This study identified perceived physical activity (PA) enablers and barriers among a racially/ethnically and geographically diverse group of older adults. Data were from 42 focus groups conducted with African Americans, American Indians, Latinos, Chinese, Vietnamese, and non-Hispanic Whites (hereafter Whites). Constant-comparison methods were used to analyze the data. Common barriers were health problems, fear of falling, and inconvenience. Common enablers were positive outcome expectations, social support, and PA program access. American Indians mentioned the built environment and lack of knowledge about PA as barriers and health benefits as an enabler more than participants in other groups. Whites and American Indians emphasized the importance of PA programs specifically designed for older adults. Findings suggest several ways to promote PA among older people, including developing exercise programs designed for older adults and health messages promoting existing places and programs older adults can use to engage in PA.
Anna E. Mathews, Sarah B. Laditka, James N. Laditka, Sara Wilcox, Sara J. Corwin, Rui Liu, Daniela B. Friedman, Rebecca Hunter, Winston Tseng and Rebecca G. Logsdon
Jennifer L. Etnier
In developing a senior lecture for the 2014 national meeting of the North American Society for the Psychology of Sport and Physical Activity, I had the opportunity to reflect upon a career of research and to focus on three interesting questions that my colleagues and I have attempted to address. These questions have led to several studies that all revolve around identifying ways to increase the effects of exercise on cognitive performance. In particular, the questions examine the possibility of increasing effects by focusing on particular populations (e.g., older adults, children) and by increasing our understanding of dose-response relationships between exercise parameters (e.g., intensity, duration) and cognitive outcomes. I present empirical evidence relative to each of these questions and provide directions for future research on physical activity and cognitive functioning.
Kevin M. Antshel, Laura E. VanderDrift and Jeffrey S. Pauline
The NCAA Growth, Opportunities, Aspirations and Learning of Students in College data were used to explore the relationship between self-reported high levels of difficulties thinking or concentrating and grade point average (GPA) in college student-athletes. We specifically investigated the mediators of the relationship between self-reported high levels of difficulties thinking or concentrating and GPA. Results revealed there was a significant indirect effect between self-reporting the highest level of difficulties thinking or concentrating and service use through GPA, moderated by identity, full model: F(4, 14738) = 184.28, p < .001; R 2 = .22. The athletic/academic identity variable acted as a moderator of the mediating effect of GPA on the relationship between self-reported high levels of difficulties thinking or concentrating and the use of academic resources on campus. If a student-athlete who is self-reporting high levels of difficulties thinking or concentrating identifies more as a student, GPA is likely to prompt academic service use. However, if the student-athlete identifies more as an athlete, GPA is less likely to lead to use of campus academic support resources.
Laura Chaddock, Michelle W. Voss and Arthur F. Kramer
Our increasingly inactive lifestyle is detrimental to physical and cognitive health. This review focuses on the beneficial relation of physical activity and aerobic fitness to the brain and cognitive health in a youth and elderly population to highlight the need to change this pattern. In children, increased physical activity and higher levels of aerobic fitness have been associated with superior academic achievement and cognitive processes. Differences in brain volumes and brain function of higher-fit and lower-fit peers are potential mechanisms underlying the performance differences in cognitive challenges. We hope that this research will encourage modifications in educational policies that will increase physical activity during the school day. In addition, older adults who participate in physical activity show higher performance on a variety of cognitive tasks, coupled with less risk of cognitive impairment. The cognitive enhancements are in part driven by less age-related brain tissue loss and increases in the efficiency of brain function. Given the increasing aging population and threat of dementia, research about the plasticity of the elderly active brain has important public health implications. Collectively, the data support that participation in physical activity could enhance daily functioning, learning, achievement, and brain health in children and the elderly.
Jennifer J. Heisz and Ana Kovacevic
Age-related changes in the brain can compromise cognitive function. However, in some cases, the brain is able to functionally reorganize to compensate for some of this loss. The present paper reviews the benefits of exercise on executive functions in older adults and discusses a potential mechanism through which exercise may change the way the brain processes information for better cognitive outcomes. Specifically, older adults who are more physically active demonstrate a shift toward local neural processing that is associated with better executive functions. We discuss the use of neural complexity as a sensitive measure of the neural network plasticity that is enhanced through exercise. We conclude by highlighting the future work needed to improve exercise prescriptions that help older adults maintain their cognitive and physical functions for longer into their lifespan.
Markus Gerber, Simon Best, Fabienne Meerstetter, Sandrine Isoard-Gautheur, Henrik Gustafsson, Renzo Bianchi, Daniel J. Madigan, Flora Colledge, Sebastian Ludyga, Edith Holsboer-Trachsler and Serge Brand
more dysfunctional sleep-related cognitions than athletes below this cutoff. Second, we hypothesized that athletes above the clinical burnout threshold would have less favorable objective sleep patterns than their peers scoring below the cutoff ( Ekstedt et al., 2006 ), although some studies in this
Chun-Chih Wang, Brandon Alderman, Chih-Han Wu, Lin Chi, Su-Ru Chen, I-Hua Chu and Yu-Kai Chang
acute exercise and cognition have been variable, ranging from small negative effects (effect size = −0.16; Lambourne & Tomporowski, 2010 ) to moderate positive effects (effect size = 0.42; Chang et al., 2012 ). One reason for these mixed findings may be due to the timing of cognitive task
Iréné Lopez-Fontana, Carole Castanier, Christine Le Scanff and Alexandra Perrot
cognition, and that particular conditions and populations may influence this relationship (e.g., Angevaren, Aufdemkampe, Verhaar, Aleman, & Vanhees, 2008 ; Baker et al., 2010 ; Blumenthal et al., 1991 ; Emery & Gatz, 1990 ; Hill, Storandt, & Malley, 1993 ; Jäger, Schmidt, Conzelmann, & Roebers, 2015
Serge Brand, Markus Gerber, Flora Colledge, Edith Holsboer-Trachsler, Uwe Pühse and Sebastian Ludyga
condition ( Bernstein & McNally, 2017b ). According to meta-analytical findings, exercise at a very light intensity, such as stretching, elicits no benefits for cognition if performance is assessed after a delay following the exercise session ( Chang et al., 2012 ). Therefore, participants in CON engaged in
Barbara Resnick, Elizabeth Galik, Marie Boltz, Erin Vigne, Sarah Holmes, Steven Fix and Shijun Zhu
living in these settings. First, we hypothesized that when controlling for age, gender, cognition, setting, and function, those who engaged in moderate or vigorous activity would not be at greater risk of falling than those who did not. Second, we hypothesized that those who engaged in the recommended