Exercise of Varying Durations: No Acute Effects on Cognitive Performance in Adolescents

Vera van den Berg, Emi Saliasi, Jelle Jolles, Renate H M de Groot, Mai J M Chinapaw, Amika S Singh

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Participation in structured physical activity is assumed to have a positive effect on cognitive and academic performance. A single bout of moderate to vigorous exercise has been found to have a small acute positive effect on the cognitive performance of children and adolescents. However, the dose-response effects of exercise duration are largely unknown. Therefore, the current study examined the acute effects of moderate-to-vigorous exercise with a duration of either 10, 20, or 30 min on selective attention and working memory performance of young adolescents. One hundred and nineteen adolescents (11-14 years old) participated in a randomized, controlled crossover study. Adolescents were assigned to one of the three exercise durations, each paired with a sedentary control session of the same duration. Cognitive performance was measured before and immediately after the exercise and control condition. The Attention Network Test and n-back task were used to measure selective attention and working memory, respectively. There were no significant exercise effects on selective attention (i.e., alerting, orienting, or executive control) or working memory performance measured immediately after the exercise bouts. Furthermore, there were no differential effects of exercise duration. In sum, acute exercise bouts with a duration of 10, 20, or 30 min did not improve, but neither deteriorate cognitive performance of young adolescents compared to a sedentary control condition.

Original languageEnglish
Article number672
Number of pages11
JournalFrontiers in Neuroscience
Volume12
DOIs
Publication statusPublished - 27 Sep 2018

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Exercise
Short-Term Memory
Executive Function
Cross-Over Studies

Keywords

  • ACADEMIC-ACHIEVEMENT
  • DOSE-RESPONSE
  • EXECUTIVE FUNCTION
  • MODERATE AEROBIC EXERCISE
  • ON-TASK BEHAVIOR
  • PHYSICAL-ACTIVITY
  • PREADOLESCENT CHILDREN
  • SCHOOL-CHILDREN
  • SELECTIVE ATTENTION
  • WORKING-MEMORY
  • adolescents
  • children
  • cognitive performance
  • dose-response
  • exercise duration
  • physical activity
  • selective attention
  • working memory

Cite this

van den Berg, Vera ; Saliasi, Emi ; Jolles, Jelle ; de Groot, Renate H M ; Chinapaw, Mai J M ; Singh, Amika S. / Exercise of Varying Durations : No Acute Effects on Cognitive Performance in Adolescents. In: Frontiers in Neuroscience. 2018 ; Vol. 12.
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abstract = "Participation in structured physical activity is assumed to have a positive effect on cognitive and academic performance. A single bout of moderate to vigorous exercise has been found to have a small acute positive effect on the cognitive performance of children and adolescents. However, the dose-response effects of exercise duration are largely unknown. Therefore, the current study examined the acute effects of moderate-to-vigorous exercise with a duration of either 10, 20, or 30 min on selective attention and working memory performance of young adolescents. One hundred and nineteen adolescents (11-14 years old) participated in a randomized, controlled crossover study. Adolescents were assigned to one of the three exercise durations, each paired with a sedentary control session of the same duration. Cognitive performance was measured before and immediately after the exercise and control condition. The Attention Network Test and n-back task were used to measure selective attention and working memory, respectively. There were no significant exercise effects on selective attention (i.e., alerting, orienting, or executive control) or working memory performance measured immediately after the exercise bouts. Furthermore, there were no differential effects of exercise duration. In sum, acute exercise bouts with a duration of 10, 20, or 30 min did not improve, but neither deteriorate cognitive performance of young adolescents compared to a sedentary control condition.",
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Exercise of Varying Durations : No Acute Effects on Cognitive Performance in Adolescents. / van den Berg, Vera; Saliasi, Emi; Jolles, Jelle; de Groot, Renate H M; Chinapaw, Mai J M; Singh, Amika S.

In: Frontiers in Neuroscience, Vol. 12, 672, 27.09.2018.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Exercise of Varying Durations

T2 - No Acute Effects on Cognitive Performance in Adolescents

AU - van den Berg, Vera

AU - Saliasi, Emi

AU - Jolles, Jelle

AU - de Groot, Renate H M

AU - Chinapaw, Mai J M

AU - Singh, Amika S

PY - 2018/9/27

Y1 - 2018/9/27

N2 - Participation in structured physical activity is assumed to have a positive effect on cognitive and academic performance. A single bout of moderate to vigorous exercise has been found to have a small acute positive effect on the cognitive performance of children and adolescents. However, the dose-response effects of exercise duration are largely unknown. Therefore, the current study examined the acute effects of moderate-to-vigorous exercise with a duration of either 10, 20, or 30 min on selective attention and working memory performance of young adolescents. One hundred and nineteen adolescents (11-14 years old) participated in a randomized, controlled crossover study. Adolescents were assigned to one of the three exercise durations, each paired with a sedentary control session of the same duration. Cognitive performance was measured before and immediately after the exercise and control condition. The Attention Network Test and n-back task were used to measure selective attention and working memory, respectively. There were no significant exercise effects on selective attention (i.e., alerting, orienting, or executive control) or working memory performance measured immediately after the exercise bouts. Furthermore, there were no differential effects of exercise duration. In sum, acute exercise bouts with a duration of 10, 20, or 30 min did not improve, but neither deteriorate cognitive performance of young adolescents compared to a sedentary control condition.

AB - Participation in structured physical activity is assumed to have a positive effect on cognitive and academic performance. A single bout of moderate to vigorous exercise has been found to have a small acute positive effect on the cognitive performance of children and adolescents. However, the dose-response effects of exercise duration are largely unknown. Therefore, the current study examined the acute effects of moderate-to-vigorous exercise with a duration of either 10, 20, or 30 min on selective attention and working memory performance of young adolescents. One hundred and nineteen adolescents (11-14 years old) participated in a randomized, controlled crossover study. Adolescents were assigned to one of the three exercise durations, each paired with a sedentary control session of the same duration. Cognitive performance was measured before and immediately after the exercise and control condition. The Attention Network Test and n-back task were used to measure selective attention and working memory, respectively. There were no significant exercise effects on selective attention (i.e., alerting, orienting, or executive control) or working memory performance measured immediately after the exercise bouts. Furthermore, there were no differential effects of exercise duration. In sum, acute exercise bouts with a duration of 10, 20, or 30 min did not improve, but neither deteriorate cognitive performance of young adolescents compared to a sedentary control condition.

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KW - DOSE-RESPONSE

KW - EXECUTIVE FUNCTION

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KW - ON-TASK BEHAVIOR

KW - PHYSICAL-ACTIVITY

KW - PREADOLESCENT CHILDREN

KW - SCHOOL-CHILDREN

KW - SELECTIVE ATTENTION

KW - WORKING-MEMORY

KW - adolescents

KW - children

KW - cognitive performance

KW - dose-response

KW - exercise duration

KW - physical activity

KW - selective attention

KW - working memory

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DO - 10.3389/fnins.2018.00672

M3 - Article

C2 - 30319345

VL - 12

JO - Frontiers in Neuroscience

JF - Frontiers in Neuroscience

SN - 1662-453X

M1 - 672

ER -