Simple Cognitive and Behavioural Changes Resulting from Improved Physical Fitness in Persons over 50 Years of Age

Stacey, Chalmers L.; Kozma, Albert; Stones, M. J.

doi:10.1017/s0714980800015889

Cited by 46 publications

(18 citation statements)

References 16 publications

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“…That a single bout of aerobic exercise produced significant mean irnprovement in affect for a small sample of older adults agrees with previous suggestions that exercise may favorably modulate affect among older participants (Stacey, et al, 1985).…”

Section: Resultssupporting

confidence: 90%

“…Results of the effects of exercise on the affective state of older adults have been equivocal, with some showing significant improvements in mood after exer-'Request reprints from E. F. Pierce, Ph.D., University of Richmond, Robins Center, Richmond, VA 23173. cise (Stacey, Kozma, & Stones, 1985) and others none (Emery & Gatz, 1990;Perri & Templer, 1985). The extent to which such findings might be generalized to older people, however, has not been assessed.…”

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confidence: 99%

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Mood Alterations in Older Adults following Acute Exercise

Pierce

Pate

1994

Percept Mot Skills

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Limited research indicates positive affective change following acute bouts of exercise, but whether this improved affect among younger subjects may be generalized to older individuals is not known. The present study, then, examined the effects of a single bout of physical activity among older participants. 16 trained women (Mage = 64.5 +/- 7.6 yr.) completed an abbreviated Profile of Mood States prior to and immediately following a 75-min. session of aerobic line dancing. A series of one-way analyses of variance with repeated measures were used to examine differences between pre- and posttest subscores on mood states. Significant decreases following exercise in scores on Tension, Depression, Fatigue, and Anger and a significant increase in scores on Vigor relative to preexercise (control) scores were found. Global mood was significantly improved after the exercise session. No significant difference was found between pre- and postexercise measures of Confusion. Previous findings of significant improvements in affect immediately after an acute bout of exercise may be generalized to older adults. Repetition with a nonexercised control group is desirable.

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Section: Resultssupporting

confidence: 90%

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confidence: 99%

Mood Alterations in Older Adults following Acute Exercise

Pierce

Pate

1994

Percept Mot Skills

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“…Positive effects have been documented on tasks as varied as dual-task performance or executive attention/distractor rejection (for recent reviews, see Colcombe & Kramer, 2003; Hillman, Erickson, & Kramer, 2008; Kramer & Erickson, 2007). Unfortunately, as is true in the video game and music literatures, many experimental studies in this literature either have not included a control condition (Elsayed, Ismail, & Young, 1980; Stacey, Kourma, & Stones, 1985) or have included control conditions where the groups were not matched in terms of experimenter involvement (Hawkins, Kramer, & Capaldi, 1992). Furthermore, results in this literature are not always in agreement, with some groups showing positive results (Dustman et al, 1984; Hawkins et al, 1992) and others failing to show such effects (Blumenthal et al, 1991; Hill, Storandt, & Malley, 1993).…”

Section: Training Regimens and General Learningmentioning

confidence: 99%

Exercising your brain: A review of human brain plasticity and training-induced learning.

Green

Bavelier

2008

Psychology and Aging

539

395

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Human beings have an amazing capacity to learn new skills and adapt to new environments. However, several obstacles remain to be overcome in designing paradigms to broadly improve quality of life. Arguably, the most notable impediment to this goal is that learning tends to be quite specific to the trained regimen and does not transfer to even qualitatively similar tasks. This severely limits the potential benefits of learning to daily life. This review discusses training regimens that lead to the acquisition of new knowledge and strategies that can be used flexibly across a range of tasks and contexts. Possible characteristics of training regimens are proposed that may be responsible for augmented learning, including the manner in which task difficulty is progressed, the motivational state of the learner, and the type of feedback the training provides. When maximally implemented in rehabilitative paradigms, these characteristics may greatly increase the efficacy of training.The ability to learn, or, in other words, to acquire skills and alter behavior as a result of experience, is fundamentally important to the survival of all animals. Humans are certainly no exception; our incredible capacity to learn is certainly one of the principle variables explaining the success of our species. Whereas the term learning is extremely broad, and interesting work exists on its every aspect from the relatively simple (e.g. nonassociative learning) to the much more complex (e.g. social learning), this review focuses mainly on skill learning. This research, which has been predominantly carried out with young adults, provides compelling evidence for common principles of learning and learning transfer. We review this work and its implications for the design of training regimens in older adults.Skill learning is defined here as a change, typically an improvement, in perceptual, cognitive, or motor performance that comes about as a result of training and that persists for several weeks or months, thus distinguishing it from effects related to adaptation or other short-lived effects. Perhaps the most notable finding from the past century or more of research in the field is that humans have demonstrated some amount of learning in virtually every paradigm tested. Evidence for the principle that, given appropriate practice, humans improve on essentially every task, is prevalent throughout the psychology literature, ranging from the domain of perceptual learning (Fahle & Poggio, 2002) to that of motor learning (Karni et al., 1998) and cognitive training (Willis et al., 2006). An important distinction in the field concerns the time course of the learning. Many researchers have differentiated between an early, fast stage of learning that occurs on the order of minutes as the participant becomes familiar with the task and stimulus set and a much slower stage of learning triggered by practice but which requires hours and sometime days to become effective. This distinction is observed in both the perceptual (Karni & Sagi, 1993) and th...

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“…Studies dealing with older adults indicate that physical activity may be beneficial to psychological well‐being. Studies have indicated improvements in mood, 5 body image, 6 cognitive functioning, 7,8 and self‐esteem 9 . A greater level of activity also seems to lead to greater life satisfaction 10 .…”

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confidence: 99%