Shifting the focus from quantitative to qualitative exercise characteristics in exercise and cognition research.
- Caterina Pesce
- Journal of sport & exercise psychology
PURPOSE The aim of this investigation was to examine the potential influence of varying types of exertion on immediate attentional performance on 138 primary school boys and girls. METHODS Subjects performed three different types of exertion [cognitive exertion (school curricular lesson), physical exertion (traditional physical education lesson), and mixed cognitive and physical exertion (coordinative physical education lesson)] at the same time of the school day for 3 wk. Before and immediately after each exertion session, subjects were administered the d2 Test of Attention. RESULTS Results showed that participants' attentional performances were significantly affected by exertion type (cognitive exertion vs physical exertion vs mixed cognitive and physical exertion; P < 0.05), by intervention (before vs after; P < 0.05), and by exertion type × intervention interactions (P < 0.01). CONCLUSIONS Our findings suggest that varying types of exertion have different beneficial influences on schoolchildren's immediate cognitive performance.