Improvements in 4th graders' task behavior after physical activity: mediation by inhibition?
IntroductionThis study aimed to investigate if the acute effects of a physical activity (PA) break on the on-task and off-task classroom behavior of primary school children are mediated by inhibition. Combining arousal theory and the cognitive stimulation hypothesis, we employed a 15-min intermitten...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-03-01
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| Series: | Frontiers in Cognition |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fcogn.2024.1362636/full |
| _version_ | 1797272573892886528 |
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| author | Christina Hubertina Helena Maria Heemskerk Claudia M. Roebers |
| author_facet | Christina Hubertina Helena Maria Heemskerk Claudia M. Roebers |
| author_sort | Christina Hubertina Helena Maria Heemskerk |
| collection | DOAJ |
| description | IntroductionThis study aimed to investigate if the acute effects of a physical activity (PA) break on the on-task and off-task classroom behavior of primary school children are mediated by inhibition. Combining arousal theory and the cognitive stimulation hypothesis, we employed a 15-min intermittent PA protocol aiming at high-intensity with cognitive demands. We were interested in the effects of PA in real-life settings and in a feasible and sustainable manner for teachers. Thus, the PA session was short and all data collection carried out in ecologically valid school and classroom environments.MethodsFifteen 4th grade classes were randomly assigned to the experimental group (EG; eight classes, n = 120) or waitlist control group (WCG; seven classes, n = 91). Participants were observed during normal classroom lessons for 25 min before and after the PA break (EG) or a business-as-usual lesson (WCG) and completed the Hearts and Flowers task, a task measuring primarily inhibition, once per observation block. We analyzed the effect of PA on inhibition with ANOVA and the effect on behavior and mediation effect with logistic multilevel models.ResultsThe PA break positively affected inhibition with a small effect. Active off-task classroom behavior was higher at post-test in the WCG, but not the EG. Of practical importance, intercept-slope interactions indicated that those with higher levels of off-task behavior at pre-test experienced greater benefits of the PA breaks. No significant mediation of the effect of PA on task-related behaviors via inhibition was found.DiscussionIn conclusion, a time-efficient PA break can improve inhibition and off-task classroom behavior in primary school children. Although these effects occur concurrently, they appear to be independent of each other. |
| first_indexed | 2024-03-07T14:31:18Z |
| format | Article |
| id | doaj.art-af396798ee3a4dbd8b8f7203598bde9e |
| institution | Directory Open Access Journal |
| issn | 2813-4532 |
| language | English |
| last_indexed | 2024-03-07T14:31:18Z |
| publishDate | 2024-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Cognition |
| spelling | doaj.art-af396798ee3a4dbd8b8f7203598bde9e2024-03-06T05:08:44ZengFrontiers Media S.A.Frontiers in Cognition2813-45322024-03-01310.3389/fcogn.2024.13626361362636Improvements in 4th graders' task behavior after physical activity: mediation by inhibition?Christina Hubertina Helena Maria HeemskerkClaudia M. RoebersIntroductionThis study aimed to investigate if the acute effects of a physical activity (PA) break on the on-task and off-task classroom behavior of primary school children are mediated by inhibition. Combining arousal theory and the cognitive stimulation hypothesis, we employed a 15-min intermittent PA protocol aiming at high-intensity with cognitive demands. We were interested in the effects of PA in real-life settings and in a feasible and sustainable manner for teachers. Thus, the PA session was short and all data collection carried out in ecologically valid school and classroom environments.MethodsFifteen 4th grade classes were randomly assigned to the experimental group (EG; eight classes, n = 120) or waitlist control group (WCG; seven classes, n = 91). Participants were observed during normal classroom lessons for 25 min before and after the PA break (EG) or a business-as-usual lesson (WCG) and completed the Hearts and Flowers task, a task measuring primarily inhibition, once per observation block. We analyzed the effect of PA on inhibition with ANOVA and the effect on behavior and mediation effect with logistic multilevel models.ResultsThe PA break positively affected inhibition with a small effect. Active off-task classroom behavior was higher at post-test in the WCG, but not the EG. Of practical importance, intercept-slope interactions indicated that those with higher levels of off-task behavior at pre-test experienced greater benefits of the PA breaks. No significant mediation of the effect of PA on task-related behaviors via inhibition was found.DiscussionIn conclusion, a time-efficient PA break can improve inhibition and off-task classroom behavior in primary school children. Although these effects occur concurrently, they appear to be independent of each other.https://www.frontiersin.org/articles/10.3389/fcogn.2024.1362636/fullphysical activityexecutive functionsinhibitionon-task behavioroff-task behaviorprimary school |
| spellingShingle | Christina Hubertina Helena Maria Heemskerk Claudia M. Roebers Improvements in 4th graders' task behavior after physical activity: mediation by inhibition? Frontiers in Cognition physical activity executive functions inhibition on-task behavior off-task behavior primary school |
| title | Improvements in 4th graders' task behavior after physical activity: mediation by inhibition? |
| title_full | Improvements in 4th graders' task behavior after physical activity: mediation by inhibition? |
| title_fullStr | Improvements in 4th graders' task behavior after physical activity: mediation by inhibition? |
| title_full_unstemmed | Improvements in 4th graders' task behavior after physical activity: mediation by inhibition? |
| title_short | Improvements in 4th graders' task behavior after physical activity: mediation by inhibition? |
| title_sort | improvements in 4th graders task behavior after physical activity mediation by inhibition |
| topic | physical activity executive functions inhibition on-task behavior off-task behavior primary school |
| url | https://www.frontiersin.org/articles/10.3389/fcogn.2024.1362636/full |
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