PURPOSE: The aim of this investigation was to examine the potential influence of varying types of exertion on immediate attentional performance on 138 primary school boys and girls. METHODS: Subjects performed three different types of exertion [cognitive exertion (school curricular lesson), physical exertion (traditional physical education lesson), and mixed cognitive and physical exertion (coordinative physical education lesson)] at the same time of the school day for 3 wk. Before and immediately after each exertion session, subjects were administered the d2 Test of Attention. RESULTS: Results showed that participants' attentional performances were significantly affected by exertion type (cognitive exertion vs physical exertion vs mixed cognitive and physical exertion; P < 0.05), by intervention (before vs after; P < 0.05), and by exertion type × intervention interactions (P < 0.01). CONCLUSIONS: Our findings suggest that varying types of exertion have different beneficial influences on schoolchildren's immediate cognitive performance.
PURPOSE: The aim of this investigation was to examine the potential influence of varying types of exertion on immediate attentional performance on 138 primary school boys and girls. METHODS: Subjects performed three different types of exertion [cognitive exertion (school curricular lesson), physical exertion (traditional physical education lesson), and mixed cognitive and physical exertion (coordinative physical education lesson)] at the same time of the school day for 3 wk. Before and immediately after each exertion session, subjects were administered the d2 Test of Attention. RESULTS: Results showed that participants' attentional performances were significantly affected by exertion type (cognitive exertion vs physical exertion vs mixed cognitive and physical exertion; P < 0.05), by intervention (before vs after; P < 0.05), and by exertion type × intervention interactions (P < 0.01). CONCLUSIONS: Our findings suggest that varying types of exertion have different beneficial influences on schoolchildren's immediate cognitive performance.
Authors: Simon B Cooper; Karah J Dring; John G Morris; Caroline Sunderland; Stephan Bandelow; Mary E Nevill Journal: BMC Public Health Date: 2018-05-08 Impact factor: 3.295
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Authors: Maria Chiara Gallotta; Gian Pietro Emerenziani; Sara Iazzoni; Marco Meucci; Carlo Baldari; Laura Guidetti Journal: Front Hum Neurosci Date: 2015-10-28 Impact factor: 3.169
Authors: Peiling Yap; Ivan Müller; Cheryl Walter; Harald Seelig; Markus Gerber; Peter Steinmann; Bruce P Damons; Danielle Smith; Stefanie Gall; Dominique Bänninger; Thomas Hager; Nan S N Htun; Liana Steenkamp; Annelie Gresse; Nicole Probst-Hensch; Jürg Utzinger; Rosa Du Randt; Uwe Pühse Journal: BMC Public Health Date: 2015-12-23 Impact factor: 4.135