ArticleFrontiers in cognition2024
Improvements in 4th graders' task behavior after physical activity: mediation by inhibition?
Article in Frontiers in cognition, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: This study aimed to investigate if the acute effects of a physical activity (PA) break on the on-task and off-task classroom behavior of primary school children are mediated by inhibition. Combining arousal theory and the cognitive stimulation hypothesis, we employed a 15-min intermittent PA protocol aiming at high-intensity with cognitive demands. We were interested in the effects of PA in real-life settings and in a feasible and sustainable manner for teachers. Thus, the PA session was short and all data collection carried out in ecologically valid school and classroom environments. Methods: Fifteen 4th grade classes were randomly assigned to the experimental group (EG; eight classes, Results: The PA break positively affected inhibition with a small effect. Active off-task classroom behavior was higher at post-test in the WCG, but not the EG. Of practical importance, intercept-slope interactions indicated that those with higher levels of off-task behavior at pre-test experienced greater benefits of the PA breaks. No significant mediation of the effect of PA on task-related behaviors via inhibition was found. Discussion: In conclusion, a time-efficient PA break can improve inhibition and off-task classroom behavior in primary school children. Although these effects occur concurrently, they appear to be independent of each other.
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