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 G 0.05), by intervention (before vs after; P G 0.05), and by exertion type intervention interactions (P G 0.01). Conclusions: Our findings suggest that varying types of exertion have different beneficial influences on schoolchildren’s immediate cognitive performance.

Effects of varying type of exertion on children's attention capacity

EMERENZIANI G P;
2012-01-01

Abstract

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 G 0.05), by intervention (before vs after; P G 0.05), and by exertion type intervention interactions (P G 0.01). Conclusions: Our findings suggest that varying types of exertion have different beneficial influences on schoolchildren’s immediate cognitive performance.
2012
PHYSICAL ACTIVITY; MVPA; COGNITIVE PERFORMANCE; SCHOOL CONTEXT
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.12317/58087
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