A 30‐Minute Physical Education Program Improves Students' Executive Attention

Abstract

Physical activity is not only beneficial to physical health but also to cognitive functions. In particular, executive functions that are closely related to learning achievement can be improved by acute and recurring physical activity. We examined the effects of a single 30‐min physical education program in contrast to a 5‐min movement break on working memory, cognitive flexibility, and inhibition of attention and behavioral tendencies of eighty‐one 13‐ to 14‐year‐old students in grade 7 in Germany. Results indicate that the maintenance of on‐task attention in the face of distraction was improved by an aerobic endurance exercise‐based physical education program but not by a short aerobic movement break. This suggests that the duration of a school sports program is decisive for improving students' executive attention.

The effects of qualitatively different acute physical activity interventions in real-world settings on executive functions in preadolescent children

“…Neither PA nor cognitive engagement nor a combination of these factors yielded a stronger improvement in cognitive performance than a passive sedentary control condition. This result, especially the non-existing effect on inhibition, contradicts our hypotheses and most previous research (Best, 2012;Chen et al, 2014;Drollette et al, 2012;Hillman et al, 2009;J€ ager et al, 2014;Kubesch et al, 2009;Pontifex et al, 2013).…”

“…Best, 2012;Chen, Yan, Yin, Pan, & Chang, 2014;Drollette, Shishido, Pontifex, & Hillman, 2012;Hillman et al, 2009;J€ ager, Schmidt, Conzelmann, & Roebers, 2014;Kubesch et al, 2009;Pontifex, Saliba, Raine, Picchietti, & Hillman, 2013). Studies assessing updating and shifting in children are more limited and several researcher failed to find effects in these dimensions (Budde et al, 2010;Coles & Tomporowski, 2008;Drollette et al, 2012;J€ ager et al, 2014;Kubesch et al, 2009;Soga, Shishido, & Nagatomi, 2015;Tomporowski, Davis, Lambourne, Gregoski, & Tkacz, 2008).…”

“…One study found improved performance in inhibition in 13-to 14-year-olds (Kubesch et al, 2009) and another study found improved performance in all three core dimensions of EF in 9-year-olds (Chen et al, 2014) after an acute bout of endurance-oriented exercise in a group setting similar to physical education. These results indicate that not only interventions in highly controlled laboratory settings, but also interventions in real-world settings seem to be effective in improving EF in children.…”

Primary School Pupils’ Self-Concept In The Context Of Their Body Mass Index

“…WHO (2011) recommends 60 minutes of physical activity per day for children, covered in physical education classes, active transportation to school, supplementary organized physical activities, and so on. The positive effect of quality physical education has been confirmed in many studies (Jansen, Raat, van Zwanenburg, Reuvers, van Walsem & Brug, 2008;Kubesch, Walk, Spitzer, Kammer, Lainburg, Heim, R. et al, 2009;Kriemler et al, 2010;http://dx.doi.org/10.15405/epsbs.2017.11.7 Corresponding Author: Ludmila Miklánková Selection and peer-review under Early recognition of and response to this problem should be the aim of prevention realized in institutions like schools and/or health facilities. Psychosocial risks of increased weight (especially obesity) in children are high and because of that, it is necessary that to aim further research be conducted on this age group to and support creation of preventive and intervention programs.…”

Évaluation des effets d’un cours d’éducation physique au quotidien sur le rendement académique et la condition physique des élèves du niveau primaire

“…En fait, l'activité physique aurait un effet positif sur certaines fonctions cognitives (la mémoire, la concentration et l'attention), ce qui pourrait mener à une amélioration du rendement académique (Active Healthy Kids Canada, 2009). Kubesch et al (2009) ont remarqué aussi qu'un cours d'éducation physique qui mettait l'accent sur des exercices d'endurance aérobie pouvait considérablement améliorer le maintien de l'attention sur la tâche à effectuer, ce qui pourrait indirectement améliorer les résultats scolaires des jeunes. D'autre part, certaines études concluent que le fait de consacrer plus de temps à l'éducation physique n'a pas d'effets sur le rendement académique (Beaudoin, Lauzon et Leblanc, 2006 ;Coe, Pivarnik, Womack, Reeves et Malina, 2006 ;Fishburne et Hickson, 2005 ;Frauhiger, 2002 ;Sallis et al, 1999 ;Trudeau et Shephard, 2008).…”