Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose–Response Study

Howie, Erin K.; Schatz, Jeffrey; Pate, Russell R.

doi:10.1080/02701367.2015.1039892

Cited by 122 publications

(173 citation statements)

References 27 publications

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“…Therefore, the findings from our work suggest that acute exercise may also beneficially impact real-world functioning, and research in children indicates that this may be true, as children who participate in bouts of acute exercise through physical education classes perform better in tests of mathematical ability (Gabbard & Barton, 1979;Hillman, Kamijo, & Scudder, 2011;Howie, Schatz, & Pate, 2015;McNaughten & Gabbard, 1993). However, further research is needed to examine whether similar acute exercise interventions affect real world behaviors in healthy adults.…”

Section: Acute Exercise Improves Prefrontal Cortex Functioningmentioning

confidence: 60%

Acute Exercise Improves Prefrontal Cortex but not Hippocampal Function in Healthy Adults

Basso

Shang

Elman

et al. 2015

J Int Neuropsychol Soc

119

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The effects of acute aerobic exercise on cognitive functions in humans have been the subject of much investigation; however, these studies are limited by several factors, including a lack of randomized controlled designs, focus on only a single cognitive function, and testing during or shortly after exercise. Using a randomized controlled design, the present study asked how a single bout of aerobic exercise affects a range of frontal- and medial temporal lobe-dependent cognitive functions and how long these effects last. We randomly assigned 85 subjects to either a vigorous intensity acute aerobic exercise group or a video watching control group. All subjects completed a battery of cognitive tasks both before and 30, 60, 90, or 120 min after the intervention. This battery included the Hopkins Verbal Learning Test-Revised, the Modified Benton Visual Retention Test, the Stroop Color and Word Test, the Symbol Digit Modalities Test, the Digit Span Test, the Trail Making Test, and the Controlled Oral Word Association Test. Based on these measures, composite scores were formed to independently assess prefrontal cortex- and hippocampal-dependent cognition. A three-way mixed Analysis of Variance was used to determine whether differences existed between groups in the change in cognitive function from pre- to post-intervention testing. Acute exercise improved prefrontal cortex- but not hippocampal-dependent functioning, with no differences found between delay groups. Vigorous acute aerobic exercise has beneficial effects on prefrontal cortex-dependent cognition and these effects can last for up to 2 hr after exercise.

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Section: Acute Exercise Improves Prefrontal Cortex Functioningmentioning

confidence: 60%

Acute Exercise Improves Prefrontal Cortex but not Hippocampal Function in Healthy Adults

Basso

Shang

Elman

et al. 2015

J Int Neuropsychol Soc

119

View full text Add to dashboard Cite

show abstract

“…Attention is defined as the ability to resist distractions and concentration is referred to the ability to stay focused [5,10,11]. Attention and concentration are key to cognitive processes such as encoding, recalling, information processing, and problem solving.…”

Section: Introductionmentioning

confidence: 99%

“…To address this critical issue, investigating the acute effects of PA on increasing attention and concentration in school-aged children has been of great interest in school settings. Empirical studies have examined the acute effects of a single bout of different types, durations, and intensities of PA on attention and concentration performance in school-aged children [1][2][3][4][5][6][7][8][9][10]. In a systematic review of 12 studies in acute effects of a single bout of PA on children's attention in the laboratory and the school settings, four out of seven studies showed that aerobic PA was positively associated with attention and concentration [11].…”

Section: Introductionmentioning

confidence: 99%

“…To date, a handful of studies showed empirical evidence that the single bout of aerobic PA with moderate intensity and varying durations of 10-min, 12-min, 15-min, 20-min, and 50-min yielded beneficial acute effects on attention and concentration in schoolaged children [1][2][3][4][5][6][7][8][9][10][11]. A meta-analysis review indicates that the students aged 11-13 showed the largest effect of the positive association between PA and cognition.19 However, most of the studies did not report when the varying durations, intensities, and types of a single bout of PA intervention took place across the school time.…”

Section: Introductionmentioning

confidence: 99%

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Acute Effects of Aerobic Physical Activities on Attention and Concentration in School-aged Children

He¹

2017

BJSTR

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“…Students' physical engagement needs to be considered as well. It has been found that students' academic performance can improve with incremental breaks for physical exercise during class time (Howie, Schatz, & Pate, 2015).…”

Section: Teachers' Beliefsmentioning

confidence: 99%

story of teacher skill development : an interpretative phenomenological analysis

Norwood¹

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An abundance of research identifies teacher quality as a major, if not dominant, factor that contributes to student achievement. Although some research has identified specific characteristics of effective teachers in certain situations, there is little common agreement on which, or how, specific teacher characteristics improve student outcomes. The purpose of this interpretative phenomenological analysis study was to explore the lived experiences of teachers at an independent, East Coast high school that have contributed to their skill development over time, as well as to understand how these teachers make sense of these experiences. Using the theoretical frameworks of incremental and entity theory as well as skill development theory, this study sought to answer the following research question: What are the experiences of teachers in an independent, East Coast high school that have contributed to their skill development over time and how do these teachers make sense of these experiences as they relate to teaching, learning, and assessment in the classroom? Data analysis showed that when teachers were able to find a sense of stability after the first year in the classroom, meaningful and relevant professional development and the support provided by colleagues and mentors contributed significantly to helping teachers develop their practice and perspectives over time. Implications for practice and future research are discussed. Keywords: skill development, teacher efficacy, professional development, mentoring, student outcomes 3 AcknowledgementsThere are numerous friends, family members, and colleagues who have provided me with love and support throughout this journey and to whom I will be eternally grateful. I would first like to thank my advisor, Dr. Kelly Conn, for patiently guiding me through this endeavor. I could not have done this without your help. I would also like to thank Dr. Chris Unger who has not only inspired and empowered me but helped me to inspire and empower others as well. Thank you, Dr. Frank Green, for your friendship over the years and for sharing your seemingly endless wisdom and perspectives. And lastly, I am forever grateful for the love and support provided by This thesis is dedicated to those teachers who strive every day to shape the world, to influence history, and to change lives. You are the stars of schools everywhere. Our society owes you a great debt of gratitude for the extraordinary work you do each and every day. Keep pushing forward! 4 Statement of the ProblemThe late Malcolm Forbes once proclaimed, "The purpose of education is to replace an empty mind with an open one" (Top Tweets, 2016). Although teachers may not necessarily consider students' minds empty, the role of the teacher is to help students develop skills and acquire knowledge of a variety of topics. One could say how teachers accomplish this speaks to the art and science of teaching and learning.Teachers who enter the teaching profession typically complete a teacher-certification program in which prospecti...

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Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose–Response Study

Abstract: A 10-min and 20-min classroom exercise break moderately improved math performance in students compared with a seated classroom lesson.

Cited by 122 publications

References 27 publications

Acute Exercise Improves Prefrontal Cortex but not Hippocampal Function in Healthy Adults

Acute Exercise Improves Prefrontal Cortex but not Hippocampal Function in Healthy Adults

Acute Effects of Aerobic Physical Activities on Attention and Concentration in School-aged Children

story of teacher skill development : an interpretative phenomenological analysis

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