While there is evidence that acute bouts of aerobic and coordinative exercise positively affect attention and executive functions, no study has focused on the impact of acute exercise on facial-emotion processing. A total of 106 adolescents (mean age 13.0 years) were randomly assigned to a group performing either an aerobic exercise session (AER), an aerobic exercise session with coordinative demands (AER+C), or stretching. Before and after the 35-min experimental session, participants completed computerized facial-emotion labeling and emotion-matching tasks. Facial-emotion labeling, but not emotion matching, increased over time, but more so in AER and AER+C conditions. When aerobic exercise is combined with coordinative demands, greater benefits seem to be elicited for some aspects of facial-emotion recognition. Results suggest a new direction for the influence of exercising on dimensions of psychological functioning, namely on emotion processing and social cognition.
Serge Brand, Markus Gerber, Flora Colledge, Edith Holsboer-Trachsler, Uwe Pühse and Sebastian Ludyga
Catherine Elliot, Christin Lang, Serge Brand, Edith Holsboer-Trachsler, Uwe Pühse and Markus Gerber
This study examines how students who met the current recommendations for vigorous physical activity (VPA) of the American College of Sports Medicine (ACSM) and the Centers of Disease Control and Prevention (CDC) differ from peers who did not reach these standards with regard to self-reported burnout, before and after controlling for light physical activity and moderate physical activity. A sample of 144 vocational students (M age = 16.2 years, SD = 1.13, 98 males) completed the International Physical Activity Questionnaire, the Shirom-Melamed Burnout Measure, and the School Burnout Inventory. Bivariate correlations revealed that only VPA was associated with reduced burnout. Both the ACSM and CDC guidelines were useful to identify significant differences in burnout symptoms between students who met versus did not meet the standards. Health policy makers should develop strategies to integrate more VPA into the lives of adolescent students so as to reach a minimum of 60 min per week.