E Mazzoli1,2, J Salmon1, C Pesce3, W-P Teo1,4, N Rinehart5, T May6, L M Barnett1,2. 1. Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia. 2. School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Victoria, Australia. 3. Department of Movement, Human and Health Sciences, University of Rome 'Foro Italico', Rome, Italy. 4. Physical Education and Sports Science (PESS) Academic Group, National Institute of Education (NIE), Nanyang Technological University, Singapore. 5. Deakin Child Study Centre, Faculty of Health, Deakin University, Geelong, Victoria, Australia. 6. Department of Paediatrics, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia.
Abstract
BACKGROUND: Classroom-based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on-task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) - a population who are insufficiently active. This study aimed to investigate the effects of a 5-week active breaks intervention on cognitive functions and on-task behaviour in schoolchildren with ID. METHODS: Twenty-four children, aged between 8 and 12 years (37.5% girls), were recruited. Children's cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and end of trial using computer-based tests. Sitting, standing and movement patterns were assessed with inclinometers, and on-task behaviour was directly observed in the classroom before and after active breaks, at baseline, mid-trial and end of trial. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns; generalised linear mixed models were used to analyse on-task behaviour data. RESULTS: A significant time × group interaction was found for working memory favouring the intervention (B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children's cognition or on-task behaviour. Stepping time and bouts of sitting were positively affected. CONCLUSIONS: Classroom-based active breaks can increase physical activity and reduce sedentary behaviour in children with ID and might also benefit their working memory. Further research is required to clarify the effects on cognition and to investigate whether this strategy has other benefits in this population.
BACKGROUND: Classroom-based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on-task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) - a population who are insufficiently active. This study aimed to investigate the effects of a 5-week active breaks intervention on cognitive functions and on-task behaviour in schoolchildren with ID. METHODS: Twenty-four children, aged between 8 and 12 years (37.5% girls), were recruited. Children's cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and end of trial using computer-based tests. Sitting, standing and movement patterns were assessed with inclinometers, and on-task behaviour was directly observed in the classroom before and after active breaks, at baseline, mid-trial and end of trial. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns; generalised linear mixed models were used to analyse on-task behaviour data. RESULTS: A significant time × group interaction was found for working memory favouring the intervention (B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children's cognition or on-task behaviour. Stepping time and bouts of sitting were positively affected. CONCLUSIONS: Classroom-based active breaks can increase physical activity and reduce sedentary behaviour in children with ID and might also benefit their working memory. Further research is required to clarify the effects on cognition and to investigate whether this strategy has other benefits in this population.
Authors: Chloe Emonson; Nicole Papadopoulos; Nicole Rinehart; Ana Mantilla; Ian Fuelscher; Lynne M Boddy; Caterina Pesce; Jane McGillivray Journal: BMC Public Health Date: 2022-01-06 Impact factor: 3.295
Authors: Andrew Daly-Smith; Jade L Morris; Emma Norris; Toni L Williams; Victoria Archbold; Jouni Kallio; Tuija H Tammelin; Amika Singh; Jorge Mota; Jesper von Seelen; Caterina Pesce; Jo Salmon; Heather McKay; John Bartholomew; Geir Kare Resaland Journal: Int J Behav Nutr Phys Act Date: 2021-11-20 Impact factor: 6.457