Investigating links between moderate-to-vigorous physical activity and cognitive performance in elementary school students

摘要

ABSTRACTBackground: Research has noted both physical and psychological benefits when children participate in physical activity. Recent studies indicate there may also be academic benefits and students may be more efficient learners after physical activity. This study investigated the influence of moderate-to-vigorous physical activity (MVPA) on four cognitive processes: planning, attention, simultaneous processing, and successive processing. Methods: Participants were two classes of fourth-grade students in Ontario (n = 40). Using a counterbalanced design, students in the two classes completed standardized tests for each cognitive process both after no physical activity and following it (20 min MVPA within a 45 min lesson). Results: The results indicate that performance on the planning test significantly improved after physical activity (p< 0.001), controlling for sequence and habituation/retesting effects. No improvement was observed for attention, simultaneous processing, or successive processing. Conclusion: Planning is associated with problem solving skills and behaviour self-regulation. These skills may be improved in elementary school students immediately following physical activity.