Physical Activity Is Associated with Attention Capacity in Adolescents

Vanhelst, Jérémy; Duhamel, Alain; Henauw, S. De; Sánchez, Jorge Valdenebro; Gottrand, F.; Meléndez, P.; Moreno, Luis A.; Fleta, Jesús; Casajús, José Antonio; Rodrı́guez, Gerardo; Tomás, Concepción; Mesana, M.I.; Vicente-Rodríguez, Germán; Villarroya, A.; Gil, Carlos Martínez; Ara, Ignacio; Revenga, Juan; Lachen, Carmen; Alvira, J.F.; Bueno, Gloria; Lázaro, A.; Bueno, O.; León, J.F.; Garagorri, J. M.; Bueno, Manuel; López, Juan Pablo Rey; Iglesia, Iris; Velasco, Paula; Bel, Silvia; Marcos, Ascensión; Nova, Esther; Gómez, Sonia; Díaz, Esperanza; Romeo, Javier; Veses, Ana M.; Puertollano, M.a A.; Zapatera, Belén; Pozo, T.; Martínez, David; Béghin, Laurent; Libersa, Christian; Gottrand, Frédéric; Iliescu, C.; Berlepsch, J. Von; Kersting, Mathilde; Sichert-Hellert, Wolfgang; Koeppen, E.; Molnár, Denés; Erhardt, Éva; Csernus, Katalin; Török, Katalin; Bokor, Szilvia; Angster, Miklós; Nagy, Enikő; Kovács, Orsolya; Répásy, Judit; Kafatos, Anthony; Codrington, C.; Plada, María; Papadaki, Angeliki; Sarri, Katerina; Viskadourou, A.; Hatzis, Christos; Kiriakakis, Michael; Tsibinos, George; Vardavas, Constantine; Sbokos, Manolis; Protoyeraki, E.; Fasoulaki, Maria; Stehle, Peter; Pietrzik, Klaus; Breidenassel, Christina; Spinneker, André; Al-Tahan, Jasmin; Segoviano, Miriam; Berchtold, A.; Bierschbach, C.; Blatzheim, E.; Schuch, A.; Pickert, P.; Castillo, Manuel J.; Gutiérrez, Ángel; Ortega, Francisco B.; Ruiz, Jonatan R.; Artero, Enrique G.; España-Romero, Vanesa; Chillón, Palma; Cuenca-García, Magdalena; Arcella, Davide; Azzini, Elena; Barrison, E.; Bevilacqua, Noemi; Buonocore, Pasquale; Catasta, Giovina; Censi, Laura; Ciarapica, Donatella; D'Acapito, P.; Ferrari, Marco; Galfo, Myriam; Donne, Cinzia Le; Leclercq, Catherine; Maiani, Giuseppe; Mauro, Béatrice; Mistura, Lorenza; Pasquali, A.; Piccinelli, Raffaela; Polito, Angela; Spada, Raffaella; Sette, Stefania; Zaccaria, Maria; Scalfi, Luca; Vitaglione, Paola; Montagnese, Concetta; Bourdeaudhuij, Ilse De; Henauw, Stefaan De; Vriendt, Tineke De; Maes, Lea; Matthys, Christophe; Vereecken, Carine; Maeyer, Mieke De; Ottevaere, Charlene; Huybrechts, Inge; Widhalm, Kurt; Phillipp, K.; Dietrich, Sabine; Kubelka, B.; Boriss-Riedl, Marion; Μanios, Yannis; Grammatikaki, Evangelia; Bouloubasi, Z.; Cook, Tina Louisa; Eleutheriou, S.; Consta, O.; Moschonis, George; Katsaroli, Ioanna; Kraniou, G.; Παπούτσου, Στάλω; Keke, D.; Petraki, Ioanna; Bellou, Elena; Tanagra, Sofia; Kallianoti, K.; Argyropoulou, Dionysia; Kondaki, Katerina; Tsikrika, Stamatoula; Karaiskos, Christos; Dallongeville, Jean; Meirhaeghe, Aline; Sjöstróm, Michael; Bergman, Patrick; Hagströmer, María; Hällström, Lena; Hallberg, Mårten; Poortvliet, Eric; Wärnberǵ, Julia; Rizzo, Nico; Beckman, Linda J.; Wennlöf, Anita Hurtig; Patterson, Emma; Kwak, Lydia; Cernerud, Lars; Tillgren, Per; Sorensen, Serena L; Sánchez-Molero, J.; Picó, E.; Navarro, Maite; Viadel, Blanca; Carreres, J.; Merino, G.; Sanjuán, R.; Lorente, M.; Sánchez, María José; Castello, S; Gilbert, Chantal; Thomas, Sarah A.; Allchurch, E.; Burguess, Peter; Hall, Gunnar; Åström, Annika; Sverkén, A.; Broberg, A.; Masson, A.; Lehoux, Claire; Brabant, Pascal; Pate, P.; Fontaine, L.; Sebok, A.; Kuti, Tünde; Hegyi, Adrienn; Maldonado, Cristina A.; Llorente, Ana María Pinto; García, Emilio García; Fircks, H. von; Hallberg, Marianne Lilja; Messerer, Maria; Larsson, Mats; Fredriksson, Helena; Adamsson, Viola; Börjesson, I.; Fernández, Laura Fernández; Smillie, Laura; Wills, Josephine; González‐Gross, Marcela; Meléndez, Agustín; Benito, Pedro J.; Calderón, Javier; Jiménez-Pavón, David; Valtueña, Jara; Navarro, Paloma; Urzanqui, A.; Albers, Ulrike; Pedrero, R. A. Sañudo; Lorente, J.J. Gómez

doi:10.1016/j.jpeds.2015.09.029

Cited by 70 publications

(59 citation statements)

References 26 publications

(26 reference statements)

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“…Next, we measured impulsivity, which corresponded to the sum of the number of non-target symbols canceled (i.e., errors of commission). Last, we measured concentration performance, which was the difference between the total number of correctly canceled items and the number of errors of omission and commission (for a similar procedure, see Vanhelst et al, 2016).…”

Section: Selective Attention: D2 Testmentioning

confidence: 99%

Impact of Tropical Climate on Selective Attention and Affect

Coudevylle¹,

Popa-Roch²,

Sinnapah³

et al. 2018

Journal of Human Performance in Extreme Environments

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Heat has an impact on several aspects of human cognition but the effects of the tropical climate (i.e., hot and wet) have rarely been explored. The purpose of this study was to determine whether selective attention and affect are negatively impacted by the tropical climate. The study followed a within-participants design: participants responded to an affective scale (PANAS) and performed an attention task (d2 Test) in two experimental climate conditions (tropical vs. neutral) with a one-week interval between sessions. The results indicated that they had lower positive affect and selective attention in the tropical climate than in the neutral climate. However, there was no significant difference in the effect on negative affect between conditions. The impact of tropical climate on affects and selective attention is discussed.

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Section: Selective Attention: D2 Testmentioning

confidence: 99%

Impact of Tropical Climate on Selective Attention and Affect

Coudevylle¹,

Popa-Roch²,

Sinnapah³

et al. 2018

Journal of Human Performance in Extreme Environments

View full text Add to dashboard Cite

show abstract

“…Several studies have shown that physical activity in childhood and adolescence is positively related to improved attention and concentration (Budde et al, 2008;Trudeau and Shephard, 2008;Verret et al, 2012;Vanhelst et al, 2016). Specifically, previous studies have indicated the positive effects of physical activity on selective attention in children and adolescents (Janssen et al, 2014;Tine, 2014;Altenburg et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Physical Fitness Level Is Related to Attention and Concentration in Adolescents

et al. 2020

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The main goal of this study was to analyze the relationships among physical fitness, selective attention and concentration in a group of 210 teenagers (43.81% male, 56.19% female) from the city of Málaga (Spain), aged between 11 and 15 years old (M = 13.27, SD = 1.80) that participated in the study. D2 attention test was used in order to analyze selective attention and concentration. Physical fitness was evaluated using the horizontal jump test, the Course Navette test and the 5 × 10 meters speed test. The analysis taken indicated a significant relationship among the physical fitness level, the attention and the concentration, as in the general sample as looking at gender. Linear regression tests performed showed that oxygen consumption is the best predictor of attentional parameters. Cluster analysis shows two groups characterized by a greater or lower physical fitness level. So, the highest physical fitness level group scores better in the attention (e.g., boys: p < 0.001, d' Cohen = 1.01, 95% CI [0.57, 1.44]; girls: p < 0.01, d' Cohen = 0.61, 95% CI [0.24, 0.98]) and the concentration tests (e.g., boys: p < 0.001, d' Cohen = 0.89, 95% CI [0.46, 1.32]; girls: p < 0.01, d' Cohen = 0.58, 95% CI [0.21, 0.95]). Results indicate that physical fitness analysis can be used as a tool for observing differences in the attention and concentration level of the analyzed adolescents, suggesting that a physical performance improvement could be an adequate procedure to develop some cognitive functions during adolescence.

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“…Esta corriente se basa en los beneficios que aporta la realización de AF y especialmente a intensidad de moderada a vigorosa __ frecuencia cardiaca > 75% de la frecuencia cardiaca máxima __ os niños diagnosticados TDAH presentan a nivel cerebral __ corteza prefrontal y lóbulo central estriado__ niveles de dopamina y noradrenalina más bajos que los niños sin dificultades de aprendizaje, lo que sumado a un estado de inquietud y ansiedad dificulta las tareas que requieren atención (Woleaich et al, 2005). Partiendo de que la práctica de AF aumenta los niveles de dopamina y noradrenalina (Woleaich et al, 2005) han surgido diversos estudios muestran esta relación positiva entre fitness y atención selectiva (Vanhelst et al, 2016). Piepmeier et al (2015) comprobaron en un grupo de 32 adolescentes (10.75 ± 2.27 años) diagnosticados TDAH, que la realización de ejercicio aeróbico __ 30 minutos de pedaleo en cicloergometro, manteniendo aproximadamente la intensidad al 68% de la frecuencia cardiaca máxima teórica calculada con la fórmula de Karvonen, Kentala y Mustala (1957), monitorizados con pulsómetro POLAR __, observaron en el grupo experimental mejoras en atención __ Stroop Test y Tower of London __.…”

Section: Introductionunclassified

Efecto de un programa de actividad física de alta intensidad en la atención selectiva de jóvenes con TDAH

Suárez-Manzano¹

2018

Revista INFAD de Psicología

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RESUMENEl objetivo de este estudio fue analizar el efecto a corto plazo de 16 minutos de "high-intensity interval training" (HIIT) en la atención selectiva de niños diagnosticados con Trastorno por Déficit de Atención e Hiperactividad (TDAH). Este estudio tiene diseño experimental randomizado. La muestra estaba formada por 20 niños diagnosticados TDAH (6-12 años). El grupo control (n = 10) vio un video documental y el grupo experimental (n = 10) hizo 16 minutos HIIT con monitor cardiaco (80-95% frecuencia cardiaca máxima). La atención selectiva se midió utilizando el test d2. El análisis de medidas repetidas ANOVA 2 veces (pre-test vs. post-test) × 2 grupos (grupo control vs. grupo experimental). Los resultados han mostrado que practicar 16 minutos de HIIT tiene un efecto de mejora inmediato en la atención, disminuyendo el número de omisiones y errores y aumentando el número de aciertos. Se concluye, que realizar 16 minutos de HIIT mejora la atención selectiva inmediata en niños escolares diagnosticados TDAH. Se recomienda promover en el contexto educativo la práctica de ejercicio físico, en concreto, realizar 16 minutos de HIIT al comienzo de la jornada escolar. Este ejercicio de corta duración y que no requiere grandes recursos materiales ni humanos podría ayudar a mejorar la atención y motivación de niños y niñas en clase. Palabras ABSTRACTEffect of a program of Physical Activity of high intensity in the selective attention of young people with ADHD.The aim of this study was to analyse the short-term effect of 16 minutes of high-intensity interval training (HIIT) in the selective care of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study has a randomized experimental design. The sample consisted of 20 LA PSICOLOGÍA Y VALORES ACTUALES children diagnosed with ADHD (6-12 years). The control group (n = 10) watched a documentary video and the experimental group (n = 10) did 16 minutes HIIT with cardiac monitor (80-95% maximum heart rate). Selective attention was measured using the d2 test. The analysis of repeated measures ANOVA 2 times (pre-test vs. post-test) × 2 groups (control group vs. experimental group). The results have shown that practicing 16 minutes of HIIT has an effect of immediate improvement in attention, decreasing the number of omissions and errors and increasing the number of correct answers. It is concluded that performing 16 minutes of HIIT improves immediate selective attention in school children diagnosed with ADHD. It is recommended to promote the practice of physical exercise in the educational context, specifically, to perform 16 minutes of HIIT at the beginning of the school day. This exercise of short duration and that does not require great material or human resources could help to improve the attention and motivation of children in class.

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Physical Activity Is Associated with Attention Capacity in Adolescents

Abstract: These findings suggest that promoting MVPA may be have a beneficial effect on attention capacity, an important component of cognition, in adolescents.

Cited by 70 publications

References 26 publications

Impact of Tropical Climate on Selective Attention and Affect

Impact of Tropical Climate on Selective Attention and Affect

Physical Fitness Level Is Related to Attention and Concentration in Adolescents

Efecto de un programa de actividad física de alta intensidad en la atención selectiva de jóvenes con TDAH

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