The Effects of High-intensity Functional Training (HIFT) on Spatial Learning, Visual Pattern Separation and Attention Span in Adolescents

Abstract

Aerobic, anaerobic, and strength exercises are known to improve various cognitive functions, such as executive functions, pattern separation, and working memory. High-intensity functional training (HIFT) is a form of physical activity that can be modified to any fitness level and elicits greater muscle recruitment than repetitive aerobic exercises, thereby improving cardiovascular endurance, strength, and flexibility. HIFT emphasizes functional, multi-joint movements via high-intensity interval training (HIIT) and muscle-strengthening exercises. It is yet unknown, however, whether HIFT affects cognitive functions in adolescents. To address this question, we subjected adolescents to 3 × 20 min training sessions/week of HIFT for 3 months. The effects of HIFT were tested on performance in: (1) virtual reality (VR)-based spatial learning task; (2) computerized visual pattern separation; and (3) attention span. The control group performed a typical physical class three times per week. The effects on cognition were tested at baseline and following 3 months of HIFT. Three months into the intervention, the HIFT group achieved higher scores in the spatial learning task, pattern separation task, and in the attention span test, compared with controls. These data suggest that HIFT can potentially translate into improving school performance in adolescents.

Effects of Physical Exercise Interventions on Spatial Orientation in Children and Adolescents: A Systematic Scoping Review

“…All participants were healthy students with ages ranging from 4 to 15 years. While one study investigated 4-6-year-olds (Boccia et al, 2017), one study 12-13-year-olds (Ben-Zeev et al, 2020) and one study 14-15-year-olds (Latino et al, 2021), the mean age in the remaining studies ranged from 7.6 to 12.0 years. One record contained girls only (Jansen et al, 2011a), two boys only (Boraczyński et al, 2019;Ben-Zeev et al, 2020), one study had a male-female ratio of 19 to one (Pietsch and Jansen, 2018) and one did not give details on the amount of boys and girls participating but performed their intervention in regular school classes (Dirksen et al, 2015).…”

“…Of all included studies, three implemented their training with participants engaged in regular sporting activities (i.e., soccer (Pietsch and Jansen, 2018;Boraczyński et al, 2019) or gymnastics (Jansen et al, 2011a)) while all other studies were conducted with regular school classes. Physical exercise programs that were eligible for inclusion comprised sport-specific activities (i.e., juggling, soccer and creative dance training) (Jansen et al, 2011aPietsch and Jansen, 2018), motor-coordinative exercises (i.e., Life Kinetik motion program, coordinative motor training or multi-mode proprioceptive-coordinative training) (Bluechel et al, 2013;Dirksen et al, 2015;Pietsch et al, 2017;Boraczyński et al, 2019;Latino et al, 2021), functional exercises at high intensity (Ben-Zeev et al, 2020), and training programs focusing on orientation and navigation (i.e., orienteering or navigation games) (Notarnicola et al, 2012;Boccia et al, 2017). Training programs were either conducted in a sports club (Jansen et al, 2011a;Boraczyński et al, 2019) or within a school setting (Notarnicola et al, 2012;Bluechel et al, 2013;Dirksen et al, 2015;Boccia et al, 2017;Pietsch et al, 2017;Pietsch and Jansen, 2018;Ben-Zeev et al, 2020;Latino et al, 2021).…”

“…Physical exercise programs that were eligible for inclusion comprised sport-specific activities (i.e., juggling, soccer and creative dance training) (Jansen et al, 2011aPietsch and Jansen, 2018), motor-coordinative exercises (i.e., Life Kinetik motion program, coordinative motor training or multi-mode proprioceptive-coordinative training) (Bluechel et al, 2013;Dirksen et al, 2015;Pietsch et al, 2017;Boraczyński et al, 2019;Latino et al, 2021), functional exercises at high intensity (Ben-Zeev et al, 2020), and training programs focusing on orientation and navigation (i.e., orienteering or navigation games) (Notarnicola et al, 2012;Boccia et al, 2017). Training programs were either conducted in a sports club (Jansen et al, 2011a;Boraczyński et al, 2019) or within a school setting (Notarnicola et al, 2012;Bluechel et al, 2013;Dirksen et al, 2015;Boccia et al, 2017;Pietsch et al, 2017;Pietsch and Jansen, 2018;Ben-Zeev et al, 2020;Latino et al, 2021). They were delivered by gymnastic instructors (Jansen et al, 2011a), school teachers qualified as soccer coaches (Pietsch and Jansen, 2018), PE-teachers (Dirksen et al, 2015;Latino et al, 2021) or experimenters/trained instructors (Bluechel et al, 2013;Boccia et al, 2017;Ben-Zeev et al, 2020).…”

“…Training programs were either conducted in a sports club (Jansen et al, 2011a;Boraczyński et al, 2019) or within a school setting (Notarnicola et al, 2012;Bluechel et al, 2013;Dirksen et al, 2015;Boccia et al, 2017;Pietsch et al, 2017;Pietsch and Jansen, 2018;Ben-Zeev et al, 2020;Latino et al, 2021). They were delivered by gymnastic instructors (Jansen et al, 2011a), school teachers qualified as soccer coaches (Pietsch and Jansen, 2018), PE-teachers (Dirksen et al, 2015;Latino et al, 2021) or experimenters/trained instructors (Bluechel et al, 2013;Boccia et al, 2017;Ben-Zeev et al, 2020). Trainers were not stated explicitly in three trials (Notarnicola et al, 2012;Boraczyński et al, 2019).…”

“…Ten to 15 sessions amounting to a total of 200-675 min training were conducted in four trials (Bluechel et al, 2013;Pietsch et al, 2017;Pietsch and Jansen, 2018). Five studies carried out 18 to 40 training sessions with a total of 600-1,620 min of training (Jansen et al, 2011a;Dirksen et al, 2015;Boccia et al, 2017;Ben-Zeev et al, 2020;Latino et al, 2021) and two studies trained for 72 (Notarnicola et al, 2012) and 117 sessions (Boraczyński et al, 2019), respectively, with only the latter one stating the total training time of 10,585 min.…”