Research

9 pages, 987 KiB

Open AccessArticle

An After-School Football Session Transiently Improves Cognitive Function in Children

by Daniele Magistro, Simon B. Cooper, Ruth Boat, Fabio Carlevaro, Francesca Magno, Cristian Castagno, Martina Simon and Giovanni Musella

Int. J. Environ. Res. Public Health 2023, 20(1), 164; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20010164 - 22 Dec 2022

Viewed by 1765

Abstract

The aim of the present study was to evaluate the effect of a real-world after-school football session on subsequent cognitive function in primary school children. Following ethical approval, 100 children (aged 8–9 year) from the same after-school football club were randomly assigned to [...] Read more.

The aim of the present study was to evaluate the effect of a real-world after-school football session on subsequent cognitive function in primary school children. Following ethical approval, 100 children (aged 8–9 year) from the same after-school football club were randomly assigned to either an intervention (60 min football activity) or control (continued to rest) group. Cognitive function (selective visual attention, short term memory and long-term memory) was assessed prior to, immediately following and 45 min following the football session (and at the respective timepoints in the control group). Data were analysed via two-way (group * time) mixed methods ANOVA. The pattern of change in all domains of cognition over time, was different between the football and control groups (group * time, all p < 0.001). Specifically, performance on all cognitive tasks was greater immediately following the football session in the intervention group compared to the control group (selective visual attention, p = 0.003; short-term memory, p = 0.004; long-term memory, p < 0.001). However, there was no difference between the group 45 min following the football session (p = 0.132–0.393). These findings suggest that an after-school football session enhances cognition immediately post-activity in primary school children. Full article

(This article belongs to the Special Issue Effects of Physical Activity on Cognitive Function in Young People)

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12 pages, 1188 KiB

Open AccessArticle

16 Weeks of Physically Active Mathematics and English Language Lessons Improves Cognitive Function and Gross Motor Skills in Children Aged 8–9 Years

by Ruth Boat, Simon B. Cooper, Fabio Carlevaro, Francesca Magno, Giulia Bardaglio, Giovanni Musella and Daniele Magistro

Int. J. Environ. Res. Public Health 2022, 19(24), 16751; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192416751 - 13 Dec 2022

Cited by 3 | Viewed by 1757

Abstract

The aim of the present study was to examine the effects of physically active lessons, implemented through the Mathematics and English Language curriculum, on cognitive function and gross motor skill development. Following ethical approval, 192 children aged 8–9 years were randomly allocated to [...] Read more.

The aim of the present study was to examine the effects of physically active lessons, implemented through the Mathematics and English Language curriculum, on cognitive function and gross motor skill development. Following ethical approval, 192 children aged 8–9 years were randomly allocated to an intervention group (n = 98) or a control group (n = 94). The intervention consisted of 8 h.wk⁻¹ of physically active lessons, equally split between Mathematics and English Language, for 16 weeks. Cognitive function (digit span, coding and arithmetic reasoning) and gross motor skill development (TGMD-3) were assessed at baseline and follow-up. The improvement in every domain of cognitive function was greater in the intervention group compared to the control group (group * time, p = 0.008–0.023, d = 0.34–0.42). Furthermore, total TGMD-3 score (group * time, p < 0.001, d = 1.16) and both sub-scales (locomotor, p < 0.001, d = 0.63; object control, p < 0.001, d = 1.29) also improved by a greater extent in the intervention group than in the control group. These findings suggest that 16 weeks of physically active lessons, taught in both Mathematics and English Language curriculum, synergistically improved cognitive function and gross motor skill development in primary school children aged 8–9 years. Full article

(This article belongs to the Special Issue Effects of Physical Activity on Cognitive Function in Young People)

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11 pages, 1196 KiB

Open AccessArticle

The Moderating Role of Sociability and Social Connection for the Relationship between Soccer Participation and Teamwork Ability among Chinese College Students

by Yuetao Liu, Songhui You and Zhiyuan Wang

Int. J. Environ. Res. Public Health 2022, 19(23), 15441; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192315441 - 22 Nov 2022

Cited by 1 | Viewed by 1335

Abstract

In order to provide empirical evidence for soccer’s promotion of teamwork ability and to examine whether sociability and social connection have an effect on this promotion, we explored the relationship between soccer participation (volume, duration), teamwork ability and sociability and social connection (SSC). [...] Read more.

In order to provide empirical evidence for soccer’s promotion of teamwork ability and to examine whether sociability and social connection have an effect on this promotion, we explored the relationship between soccer participation (volume, duration), teamwork ability and sociability and social connection (SSC). Using the method of stratified sampling, a questionnaire survey was carried out in four universities in Shanghai. All the respondents are undergraduate students, which include the specially recruited soccer athletes and the soccer participants from ordinary college students. The findings from this study indicate that participating in soccer can positively predict the teamwork ability of college students, and SSC can negatively moderate the effect of soccer participation on teamwork ability. The effect of soccer participation on teamwork ability was different in the collegiate soccer athletes and collegiate soccer participants groups. An important value of soccer, which is often overlooked, is the help it provides college students, who have insufficient sociability and social connections, in better integrating into the team and in improving their teamwork ability. We highly recommend that college students participate in soccer to improve their teamwork skills in study and work and to better prepare for their careers. Full article

(This article belongs to the Special Issue Effects of Physical Activity on Cognitive Function in Young People)

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8 pages, 318 KiB

Open AccessArticle

Effects of Different Acute Plyometric Training Intensities on Attention and Psychological States

by Hela Znazen, Amri Hammami, Nicola Luigi Bragazzi, Atyh Hadadi and Maamer Slimani

Int. J. Environ. Res. Public Health 2022, 19(22), 14959; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192214959 - 14 Nov 2022

Cited by 3 | Viewed by 1530

Abstract

The objective of this investigation was to explore in a sample of female students the effects of several acute plyometric training intensities (low, moderate, and high—55–65%, 70–80%, and 90–100% of maximal vertical jump performance, respectively) on cognition (attention) and psychological states (mood). Thirty-seven [...] Read more.

The objective of this investigation was to explore in a sample of female students the effects of several acute plyometric training intensities (low, moderate, and high—55–65%, 70–80%, and 90–100% of maximal vertical jump performance, respectively) on cognition (attention) and psychological states (mood). Thirty-seven female students (mean age = 19.72 ± 0.73 years, mean body mass index = 19.51) participated in the current study. They were randomly allocated to one of three conditions: a high-intensity plyometric exercise (HIPE), a moderate-intensity plyometric exercise (MIPE), and a low-intensity plyometric exercise (LIPE). Before and immediately after each session for the three conditions, all participants underwent a cognitive performance test (d2 test) and filled in a battery of psychological questionnaires (the Rating of Perceived Exertion (RPE), and the Brunel Mood Scale (BRUMS)). The data reported higher concentration performance and a lower number of errors in the MIPE when compared with HIPE (all, p-value < 0.05) groups, whereas no significant difference was found between other conditions (p-value > 0.05). The RPE value was higher in the HIPE (p-value < 0.001) and MIPE (p = 0.01) than in the LIPE, and in the HIPE than in the MIPE (p = 0.001) conditions. Concerning the BRUMS scale, fatigue (p = 0.005) was significantly different among the various conditions, being higher in HIPE with respect to MIPE and LIPE (all, p-value < 0.05) conditions. In conclusion, moderate-intensity plyometric exercise can be considered the best activity to improve visual attention. Practitioners may practice moderate-intensity plyometric exercises to improve concentration performance. However, due to the limitations of the present study (lack of a control group and between-subjects study design), further research in the field is warranted. Full article

(This article belongs to the Special Issue Effects of Physical Activity on Cognitive Function in Young People)

9 pages, 349 KiB

Open AccessArticle

Physical Activity and Executive Functions in Adolescents: The Mediating Role of Sleepiness

by Fenghua Sun, Fan Zhang, Karen Ying-Fung Ho, Borui Zhang, Zixin Wang and Andy Choi-Yeung Tse

Int. J. Environ. Res. Public Health 2022, 19(19), 12972; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191912972 - 10 Oct 2022

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Abstract

(1) Background: Both physical activity and sleepiness were found to influence the development of executive functioning. The present study aimed to address the effects of different levels of physical activity on adolescents’ executive performance (i.e., working memory and inhibition), and the role of [...] Read more.

(1) Background: Both physical activity and sleepiness were found to influence the development of executive functioning. The present study aimed to address the effects of different levels of physical activity on adolescents’ executive performance (i.e., working memory and inhibition), and the role of sleepiness in this relationship. It was hypothesized that a higher level of physical activity would be associated with better executive functioning, while this relationship was mediated (at least partially) by reduced sleepiness at school. (2) Methods: 212 adolescents aged from 10 to 17 were recruited, and they were requested to wear accelerometers for seven consecutive days to measure daily levels of physical activity. The Cleveland Adolescent Sleepiness questionnaire (CASQ) was used to assess sleepiness. The working memory and inhibition control were assessed to indicate executive functioning. (3) Results: It was found that sedentary activity was negatively associated with working memory performance, while light and moderate-to-vigorous physical activities were related to better working memory. The relationship between different levels of physical activity and working memory was mediated by reduced sleepiness at school. (4) Conclusions: Our findings provide nuanced evidence that the benefits of light and moderate-to-vigorous physical activity on cognitive development could be explained by reduced sleepiness at school. Full article

(This article belongs to the Special Issue Effects of Physical Activity on Cognitive Function in Young People)

18 pages, 412 KiB

Open AccessArticle

The Effects of a Cognitively Challenging Physical Activity Intervention on School Children’s Executive Functions and Motivational Regulations

by Athanasios Kolovelonis, Caterina Pesce and Marios Goudas

Int. J. Environ. Res. Public Health 2022, 19(19), 12742; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191912742 - 05 Oct 2022

Cited by 9 | Viewed by 2366

Abstract

This study examined the effects of a physical education intervention consisting of cognitively challenging physical activity games on school children’s executive functions and motivational regulations. Ninety-nine fourth- and fifth-grade children participated in this two-group, repeated measures, quasi-experimental study with a cross-over design. Children’s [...] Read more.

This study examined the effects of a physical education intervention consisting of cognitively challenging physical activity games on school children’s executive functions and motivational regulations. Ninety-nine fourth- and fifth-grade children participated in this two-group, repeated measures, quasi-experimental study with a cross-over design. Children’s executive functions (measured with the design fluency and Stroop and flanker tests) and motivational regulations were measured pre- and post-intervention and one month later. At post-test, the experimental group children outperformed the waiting-list control group children in all design fluency test conditions and accuracy in the Stroop and flanker tests. Both groups improved from pre- to post-intervention their speed (reaction time) in the Stroop and flanker tests. The waiting-list control group children, after receiving the intervention, improved their performance in the executive function tests except for Stroop test accuracy and flanker test speed. The positive effects were reduced significantly one month after the end of the intervention but remained significantly higher compared to pre-intervention. No intervention effects were found for the motivational regulations. These results showed that the intervention had positive effects on children’s executive functions and supported the new shift of designing physical activity programs for developing combinedly children’s physical and cognitive development. Full article

(This article belongs to the Special Issue Effects of Physical Activity on Cognitive Function in Young People)

13 pages, 991 KiB

Open AccessArticle

Inhibition and Calendar Age Explain Variance in Game Performance of Youth Soccer Athletes

by Florian Heilmann, Rainer Wollny and Franziska Lautenbach

Int. J. Environ. Res. Public Health 2022, 19(3), 1138; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19031138 - 20 Jan 2022

Cited by 6 | Viewed by 2241

Abstract

The assessment of core executive functions (EFs; i.e., inhibition, working memory, cognitive flexibility) has often been presented as a diagnostic tool for evaluating cognitive functions in recent publications. For example, EFs are essential in soccer because players must quickly adapt, change strategies, and [...] Read more.

The assessment of core executive functions (EFs; i.e., inhibition, working memory, cognitive flexibility) has often been presented as a diagnostic tool for evaluating cognitive functions in recent publications. For example, EFs are essential in soccer because players must quickly adapt, change strategies, and inhibit responses in rapidly changing game situations. Previous research has shown relations between (subjectively rated) game performance and the EFs of soccer players. Nevertheless, the previous studies’ samples were heterogeneous in their performance level (experts vs. amateurs), and the ratings were rather unsystematic (no validated rating protocol). Therefore, the current study aimed to predict soccer players’ game performance (i.e., systematically rated by coaches) with the help of EF performance. Therefore, we assessed the game performance (small-sided game, Game Performance Assessment Instrument [GPAI]) and EFs (inhibition: flanker task; working memory: 3-back task; cognitive flexibility: number-letter task) of 94 male soccer players (12–19 years old) from Germany’s highest competitive level. Multiple regression model results indicate that inhibition (i.e., flanker effect) and calendar age explain ~18% of players’ game performance variance. Results have to be interpreted with regard to the age-dependency of game performance and EFs. In conclusion, even though the results are based on a cross-sectional study, it appears that calendar age needs to be considered when assessing EFs. Full article

(This article belongs to the Special Issue Effects of Physical Activity on Cognitive Function in Young People)

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16 pages, 2086 KiB

Open AccessArticle

Effect of Differing Durations of High-Intensity Intermittent Activity on Cognitive Function in Adolescents

by Lorna M. Hatch, Karah J. Dring, Ryan A. Williams, Caroline Sunderland, Mary E. Nevill and Simon B. Cooper

Int. J. Environ. Res. Public Health 2021, 18(21), 11594; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph182111594 - 04 Nov 2021

Cited by 10 | Viewed by 2447

Abstract

Exercise duration may influence the acute effects on cognition. However, only one study to date has explored the dose-response relationship between exercise duration and cognition in adolescents. Thus, the purpose of this study was to investigate the effect of differing durations of high-intensity [...] Read more.

Exercise duration may influence the acute effects on cognition. However, only one study to date has explored the dose-response relationship between exercise duration and cognition in adolescents. Thus, the purpose of this study was to investigate the effect of differing durations of high-intensity intermittent running on cognition in adolescents. Thirty-eight adolescents (23 girls) completed three trials separated by 7 d: 30 min exercise, 60 min exercise, and rest; in a randomised crossover design. The exercise was a modified version of the Loughborough Intermittent Shuttle Test (LIST), which elicited high-intensity intermittent exercise. Cognitive function tests (Stroop test, Sternberg paradigm, Flanker task) were completed 30 min pre, immediately post, and 45 min post exercise. Response times on the incongruent level of the Flanker task improved to a greater extent 45 min following the 30 min LIST, compared to rest (p = 0.009). Moreover, response times improved to a greater extent on the three-item level of Sternberg paradigm 45 min following the 30 min LIST, compared to the 60 min LIST (p = 0.002) and rest (p = 0.013), as well as on the five-item level 45 min following the 30 min LIST, compared to the 60 min LIST (p = 0.002). In conclusion, acute exercise enhanced subsequent cognition in adolescents, but overall, 30 min of high-intensity intermittent running is more favourable to adolescents’ cognition, compared to 60 min. Full article

(This article belongs to the Special Issue Effects of Physical Activity on Cognitive Function in Young People)

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