PURPOSE: The study's purpose was to examine differences in pacing strategy between schoolchildren of different age, gender, and stage of cognitive development. METHODS: Schoolchildren (n = 106) from four age groups (5-6, 8-9, 11-12, and 14 yr) participated in this study. Each schoolchild completed four conservation tasks to evaluate his or her Piagetian stage of cognitive development. Each schoolchild then performed a best-effort running task on a 150-m running track that was video recorded to analyze pace at 5% increments. The length of the run was varied for each age group to ensure that all schoolchildren were running for approximately 4 min (5-6 yr = 450 m, 8-9 yr = 600 m, 11-12 yr = 750 m, and 14 yr = 900 m). RESULTS: Differences in pacing strategy were found between schoolchildren of different age (P < 0.0001), gender (P < 0.0001), and cognitive development (P < 0.0001). Pacing differences were also found between age groups after controlling for cognitive development (P < 0.001), between cognitive abilities after controlling for age (P < 0.01), and between genders after controlling for both age (P < 0.0001) and cognitive ability (P < 0.0001). CONCLUSIONS: Younger schoolchildren with less advanced cognitive development exhibited a negative pacing strategy indicating an inability to anticipate exercise demand. Older schoolchildren at a more advanced stage of cognitive development exhibited a more conservative U-shaped pacing strategy characterized by faster running speeds during the first 15% and last 20% of the run. Anticipatory pacing strategy seems to be related to both the age and cognitive development of schoolchildren.
PURPOSE: The study's purpose was to examine differences in pacing strategy between schoolchildren of different age, gender, and stage of cognitive development. METHODS: Schoolchildren (n = 106) from four age groups (5-6, 8-9, 11-12, and 14 yr) participated in this study. Each schoolchild completed four conservation tasks to evaluate his or her Piagetian stage of cognitive development. Each schoolchild then performed a best-effort running task on a 150-m running track that was video recorded to analyze pace at 5% increments. The length of the run was varied for each age group to ensure that all schoolchildren were running for approximately 4 min (5-6 yr = 450 m, 8-9 yr = 600 m, 11-12 yr = 750 m, and 14 yr = 900 m). RESULTS: Differences in pacing strategy were found between schoolchildren of different age (P < 0.0001), gender (P < 0.0001), and cognitive development (P < 0.0001). Pacing differences were also found between age groups after controlling for cognitive development (P < 0.001), between cognitive abilities after controlling for age (P < 0.01), and between genders after controlling for both age (P < 0.0001) and cognitive ability (P < 0.0001). CONCLUSIONS: Younger schoolchildren with less advanced cognitive development exhibited a negative pacing strategy indicating an inability to anticipate exercise demand. Older schoolchildren at a more advanced stage of cognitive development exhibited a more conservative U-shaped pacing strategy characterized by faster running speeds during the first 15% and last 20% of the run. Anticipatory pacing strategy seems to be related to both the age and cognitive development of schoolchildren.
Authors: Alan St Clair Gibson; Jos J De Koning; Kevin G Thompson; William O Roberts; Dominic Micklewright; John Raglin; Carl Foster Journal: Sports Med Date: 2013-06 Impact factor: 11.136
Authors: Stein G P Menting; David T Hendry; Lieke Schiphof-Godart; Marije T Elferink-Gemser; Florentina J Hettinga Journal: Front Sports Act Living Date: 2019-08-20
Authors: Andrew M Edwards; Ulric S Abonie; Florentina J Hettinga; David B Pyne; Tomasina M Oh; Remco C J Polman Journal: J Rehabil Med Clin Commun Date: 2021-05-04