Chronic effects in cognition of actives-breaks
Article Sidebar
Main Article Content
- Francisco Tomás González Fernández+−
- Salvador Baena Morales+−
- Moisés Vila Blanch+−
- Olalla García Taibo+−
Abstract
The present paper investigated the effect of a physical training program of 8-weeks on cognition of students of firs of high school To achieve or goal, we work with two groups (Control Group Vs Experimental Group). Control group did not to the intervention, the experimental group performed two active breaks during the school day (1 at 10:00 a.m. and 2 12:30 a.m.). Before to start the intervention, in first week, both groups (pre-intervention) data were registered. The intervention demonstrated its effectiveness at cognitive level, concretely in sustained attention. Therefore, results were consistent with most research found in the literature on regular physical exercise and positive effects on cognitive functions.
Keywords:
Downloads
Article Details
References
Álvarez-bueno, C., Pesce, C., Cavero-redondo, I., Sánchez-lópez, M., Martínez-hortelano, J. A., & Martínez-vizcaíno, V. (2017). The Effect of Physical Exercise Activity Interventions on Children's Cognition and Metacognition: A Systematic Review and Meta-Analysis. Journal of the American Academy of Child & Adolescent Psychiatry. https://doi.org/10.1016/j.jaac.2017.06.012
American College of Sports Medicine (2010). ACSM's guidelines for exercise testing and prescription. 9th. ed. London: Lippincott Williams & Wilkins.
Ardoy, D. N., Fernández-Rodríguez, J. M., Ruiz, J. R., Chillón, P., España-Romero, V., Castillo, M. J., & Ortega, F. B. (2011). Improving Physical Fitness in Adolescents Through a School-Based Intervention: the EDUFIT Study. Revista Española de Cardiología (English Edition), 64(6), 484-491. https://doi.org/10.1016/j.rec.2011.02.010
Best, J. R. (2010). Effects of physical activity on children's executive function: contributions of experimental research on aerobic exercise. Developmental Review, 30, 331-551. https://doi.org/10.1016/j.dr.2010.08.001
Borg, G. (1998). Borg's perceived exertion and pain scales. Champaign, IL, US: Human Kinetics.
Chaddock, L., Erickson, K.I., Prakash, R.S., Voss, M.W., VanPatter, M., Pontifex, M.B., Hillman, C.H., & Kramer, A.F. (2012). A functional MRI investigation of the association between childhood aerobic fitness and neurocognitive control. Biological Psychology, 89(1):260-8. https://doi.org/10.1016/j.biopsycho.2011.10.017
Colcombe, S. J., Kramer, A. F., Erickson, K. I., Scalf, P., McAuley, E., y Cohen, N. J. (2004). Cardiovascular fitness, cortical plasticity, and aging. Proceedings National Academy Science, U.S.A., 101(9), 3316-3321. https://doi.org/10.1073/pnas.0400266101
Davies, R.D., & Parasuraman, R. (1982). The psychology of vigilance. Academic Press.
Daly-Smith, A. J., Zwolinsky, S., McKenna, J., Tomporowski, P. D., Defeyter, M. A., & Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children's physical activity, cognition, academic performance and classroom behaviour: Understanding critical design features. BMJ Open Sport and Exercise Medicine, 4(1), 1-16. https://doi.org/10.1136/bmjsem-2018-000341
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., … Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medicine and Science in Sports and Exercise, 48(6), 1197-1222. https://doi.org/10.1249/MSS.0000000000000901
Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52(SUPPL.), S36-S42. https://doi.org/10.1016/j.ypmed.2011.01.021
Doran, S. M., Van Dongen, H. P. A., & Dinges, D. F. (2001). 503-568-1-PB.pdf. Archives Italiennes de Biologie.
Dunn, M.E., Burbine, T., Bowers, C.A., Tantleff-Dunn, S. (2001). Moderators of stress in parents of children with autism. Community Mental Health Journal, 37(1):39- 52. https://doi.org/10.1023/A:1026592305436
Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., Kramer, A. F. (2011). Exercise training increases size of hippocampus and improves memory. PNAS, 108(7), 3017-3022. https://doi.org/10.1073/pnas.1015950108
Franco, E., Coterón, J., Martínez, H. A., & Brito, J. (2017). Perfiles motivacionales en estudiantes de educación física de tres países y su relación con la actividad física. Suma Psicológica, 24(1), 1-8. https://doi.org/10.1016/j.sumpsi.2016.07.001
González-Fernández, F.T., García-Taibo, O., Vila-Blanch, M. & Baena-Morales, S. (2020). When should we stop to keep advancing effects of physical active-breaks on cognitive capacities. European Journal of Human Movement. (in press)
Gunzelmann, Moore, Gluck, Van Dongen, & Dinges (2009)
Hötting, K., & Röder, B. (2013). Beneficial effects of physical exercise on neuroplasticity and cognition. Neuroscience and Biobehavioral Reviews, 37(9), 2243-2257. https://doi.org/10.1016/j.neubiorev.2013.04.005
Janssen, I., & Leblanc, A. (2015). Systematic Review of the Health Benefits of Physical Activity and Fitness in School-Aged Children and Youth. School Nutrition and Activity, 183-219. https://doi.org/10.1201/b18227-14
Katz, D. L., Cushman, D., Reynolds, J., Njike, V., Treu, J. A., Walker, J., … Katz, C. (2010). Putting physical activity where it fits in the school day: Preliminary results of the ABC (Activity Bursts in the Classroom) for fitness program. Preventing Chronic Disease, 7(4).
Klimenko, O. (2011). Fomento de la capacidad creativa desde las prácticas de enseñanza. Revista de Filología Hispánica, 2(1), 55-57.
Martinez-Gomez, D., Hamer, M., Ortega, F. B., Cabanas-Sanchez, V., Sadarangani, K. P., Lavie, C. J., & Rodríguez-Artalejo, F. (2020). Association of Changes in Physical Activity and Incidence and Remission of Overall and Abdominal Obesity in 113,950 Adults. Obesity, 00(00), 1-9. https://doi.org/10.1002/oby.22709
Paluska, S.A., & Schwenk, T.L. (2000). Physical activity and mental health: current concepts. Sports Medicine, 29(3): 167-180. https://doi.org/10.2165/00007256-200029030-00003
Pontifex, M.B, Scudder, M.R, Drollette, E.S., & Hillman, C.H. (2012). Fit and vigilant: the relationship between poorer aerobic fitness and failures in sustained attention during preadolescence. Neuropsychology. 26(4):407-13. https://doi.org/10.1037/a0028795
Rodriguez-Ayllon, M., Cadenas-Sánchez, C., Estévez-López, F., Muñoz, N. E., Mora-Gonzalez, J., Migueles, J. H., … Esteban-Cornejo, I. (2019). Role of Physical Activity and Sedentary Behavior in the Mental Health of Preschoolers, Children and Adolescents: A Systematic Review and Meta-Analysis. Sports Medicine, 49(9), 1383-1410. https://doi.org/10.1007/s40279-019-01099-5
Ruiz-Ariza, A., Ruiz, J. R., De La Torre-Cruz, M., Latorre-Román, P., & Martínez-López, E. J. (2016). Influencia del nivel de atracción hacia la actividad física en el rendimiento académico de los adolescentes. Revista Latinoamericana de Psicologia, 48(1), 42-50. https://doi.org/10.1016/j.rlp.2015.09.005
Sarter, M., Given, B., & Bruno, J.P. (2001). The cognitive neuroscience of sustained attention: where top-down meets bottom-up. Brain Research Reviews, 35(2):146- 160. https://doi.org/10.1016/S0165-0173(01)00044-3
Suarez-Manzano, S., Ruiz-ariza, A., Lopez-serrano, S., & López, E. J. M. (2018). Active breaks to improve class attention : Educational Interventions, 4. https://doi.org/10.30827/profesorado.v22i4.8417
Tomporowski, P. D. (2009). Methodological issues: Research approaches, research design, and task selection. En T. McMorris, P. D. Tomporowski y M. Audiffren (Eds), Exercise and Cognitive Function (pp. 91-112). Chichester: John Wiley & Sons. https://doi.org/10.1002/9780470740668.ch4
Tomporowski, P. D., Lambourne, K., & Okumura, M. S. (2011). Physical activity interventions and children's mental function: an introduction and overview. Preventive Medicine, 52 Suppl 1, S3-9. https://doi.org/10.1016/j.ypmed.2011.01.028
Van Dongen, E.V., Kersten, I.H., Wagner, I.C., Morris, R.G., & Fernández (2016). Physical Exercise Performed Four Hours after Learning Improves Memory Retention and Increases Hippocampal Pattern Similarity during Retrieval. Current Biology, 26 (13):1722-7. https://doi.org/10.1016/j.cub.2016.04.071
Walsh, V. (2014). Is sport the brain's biggest challenge? Current Biology, 24(18), R859- R860. https://doi.org/10.1016/j.cub.2014.08.003