The relationship between physical fitness and academic achievement has received much attention owing to the increasing prevalence of children who are overweight and unfit, as well as the inescapable pressure on schools to produce students who meet academic standards. This study examined 259 public school students in third and fifth grades and found that field tests of physical fitness were positively related to academic achievement. Specifically, aerobic capacity was positively associated with achievement, whereas BMI was inversely related. Associations were demonstrated in total academic achievement, mathematics achievement, and reading achievement, thus suggesting that aspects of physical fitness may be globally related to academic performance in preadolescents. The findings are discussed with regards to maximizing school performance and the implications for educational policies.
Darla M. Castelli, Charles H. Hillman, Sarah M. Buck and Heather E. Erwin
A. Mark Williams, Joan Vickers and Sergio Rodrigues
Processing efficiency theory predicts that anxiety reduces the processing capacity of working memory and has detrimental effects on performance. When tasks place little demand on working memory, the negative effects of anxiety can be avoided by increasing effort. Although performance efficiency decreases, there is no change in performance effectiveness. When tasks impose a heavy demand on working memory, however, anxiety leads to decrements in efficiency and effectiveness. These presumptions were tested using a modified table tennis task that placed low (LWM) and high (HWM) demands on working memory. Cognitive anxiety was manipulated through a competitive ranking structure and prize money. Participants’ accuracy in hitting concentric circle targets in predetermined sequences was taken as a measure of performance effectiveness, while probe reaction time (PRT), perceived mental effort (RSME), visual search data, and arm kinematics were recorded as measures of efficiency. Anxiety had a negative effect on performance effectiveness in both LWM and HWM tasks. There was an increase in frequency of gaze and in PRT and RSME values in both tasks under high vs. low anxiety conditions, implying decrements in performance efficiency. However, participants spent more time tracking the ball in the HWM task and employed a shorter tau margin when anxious. Although anxiety impaired performance effectiveness and efficiency, decrements in efficiency were more pronounced in the HWM task than in the LWM task, providing support for processing efficiency theory.
Christopher J. Brush, Ryan L. Olson, Peter J. Ehmann, Steven Osovsky and Brandon L. Alderman
The purpose of this study was to examine possible dose–response and time course effects of an acute bout of resistance exercise on the core executive functions of inhibition, working memory, and cognitive flexibility. Twenty-eight participants (14 female; Mage = 20.5 ± 2.1 years) completed a control condition and resistance exercise bouts performed at 40%, 70%, and 100% of their individual 10-repetition maximum. An executive function test battery was administered at 15 min and 180 min postexercise to assess immediate and delayed effects of exercise on executive functioning. At 15 min postexercise, high-intensity exercise resulted in less interference and improved reaction time (RT) for the Stroop task, while at 180 min low- and moderate-intensity exercise resulted in improved performance on plus–minus and Simon tasks, respectively. These findings suggest a limited and task-specific influence of acute resistance exercise on executive function in healthy young adults.
Mirko Schmidt, Katja Jäger, Fabienne Egger, Claudia M. Roebers and Achim Conzelmann
Although the positive effects of different kinds of physical activity (PA) on cognitive functioning have already been demonstrated in a variety of studies, the role of cognitive engagement in promoting children’s executive functions is still unclear. The aim of the current study was therefore to investigate the effects of two qualitatively different chronic PA interventions on executive functions in primary school children. Children (N = 181) aged between 10 and 12 years were assigned to either a 6-week physical education program with a high level of physical exertion and high cognitive engagement (team games), a physical education program with high physical exertion but low cognitive engagement (aerobic exercise), or to a physical education program with both low physical exertion and low cognitive engagement (control condition). Executive functions (updating, inhibition, shifting) and aerobic fitness (multistage 20-m shuttle run test) were measured before and after the respective condition. Results revealed that both interventions (team games and aerobic exercise) have a positive impact on children’s aerobic fitness (4–5% increase in estimated VO2max). Importantly, an improvement in shifting performance was found only in the team games and not in the aerobic exercise or control condition. Thus, the inclusion of cognitive engagement in PA seems to be the most promising type of chronic intervention to enhance executive functions in children, providing further evidence for the importance of the qualitative aspects of PA.
Christiano Robles Rodrigues Alves, Bruno Gualano, Pollyana Pereira Takao, Paula Avakian, Rafael Mistura Fernandes, Diego Morine and Monica Yuri Takito
The aim of this study was to compare the effects of acute aerobic and strength exercises on selected executive functions. A counterbalanced, crossover, randomized trial was performed. Forty-two healthy women were randomly submitted to three different conditions: (1) aerobic exercise, (2) strength exercise, and (3) control condition. Before and after each condition, executive functions were measured by the Stroop Test and the Trail Making Test. Following the aerobic and strength sessions, the time to complete the Stroop “non-color word” and “color word” condition was lower when compared with that of the control session. The performance in the Trail Making Test was unchanged. In conclusion, both acute aerobic and strength exercises improve the executive functions. Nevertheless, this positive effect seems to be task and executive function dependent.
Gavin R. McCormack, Christine M. Friedenreich, Billie Giles-Corti, Patricia K. Doyle-Baker and Alan Shiell
The built and social environments may contribute to physical activity motivations and behavior. We examined the extent to which the Theory of Planned Behavior (TPB) mediated the association between neighborhood walkability and walking.
Two random cross-sectional samples (n = 4422 adults) completed telephone interviews capturing walking-related TPB variables (perceived behavioral control (PBC), attitudes, subjective norm, intention). Of those, 2006 completed a self-administered questionnaire capturing walkability, social support (friends, family, dog ownership), and neighborhood-based transportation (NTW) and recreational walking (NRW). The likelihood of undertaking 1) any vs. none and 2) sufficient vs. insufficient levels (≥150 vs. <150 minutes/week) of NTW and NWR, in relation to walkability, social support, and TPB was estimated.
Any and sufficient NTW were associated with access to services, connectivity, residential density, not owning a dog (any NTW only), and friend and family support. Any and sufficient NRW were associated with neighborhood aesthetics (any NRW only), dog ownership, and friend and family support. PBC partially mediated the association between access to services and NTW (any and sufficient), while experiential attitudes partially mediated the association between neighborhood aesthetics and any NRW.
Interventions that increase positive perceptions of the built environment may motivate adults to undertake more walking.
Robert J. Rotella, Bruce Gansneder, David Ojala and John Billing
Niels van Quaquebeke and Steffen R. Giessner
Many fouls committed in football (called soccer in some countries) are ambiguous, and there is no objective way of determining who is the “true” perpetrator or the “true” victim. Consequently, fans as well as referees often rely on a variety of decision cues when judging such foul situations. Based on embodiment research, which links perceptions of height to concepts of strength, power, and aggression, we argue that height is going to be one of the decision cues used. As a result, people are more likely to attribute a foul in an ambiguous tackle situation to the taller of two players. We find consistent support for our hypothesis, not only in field data spanning the last seven UEFA Champions League and German Bundesliga seasons, as well as the last three FIFA World Cups, but also in two experimental studies. The resulting dilemma for refereeing in practice is discussed.
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.
Christina M. Ohlinger, Thelma S. Horn, William P. Berg and Ronald Howard Cox
The purpose of this study was to assess participants’ ability to perform tasks requiring attention, short term memory, and simple motor skill while sitting, standing or walking at an active workstation.
Fifty participants completed the Stroop Color Word test (SCWT), Auditory Consonant Trigram test (ACTT), and Digital Finger Tapping test (DFTT) while sitting, standing and walking 1.6 km/h at an active workstation.
A significant difference was found for DFTT, but no differences across conditions were found on ACTT or SCWT. Examination of the linear contrasts and post hoc means comparison tests revealed significant differences in DFTT scores between sitting and walking (t = 2.39 (49) P < .02) and standing and walking (t = 2.28 (49) P < .03). These results indicate that adding the walking task to the ACTT and SCWT conditions results in no decrement in performance on these tasks. Conversely, adding the walking task to the DFTT condition results in reduced performance on the DFTT task.
These results further support the potential of active workstations to increase physical activity in the workplace without compromising cognitive capabilities.