Examining the Acute Effects of Classroom-Based Physical Activity Breaks on Executive Functioning in 11- to 14-Year-Old Children: Single and Additive Moderation Effects of Physical Fitness

Abstract

Objective: Research supports the efficacy of acute, classroom-based, physical activity breaks on executive functioning in children. However, research pertaining to the effect of physical fitness on the acute physical activity—executive functioning relationship remains limited. The primary purpose of this study was to investigate the acute effects of classroom-based, teacher-delivered, physical activity breaks on executive functioning in 11–14-year-old children. We also investigated the potential moderating effects of both aerobic and musculoskeletal fitness on the acute physical activity—executive functioning relationship.Method: Participants (N = 116) completed pre- and post-test assessments of executive functioning (i.e., inhibition, switching, and updating) separated by a classroom-based physical activity break or sedentary classroom work. We manipulated the dose (i.e., length) and type of physical activity breaks. With regards to dose, participants in the experimental conditions engaged in 5-, 10-, or 20-min of physical activity whereas controls completed sedentary classroom math work at their desk. With regards to type, one experimental condition completed traditional physical activity breaks whereas the other experimental condition completed academic physical activity breaks (i.e., performed mental math and physical activity). Participants' mood, motivation, and self-efficacy were also assessed following the experimental manipulations.Results: Overall, executive function scores improved across each assessment following the physical activity breaks when compared to sedentary classroom work regardless of dose and type. Participants also reported more positive mood states, higher motivation to complete the executive function tests, and higher self-efficacy to perform the executive functions tests following the physical activity breaks. Single moderation analyses showed that low-moderate levels of aerobic fitness moderated the acute physical activity—executive functioning relationship. Additive moderation analysis showed, collectively, that both aerobic and musculoskeletal fitness moderated the acute physical activity—executive functioning relationship.Conclusion: Findings from the present study provide evidence for the acute effects of short (i.e., 5–20 min) classroom-based physical activity breaks on executive functioning and psychological states in children. Results also suggest levels of both aerobic and musculoskeletal fitness moderate these effects, however future research is needed to further elucidate this complex relationship.

Effect of cognitively engaging physical activity on executive functions in children

“…Sample size calculation was performed for the primary hypotheses related to repeated measures ANOVA (G*Power version 3.1.9.2; Faul et al, 2009 ), assuming a medium to large effect sizes for changes in psychological variables (affect, motivation, and EFs) ( Graham et al, 2021 ), power = 0.80, repeated measures correlation = 0.60, and α < 0.05 (adjusted for multiple tests). A total sample of 39 (13 in each condition) was found to provide adequate power for the analyses.…”

“…Results showed aerobic fitness was positively correlated with response accuracy and mathematical performance, and musculoskeletal fitness was associated with reaction time. Despite this evidence that baseline fitness enhances children's abilities to utilize EFs (van der Niet et al, 2014;Pontifex et al, 2019), few studies have considered the moderating role of fitness on EFs following acute PA. A recent study by Graham et al (2021) found both aerobic and musculoskeletal fitness moderated the acute PA-EF 10.3389/fpsyg.2022.841192 relationship in children ages 11-14 years; however, while these findings are supported in college students (Li et al, 2019;Cui et al, 2020), further research is warranted to elucidate this relationship in children.…”

The Acute Effects of Standing on Executive Functioning in Vocational Education and Training Students: The Phit2Learn Study

“…To do so, a power analysis was conducted by performing a Monte-Carlo simulation study with 1,000 simulated datasets per analysis, using the package simr ( Green and Macleod, 2016 ). Since no suitable literature was found for updating and inhibition with a similar study design, the power calculation was executed based only on previous literature for shifting ( Miyake et al, 2004 ; Graham et al, 2021 ). For shifting, a difference of 13.75 in decrease in reaction time of the correct answers between the pre-measurement and the post-measurement was specified between the intervention condition and the control condition (i.e., the intervention condition had 13.75 ms more decrease in reaction time of the correct answers in the post-measurement than in the pre-measurement compared to the control condition), calculated from the data obtained from the literature.…”

Effects of physical activity breaks during prolonged sitting on vascular and executive function—A randomised cross-over trial

“…Substantial evidence now suggests that physical activity breaks can favourably influence executive function in children. 17 , 18 Executive function refers to an array of higher-order mental processes that enable individuals to exert self-control and self-regulate their behaviour. 17 Executive function is assessed according to three core processes: (1) inhibition: inhibiting predominant responses and controlling attention; (2) switching between mental tasks or mental rotation; and (3) memory: retaining information and processing at need.…”