One bout of open skill exercise improves cross-modal perception and immediate memory in healthy older adults who habitually exercise

O’Brien, Jessica; Ottoboni, Giovanni; Tessari, Alessia; Setti, Annalisa

doi:10.1371/journal.pone.0178739

Cited by 42 publications

(54 citation statements)

References 66 publications

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“…A benefit of one bout of exercise on multisensory processing, (i.e., the ability to appropriately integrate information from different sensory modalities), has been demonstrated in the elderly [43], but there is also the need to better investigate this cognitive ability in children, as it represents a foundation to learning and cognitive development [44].…”

Section: Discussionmentioning

confidence: 99%

Active Breaks: A Pilot and Feasibility Study to Evaluate the Effectiveness of Physical Activity Levels in a School Based Intervention in an Italian Primary School

Masini

Marini

Leoni

et al. 2020

IJERPH

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Background: The school gives access to children, regardless of age, ethnicity, gender and socio-economic class and can be identified as the key environment in which to promote children’s physical activity (PA). The guidelines of the European Union recommend accumulating at least 10-min bouts of PA to reach the daily 60 min. Active breaks (ABs) led by teachers inside the classroom represent a good strategy to promote PA. The aim of this pilot and feasibility study was to evaluate the feasibility and effectiveness in terms of PA level of an AB programme in children aged 8–9 years attending primary school. Methods: A pre-post quasi-experimental pilot and feasibility study was performed in two primary school classes, one of which was assigned to a 14-week AB intervention (AB group) and the other to the control group (CG). At baseline and at follow-up, children were monitored for sedentary and motor activity during an entire week using ActiGraph Accelerometer (ActiLife6 wGT3X-BT). The satisfaction of children and teachers was assessed by self-administered questionnaires. Results: In the pre-post comparison, AB group (n = 16) showed a reduction in the minutes spent in weekly sedentary activity (−168.7 min, p > 0.05), an increase in the number of step counts (+14,026.9, p < 0.05) and in time spent in moderate to vigorous PA (MVPA): weekly MVPA: +64.4 min, daily MVPA: +8.05 min, percentage of MVPA: +0.70%. On the contrary, CG showed a worsening in all variables. ANCOVA analysis, after adjusting for baseline values, showed significant differences between the AB group and CG for time spent in MVPA, percentage of MVPA and step counts. The satisfaction of children and teachers was good. Teachers were able to adapt the AB protocol to the needs of the school curriculum, thus confirming the feasibility of the AB programme. Conclusions: This pilot and feasibility study showed the feasibility and effectiveness of the AB protocol and represented the basis for a future controlled trial.

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Section: Discussionmentioning

confidence: 99%

Active Breaks: A Pilot and Feasibility Study to Evaluate the Effectiveness of Physical Activity Levels in a School Based Intervention in an Italian Primary School

Masini

Marini

Leoni

et al. 2020

IJERPH

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“…During this specific mid-intervention we will monitor the amount of PA performing an active break, 10 min thrice a day, during a school day for a week. This assessment will be focused on cognitive function and time-on-task behaviors, since these could be more affected after acute exercises than chronic ones, as shown for some cognitive functions in the literature [24][25][26]. The time spent on physical activity and sedentary behavior will be calculated through actigraph accelerometers (ActiLife6 wGT3X-BT).…”

Section: Data Collection and Outcome Measuresmentioning

confidence: 99%

A Multiple Targeted Research Protocol for a Quasi-Experimental Trial in Primary School Children Based on an Active Break Intervention: The Imola Active Breaks (I-MOVE) Study

Masini

Lanari

Marini

et al. 2020

IJERPH

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Background: Children and adolescents should perform, according to the World Health Organization guidelines, at least 60 min of moderate-to-vigorous physical activity per-day in order to avoid the risk of metabolic and cardiovascular diseases. The school represents a fundamental setting to conduct interventions to promote physical activity (PA) and contrast sedentary behaviors. Active breaks (ABs), bouts of 10 min of PA conducted inside the classroom, seem to be a good strategy to promote PA and improve classroom behavior. The aim of this study protocol is to describe the design and the assessment of the Imola Active Breaks I-MOVE study. Methods: The I-MOVE study is a school-based intervention trial, with a quasi-experimental design, performed in a primary school. It involves one experimental-group performing the intervention, focused on ABs, and one control-group. Nine main outcomes are evaluated: PA and sedentary behaviors; health related fitness; motor control development; dietary patterns; anthropometric evaluation; sociodemographic determinants; cognitive function; time-on-task behavior and quality of life. Conclusions: Results from the I-MOVE study will help to clarify the effects of incorporating ABs in the Italian school curriculum as a new public health strategy and an innovative school model oriented to the well-being of children and teachers for the best quality of school life.

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“…In the present study, we built on O'Brien et al (2017), and we hypothesised that an acute bout of exercise will facilitate cognitive performance in school aged children.…”

Section: Smithmentioning

confidence: 99%

“…In a study with an older population (O'Brien et al 2017), we tested adults aged 60+ before and after one bout of open-or closed-skill exercise and compared their performance with a control group of participants who took part in a reading club for one session of the same time length. Results showed that immediate memory, assessed with the Digit Span forward test, improved after both exercise types, while benefits on multisensory perception, assessed with the Sound-Induced Flash Illusion (SIFI) (Shams et al 2000), were found only for the open-skill group.…”

Section: Introductionmentioning

confidence: 99%

Multisensory perception, verbal, visuo-spatial, and motor working memory modulation after a single open- or closed-skill exercise session in children

O’Brien

Ottoboni

Tessari

et al. 2020

Preprint

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Physical activity presents clear benefits for children's cognition; this study examined the effect of a single exercise session of open-or closed-skill exercise, as opposed to a noexercise activity on multisensory perception, i.e. the ability to appropriately merge inputs from different sensory modalities, and on working memory (verbal, visuo-spatial, and motor working memory) in 51 preadolescent children (aged 6-8). Using a semi-randomised pre-post design, participants completed a range of cognitive tasks immediately before and after an exercise session or a classroom sedentary activity. Participants were randomised, within each school, to one of the three groups (open-skill, n=16; closed-skill, n=16; classroom activity, n=19). Exercise, but not usual classroom activity, improved children's multisensory perception, with no difference between exercise types. Results also revealed that a single open-skill session produced verbal working memory (digit span) benefits; a closed-skill exercise session benefitted motor working memory. While the relatively small number of participants should be acknowledged as a limitation, these findings contribute to emerging evidence for selective cognitive benefits of exercise, and show, for the first time in children, that multisensory processing sensitivity is improved by exercise.

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One bout of open skill exercise improves cross-modal perception and immediate memory in healthy older adults who habitually exercise

Cited by 42 publications

References 66 publications

Active Breaks: A Pilot and Feasibility Study to Evaluate the Effectiveness of Physical Activity Levels in a School Based Intervention in an Italian Primary School

Active Breaks: A Pilot and Feasibility Study to Evaluate the Effectiveness of Physical Activity Levels in a School Based Intervention in an Italian Primary School

A Multiple Targeted Research Protocol for a Quasi-Experimental Trial in Primary School Children Based on an Active Break Intervention: The Imola Active Breaks (I-MOVE) Study

Multisensory perception, verbal, visuo-spatial, and motor working memory modulation after a single open- or closed-skill exercise session in children

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