Acute effects of mindful interval exercise on cognitive performance in a higher education setting

Acute Pilates and plyometric exercise in school-based settings improve attention and mathematics performance in high school students

The aim of this study was to examine the effects of acute Pilates and plyometric exercise in a school-based setting on attention and mathematics test performance in high school students. Forty 10th-grade students (21 females and 19 males; age: [15.0 ± 0.5] years, body mass index: [21.4 ± 2.8] kg/m2) participated in this crossover and quasi-experimental study. In week 1, students were familiarized with the d2 test of attention and Pilates and plyometric exercises activities, and body composition measurements were taken. In both weeks 2 and 3, students completed the d2 test of attention and mathematics test with 20 questions following a single session of low-to-moderate-intensity exercise and a classroom-based non-exercise activity, in a non-randomized order. The exercise sessions included 30 mins of plyometric exercises for male students and Pilates exercise for female students, with intensities corresponding to 10-14 on the Borg rating of perceived exertion scale6-20. Compared to the non-exercise activity, a 30-min of Pilates and plyometric exercise resulted in significant improvements in attention score (mean difference [Δ] ​= ​54.5 score; p ​< 0.001; Cohen's effect sizes [d] ​= ​1.26) and concentration performance (Δ ​= ​20.7 score; p ​= ​0.003; d ​= ​0.51). The students scored significantly higher on the mathematics test after participating in the exercise sessions compared to the non-exercise condition (Δ% ​= ​11.7; p ​< ​0.001; d ​= ​0.76). There were no significant differences between genders (p ​> ​0.05). These findings demonstrate the effectiveness of acute light-to-moderate-intensity Pilates and plyometric exercises in school-based settings for improving attention and mathematics performance in adolescents.

Mediating role of inhibitory control in relationships between cardiovascular fitness and academic achievement in preadolescents

Cardiovascular fitness (CRF) has been consistently linked to cognitive performance and academic achievement, and inhibitory control has been recognized as a key predictor of academic success. However, few studies have explored whether inhibitory control mediates the relationship between CRF and academic performance in children, and the existing findings are inconclusive because of certain limitations. This study investigated the mediating role of inhibitory control in the association between CRF and academic achievement among preadolescents while also addressing the related limitations. This study enrolled a total of 175 elementary school students (70 girls, mean age=11.17years, standard deviation=0.7), who participated in a half-mile test for assessing their CRF level. Additionally, inhibitory control was measured using the Stroop Color and Word Test (Stroop test), and language and mathematics tests were administered to measure their academic performance. The results revealed that the participants with higher CRF levels achieved superior performance in tasks requiring a high level of inhibitory control (r=0.291, P<0.001) and in Chinese language (r=-0.415, P<0.001) and mathematics (r=-0.366, P<0.001) tests even when gender, age, and body fat were considered. Furthermore, a mediation analysis revealed that inhibitory control, as measured through the incongruent trials of the Stroop test, partially mediated the relationship between CRF and academic performance (language: indirect effect=-0.013, 95% CI [-0.019, -0.008]; math: indirect effect=-0.013, 95% CI [-0.021, -0.009]). These findings have major implications for child development, emphasizing the key role of inhibitory control in the beneficial effects of CRF on academic achievement.

Mindfulness induction and executive function after high-intensity interval training with and without mindful recovery intervals

OBJECTIVES

Determine the effect of incorporating mindfulness-based activities into the recovery intervals of high-intensity interval training (HIIT) on mindfulness induction and subsequent executive function performance.

DESIGNS

A within-subject crossover trial.

METHODS

Forty adults participated in two experimental conditions, including a 30-min bout of HIIT involving mindfulness recovery intervals (Mindful) and a 30-min bout of HIIT without mindfulness recovery intervals (Non-mindful), on two separate days in counterbalanced order. Before and after each condition, participants completed the flanker task, switch-flanker task, and n-back task to measure inhibitory control, cognitive flexibility, and working memory, respectively.

RESULTS

A higher level of mindfulness state was observed following the Mindful condition than the Non-mindful condition. Dispositional mindfulness was positively correlated with the level of the mindful state only during the Mindful condition but not the Non-mindful condition. The switch-flanker response accuracy was improved from the pretest to posttest during the Non-mindful condition but remained unchanged over time during the Mindful condition. Time-related improvements in the flanker and n-back task outcomes were observed for both the Mindful and Non-mindful conditions and did not differ between conditions.

CONCLUSION

Although incorporating mindfulness-based activities during the recovery intervals of HIIT successfully led to greater state-related mindfulness, such a heightened mindful state did not correspond with additional modulation in inhibitory control and working memory performance while attenuating HIIT-related positive changes in task performance requiring cognitive flexibility.

Cognitively engaging movement games improve interference control and academic performance in overweight children: A randomized control trial

The purpose of this study was to determine the (a) dose-response effects of cognitively engaging movement games (CEMGs) designed to improve aerobic capacity, interference control (IC), and academic performance, (b) relationship between intervention-induced improvements in aerobic capacity, IC, and academic performance, and (c) moderation effect of IC on the relationship between aerobic capacity and academic performance in overweight children. Seventy-five overweight children (aged 11.23 ± 0.60 years; 48% males) participated in this study conducted in Taipei during the 2018/2019 academic year and were randomly assigned to the low-dose (20-min) intervention, high-dose (40-min) intervention, and control groups and completed a Stroop test, half-mile run, and language and mathematics tests before and after a 10-week afterschool program. Both intervention groups showed similar improvements in outcomes of aerobic capacity (ds > 0.80), IC (ds > 0.76), and academic performance (ds > 0.90) from the pretest to posttest, whereas these outcomes were unchanged for the control group. Furthermore, improved IC moderated the association between improvements in aerobic capacity and academic performance. Our findings suggest that CEMG with varying doses is feasible and effective for improving aerobic capacity, IC, and academic performance in overweight children and that the association between improvements in aerobic capacity and academic performance depends on the intervention effects on IC.