Effects of two years of physically active lessons on cognitive indicators in children
Abstract Our purpose was to evaluate the effect of physically active lessons (PAL) on the cognitive performance of children during two years of follow-up. Four classes (second grade of elementary school) were divided into two intervention classes (n = 34) and two control classes (n = 27). Evaluation...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Nature Portfolio
2023-05-01
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| Series: | Scientific Reports |
| Online Access: | https://doi.org/10.1038/s41598-023-35644-0 |
| _version_ | 1827933400084774912 |
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| author | David N. Oliveira Ellen Caroline M. Silva Luciana L. S. Barboza Mabliny Thuany Raphael Henrique O. Araújo Roberto Jerônimo S. Silva Thayse Natacha Gomes Heike Schmitz Julian Tejada Danilo R. Silva |
| author_facet | David N. Oliveira Ellen Caroline M. Silva Luciana L. S. Barboza Mabliny Thuany Raphael Henrique O. Araújo Roberto Jerônimo S. Silva Thayse Natacha Gomes Heike Schmitz Julian Tejada Danilo R. Silva |
| author_sort | David N. Oliveira |
| collection | DOAJ |
| description | Abstract Our purpose was to evaluate the effect of physically active lessons (PAL) on the cognitive performance of children during two years of follow-up. Four classes (second grade of elementary school) were divided into two intervention classes (n = 34) and two control classes (n = 27). Evaluations were performed before the intervention (M1), after 3 (M2) and 9 (M3) months in the 1st year, and 14 (M4) and 18 (M5) months in the 2nd year. The intervention was based on PAL integrated with the curricular components, which stimulated the children to stand or move in the classroom. Cognitive performance was evaluated using three computerized tests for response inhibition, selective attention, and cognitive flexibility. The children in the intervention classes presented improved cognitive performance in the execution of all tasks along the two years follow-up, in both correct answers and time reactions, with exception of correct answers of visual search. For the intervention classes, in most of the tasks, the mean differences confidence interval of 95% did not include the 0 on the two last moments of evaluation, and in all cases, the mean differences of them between M1 versus M5 were significantly different with high values of effect size (cohen -d > 1). PAL promotes modest improvements in diverse cognitive functions in children. |
| first_indexed | 2024-03-13T07:24:15Z |
| format | Article |
| id | doaj.art-5ae39bee6e764f2ba89675ad4cab24f8 |
| institution | Directory Open Access Journal |
| issn | 2045-2322 |
| language | English |
| last_indexed | 2024-03-13T07:24:15Z |
| publishDate | 2023-05-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj.art-5ae39bee6e764f2ba89675ad4cab24f82023-06-04T11:28:32ZengNature PortfolioScientific Reports2045-23222023-05-011311910.1038/s41598-023-35644-0Effects of two years of physically active lessons on cognitive indicators in childrenDavid N. Oliveira0Ellen Caroline M. Silva1Luciana L. S. Barboza2Mabliny Thuany3Raphael Henrique O. Araújo4Roberto Jerônimo S. Silva5Thayse Natacha Gomes6Heike Schmitz7Julian Tejada8Danilo R. Silva9Federal University of SergipeState University of LondrinaUniversity of BrasíliaFaculty of Sports, University of PortoState University of LondrinaFederal University of SergipeFederal University of SergipeFederal University of SergipeFederal University of SergipeFederal University of SergipeAbstract Our purpose was to evaluate the effect of physically active lessons (PAL) on the cognitive performance of children during two years of follow-up. Four classes (second grade of elementary school) were divided into two intervention classes (n = 34) and two control classes (n = 27). Evaluations were performed before the intervention (M1), after 3 (M2) and 9 (M3) months in the 1st year, and 14 (M4) and 18 (M5) months in the 2nd year. The intervention was based on PAL integrated with the curricular components, which stimulated the children to stand or move in the classroom. Cognitive performance was evaluated using three computerized tests for response inhibition, selective attention, and cognitive flexibility. The children in the intervention classes presented improved cognitive performance in the execution of all tasks along the two years follow-up, in both correct answers and time reactions, with exception of correct answers of visual search. For the intervention classes, in most of the tasks, the mean differences confidence interval of 95% did not include the 0 on the two last moments of evaluation, and in all cases, the mean differences of them between M1 versus M5 were significantly different with high values of effect size (cohen -d > 1). PAL promotes modest improvements in diverse cognitive functions in children.https://doi.org/10.1038/s41598-023-35644-0 |
| spellingShingle | David N. Oliveira Ellen Caroline M. Silva Luciana L. S. Barboza Mabliny Thuany Raphael Henrique O. Araújo Roberto Jerônimo S. Silva Thayse Natacha Gomes Heike Schmitz Julian Tejada Danilo R. Silva Effects of two years of physically active lessons on cognitive indicators in children Scientific Reports |
| title | Effects of two years of physically active lessons on cognitive indicators in children |
| title_full | Effects of two years of physically active lessons on cognitive indicators in children |
| title_fullStr | Effects of two years of physically active lessons on cognitive indicators in children |
| title_full_unstemmed | Effects of two years of physically active lessons on cognitive indicators in children |
| title_short | Effects of two years of physically active lessons on cognitive indicators in children |
| title_sort | effects of two years of physically active lessons on cognitive indicators in children |
| url | https://doi.org/10.1038/s41598-023-35644-0 |
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