasing physical activity time, several cross-sectional studies have demonstrated that classroom-based physical activity sessions may also have an effect on a child’s attention to classroom instruction following the activity (13, 20, 21, 24). This increase in attention is hypothesized to be a prerequisite for learning and academic achievement and therefore, may have a positive impact on academic outcomes (1, 7, 12, 19, 20, 23, 30). Mahar et al measured time-on-task following sedentary lessons or Energizers, which are 10-minute classroom-based physical activities.…”

“…Several studies have also evaluated the longitudinal influence of other school-based physical activity interventions on attention (1, 7, 12, 29), but yielded inconclusive results. A study published by Davis et al (7) evaluated the influence of an after-school fitness program on attention using the Cognitive Assessment System (CAS) attention subscale and found no impact.…”

“…A study published by Davis et al (7) evaluated the influence of an after-school fitness program on attention using the Cognitive Assessment System (CAS) attention subscale and found no impact. Similarly, a cluster randomized study (12) compared 10 weeks of intense physical education to a standard physical education control group in 2 nd -graders and found no significant between-group differences in attention measured by the CAS.…”